text:
observing in a sentence
Example sentences for observing
Because what we're observing now is an increase in the effectiveness of accommodative monetary policy.
It may seem to the reader that a rule with so many exceptions to it is not worth observing.
We were there with some amount of irony-or mockery: observing a relic.
She took responsibility for observing the inhuman uses of power and for summoning her generation to judgment and action.
Mice observing a cage mate suffering stomachache withdrew more quickly from the heat source.
Observing what they leave on their plates at home will accomplish the same thing.
After observing the pair for some time, a third dip in the system's light was seen happening at odd intervals.
Suppose that your philosophy was developed by observing and working with an outstanding teacher at your graduate university.
But these satellites focus narrowly and aren't useful for observing wide areas of terrain.
But given that this is close in astronomical terms, astronomers will be observing it carefully.
Observing the weather first-hand using one's own equipment is always interesting.
The interior ministry last month warned foreigners that observing was one thing, political meddling another.
Studying the official website and observing program schedules can avoid the common pitfalls.
There is a difference between perpetuating stereotypes and observing how they affect the lives of real people.
But as law enforcers never tire of observing, crime doesn't honor borders.
The logic of observing elections is that offenders should be punished.
There are multiple dimensions of observations, and depending on who is observing a specific event, the outcome will be different.
It's calmer than it was, but objects are still being thrown, and there are hundreds if not thousands of students observing events.
That's the question that physicists have been struggling with since observing this phenomenon during the last decade or so.
Both you and the sailor would have equal claim to being right-the motion of the rock is relative to whoever is observing it.
The earliest navigation methods involved observing landmarks or watching the direction of the sun and stars.
The plants, soberly observing their entertainment, seem wholesomely unmanipulated.
We are in the position of anthropologists observing the rituals and liturgy of an alien culture.
It might depend on where one is doing the observing.
These include hiking, fishing, climbing and observing wildlife.
The routine provided him with an opportunity to get a head start on his relentless observing, sketching, and note-taking.
Astronomers can be skilled observers and also expert in the theory of what they are observing.
For faculty striving to improve their teaching, they would be a lot better off observing and emulating good teachers.
Observing the effects of perigee on the moon itself can be a bit trickier.
He was observing mice when he put his coffee mug down.
It's easy to see why locating and observing the gentle giants is such a challenge.
The obvious problem is for astronomers, who have to fight this added light when observing faint objects.
The scientists will be observing several athletes to see how their bodies react to performance testing.
By observing their gestures she refined the experiment.
The threat can then be monitored by observing their swarming behavior.
By not observing the distinction between illegality and malice.
But it gives you global coverage, whereas the previous observing systems were spotty.
Other duties may include observing and mentoring candidates in school settings.
The only safe solar filter for a telescope is a full aperture filter specifically designed for solar observing.
In the process of observing the behavior and progress of these apes, the visitor is stimulated to think in news ways.
It is loss also in business to be too full of respects, or to be curious in observing times and opportunities.
By observing the highest standards of craftsmanship.
He started by observing the rising number of dubious mortgages being written.
Since the early twentieth century, two concepts have transformed the way astronomers think about observing the universe.
Supernovae occur all the time throughout the universe, but capturing and observing one is extremely rare.
As the one doing the observing, you have the opportunity to gather some new ideas about effective teaching.
Spend some time outdoors together observing wildlife.
Another way to use this lesson has to do with observing meteors.
Although the trial was held in the open, with reporters observing much of it, important chunks were kept secret.
The park provides guests with opportunities for fishing, observing marsh and swamp wildlife and boating.
And now we're observing it unfold on a national stage in a profoundly symbolic setting.
Perhaps also they are uncomfortable when they recognize what he was observing.
The idea that observing disorder can have a psychological effect on people has been around for a while.
Opportunities for studying the wonders that go on in nature are everywhere, and observing nature can be fun to do together.
One tenet of quantum physics is that the simple act of observing an event will alter the outcome of the event.
It continues shoving the object around, observing how its parts move in relation to each other.
Most extrasolar planets have been revealed by observing their host star, or sun.
Locating and observing these gliders in the wild was a challenge.
The jacket artist has the pleasure of observing this life-in stores, in people's hands, in their houses.
The main concern expressed by opponents of the commission's standards is that observing them will be too expensive.
Famous quotes containing the word observing
There will, however, be no one in need among you, because the LORD is sure to bless you in the land that the LORD your G... more
Neither look at nor listen to what is improper; do not speak or act without observing propriety.... more
Excellence or virtue is a settled disposition of the mind that determines our choice of actions and emotions and consist... more


text:
Yosemite National Park Announces the Public Comment Period for the Invasive Plant Management Plan Environmental Assessment
Invasive plants are one of the greatest threats to the integrity of National Park Service lands. Non-native plants invade an estimated 4,600 acres of federal land in the United States every day, and already infest millions of acres in the national parks. Fortunately, Yosemite National Park is at the early stages of invasion, with less than 1% of the landmass within the Park contaminated with invasive plants. Unfortunately, 177 non-native plant taxa have already established within Park borders, many with the potential to spread rapidly.
The purpose of this Invasive Plant Management Plan Environmental Assessment for Yosemite National Park is to evaluate a range of alternatives to prevent the establishment and spread of invasive plants into uninfested areas of the park, and quickly and effectively eradicate new infestations.
The public comment period for the Invasive Plant Management Plan Environmental Assessment will open on Friday, June 13, 2008 and will run through Sunday, July 13, 2008. The plan is available on the park's website at _URL_ A public meeting will take place on Wednesday, June 25, 2008 from 1:00 p.m. to 5:00 p.m. during the monthly Open House in the Yosemite Valley Visitor Center Auditorium. Additionally, park representatives will be available at the El Portal Planning Advisory Meeting on Tuesday, July 8, 2008 at 7pm in the Clark Community Hall.
Written scoping comments should be postmarked no later than July 13, 2008. Comments can be submitted at public meetings, by mail, fax, email, and through the Planning, Environment, and Public Comment (PEPC) commenting system. To request a hard copy or CD ROM version of the EA and to submit written comments:
Mail: Superintendent, Yosemite National Park
For more information on park planning efforts, visit the website at _URL_
Did You Know?
In Yosemite Valley, dropping over 594-foot Nevada Fall and then 317-foot Vernal Fall, the Merced River creates what is known as the "Giant Staircase." Such exemplary stair-step river morphology is characterized by a large variability in river movement and flow, from quiet pools to the dramatic drops of the waterfalls themselves.

source: HuggingFaceFW/fineweb-edu


Readline-5.1 released
Chet Ramey
Fri Dec 9 18:24:00 GMT 2005
The first public release of the GNU Readline library, version
5.1, is now available for FTP with the URLs
and from the usual GNU mirror sites.
This distribution is essentially a standalone version of the
readline library that appears in Bash-3.1 together with an
'autoconf' framework. The documentation has been updated and
and History manuals are included. A list of changes in this
release is appended to this announcement.
GNU Readline is a library which provides programs with an input
facility including command-line editing and history. Editing
commands similar to both emacs and vi are included. The GNU
History library, which provides facilities for managing a list of
previously-typed command lines and an interactive command line
as separately.
Diffs from readline-5.0 are not available.
Please send readline bug reports to
This document details the changes between this version, readline-5.1,
and the previous version, readline-5.0.
1. Changes to Readline
a. Fixed a bug that caused multiliine prompts to be wrapped and displayed
b. Fixed a bug that caused ^P/^N in emacs mode to fail to display the current
 line correctly.
c. Fixed a problem in computing the number of invisible characters on the first
 line of a prompt whose length exceeds the screen width.
d. Fixed vi-mode searching so that failure preserves the current line rather
 than the last line in the history list.
e. Fixed the vi-mode '~' command (change-case) to have the correct behavior at
 end-of-line when manipulating multibyte characters.
f. Fixed the vi-mode 'r' command (change-char) to have the correct behavior at
 end-of-line when manipulating multibyte characters.
g. Fixed multiple bugs in the redisplay of multibyte characters: displaying
 prompts longer than the screen width containing multibyte characters,
h. Fix the calculation of the number of physical characters in the prompt
 string when it contains multibyte characters.
i. A non-zero value for the 'rl_complete_suppress_append' variable now causes
 no '/' to be appended to a directory name.
j. Fixed forward-word and backward-word to work when words contained
 multibyte characters.
k. Fixed a bug in finding the delimiter of a '?' substring when performing
 history expansion in a locale that supports multibyte characters.
l. Fixed a memory leak caused by not freeing the timestamp in a history entry.
m. Fixed a bug that caused "\M-x" style key bindings to not obey the setting
 of the 'convert-meta' variable.
n. Fixed saving and restoring primary prompt when prompting for incremental
 and non-incremental searches; search prompts now display multibyte
 characters correctly.
o. Fixed a bug that caused keys originally bound to self-insert but shadowed
 by a multi-character key sequence to not be inserted.
p. Fixed code so rl_prep_term_function and rl_deprep_term_function aren't
 dereferenced if NULL (matching the documentation).
q. Extensive changes to readline to add enough state so that commands
 requiring additional characters (searches, multi-key sequences, numeric
 arguments, commands requiring an additional specifier character like
 vi-mode change-char, etc.) work without synchronously waiting for
 additional input.
r. Lots of changes so readline builds and runs on MinGW.
s. Readline no longer tries to modify the terminal settings when running in
 callback mode.
t. The Readline display code no longer sets the location of the last invisible
 character in the prompt if the \[\] sequence is empty.
u. The 'change-case' command now correctly changes the case of multibyte
v. Changes to the shared library construction scripts to deal with Windows
 DLL naming conventions for Cygwin.
w. Fixed the redisplay code to avoid core dumps resulting from a poorly-timed
x. Fixed the non-incremental search code in vi mode to dispose of any current
 undo list when copying a line from the history into the current editing
y. Fixed a bug that caused reversing the incremental search direction to
 not work correctly.
z. Fixed the vi-mode 'U' command to only undo up to the first time insert mode
 was entered, as Posix specifies.
aa. Fixed a bug in the vi-mode 'r' command that left the cursor in the wrong
bb. Fixed a redisplay bug caused by moving the cursor vertically to a line
 with invisible characters in the prompt in a multibyte locale.
cc. Fixed a bug that could cause the terminal special chars to be bound in the
 wrong keymap in vi mode.
2. New Features in Readline
 bound to delete-char.
 completion list.
 readline will bind the terminal special characters to their readline
 equivalents when it's called (on by default).
 to this in vi command mode.
e. If the rl_completion_query_items is set to a value < 0, readline never
 asks the user whether or not to view the possible completions.
f. The 'C-w' binding in incremental search now understands multibyte
g. New application-callable auxiliary function, rl_variable_value, returns
 a string corresponding to a readline variable's value.
h. When parsing inputrc files and variable binding commands, the parser
 strips trailing whitespace from values assigned to boolean variables
 before checking them.
i. A new external application-controllable variable that allows the LINES
 and COLUMNS environment variables to set the window size regardless of
 what the kernel returns.
( ''Discere est Dolere'' -- chet )
 Live Strong.
Chet Ramey, ITS, CWRU
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text:
Deadweight tonnage (also known as deadweight abbreviated to DWT, D.W.T., d.w.t., or dwt) is a measure of how much weight a ship is carrying or can safely carry. It is the sum of the weights of cargo, fuel, fresh water, ballast water, provisions, passengers, and crew. The term is often used to specify a ship's maximum permissible deadweight, the DWT when the ship is fully loaded so that its Plimsoll line is at the point of submersion, although it may also denote the actual DWT of a ship not loaded to capacity.
Deadweight tonnage was historically expressed in long tons but is now usually given internationally in tonnes. Deadweight tonnage is not a measure of the ship's displacement and should not be confused with gross tonnage or net tonnage (or their more archaic forms gross register tonnage or net register tonnage).
- Turpin and McEwen (1980), pages 14–21.
- Hayler and McKeever (2004) page G-10.
- Gilmer (1975) page 25.
- One long ton is 2240 pounds (1016.05 kg), and one tonne or metric ton (tonne isn't used in the U.S.) is 1,000 kg.
- Gilmer, Thomas C. (1975). Modern Ship Design (2nd ed.). Naval Institute Press. ISBN 0-87021-388-1.
- Hayler, William B. (2003). American Merchant Seaman's Manual (7th ed.). Centreville, Maryland: Cornell Maritime Press. ISBN 0-87033-549-9.
- Turpin, Edward A.; William A. McEwen (1980). Merchant Marine Officers' Handbook (4th ed.). Centreville, Maryland: Cornell Maritime Press. ISBN 0-87033-056-X.


Foresight Nanotech Institute Logo
Image of nano
Message from Iran: why Drexler/Smalley debate matters
Sam Ghandchi, Editor/Publisher of Iranscope, explains why he finds Drexler & Kurzweil's views more persuasive than Smalley's, and why this matters to the developing world: "The same way, the nanotechnology can be the most important technology that may replicate fuel cells, to put an end to the age of oil, and not only it would impact the economy of oil producing countries like Iran, but it can change the whole economy of energy production in the world, which is the basis of all industrial production worldwide, and can make a huge impact on poverty and wealth worldwide."
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text:
Question: determine whether the points lie on straight lines
- A(2,4,2), B(3,7,-2), C(1,3,3)
- D(0,-5,5), E(1,-2,4), F(3,4,2)
Answer: first one no, second one yes
My work: only the one of the variables would be changing and it would be by a constant factor (e.g. 3,6,9,12...). I think this because a line has a constant slope.
Is it possible to plot 3d graphs by hand? If yes, how?


text:
|Office of Community
Oriented Policing Services
U.S. Department of Justice
A Guide to Developing, Maintaining, and Succeeding With Your School Resource Officer Program
Office of Community Oriented Policing Services (COPS), July 2005.
Many SRO programs have experienced difficulty recruiting, screening, retaining, training, and supervising SROs. This new COPS report documents promising methods that selected SRO programs have used to address these potential problem areas of SRO program operations. The information in the report is intended to enable other SRO programs-and jurisdictions that are thinking of starting SRO programs-to benefit from the experiences of these selected programs by adopting or adapting some of their approaches to establishing and maintaining a successful program.
Blueprints for Violence Prevention
Office of Juvenile Justice and Delinquency Prevention (OJJDP), July 2001.
Through the Blueprints for Violence Prevention Initiative, OJJDP provides information to communities on a broad array of violence prevention and intervention programs that have proven to be effective. This bulletin describes the demanding criteria established by the Center for the Study and Prevention of Violence to designate model Blueprints programs. It also outlines the activities of the 11 programs (out of the more than 500 that have been reviewed to date) found to meet those rigorous standards. The document provides contact information for each program, and discusses replication and funding resources.
Bomb Threats in Schools
Office of Community Oriented Policing Services (COPS), February 2005.
This guide addresses the problem of bomb threats in schools, public or private, kindergarten through 12th grade. The guide reviews the factors that increase the risk of bomb threats in schools and then identifies a series of questions that might assist departments in analyzing their local problem. Finally, the guide reviews responses to the problem and what is known about these from evaluative research and police practice.
Bullying in Schools
Office of Community Oriented Policing Services (COPS), January 2004.
There is always concern about school violence, and police have assumed greater responsibility for helping school officials ensure students safety. As pressure increases to place officers in schools, police agencies must decide how best to contribute to student safety. Bullying in Schools provides police with information about the causes and extent of bullying in schools and recommendations for developing effective approaches and practices that contribute to student safety.
COPS Gangs Toolkit
The COPS Gangs Toolkit consists of resources for law enforcement officials, educators, and parents to address specific types of crimes committed by gangs. The following resources provide details of community policing solutions to youth crime and school violence. The COPS Office encourages law enforcement agencies to analyze their local gang problems and use these resources, as appropriate.
COPS Innovations: Assessing School Related Crime and Disorder
Office of Community Oriented Policing Services (COPS), September 2001.
This report is based on the activities of COPS School Based Partnership grantees. Tips and recommendations are provided for developing successful school based problem-solving efforts
COPS Innovations – Creative Partnerships: Supporting Youth, Building Communities
Office of Community Oriented Policing Services (COPS), September 2002.
This COPS Innovations piece highlights community policing approaches to developing partnerships with youth. Three youth-focused programs funded by the COPS Office serve as examples of partnerships that law enforcement, schools, and community organizations can form to address issues of juvenile crime and victimization.
COPS School Safety CD-ROM
Office of Community Oriented Policing Services (COPS), March 2005.
The School Safety CD-ROM contains more than 30 COPS Office and other U.S. Department of Justice agency links and documents related to youth violence, gangs, bullying, and drugs, and is a resource for local policy makers, school administrators, parents, and students.
Early Warning, Timely Response: A Guide to Safe Schools
Department of Education, August 1998.
This guide offers research-based practices designed to help school communities identify early warning signs and develop prevention, intervention, and crisis response plans. The guide includes sections on characteristics of a school that is safe, early warning signs, getting help for troubled children, developing a prevention and response plan, responding to crisis, resources, and methodology.
Gang Reference Card for Parents English
Office of Community Oriented Policing Services (COPS), Office of Juvenile Justice and Delinquency Prevention (OJJDP), and Federal Bureau of Investigation (FBI), July 2005.
This quick and easy reference guide provides common warning signs of gang involvement. Parents are encouraged to familiarize themselves with local gangs symbols, seek help early, and consider contacting school officials, local law enforcement, faith leaders, and community organizations for additional assistance.
Guide to Using School COP to Address Student Discipline Problems
Office of Community Oriented Policing Services (COPS), September 2001.
This Guide is designed to help school administrators, police officers assigned to a school, and non-sworn school security staff reduce student discipline and crime problems using a new software application called the School Crime Operations Package, or School COP. School COP is designed to enable you to record and store detailed information about incidents involving student misconduct and crime.
Kids, COPS, and Communities
National Institute of Justice (NIJ), June 1998.
This NIJ Issues and Practices Report is designed to help law enforcement administrators and officers understand and institute a strategy to help prevent violence-specifically, community-oriented policing services carried out in collaboration with youth-serving organizations.
RetroGrade: How School Crime Sets You Back Training Video
Florida Regional Community Policing Institute (FLRCPI) and Office of Community Oriented Policing Services (COPS).
This 30-minute, MTV-style video is based on true cases. It alerts students not only to the criminal and legal aspects of the various crimes, but also to the moral and ethical issues involved. Instructors may pause the tape between each scenario and discuss with students the ethical decision-making conversation that began on the screen. Winner of local and national video awards, RetroGrade can be an important tool for any concerned SRO, teacher, counselor, or administrator. It is a product of the COPS-funded Florida Regional Community Policing Institute.
School Violence: An Overview – Creating Safe Schools and Conflict Resolution Education
Office of Juvenile Justice and Delinquency Prevention (OJJDP), June 2001.
This document provides an overview of the current state of school violence, a guide to comprehensive safe school planning, and a way to prepare youths for a less violent future through conflict resolution skills.
School Vandalism & Break-ins
Office of Community Oriented Policing Services (COPS), August 2005.
This guide addresses school vandalism and break-ins, describing the problem and reviewing the risk factors. It also discusses the associated problems of school burglaries and arson. The guide then identifies a series of questions to help you analyze your local problem. Finally, it reviews responses to the problem, and what is known about them from evaluative research and police practice.
SRO Performance Evaluation: A Guide to Getting Results
Circle Solutions, Inc and Office of Community Oriented Policing Services (COPS), August 2005.
The evaluation captures the lessons-learned from a COPS-funded, 2-year pilot project conducted by Circle Solutions, Inc. The result is a step-by-step guide to help law enforcement and school personnel use school resource officers (SRO) effectively. To better address school crime and disorder, it also provides guidance on how to match the SRO's actual performance to their evaluations.
Office of Community Oriented Policing Services (COPS), September 2004.
This guide addresses the problem of underage drinking. It begins by describing the problem and reviewing factors that increase the risks of it. The guide also identifies a series of questions that might assist you in analyzing your local problem. Finally, it reviews responses to the problem and what is known about these from evaluative research and police practice.
Violence After School: Juvenile Justice Bulletin
Office of Juvenile Justice and Delinquency Prevention (OJJDP), November 1999.
This OJJDP Bulletin is gives readers quick, focused access to some of the most critical findings from the wealth of data regarding school violence. The data reported in this Bulletin document the need for schools and communities to develop strategies for youth during the after-school hours.


Creating and managing blocks on your Vineyard
Blocks in Platfarm let you define management zones, and create jobs quickly.
Blocks contain attributes of:
 1. a name
 2. a Vineyard
 3. a Variety
 4. Vine rows
Vinerows are the most important geographical element of your Vineyard and blocks. You do not need to define the geographical area of your block boundaries, the system will automatically identify them based on the vine
You can use block colours to help create visual separation of your vineyard maps. For example give all Shiraz blocks the colour blue, and Grenache the colour orange.


text:
The projected cost of a new high school is $20,066,340 of which $5,216,340 will be covered by annual grants. Using data from the last census the planning committee estimated the cost per town resident. However new census data reveals that the population has increased by 2200 people reducing the cost of each resident by $75.
What is the current population of the town?
1 Answer | Add Yours
If $5,216,340 will be covered by annual grants, this leaves $20,066,340 - $5,216,340 = $14,850,000 left to be covered by the residents of the town.
Let x = original population
Let 'y_n' = new cost per person
Let' y_o' = old cost per person
'y_n = 14,850,000/(x+2,200)'
'y_o = 14,850,000/x'
'14,850,000/x - 14,850,000/(x+2,200) = 75'
'14,850,000(x+2200) -14,850,000x = 75x(x+2,200)'
'14,850,000x+32,670,000,000 -14,850,000x = 75x^2 +165,000x'
Use the quadratic formula:
a=1; b=2,200; c=435,600,000
Since the population could not have been negative we know that:
'x=(-2,200+41,800)/2 = 19,800'
Therefore, the current population of the town is 19,800+2,200 = 22,000.
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source: openbmb/Ultra-FineWeb


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Resolved questions
怎么说：in the beginning
你讲一个故事的时候，怎么开始？英文，可以说：At first 或者 in the beginning 或者 at the beginning。 中文呢？
For learning: Chinese (Mandarin)
Base language: Chinese (Mandarin)
Category: Language
1 comment
 Please enter between 2 and 2000 characters.
 Sort by:
 Best Answer - Chosen by the Asker
 一开始 = in the beginning
 从前= once upon a time
 If you are going to describing some things happened to you. 一开始 will be a better fit. If you are telling a old story/fairy story, 从前 maybe be better. 一开始 is way more common.
 you tell a story by "从前"or "很久很久以前" which means it happened a long time ago.
 eg.: 从前，森林里住着一只大灰狼...
 You can use"从前"which means"once upon a time".
 agree with 1#, it is 很久很久以前/从前/老早个晨光
 my teacher from kindergarten or granny （same as others ppl）ALWAYS start to describe story with words "long long ago" in Chinese, however they just speak it with dialect;)
 Submit your answer
 Please enter between 2 and 2000 characters.


Hamari Bagiya Club (2017-2018)
Leafy Prints
The club activity conducted on 25.1.18 commenced with a PPT screening through which the students were made aware of different types of leaves and their uses.
As a follow up activity they tried their hand on leaf printing using water colours and leaves of different shapes and sizes. They created beautiful greeting cards with colourful leafy designs and patterns.
Herbaceous Exploration
The activity organised on 21.12.17 was initiated with a brief discussion on different types of herbs used in day to day cooking and how herbs are an integral part of our food. The club masters identified and listed some common herbs found in our kitchens through an interactive discussion with the students. The students keenly participated in the discussion.
In the follow up activity - 'Healthy Platter', the students made a healthy salad using different ingredients like chopped vegetables & fruits, sprouts, corn etc and seasoned it with herbs like oregano, basil, mint and parsley. The activity was thoroughly enjoyed by all the students who participated enthusiastically and creatively presented their salad platter.
My Bird Feeder
The aim of the activity organised on 23.11.17 was to bring the children closer to nature. They worked in groups under the supervision of the teacher and made their own bird feeders using material like cardboard roll, honey and grains like bajra, rice etc. The bird feeders made by the students were hanged in open and attracted squirrels and birds. It was a delightful experience for all the students to see the birds feeding on them.
Floral Patterns
The activity organised on 27.10.17 focused on the different types of flowers. The students were shown a PPT highlighting the uses of different flowers in our day-to-day life. The discussion was followed by a 'Rangoli Making Activity' wherein the students showcased their creative skills and made attractive rangoli on A3 size pastel sheet using petals of different flowers and glue stick.
Fun with Veggies
In the activity held on 21.09.17, the students tried their hands on 'Vegetable Printing' using vegetables like ladyfinger, bitter gourd etc. They used water colours and made beautiful greeting cards using vegetable printing technique.
Jazzing up the School Garden - Placard Making Activity
The activity began with an interactive session on the importance of plants in our lives. The students made attractive placards with slogans highlighting the need and importance of trees for saving Mother Earth. The placards will be used to decorate and beautify the school garden.
My Planter
The students worked in groups under the supervision of the club masters and decorated painted old pot, soda cans and used plastic bottles to make a planter.
Earth Day Celebration
The students explored the variety of plants in the school garden area through a nature walk and participated in a plantation drive.They also made posters with a pledge to save and protect the Earth.


text:
Use division to perform parameter optimization for fixed-point net slope computation with Fixed-Point Designer™. You can perform net slope computation using a rational approximation of the net slope. This results in an integer multiplication and/or division when simplicity and accuracy conditions are met, and this optimization can improve numerical accuracy and lead to more efficient code generation.
You can also select a web site from the following list:
Select the China site (in Chinese or English) for best site performance. Other MathWorks country sites are not optimized for visits from your location.


text:
245 8th Street
San Francisco, CA 94103
FOR IMMEDIATE RELEASE
Katie Haemmerle, Marketing Associate
[email protected], _PHONE_
The Computer Science Activity Book
New book uses pen and paper to explore the world of coding
San Francisco, CA (December 13, 2018)—No Starch Press is excited to announce the release of The Computer Science Activity Book ($8.95, 32 pp.). This coloring book-like collection gives aspiring programmers a taste of computer science through a collection of hands-on activities that are perfect for a rainy day, student work in the classroom, after-school computer clubs, or similar groups that teach computer skills.
As readers work through this simple beginners' book, they encounter charming, hand-drawn illustrations, vocabulary exercises, and fun puzzles that introduce a range of computer science terms and some of the historical figures behind the development of computers.
- A crossword puzzle that lets readers learn the definitions of data types
- A word search that challenges readers to find key programming terms
- Fill-in the blank exercises that teach basic concepts such as the parts that make up a computer and what would go in cloud storage
- A word scramble to decode a cipher message and learn facts about the World War II era computer called the enigma machine
The Computer Science Activity Book is sure to give curious beginners a simple introduction to some basic computer science concepts that form the foundation of a STEAM education and inspire readers to take the next step into the world of computer science.
For a review copy or color spreads of The Computer Science Activity Book or to schedule an interview with the authors, contact Katie Haemmerle at No Starch Press.
Christine Liu and Tera Johnson are the co-founders of the art collective, Two Photon Art. Together, they have created several zines and continue to explore the medium as a way to inform a general audience about science.
Christine Liu is currently a Neuroscience Ph.D. student at UC Berkeley.
Tera Johnson currently works at EcoAdapt, an environmental non-profit providing support for climate change adaptation.
About No Starch Press
San Francisco–based No Starch Press has published the finest in geek entertainment since 1994—bestsellers like Python Crash Course, Python for Kids, The Linux Command Line, How Linux Works, and Hacking: The Art of Exploitation. Our titles have personality and attitude, our authors are passionate about their subjects, and our editorial team puts every book through a rigorous process of developmental editing, tech review, design, and production.


text:
The Port of Stockton is committed to environmental stewardship and enhancement of the Delta and surrounding communities. The Port is currently unveiling and implementing a program that identifies opportunities the Port could engage to enhance the Delta. The Delta provides drinking water for two-thirds of the state of California and acts as a habitat for more than 70 fish species and abundant wildlife. The Delta provides a key resting or wintering spot along the Pacific Flyway for migrating bird species. The Port understands the importance of maintaining this delicate environment and providing a habitat for wildlife within an ever-growing population.
The Port of Stockton is committed to improving the region's quality of life by balancing environmental enhancement with the economic benefits of Port activity. This commitment is reflected in the Port's Delta Environmental Enhancement Program which aims to enhance air quality, water quality, and wildlife habitats in the Delta and surrounding communities.


Law of the British Virgin Islands
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Coat of Arms of the British Virgin Islands.svg
This article is part of a series on the
politics and government of
the British Virgin Islands
The law of the British Virgin Islands is a combination of common law and statute, and is based heavily upon English law.
Law in the British Virgin Islands tends to be a combination of the very old and the very new. As a leading offshore financial centre, the Territory has extremely modern statutes dealing with company law, insolvency, banking law, trust law, insurance and other related matters. However, in a number of areas of law, such as family law, the laws of the British Virgin Islands are based upon very old English laws, and can cause some difficulty in modern times. Other areas of law, such as international law, are essentially regulated externally through the Foreign and Commonwealth Office in London by Order in Council. A large body of the laws of the British Virgin Islands consists of the common law, which continually updates itself through judicial precedent in the Territory and in other common law countries.
The British Virgin Islands is a dependent territory of the United Kingdom. Although the local legislature and courts are independent from the United Kingdom, the British Government deals with most international relations on behalf of the Territory, although authority has been delegated to the Territory to negotiate on its own behalf in certain areas (see below under Constitutional law). The British Virgin Islands does not have a separate vote at the United Nations.
Legal history[edit]
The Virgin Islands Supreme Court
The early legal history of the British Virgin Islands is somewhat hampered by the fact that in the days of colonisation it was often unclear who controlled the islands. The islands were first settled in modern times by the Dutch, but in 1628 the English crown granted patents for the settlement of what is now the British Virgin Islands to Lord Willoughby. The British expelled the Dutch in 1672 during the Third Anglo-Dutch War, but later evinced an intention to return the islands to the Dutch. They later resiled from this position and in 1698 the British government took the view that the Territory was a British possession (see generally: History of the British Virgin Islands).
It was not until 1773 that the British Virgin Islands actually had its own legislature. Prior to that date laws were extended to the Territory by the legislature of the Leeward Islands in Antigua. Some of these laws are still in force in the British Virgin Islands, such as the Common Law (Declaration of Application) Act (Cap 13), which dates from 1705. Doubts as to the validity of those statutes were removed by the Colonial Laws Validity Act 1865.
The Legislative Assembly first sat on 27 January 1774, however, it took a full further decade for a constitutional framework to be settled. Part of the problem was that the islands were so thinly populated, it was almost impossible to constitute the organs of government.
In 1776 George Suckling was appointed as Chief Justice, although he did not arrive until 1778, due to political maneuvering in the Territory. Having arrived, the legislature eventually got rid of Suckling by declining to pass the Court Bill. The first law ever to be passed by a local legislature in the British Virgin Islands concerned punishments for runaway slaves. The second provided a mechanism for settling longstanding boundary disputes. Both no doubt reflected the concerns of the islands free inhabitants.
But the Governor-General refused to assent to any bills until a Court Bill was passed. Bills passed by the Legislative Assembly needed to be approved by the Governor-General in Antigua, and early legislation was often vetoed. Laws could also still be passed by the Legislative Assembly of the Leeward Islands under a quasi-federal system, and these applied to all of the British territories in the Leeward Islands.[1] However, the Governor-General used this veto force the Virgin Islands to pass legislation establishing a court.
Eventually the Court Bill was passed in 1783 together with a Bill validating titles as a form of compromise.[2] Nonetheless, it took some time to obtain a Chief Justice whose appointment could be confirmed.
However, abolition of slavery and a collapse in sugar prices in the 19th century lead to the virtual economic ruin of the islands, and although the legislature limped along for some time, it was eventually formally dissolved in 1901. After the famous march of 1947 the legislature was restored in 1950, and permanent self-government was devolved in 1967. The main purpose of the 1950 Constitution was to re-devolve power back to the reformed Legislative Council in the British Virgin Islands from the Governor of the Leeward Islands. Historically it is regarded a holding measure; a part of the process that eventually led to the more fundamental constitutional government in 1967.[3]
The British Government had hoped that after the Leeward Islands Federation was abolished in 1956 the British Virgin Islands would join the new Federation of the West Indies, but there was little enthusiasm for that, and so eventually the 1967 Constitution was promulgated. The 1967 Constitution was eventually replaced by a revised and updated Constitution in 1976,[4] and the 1976 Constitution was amended at various points, and then in turn superseded in 2007 by the current form.
Arthur Hodge[edit]
In international terms, probably the most significant event which occurred in the Territory's legal history was the trial and execution of Arthur William Hodge for the murder of a slave; the only time a British subject was ever executed for killing a slave.
Sources of law[edit]
Common law and equity[edit]
Principles of English common law and equity are extended to the British Virgin Islands by statute.
The Common Law (Declaration of Application) Act (Cap 13) provides:
That the Common Law of England, as far as it stands unaltered by any writ[t]en Laws of these Islands, or some of them, confirmed by Your Majesty... is in force in each of these your Majesty's Leeward Charibee [Caribbean] Islands...
The West Indies Associated States Supreme Court (Virgin Islands) Act (Cap 80) provides:
In all matters in which there was formerly or is any conflict or variance between the rules of equity and the rules of common law with reference to the same matter the rules of equity shall prevail.
Revised Laws of the Virgin Islands, 1991
Local statutes are passed by the House of Assembly in the British Virgin Islands. Statutes are subject to Royal Assent by the Governor as the Queen's representative in the Territory, but a refusal to grant Royal Assent has never yet occurred in the jurisdiction during the modern era.
Periodically, the statutes of the British Virgin Islands are consolidated and issued as the Revised Laws of the Virgin Islands. This was most recently done in 1991. In such revisions, all laws are given a specific chapter number (usually abbreviated to "Cap."). Hence the Arbitration Act is usually cited as the Arbitration Act (Cap 6). Legislation passed after 1991 is usually referred to by year, so the Merchant Shipping Act is usually referred to as the Merchant Shipping Act, 2001, but may be referred to in long form as the Merchant Shipping Act (No 13 of 2001).
On several occasions since 1991 there has been discussion of producing a new revised set of the laws of the Virgin Islands. But the exercise would be extremely challenging today, given the pace of legislative change, and in practical terms it seems improbable that any another consolidated version will be prepared for the foreseeable future.
Orders in Council[edit]
Orders in Council are a form of promulgated legislation issued by the British Government. Usually they deal with routine matters which it would be impractical to burden the local legislature with, such as implementing United Nations Security Council resolutions into law. Various other highly technical aspects of legislation are dealt with by way of Order in Council; for example, all of the jurisdiction's laws relating to civil aviation are promulgated in this manner.
However, orders-in-council are also sometimes used by the United Kingdom government to push through measures which are unpopular locally, and would be difficult to pass using the normal democratic process. Recent examples of this include the abolition of the death penalty for murder in 1991, and the decriminalisation of homosexuality in 2000.[5]
Specific legal subjects[edit]
Commercial law[edit]
Commercial law is given major emphasis by the Territory's legislative process.
Generally speaking, commercial law is relatively well developed in the British Virgin Islands. The company law and insolvency law statutes are cutting edge. New legislation has been introduced to try to foster e-commerce in the jurisdiction.[6] Other legislation is slightly variable; legislation relating to arbitration and bills of exchange are not so modern, but still operate effectively. Some legislation needs updating. The Conveyancing and Law of Property Act (Cap 220) dates from 1961, and still contains provisions clarifying when a wife may hold property in her own name.
Competition law[edit]
In the British Virgin Islands, there is almost no competition law to speak of. In fact, the position is actually the reverse. A number of specific statutory monopolies are protected and preserved by legislation in the Territory,[7] and in other areas, new entrants to the markets are carefully scrutinised, and may be barred from entering where they might provide competition for local businesses.[8]
Company law[edit]
The British Virgin Islands has one of the most sophisticated company law codes in the world. Up until 1984 all incorporations in the British Virgin Islands were made under the Companies Act (Cap 285), which was originally passed in 1885. In 1984


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To clarify the fractal natures of electromagnetic radiations prior to earthquakes, we conducted a friction experiment simulating the essential elements of the motion of an asperity on a fault plane, and observed the generation of photon emissions around frictional contacts due to the dielectric breakdown of ambient gases by frictional electrification. According to the fractal distribution of fault asperities, we show that the frictional discharge (plasma generation) at asperities on the fault plane can be one of origins of the fractal seismo-electromagnetic radiation prior to earthquakes.
- Benioff strain release
- Fractal, asperity
- Frictional discharge plasma
- Gutenberg-Richter law
- Seismo-electromagnetic radiation
ASJC Scopus subject areas
- Electrical and Electronic Engineering


These job classes are intended for general purpose workloads, with an emphasis on high throughput for large numbers of relatively small jobs. All jobs should be submitted with a _TAG_ resource request of the form:
 - _TAG_ -lselect=1:ncpus=X:ompthreads=X:mem=Ygb
 - _TAG_ -lwalltime=HH:MM:00
Where X and Y are the number of cores and amount of memory respectively.
The following job geometries are supported:
Job class Number of nodes ncpus Max mem Max walltime/hr Max number of concurrently running jobs per user
largemem 1 10n 120n GB 72hr 50
whereis a multiplier between 1 and 100, inclusive. The same multiple must be used for both ncpus and mem.
Hybrid jobs – those using a mix of MPI and OpenMP – are permitted but strongly discouraged in the largemem class.
Jobs found to be using markedly less memory than requested are liable to be terminated.
Estimating job start times
The command qstat -w -T can be used to show projected start times for jobs. These are estimates, not guarantees. Use them for guidance but do not rely on them. They may in some cases be quite inaccurate.


text:
Researchers at the Okinawa Institute of Science and Technology in Japan have developed a nanoplasmonic sensor that can measure cell division over extended periods and detect biomolecules with high sensitivity. The device has potential as a diagnostic test for disease biomarkers, or as a research tool to screen the effects of therapeutic molecules on cell growth.
Miniaturized devices for cell culture experiments and diagnostic tests have significant clinical and research potential. The Japanese researchers have developed a solution that employs a nanoplasmonic material. Essentially, the device consists of a glass chip that is covered with millions of gold nanostructures with silicon dioxide stalks. The researchers have dubbed the structures "nanomushrooms".
When white light shines through the slide, the nanomushrooms absorb and scatter it, but this is affected by any materials near the nanomushrooms, such as cells or biomolecules. By analyzing how the light has changed once it has passed through this surface, the researchers can measure a wide variety of phenomena, from cell division to the presence of biomolecules, with high sensitivity.
One of the major advantages of the approach is that cells can grow on the nanoplasmonic surface for extended periods, meaning that long term cell culture analysis is possible. Many nanomaterials are toxic to cells, making them unsuitable for cell analysis devices. "Usually, when you put live cells on a nanomaterial, that material is toxic and it kills the cells," said Nikhil Bhalla, first author of the paper in journal Advanced Biosystems. "However, using our material, cells survived for over seven days."
"Normally, you have to add labels, such as dyes or molecules, to cells, to be able to count dividing cells," said Bhalla. "However, with our method, the nanomushrooms can sense them directly." The device can detect an increase in cell numbers of just 16 cells in a sample of 1000 cells, and the technique has potential for cell growth assays, such as drug screens.
However, this high sensitivity also extends to other types of bioassays. The approach also has potential in detecting biological molecules, such as antibodies, raising the possibility of a nanoplasmonic diagnostic device to detect disease biomarkers. "Using our method, it is possible to create a highly sensitive biosensor that can detect even single molecules," said Bhalla.
Study in Advanced Biosystems: Large-Scale Nanophotonic Structures for Long-Term Monitoring of Cell Proliferation…


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As city-states all over Mesopotamia kept growing in area and population, conflict among them increased. City-states competed with one another to control fertile land and water sources. Soon people were fighting wars to conquer, or take over, the lands of others.
Causes and Effects of Conflict
Most wars among early agricultural societies such as those in Mesopotamia were fought to protect farmland and water rights. A Sumerian saying warned of how unstable ownership was: "You can go and carry off the enemy's land; the enemy comes and carries off your land."
The land between the Tigris and Euphrates rivers was flat. No natural boundaries such as mountains separated one city-state from another. Without natural boundaries, city-states put up pillars to mark their borders. When one city-state moved or destroyed another city-state's pillars, it "violated both the decree [orders] of the gods and the word given by man to man." Such acts often led to war.
As more disagreements about land and water arose, more wars were fought. The need for weapons resulted in new technology. Craftworkers created new inventions such as war chariots. A war chariot was a light, two-wheeled cart pulled by horses. From a fast-moving war chariot, a soldier could speed by and throw spears or shoot arrows at an enemy who was on foot. The new war technologies meant that more people died in battle.
What was the major cause of wars among the people of Mesopotamia?


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Becoming A Volunteer - General Information
Community-based literacy programs throughout Illinois depend on volunteers to provide free one-to-one tutoring to low literate adults and those who want to learn English. Low literacy adults are a diverse group of people; a variety of reasons account for their low literacy skills. Adults wishing to learn English are usually immigrants who are planning to stay in the United States on a long-term basis.
To become an adult literacy tutor, most programs request that potential volunteers attend twelve hours of tutor training, generally offered in the evenings or on Saturdays. Some literacy programs charge a small fee for the training to cover the cost of materials. The training enables potential tutors to become familiar with the problem of low literacy, with the population of adult new readers and provides them with essential tools and techniques they will need to help adult learners reach their goals. Many programs also offer in-service training sessions throughout the year to provide tutors with opportunities to strengthen their skills.
Many programs also need volunteers for other types of work, such as help with mailings, PR activities, special events and serving on Boards and Advisory Committees. Volunteers interested in helping with the cause of literacy, but unable to make the time commitment involved in tutoring, should consider these options.


text: At the end of the pre-equilibrium stage, or a thermalizing process, the residual nucleus is supposed to be left in an equilibrium state, in which the excitation energy is shared by a large number of nucleons. Such an equilibrated compound nucleus is characterized by its mass, charge and excitation energy with no further memory of the steps which led to its formation. If the excitation energy is higher than the separation energy, it can still eject nucleons and light fragments (d, t, He, ). These constitute the low energy and most abundant part of the emitted particles in the rest system of the residual nucleus. The emission of particles by an excited compound nucleus has been successfully described by comparing the nucleus with the evaporation of molecules from a fluid. The first statistical theory of compound nuclear decay is due to Weisskopf and Ewing.


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The impact of sudden or unexpected bereavement: a research study of the impact of sudden bereavement on the everyday life of young adults.
The UCL Bereavement Study was funded by a Medical Research Council Population Health Scientist Fellowship to Dr Alexandra Pitman. Its aim was to investigate the impact of sudden bereavement on the emotional health and social functioning of young adults.
Why we decided to do this study
We felt that there was insufficient research describing the impact of sudden bereavement. Even though grief is a normal response to loss, we were aware of clinical concerns that the unanticipated death of a loved one can be a particularly difficult adjustment for some people. A 2007 Lancet review had suggested that sudden deaths left the bereaved more vulnerable to mental health problems, but that more research was required to confirm this. We noticed that NICE guidelines addressed bereavement only in the context of anticipated deaths (ie. end-of-life care), and that Department of Health guidelines on developing bereavement services in the NHS lacked information on how to respond to sudden deaths. There was clearly a need to improve our understanding of the needs of people who experience sudden loss, with which to inform policies to address identified needs.
Our systematic review, published in the Lancet Psychiatry in 2014, summarised research findings from 57 studies comparing groups of people bereaved by sudden natural deaths, sudden unnatural deaths, suicide, and anticipated natural deaths. The study found that experiences of shame and feeling stigmatised by the death were common to all these groups, but that this was particularly characteristic of those bereaved by unnatural or violent causes. We also noted that people bereaved by suicide had an increased probability of psychiatric admission and of depression, and that there were many similarities in the mental health problems experienced after bereavement by sudden unnatural causes and by suicide. We highlighted evidence showing an increased probability of suicide in mothers bereaved by a child's suicide and partners bereaved by a spouse or cohabitee's suicide. However, we felt that there was a lack of studies making specific comparisons between people bereaved by different causes of sudden death. This is why we chose to conduct a national UK-wide study of people bereaved by sudden natural causes, sudden unnatural causes, and suicide, to describe the specific problems they might face in terms of mental well-being and everyday functioning.
The UCL Bereavement Study involved email sampling and an internet-based survey to collect quantitative and qualitative data from people bereaved by sudden deaths by natural causes (for example a cardiac arrest) and unnatural causes (for example a road crash, manslaughter, or suicide). In 2009-10 the questionnaire was piloted in bereaved people of all ages via national organisations providing bereavement support: Cruse Bereavement Care, Samaritans, Survivors of Bereavement by Suicide, and Widowed by Suicide. The revised questionnaire was then sent out to over 635,000 staff and students at 37 British universities and colleges, inviting participation from people aged 18-40 who had experienced a sudden bereavement. The age group chosen does not imply that that bereavement has a lesser impact in other age-groups, but allowed us to focus on a specific sub-group which has tended to be under-represented in work of this kind.
The on-line questionnaire collected information on each respondent's relationship with the deceased, the length of time since their death, and measures of the effect of the bereavement on their social relationships, education or employment, and emotional well-being. In the second half of the questionnaire we collected free-text responses to specific questions about issues such as stigma, attitudes to death, and support accessed, to allow qualitative analysis of important themes.
We also conducted qualitative interviews with a sub-sample of 27 participants to allow further in-depth qualitative analysis of the issues of stigma and support.
Read our article describing the strengths and limitations of internet-based survey methods in mental health research.
Our survey went out by individual email to 659,572 staff and students at 37 colleges and universities across England, Northern Ireland, Wales and Scotland in 2010. As there are no national estimates of the number of people affected by sudden bereavement it was not possible to forecast how many would be eligible. However we had an overwhelming response, with 5,085 people opening the online questionnaire and 4,630 consenting to participate. We collected quantitative (fixed choice) data from over 3,400 people and qualitative (free text) data from over 2,700 people.


Quick Answer: What Are 60 Year Olds Called?
How often do 70 year olds make love?
Sexual frequency did decrease with age for women, although almost a quarter of partnered women over age 70 had sex more than 4 times a week, according to the survey.
Even if men and women do have sex more frequently, it doesn't mean they are happier..
What age is middle age for a woman?
This time period in the life of a person can be referred to as middle age. This time span has been defined as the time between ages 45 and 60. Many changes may occur between young adulthood and this stage.
Can I retire and collect Social Security at 55?
You can start receiving your Social Security retirement benefits as early as age 62. However, you are entitled to full benefits when you reach your full retirement age. If you delay taking your benefits from your full retirement age up to age 70, your benefit amount will increase.
What do you call a person in their 60's?
Sexagenarian: Someone in his or her sixties. Septuagenarian: Someone in his or her seventies. Octogenarian: Someone in his or her eighties. Nonagenarian: Someone in his or her nineties.
What are 70 year olds called?
A septuagenarian is someone in their 70s (70 to 79 years old), or someone who is 70 years old.
Is 55 considered elderly?
Note that by these definitions, "old" in the 1920s — 55 — is now considered "middle aged" today, and "very old" in the 1920s — 65 — is now considered merely "old" today. … By these measures, women today transition out of middle age around 65, a number that has increased from the late 40s in the 1920s.
What do you call a 60 year old woman?
Noun. sexagenarian (plural sexagenarians) A person who is 60 years old or between the ages of 60 and 69.
What can you do at 60 years old?
Be HealthierRide horseback.Learn a new recipe.Take a Zumba or dance class.Try going vegetarian.Learn yoga.Take a self-defense course.Learn to meditate.Grow your own fruits and veggies.
What is the age range for the elderly?
Although there are different ways to classify this population, some studies have classified elderly adults between the ages of 65 and 74 years as youngest-old, those between ages 75 and 84 years as middle-old, and those aged over 85 years as oldest-old [5].
What are old people called?
Senior citizen Synonyms include old age pensioner or pensioner in British English, and retiree and senior in American English. Some dictionaries describe widespread use of "senior citizen" for people over the age of 65.
What are 50 year olds called?
A person between 50 and 59 is called a quinquagenarian. A person between 60 and 69 is called a sexagenarian. A person between 70 and 79 is called a septuagenarian. A person between 80 and 89 is called an octogenarian.
Is 60 years old considered elderly?
The term "senior citizen" typically refers to someone who is retired and above the age of 60 or 65.
What age is over the hill?
Some sites proclaim that, as soon you turn 40, you're over the hill. Apparently, forty is the average mid-point in life. Before that, you were a high-achieving young person. But after your 40th birthday, you are on the slow, irreversible decline to boring, musty old-age.
What should I expect at 60 years old?
Your skin turns drier and itchier and may look like crepe paper or tissue. Wrinkles, age spots, creases, and bruises become more noticeable. Your sweat glands also get less active. That means you might not sweat as much, but wounds on your skin may take longer to heal.
How do you age gracefully in your 60s?
Tips for aging gracefullyBe kind to your skin. Your skin is your body's largest organ. … Exercise. … Mind your diet. … Mental health matters. … Stay physically active. … Lower your stress. … Quit smoking and decrease alcohol consumption. … Get enough sleep.More items…•
What is the politically correct term for senior citizens?
Pensioners is just okay. And elders is a term embraced by those that see it as a sign of respect. Over-55, over-65, and of course, the ever-popular baby boomers (for the younger old people) are phrases that are widely accepted. Unless you're referring to a frail 99-year-old, please, oh please, do not use elderly!
At what age are you considered over the hill 40 or 50?
To consider that age 50, you are old and past your prime is a matter of judgement. To someone else age 40 or may be age 60 may be considered as being over the hill.
Is 50 a old age?
The World Health Organisation believes that most developed world countries characterise old age starting at 60 years and above. However, this definition isn't adaptable to a place like Africa, where the more traditional definition of an elder, or elderly person, starts between 50 to 65 years of age.


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Retail Risk
Retail operations go beyond just tasting rooms. They include public tours, merchandise sales, and food-service vendors. This course provides examples of common retail operations and the tools necessary to identify and mitigate the various retail risks present at distilleries during future planning.
Learning Outcomes:
1. Identify retail operation risk sources
2. Apply risk management process to eliminate, reduce, or transfer risk
3. Implement, communicate, and review procedures to control risk
Nick Meeks
Visitor Services Manager
Sagamore Spirit


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Telesis (from the Greek τέλεσις /telesis/) or "planned progress" was a concept and neologism coined by the American sociologist Lester Frank Ward (often referred to as the "father of American sociology"), in the late 19th century to describe directed social advancement via education and the scientific method. The term has since been adopted as the name of numerous groups, organizations and businesses.
Applications of the term and concept
A group of architects, landscape architects, and urban planners from the Bay Area, founded in late 1939 through the merging of two groups of architects, one from San Francisco and the other from the University of California, Berkeley, called themselves Telesis. Philosophically, the group also evolved from several larger international architectural movements, which included CIAM (Congrès International d'Architecture Moderne) and MARS (Modern Architectural Research Group).
Their stated aim was to research the development and implications of what architectural critic Lewis Mumford called the Second Bay Area Regional Style. As set forth in their founding statement, the group believed that "People and the Land make up the environment which has four distinct parts--a place to Live, Work, Play, and the Services which integrate these and make them operate. These components must be integrated in the community and urban region through rational planning, and through the use of modern building technology." -- from The Things Telesis Has Found Important
Noted Telesis members included William Wurster, Catherine Bauer Wurster, Vernon DeMars, Thomas Church, Garret Eckbo, Jack Hilmer, Grace McCann Moreley, Francis Violich, Joseph Allen Stein and T. J. Kent. Jr.. In addition to internal research and working groups that investigated such topics as speculative housing, industrial design, and the relationship of the physical environment of the San Francisco Bay Area to indigenous architectural styles, the group also organized several influential exhibitions on contemporary architecture and planning with the support of the San Francisco Museum of Art. Professional and personal papers from many of Telesis's members are collected in the Environmental Design Archives at the University of California, Berkeley. Telesis is also the name of many schools in America.
The mechanics of society fall under two general groups: social statics and social dynamics. Social dynamics is further divided into social genesis and social telesis. Social telesis may be further divided into individual telesis and collective telesis.
- Telesis: Progress consciously planned and produced by intelligently directed effort.
- Social telesis: The intelligent direction of social activity towards the achievement of a desired and understood end.
- Collective telesis: Adaptation of means to ends by society.
- Individual telesis: The conscious adaptation of conduct by an individual to the achievement of his own consciously apprehended ends.
Telesis (Greek: Telos, end, + -osis, condition) as "the intelligent direction of effort toward the achievement of an end." has also been a term used in the context of epistemology and ontology as "infocognitive potential".
Laws do not stand on their own, but must be defined with respect to the objects and attributes on which they act and which they accept as parameters. Similarly, objects and attributes do not stand on their own, but must be defined with respect to the rules of structure, organization and transformation that govern them. It follows that the active medium of cross-definition possesses logical primacy over laws and arguments alike, and is thus pre-informational and pre-nomological in nature…i.e., telic. Telesis, which can be characterized as "infocognitive potential", is the primordial active medium from which laws and their arguments and parameters emerge by mutual refinement or telic recursion.
See also
- Petras, J.W. (1970), "Images of man in early American Sociology, part I: The individualistic perspective in motivation", Journal of the History of the Behavioral Sciences 6 (3): 231, doi:10.1002/_PHONE_(197007)6:3<231::AID-JHBS2300060304>3.0.CO;2-8, retrieved 2009-05-05
- Ward, L.F. (2007), Outlines of sociology, archived from the original on 2009-10-19, retrieved 2009-05-05
- Outlines of Sociology, Lester F. Ward, pg. 190
- L. F. Ward, Outlines of Sociol., p. 181.
- L. F. Ward, Outlines of Sociol., p. 190.
- L. F. Ward, Outlines of SocioL, p. 186.
- Langan, C.M. 2002. The Cognitive-Theoretic Model of the Universe: A New Kind of Reality Theory pg. 35
- Chermayeff, Serge. "Telesis: The Birth of a Group." New Pencil Points. (July 1942), pp. 45–48.
- Sociology: The Outlines as Set Forth in Lester F. Ward's New Handbook, New York Times, 11 June 1898


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What are subtle fluids?
Jean Baptist Lamarck believed that all bodies had' subtle fluid'. These were weightless fluids pervading all space and bodies. Two good examples of eighteenthcentury subtle fluids were electricity and heat. Lamarck believed the subtle fluids were responsible for both movement and change. For example, Lamarck pointed out that snails have poor vision because the feelers on their heads acted as their eyes.
According to him, the ancestors of snails did not have feelers. They group about with their heads to find their way around. This grouping sent subtle fluids to the front of the head, and the constant presences of moving subtle fluids eventually brought about the development of feelers, and these feelers were passed from generation to generation.
Why did early scientists not accept the idea of extinct animals?
Early scientists were, at first, reluctant to accept the idea that same animals had become extinct. According to the Bible, even when a great flood covered the Earth, Noha had managed to save a male and female of all species to ensure that no animal would become extinct.
When the first fossils of unknown animals were discovered, it was believed that these animals still existed in some unexplored region of the Earth. However the discovery of fossils of giant animals like the mastodon shook this belief, as it was unlikely that there were unexplored region large enough to hide such animals. French scientists were the first to the accepted that these giant animals might have roamed the Earth thousand of year ago, and become extinct due to a variety of because. Slowly, this idea come to be accepted worldwide.
Why is Charles Willson peale an important figure in the history of evolution?
Charles Willson peale founded a museum in phiadelphia, Pennsylvania, in 1786. It contained a collection of natural history specimens, portraits of admirable historical figures, and human artefacts from various countries. His purpose was to show the place of human beings as part of the animal kingdom.
His most famous display, however, was the mastodon skeleton he obtained in 1801. Measuring 3.35 meters high at the shoulder, and 4.5 meters from china to rump, It was huge and strange and confusing. Was it a man or beast, an elephant, or some unknown animal? The fossils have been discovered in swampy ground, and had been excavated with great difficulty. Man or beast, this monstrous creature', as it was called, would soon become celebrated as the unknown species or the 'incongnitum'.
Why are Georges Cuvier's theories important?
For many years, scientists refuse to accept that animals had become extinct. When remain were found that were unlike anything living at the time, they argued that they were unusual examples of life creature, or that animals known only from fossils must still survive in some explored part the world. It was only at the end of the 18th century that the great French paleontologist and Georges Cuvier was able to demonstrate convincingly that extinctions were real.
Cuvier was convinced that plants and animals of all types were
created for their particular role and places in the world's environment, and that they were unchanging throughout their existence. According to him, catastrophic events in the course of history had killed off all members of some species, and their fossils would no longer be seen in the rocks. Subsequently, he believed, the old species were replaced by new ones that repopulated Earth.
Cuvier had an almost untenability to reconstructions from only fragment of fossil remains. With elegant studies of the anatomy of large mammals such as elephants, Cuvier showed that fossils mammoths differed from any such creatures presently living. His many examples of fossils telling the stories of animals that lived and then disappeared, were taken as incontrovertible proof of extinctions.
Why are Hugh miller and Louis Agassiz famous?
Hugh miller was a 19th century geologist. He put forward the theory that there had been several successive creation, and that each had been destroyed by a catastrophe. According to him, the Bible dealt with only the last creation. Miller explained the presence of fossils as being the remains of animals from an earlier creation.
Louis Agassiz was a professor of zoology and Geology. He did landmark work on glacier activity and extinct fishes. He encouraged learning through direct observation of nature. Agassiz put forward the of a new catastrophe the lce Age. He believed that a sudden intense ice Age gripped the Earth for ages, and wiped out all the existing animals and plants. His concept of the Great ice Age brought him much fame, as he was able to present evidence in the field, especially the scratched surfaces of bedrock where rocks in the moving ice had gouged out deep marks.
Why was the first dinosaur fossils discovered?
Dinosaur fossils were probably discovered by the ancient Chinese, Romans, and Greeks. However, no one really recognized them as belonging to an extinct animal. Much later in 1676, a huge thigh bone name as found in England by Reverend plot. It was thought that the bone belonged to a 'giant' but was probably from a dinosaur.
The first dinosaur to be described scientifically was Megalosaurus, named in 1824, by William Buckland. The name 'dinosaur' which means 'terrible lizard', was actually coined by Richard Owen. In1838, William parker foulke found the first nearly complete dinosaur fossils remains in new Jersey, USA. Since Buckland's original discovered in 1819, approximately 330 different dinosaur genera have been discovered thus for.
IN the 1800's a young English girl, Mary Anning of lyme regis, England, discovered the fossils remains of some strange and very ancient marine animals. In time, the fossils she found recived their modern names of ichthyologists. The world Ichthyosaurs, means 'first lizard', and fossils of these creatures prove that they were dinosaurs that lived in the sea. The first scientist to describe ichthyosaurs Dr. William Buckland professor of geology at Oxford.
Why is the world 'evolution' associated with Charles Darwin?
When you think of evolution, the first name that comes to one's mind is that of Charles Drawin. However the fact is that he was not the first person to put forward the of evolution. Lamarck had suggested it earlier, but the concept was not popular. In fact, a zoology professor, Robert Grant, lost his job because he supported Lamarck' theory! An anonymous work titled 'The Vestiges of Creation,' was ridiculed. It was Charles Darwin who first made the theory acceptable, and he was able to do so because he supported it with a huge amount o evidence. Darwin an English natural ist, put forward his theory in a book titled 'On the Origin of the Species'. He established that the different species evolved through a process he called natural selection. Darwin's theory gained acceptance because it was able to explain the diversity of life.


60 Series or 350 Series Trap Error
60 Series or 350 Series Trap Error
Postby gseadmin » Wed Apr 08, 2009 7:23 am
What do you do if there is a TRAP error on the indicator?
Re: 60 Series or 350 Series Trap Error
Postby gseadmin » Wed Apr 08, 2009 7:24 am
First check to see if the trap error always has the same error code (6 character alpha-numeric code).
a) If the trap error code is constant, please send the indicator in for repair. There is a hardware issue. Usually, the EPROM needs to be replaced.
b) On a 60 series: If the trap error code occurs on power up AND there is a database, then
* Power down the indicator. Press PRINT and UNITS together on power up. Go into setup. Then go to P65001 and default the indicator. Then reload
your program and database.
* If the trap error still is occuring and you have a database card installed, then power down the indicator. Take out the database card. If the trap error
goes away, the problem could be in the database try. Try to default the database card at P65010. Or replace the database card.
c) If the trap error code changes (A different number each time), then the processor is "freezing" due to some type of external influence. This can include, but is not limited to:
* Electrostatic discharge (ESD): I.e.: a highly static-prone material filling into a poorly grounded scale. Ensure your scale is grounded correctly.
* Electromagnetic Interference (EMI): I.e: A nearby high-inductance motor
* Radio Frequency Interference (RFI): I.e.: A nearby high powered radio transmitter such as a CB. This can influence a poorly shielded load cell or scale. Make sure to terminate any unused conductors so they don't act as an antenna
* Power Fluctuations: I.e. brown-out, voltage spike, etc.
Return to 350 Series


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Since a particle in one dimension can only move in a straight line. Is it possible to have potential energy? And how would the kinetic energy and potential energy differ in higher dimensions?
Sure, a particle can have potential energy in one dimension. Just look at Hooke's Law or the gravitational force. Both of those are conservative forces in one dimension ($x$ and $r$, respectively) that have a corresponding potential energy.
In higher dimensions, nothing has to change, but it is possible to have potential energies which depend on the value of more than one of the dimensions (for instance, take $U(x,y)=x^2y^2$).
If your question is about how particular forces would change if the world we lived in were of lower dimension, well, that's more complicated. Suffice it to say that, mathematically, one can write whatever one wants, but physically, it is generally taken to be the case that lower dimensional forms of gravity and the electrostatic force would not be inverse-square laws. In one dimension, it is possible that the inverse-square laws that we all know and love might be constant forces (to maintain a lower dimensional form of Gauss's Law). Constant forces correspond to linear potentials (i.e. $U(x)=kx$); examples of this would be the electric field between a set of parallel plate capacitors or the gravitational potential near the surface of the Earth ($mgh$).
Kinetic Energy is much simpler. In most situations kinetic energy is taken (to a good approximation) to be a quadratic degree of freedom (read: proportional to $v^2$) for all dimensionality.
Yes, a particle can have potential energy in one dimension as potential energy depends upon the configuration of the body. We can have configuration in one dimension as in hook's law and hence potential energy.


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Posted Dec 13, 2012By
On this Day – December 13, 1972 – 40 years ago today Eugene Cernan and Harrison Schmitt begin the third and final Extra-vehicular activity (EVA) or "Moonwalk" of Apollo 17. To date they are the last humans to set foot on the Moon.
In December of 1972, Apollo 17 astronauts Eugene Cernan and Harrison Schmitt spent about 75 hours on the Moon, in the Taurus-Littrow valley, while colleague Ronald Evans orbited overhead. The Apollo 17 crew returned with 110 kilograms of rock and soil samples, more than from any of the other lunar landing sites. And after thirty years, Cernan and Schmitt are still the last to walk on the Moon.(AP, Wikipedia, Wikicommons)
The Gettysburg Cyclorama was demolished in early 2013. Here's a photo gallery that will allow you to take a s
This collection of photos shows some of the veterans and those who came to pay their respects at the battlefield du
Youths rioted in several different suburbs around Stockholm, Sweden for a fifth consecutive night on May 24, 2013.
On this day – January 3, 1870 – The construction of the Brooklyn Bridge begins. The Brooklyn Bridge is
A section of the Interstate 5 bridge over the Skagit River between Mount Vernon and Burlington, Washington collapse
The Gettysburg monuments are a large attraction for visitors to the area. The photos show the various monuments in


tableau or r shinny 1
 - Apply visually arresting visualizations in a variety of forms, such as XY plots, histograms, bar charts, etc.
 - Apply strategies for the systematic visual exploration of multidimensional and heterogeneous data sets
 - Communicate complex data information and insight using data visualizations
 - Propose the appropriate visualization for an audience and defend choices through the evaluation of the different ways of communicating data
 - Clarify and support data visualizations through the effective use of annotation
 - Create dashboards, design scorecards, and represent spatial data through exploratory data visualization
Part 1: Analyze the data, run statistical test and plot the dashboards you see fit using Tableau or R Shiny.
Part 2: Write a paper that presents a full understanding of the data analyzed. Include:
Follow the APA style format for your paper. The written part of your paper should be no more than 5 pages; the dashboards might take another 2-5 pages. The limit is 10 pages for the whole paper.


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The East Coast of the US is featured in this MODIS Terra image, captured July 11, 2006. The region has experienced high temperatures - the haze you see in the image is likely a result of this. Smog (a word coined from the words'smoke' and 'fog') is a combination of various gases with water vapour and dust. A large part of the gases that form smog is produced when fuels are burnt; when heat and sunlight react with these gases and fine particles in the air, smog can form.
The black lines in the image show the outlines of the US states pictured. From the top, and left to right, they are New York State, Vermont, New Hamshire, Massachusetts, Connecticut, Rhode Island, Pennsylvania, New Jersey, Delaware, Maryland, and Virginia.


text:
SKU ID #68712
You Save: $4.96 20% off
To Order by Phone Call _PHONE_
- Additional Details
- Format: Closed-captioned, Color, DVD-Video, NTSC
- Rating: Not Rated
- Number of Discs: 1
- Run Time: 50 Minutes
- Region: Region 1
- Aspect Ratio: 1.33:1
- Language: English
- Studio: History Channel
- DVD Release Date: May 11, 2005
Modern Marvels: Bricks explores this vast past, highlighting defining moments in brick, such as the Great London Fire of 1666, the zenith years of brick in the New York Hudson River Valley, and brick as an essential building block in infrastructure and industry.
The history of brick is the story of civilization, and it has been said that, "architecture itself began when two bricks were put together well". Although many great civilizations have risen and fallen, the narrative of their ingenuity can be found in the brick-and-mortar structures that defiantly stand against time and the elements. From great Egypt temples to the Roman Aqueducts, the Great Wall of China, and the dome of the Hagia Sophia, brick is one of the oldest, yet least celebrated, building material manufactured by man.
This program features advancements in brickmaking through the ages leading to the state-of-the-art facilities used to make brick today. Construction techniques, trends, and the future of brick construction are also explored.


text:
Your home is your castle... but after a disaster your town will quickly become a prison. In a crisis, even a 30 minute head start can be the difference between escaping unharmed, and being hamstrung in your own home. Gone Before Gridlock gives you the tools you need to escape, evade, survive, and thrive in ANY crisis, before other people even know what hit them. Let's get started.
Module 1: What is Gridlock?
In this lesson you'll learn: The six most common crisis to hit close to home, the five most likely widespread disasters and how they will affect you and your family.
In this lesson you'll learn: Fuel has a shelf life and a fairly short one. You'll discover how and where to properly store fuel, so that when you need to get on the road, nothing stops you (especially low fuel)
In this lesson you'll learn: How to turn your Everyday driver into a discrete bug out vehicle. If you're caught away from home make sure you have everything you need to get on the road without hesitation.
This course has help provide you with techniques and strategies you need to keep you and your loved ones safe during any and all circumstances. At the Family Protection Association our mission is to provide a vast array of knowledge, tactics and skills in the survival, protection and preparedness fields. We know that life comes at you fast, so our goal is to keep you prepared for any and all dangerous and emergency situations. Thank you for giving us the opportunity to help keep you and your family safe.
Chairman, Family Protection Association
In this module you'll learn: How to create your own moisture proof "Survival Stash" to store your gear efficiently, effectively and out of sight.


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Although turning a console off is something usually pretty straight forward, it appears that the Switch isn't just as easy as pressing the power button to shut it down, as some users have found.
Pressing the power button on the tablet will put the console into a 'sleep mode' instead of turning it off, you'll need to bring up the power options menu to turn it off entirely.
Here's how it works:
- You'll need access to the console directly, the Switch cannot be turned off via controllers.
- Hold down the power button for at least five seconds.
- A menu will pop up that gives you the option to put the console in sleep mode or power options.
- Select power options.
- You'll then have the option to restart the console or turn it off. Select to power down.
You will then have fully powered down the Switch! Although it may seem simple, some may be surprised that there is no way to turn off the console via the joy-cons or any other controller used with the console.


you combine your techniques (e.g., flameworking with molding ) and would you want to?
A. Sure, almost any glass techniques can be combined if you do it right.
Q. I'd like to know if you have to get air bubbles out of glass (like you do with ceramics or they explode in the kiln) and how on earth you can do that.
A. Yes and no. When the glass is originally melted the temperature of the furnace is turned up to decrease the viscosity of the glass so that air bubbles rise to the surface and pop. If there are still bubbles trapped in the glass after that, it isn't a good thing. That's called seedy glass - those tiny bubbles are seeds and are a defect in the glass.
Sometimes, air bubbles are intentionally put into glass as part of the design of a piece. I use air bubbles as a design element in some of my paperweights. These do not weaken the glass (as long as they are not right next to the surface of the piece).
The difference in a ceramic body is that the air is trapped at room temperature and then expands as the piece is fired, cracking the piece. In glass the air is always trapped hot so it can't expand enough to crack anything. Above approximately 1100 degrees F, glass is soft enough to move with any pressure changes bubbles might cause, clay isn't.
Start Page | Navigation Page | Glass Discussion Board
Top of This Page
the URL of this page is:


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Your rank in the contest depends primarily on how many problems you solve (column Slv. on the standings page) and in case of ties on the total time it took you to solve the problems (column Time on the standings page), and as a final tie-breaker on when you submit your last accepted solution.
You have solved a problem if you have submitted a program (before the end of the contest) that was accepted by the judging system. If contestant A has solved more problems than contestant B, then contestant A has a lower rank (places better) than contestant B. The winner is thus the contestant with rank one.
If two contestants have solved the same number of problems, then the one with the smaller total time has lower rank (places better). The total time is defined as the sum of the submission times of your accepted submissions (don't worry, there will be an example) and any penalty time for incorrect submissions. Only the submissions you have made to problems you solve contribute to your total time. Penalty time is computed as follows. You get 20 minutes of penalty time for each incorrect submission you make to a problem prior to solving it. Penalty is given for the judgements Wrong Answer, Run Time Error and Time Limit Exceeded (see possible judgements).
Total time computation, an example
Say a contestant has
- two incorrect submissions to problem A before solving it 30 minutes into the contest
- three incorrect submissions to problem B, but never solves it
- one incorrect submission to problem C before solving it 45 minutes into the contest
The contestant has solved two problems. Since problem B was not solved, those incorrect submissions do not contribute to the total time. Problem A contributes 30 + 2*20 minutes to the total time, and problem C contributes 45 + 1*20 minutes. This gives us a total of 135 minutes. For the purpose of computing total time, the time of submission is rounded down to the nearest minute.
Final accepted submission
The final tie breaker, in case two contestants solved the same number of problems and have the same total time, is the time of the last accepted submission. In other words, if A and B both solve 5 problems, and they both have total time 674, but A submitted her fifth accepted solution before B, then A gets a lower rank than B (that is, A places better than B).
Penalty time exceptions
Two of the judgements that lead to rejection of your submission (see possible judgements) do NOT result in 20 minutes penalty time: Compile Error and Judge Error.
Reading the standings
On the standings page cells are green, red, gray or white.
- White means that you have not submitted on that problem
- Green means that you have solved the problem
- Red means that you have submitted on the problem but all your submissions have been rejected
- Gray means that you have a submission to that problem, but the result (accept or reject) is pending
The first number in a cell is the number of submissions you have made on that problem. For an accepted submission (green cell) the second number is how many minutes into the contest you made the accepted submission.


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Convention on Certain Conventional Weapons (CCW)
The Convention on Prohibitions or Restrictions on the Use of Certain Conventional Weapons Which May Be Deemed to Be Excessively Injurious or to Have Indiscriminate Effects, also known as the Convention on Certain Conventional Weapons (CCW), was concluded on October 10, 1980, and entered into force on December 2, 1983. There are currently 114 States Parties to the Convention and five signatories.
The CCW is made up of a framework convention and five protocols. The weapons currently covered by the CCW include:
- Weapons leaving undetectable fragments in the human body (Protocol I)
- Mines, booby-traps and other devices (Protocol II)
- Incendiary weapons (Protocol III)
- Blinding laser weapons (Protocol IV) and
- Explosive remnants of war (Protocol V)
Protocols I, II and III entered into force on 2 December 1983. Protocol IV on blinding laser weapons was negotiated and adopted in 1995 and entered into force in 30 July 1998. Protocol II on the prohibition or restriction on the use of mines, booby-traps and other devices was amended in 1996 and entered into force on 3 December 1998. In 2001, states parties amended Article I of the Convention by extending the scope of its application to include internal armed conflicts. Protocol V was negotiated and adopted on 28 November 2003.
Australia ratified the CCW on 29 September 1983 together with Protocols I, II and III; the amended Protocol II and Protocol IV on 22 August 1997, the amendment to Article I on 3 Dec 2002, and Protocol V in January 2007. The fourth Review Conference for the CCW was held in Geneva in November 2011.


text:
- 2010 - Alexey Petrov
- 2009 - 2010 Pebble Bed Modular Reactor (Pty) Limited (PBMR)
- GNU General Public License, version 3
Developers: Alexey Petrov, Andrey Simurzin
It comes from daily engineering practice. I mean the need to make OpenFOAM calculation environment more interactive and more automated at the same time.
It is hard to interact with OpenFOAM solver because of C++ code definition - it needs to be compiled before you could see the results of modifications you have made. How about the interactivity like in MatLab, where you can actually play with its functionality step by step, immediately see the results and analyze them?
To automate interaction with solver, to run an optimization scheme or benchmark calculations you need to invent your own "scripting" wheel. This wheel will be responsible for passing the data to and fro binary solver, controlling and analyzing the solver output, running the solver execution and stopping it. Do you have enough experience and time spent to?
pythonFlu is the Python wrapping for OpenFOAM C++ API. It enriches the existing OpenFOAM best features, such as expressiveness and robustness, with such unique advantages as interactivity and automation. Using pythonFlu you possess all the power of OpenFOAM; you have the same performance and use the same math-like notation. Certainly, pythonFlu neither provides a commonplace GUI interface nor os going to define a solver for you, however, it gives you much more - a unique engineering environment, where everything can be accessed and run under the same Python terms.
- Moderates the existing steep OpenFOAM learning curve by substituting the initial C++ interface with an easy to learn Python one
- Keeps the same performance as the referenced OpenFOAM C++ solvers. Even more, pythonFlu encourages solver developers to improve the original performance by avoiding unnecessary data duplication
- Enables definition of OpenFOAM pure Python classes derived from the corresponding C++ ones
(Allows you to define custom fvPathFields and "physical models", for example)
- Makes it possible to distribute your pythonFlu solver code in a light-weight, portable, ready to use Python format
- Supports different OpenFOAM versions and forks. So, if you have some preferences on account of OpenFOAM distribution, there should be no problem
To be able to use pythonFlu you need to have OpenFOAM and Python installed in your environment. Installation can be done either from pre-compiled binaries (available for Ubuntu from Launchpad) or from sources. If you prefer to compile from sources you need to have SWIG (tested with 1.3.36 - 2.0.4 version), GCC as well as about 2Gb RAM installed on your machine.
Python was chosen as the target wrapping language because of the following advantages :
- This language is mostly used in scientific and engineering programming
- Its code is easy to read, understand and learn how to program
- ''Python code is typically 5-10 times shorter than the equivalent C++ code''
- ''A Python programmer can finish in two months what two C++ programmers can't complete in a year''
- Comes with a vast collection of libraries (standard and third-party ones)
- Is very close to C++ and supports all modern programming features, like
- Object Oriented Programming (classes, inheritance, virtual functions e.t.c )
- Operators customization (the user can write a custom definition for '+' or '-')
- Exception-based error handling
SWIG was chosen as wrapping generator because of the following advantages :
- Widely used, robust and proven solution for wrapping of large scale projects
- In the simplest cases does not require C++ codding at all (unlike [_URL_ BoostPython])
pythonFlu comes with examples that reproduce corresponding OpenFOAM C++ solvers. See how pythonFlu simulates the referenced icoFoam C++ solver (*). By providing these solvers, pythonFlu demonstrates its basic capability to define the same functionality purely in Python. These examples are the best entry point to start and lay your hands on pythonFlu.
The more advanced example of pythonFlu potential is the integration of OpenFOAM and SALOME functionalities (*). SALOME does not know about OpenFOAM neither OpenFOAM does know about SALOME. As both of them can be reached through Python, it is possible to glue them up to define a complete engineering calculation development cycle starting from geometric CAD model definition and meshing up to sophisticated post processing. Python gives you a common ground to bind such different applications in a seamless way.
At the current moment there is one more library that can help OpenFOAM users to introduce some interactivity and automation in their calculation practice, namely PyFoam (by Bernhard Gschaider). "This library was developed to control OpenFOAM-simulations with a decent scripting language to do parameter-variations and results analysis". The difference between pythonFlu and PyFoam is that PyFoam interacts with solvers through the corresponding input files and console outputs, while pythonFlu defines the solver itself, therefore can directly access to all data you need and control the solver execution from inside.
Actually, pythonFlu and PyFoam can be successfully used in a combination. If you prefer to manage OpenFOAM functionality from the outside - PyFoam will suite you best. If you need to have precise and direct control on every point of solver execution - pythonFlu is the only choice.
Note : PyFoam handles pythonFlu defined solvers in the same way as referenced OpenFOAM ones.
In the nearest future pythonFlu will completely cover existing OpenFOAM C++ API. At the same time, the greatest power of pythonFlu lays in its interactive and automation capabilities. All these capabilities are going to be highlighted and implemented into other specific projects. pythonFlu will stay as a basis for the pythonFlu eco-system we are going to develop.