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FOR IMMEDIATE RELEASE
March 9, 2006
MAYOR BLOOMBERG, HEALTH COMMISSIONER FRIEDEN AND SCHOOLS CHANCELLOR KLEIN ANNOUNCE A 36% DECREASE IN SMOKING AMONG HIGH SCHOOL STUDENTS SINCE 2001
New Data Shows Increase in Cigarette Tax Correlates with Significant Decrease in Underage Smokers
Decrease Shows 29,000 Fewer High Schools Students 'Lighting Up' Since 2001; Since 1997, Teenage Smoking Has Declined by More Than 50%
Mayor Michael R. Bloomberg, joined by Health Commissioner Dr. Thomas R. Frieden and Schools Chancellor Joel I. Klein, today announced significant declines in smoking among high school students in New York City public schools. The findings - a result of a joint survey conducted by the City's Department of Health and Mental Hygiene (DOHMH) and the Department of Education (DOE) - show smoking among high school teenagers has declined 36% (from 18% to 11%) since 2001 and 52% (from 23% to 11%) since 1997. The decrease in teenage smokers correlates with a decline in adult smokers and is attributed to both an increase in the cigarette sales tax, health education and awareness programs and the Smoke Free Air Act. The Mayor announced the new findings at the High School for Art and Design in Manhattan.
"Nine out of ten of our high school students are now non-smokers," said Mayor Bloomberg. "That's terrific progress. Teenagers are making better decisions and the decline in the smoking rates proves that our efforts to curb smoking and educate them about their health choices are working. Today, teens are recognizing the true cost of cigarettes. They're finally getting the message: smoking is dangerous and has real health consequences, not only for them but for those around them. As a result, New York City teens will live longer and healthier lives."
While education programs have been successful in delivering anti-tobacco messages, increases in cigarette sales taxes have made the largest contribution to the declining number of smokers - in both teenagers and adults. Since the introduction of increased cigarette taxes in July 2002, the number of adult smokers has also declined - by 200,000 from 2002 to 2004.
"High school students often think many of their peers smoke, but the fact is nine out of 10 don't," said Commissioner Frieden. "Nearly 80% of adult smokers started smoking as adolescents, and roughly one-third of them will be killed by tobacco unless they quit."
"While we've made excellent progress," continued Commissioner Frieden, "an estimated 30,000 public high school students in New York City still smoke and nearly two-thirds of them have tried unsuccessfully to quit. The health of New Yorkers is our top priority and increasing the cost of cigarettes, making schools and workplaces smoke-free and helping smokers with their battle to quit are key ways to accomplish that."
"From better nutrition to avoiding tobacco, our education programs are geared to help our students develop early and lifelong habits for healthy living," said Chancellor Klein. "We are making school breakfasts and lunches more nutritious and more appealing to students and reemphasizing physical education, fitness and health. All of our curricula, including the Life Skills curriculum in elementary and middle grades, counsel against smoking, as do our anti-drug instructional and guidance programs. And we have smoking cessation programs for high school students who have already begun smoking. It's a priority for us to continue to maintain and improve the health and well-being of all our students."
No smoking policies are enforced in and around schools and anti-smoking instruction, intervention and prevention programs often include school and district-wide participation in national smoking prevention and awareness programs such as the Great American Smoke-Out and national "Kick Butts Day" coming up in April. Since 2003, DOE - in partnership with DOHMH - has delivered a health-related fitness program focusing on helping all young people to be cooperative, healthy, active, motivated, positive students (C.H.A.M.P.S.) during childhood and adolescence, and healthy, well-educated, contributing members of society in adulthood. The combination of a renewed focus on physical activity and healthier eating has helped schools to support students and families in achieving this vision.
Key Findings of the Report
Parents, schools, business owners and others can seek opportunities to limit youth access to tobacco and reinforce prevention messages.
Health care providers can help their patients to quit smoking.
The Youth Risk Behavior Survey (YRBS) is part of a national survey conducted locally by the City's Department of Health and Mental Hygiene (DOHMH) and the Department of Education (DOE) in public high schools every two years. This report is available online. For more information on tobacco cessation and how to get help to quit smoking, call 311 or visit _URL_.
Stu Loeser/Virginia Lam _PHONE_
Sandra Mullin (Department of Health and Mental Hygiene)
Jerry Russo/David Cantor (Department of Education)
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Color is the spice of green
We expect green from plants, so it is no surprise that when bold colors make their appearance on a plant, the spectacle grabs our attention. For example, look at the thumbnail picture to the right, showing Alocasia macrorrhizos 'Lutea'. If this plant were all green, would it attract your eye as much as this one does? Chances are, it wouldn't, unless you are partial to large leaved aroids (as I am!). What I wish to share here, though, is the why of leaf colors, or what is most accurately called variegation
In my view, variegation consists of four main types, chimeric, structural. or anatomical, genetic, and viral. Here I'll focus on chimeric variegation, which includes whites, yellows, oranges, pinks, reds, and purples in splotchy or random patterns on the leaves.
Two in One
The word "chimera" (from which the word "chimeric" is derived) refers to a mythological beast that consisted of multiple animals combined into one monstrous creature. Chimeric variegation refers to a plant consisting of two genetically distinct types of cells, yielding random areas of coloration on an otherwise green plant. By contrast, non-chimeric plants have cells of identical genetic constitution. What is relevant here is that the different cells are the ones showing the coloration, while the normal cells are the ones that appear as green or as whatever uniform normal coloration the leaves have. Chimeric variegation can show as white, yellow, orange, pink, red, and variations or combinations of those colors.
For example, take a plant whose uniform normal leaves are reddish overall. This plant is not considered to be variegated just because it has reddish leaves. Next, imagine that this normally red-leaved plant is transformed into a white variegated chimera. What color are the light areas on the leaves going to be? If you thought "white", think again, because the presence of the red pigmentation will make all "white" zones appear pink! The reason for this is because white variegation is caused by the absence of three pigments; chlorophyll (green), carotenoids (orange) and xanthophylls (yellow). None of these three produce the red coloration in the leaves. Furthermore, the oil-soluble green, yellow and orange colors are found in the plastids, or photosynthetic organs, a different location than the water-soluble red, blue and purple colors, which are found in the vacuoles, or water-filled sacs within each cell. The differing gene yielding white or yellow variegation affects pigment content in the plastids, not the vacuole. Red chimeras do exist, but chlorophyll is not absent in these plants, even in the colored zones.
The Pattern is not Full!
Why is the coloration so often irregular on leaves like these? One reason has to do with the differing rates of cell division amongst the colored cells versus the green cells while the leaf is being formed. Nutrient availability (particularly phosphorus) and environmental factors exert strong influences on this, so the net effect is that no two leaves will look alike. This is also one reason why I don't consider chimeric variegation to be genetic, even though the difference in genetic constitution is what makes this variegation happen. What I consider to be true genetic variegation is coded for in every cell of the plant, not just certain cells, as is the case in chimeric variegation. Tissue taken from either variegated or non-variegated parts of a plant whose variegation is genetic will grow into plants that look just like the plant from which the tissue came. This is not true with chimeras; green cells taken will result in an all-green plant, while cells lacking in the three plastid pigments will yield a completely albino plant, unable to survive.
Another reason is that the actual patterns shown on particular leaves are governed by where in the growing point, or meristem, the chimeric cells are located. Chimeric cells may arise from one or more of three different layers which determine the constitution of the different layers of cells in each leaf. Using a yellow variegated chimera as an example, if areas of variegation coincide in all three layers, you have pure yellow on the leaf. If in either the upper, middle, or lower layer, you have different shades of lighter green or yellow-green appearing. Think of it like this: with three layers, you can have [g-g-g] (all green), [y-y-y] (all yellow), [g-y-g], [y-g-y], [y-y-g], [y-g-g], [g-y-y], and [g-g-y], all of which show as different shades of lighter green or yellow-green (see photo, left). Each of the mixed combinations will look different when viewing the leaf from the upper surface, leading to the distinctive appearance of these variegated plants. These varied combinations also result in a different pattern on the underside of the leaf than you see on the upper side. If you could see the inner layer of the leaf, the pattern there would differ from both the upper and lower surfaces! This shows that many, many possibilities can manifest, and no two of them will be the same.
How does a plant become a variegated chimeric?
Some reason that the cause is a benign viral infection that simply shuts down the gene for plastid pigment or vacuole pigment production. Evidence favoring this hypothesis, at least in my own observation, is that if you have a quantity of variegated plants in your garden or collection, the likelihood of seeing a new variegated form of one of your all-green plants springing up is higher. I've even seen variegated weeds spring up. This phenomenon argues for both the viral hypothesis and for the agent of transfer being some insect. Presumably, a sucking insect could take up the piece of DNA from one chimeric cell and transmit it in meristem cells on another non-variegated plant. The result would be a leaf or branch showing up unexpectedly variegated on an otherwise green plant. I have actually observed this myself. This hypothesis could be tested by using aphids or mealybugs in a trial, allowing them to feed on variegated leaf tissue, then transferring them to new green tip growth of another plant and seeing what the result turns out to be.
Another hypothesis is that of a random mutation occurring in meristematic cells, but this would not account for the higher probability of spontaneous variegated plants coming up when in the presence of other variegated plants. Whatever the cause, the result is very ornamental and quite sought after for our gardens.
Photo credit: LariAnn Garner, Aroidia Research.

source: openbmb/Ultra-FineWeb


Catholic colleges in new england
What is the oldest Catholic college in New England?
The College of the Holy Cross
What are the Catholic Ivy League schools?
Find a top-ranked Catholic university for you. University of Notre Dame. Georgetown University. Boston College. Villanova University. Santa Clara University. Loyola Marymount University. Fordham University. Gonzaga University.
What is the oldest Catholic college in the US?
How many Catholic colleges are there?
There are 197 US members of ACCU (Association of Catholic Colleges and Universities) as of 2014.
What is the difference between a Catholic and a Jesuit?
Answer and Explanation: Roman Catholicism is a religion. It is the largest branch of Christianity. The Jesuits are an order of Roman Catholic priests.
What is the biggest Catholic school in the world?
University of Santo Tomas
Is Harvard older than America?
What are the 3 oldest colleges in America?
10 of the Oldest Universities in the US Harvard University. Established: 1636 (chartered in 1650) The College of William and Mary. Established: 1693. St. John's College. Yale University. Established: 1701. University of Pennsylvania. Established: 1740 (chartered in 1755) Moravian College. Established: 1742. University of Delaware. Princeton University.
What was Harvard's original name?
Cambridge, Massachusetts, United States
Do you have to be Catholic to attend Catholic University?
You might be interested: In the 1500s, how did the church of england differ from the catholic church?
What are the 28 Jesuit colleges?
John Carroll University is one of 28 Jesuit colleges and universities in the United States. Founded. Name. Location. 1789. Georgetown University. Washington, D.C. 1818. Saint Louis University. St. Louis, Missouri. Founded. Name. Location. 1877. Regis University. Denver, Colorado. 1877. University of Detroit Mercy. Detroit, Michigan.
How Catholic is Boston College?
Boston College (BC) is a private Jesuit research university in Chestnut Hill, Massachusetts, founded in 1863. Boston College.
Latin: Collegium Bostoniense
FounderFr. John McElroy, SJ
Religious affiliationRoman Catholic (Jesuit)
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Lamb of god catholic
Catholic university of america majors


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Lab 6: A Year in the Life of the Earth System
Throughout this unit, you have been examining Earth as a system of interacting partsfirst from a local perspective, then from a regional point of view, and finally at the global scale. Until now, you have been looking at the Earth system at a single point in time. However, the Earth is constantly changing, every second, every day, every year. In order to fully understand the Earth as a system and how its components interact with each other, you need to consider change over time. How do the atmosphere, hydrosphere, pedosphere, and biosphere change over the course of a year? What relationships exist between components of the Earth system at the global scale?
Earth's climate is very sensitive to small (10-30 percent) changes in clouds. Studying changes in cloud cover can help scientists figure out what human-made changes will do to Earth's climate. This animation shows monthly cloud fraction for the year 2009. Image source: NASA NEO.
In Part A of this lab, you will use ImageJ, a free image processing tool, to make an animation of monthly data maps for one component of the Earth system in order to explore how the Earth changes over time at the global scale. In Part B, you will make an animation of two datasets side by side to determine relationships between different components of the Earth system during the year 2009.
After completing this investigation, you should be able to:
- use ImageJ to animate monthly maps of Earth system components;
- find patterns and connections between and among maps containing different environmental data; and
- understand the relationship between time and space with regard to global environmental data.
Keeping Track of What You LearnThroughout these labs, you will find two kinds of questions.
- Checking In questions are intended to keep you engaged and focused on key concepts and to allow you to periodically check if the material is making sense. These questions are often accompanied by hints or answers to let you know if you are on the right track.
- Stop and Think questions are intended to help your teacher assess your understanding of the key concepts and skills you should be learning from the lab activities and readings.


Definition:Even Integer/Definition 2
From ProofWiki
Jump to navigation Jump to search
An integer $n \in \Z$ is even if and only if it is of the form:
$n = 2 r$
where $r \in \Z$ is an integer.
Also see
Historical Note
The concept of classifying numbers as odd or even appears to have originated with the Pythagoreans.
It was their belief that even numbers are female, and odd numbers are male.
A commentator on Plato used the term isosceles number for an even number, in correspondence with the concept of an isosceles triangle. In a similar way an odd number was described as scalene.


Why Alignment Is Essential to Effective Performance and Profitability
Jan 24, 2019
Take the best workers in any field. What do they do that makes them so successful? They understand what it takes to execute effectively, and then they do it. When a product is delivered on time, the putt drops in the hole, the system boots up without a hitch, or the curtain drops on a brilliant performance—we marvel at how easy it looks. The reality is that effective execution is anything but easy. Behind the scenes is a means for delivering results that is both dynamic and pragmatic.
Alignment: The Bridge Between Strategy and Execution
The key to profitable performance is largely dependent on the extent to which four business elements are aligned:
 - The leadership—responsible for developing and deploying the strategy and monitoring results
 - The organization—the structure, processes, and operations by which the strategy is deployed
 - The jobs—the necessary roles and responsibilities
 - The people—the experience, skills, and competencies needed to execute the strategy
Adaptability and Perspective Are Essential
What is essential for success in the "high performance organization" is an understanding of the interdependencies and the ability to adapt quickly and strategically to change. When these four elements are in sync (i.e., aligned—when it all looks so "easy"—the likelihood for outstanding performance is increased.
A hallmark of an organization that aligns well is the ability to adapt and realign when there is a change. For example, a new technology introduction could change a business process. A change in the process could change job responsibilities and skill requirements. Therefore, the leadership must realign the organization not only at a process level, but at both job, people and skill levels as well.
Take the economic downturn in the past 24 months. Some organizations hunkered down, choosing to cut all nonessential spending as a way to at least maintain a current profitability. Others, however, have used this time to reevaluate the way in which they do business to increase their overall efficiencies, and improve both performance and profitability. Take, for example, a civil engineering firm closely tied to the home construction business. Rather than slashing their professional staff with the loss of revenue, leadership engaged the workforce in lean initiatives to reduce waste, customer-focused activities to improve the relationships, and new business opportunities to increase their visibility. These three initiatives when coupled have potential impact on both top and bottom line results. In essence, this organization aligned the four elements to the economic situation.
Many organizations, however, fall victim to some common alignment-performance pitfalls, particularly in periods of high stress or rapid change.
Major Alignment-Performance Pitfalls
1. Developing the strategy and throwing it over the wall for implementation. There is too often a tendency to think that once the strategy is developed the only requirement for implementation is one of communication. Implementation is the "real work"—the continuous alignment and monitoring of the four key business elements.
2. Heads-down focus. Performance at an individual level is based on executing a series of critical tasks. However, without the bigger picture—a more strategic perspective—it is difficult, if not impossible, to understand how what you do impacts other elements in the system. A heads-down perspective also limits the extent to which an individual will offer to improve a process since there is little appreciation beyond "just doing my job."
3. Blaming the hired help. It is easy to blame people for poor execution. After all, they are the ones doing the work. Sometimes there are clear situations in which an individual is not a fit for the job or in which individuals need more training and development to be effective. However, what about situations when you have dedicated, hardworking people working with inefficient, bloated, or cumbersome processes? This is a process problem, not a people problem. Or, what is the root cause when three individuals are responsible for the same task or balls are dropped because it is not clear who is responsible for what? This is a job definition issue, not a people issue.
4. Perpetuating the silo perspective. All too often leadership teams at both functional and business levels tend to represent their own interests as opposed to those of the larger organization. In high performance organizations, the role of the leadership team is clearly defined along with clear accountabilities for overall execution and profitability, not just each person's piece.
5. Micromanagement. When the spotlight is on improving performance, too many managers move in to "tell" how. Perhaps these managers' hearts are in the right place— they want to make sure that things are done correctly—but their tendency is to direct as opposed to engage others. This is a great way to (a) encourage people to withhold effort or take the slightest risk to solve problems or improve performance on their own and (b) build resentment among the staff, particularly the best and brightest who will flee when they find a "better" opportunity.
6. Ill-defined roles and responsibilities. The lack of clearly defined roles and responsibilities is often a major obstacle to profitable performance. This is particularly true when there are major organizational changes. Letting people figure this out for themselves can be counter-productive and is too important to leave to chance.
Want to improve profitable performance? Here are some things to consider:
 - Communicate and engage. Alignment is the bridge between strategy and execution, and communication is the mechanism by which alignment takes place. Communicate about the strategy. Communicate about changes and their potential impact on the elements of the organization. Engage employees in a discussion of their responsibilities, critical tasks, and priorities. When there are changes, engage employees in a dialogue. You cannot over-communicate in these situations.
 - Sharpen the organization's capability to listen, observe, learn, and act. Seek input and recommendations from everyone in terms of what they see with customers, processes, and inefficiencies. Think of this as the equivalent for what professional teams do when it comes to watching the films of their last game. They chart a course of action and execute it.
 - Look up and out as well as down. A strategic perspective is critical to improving performance and impacting profitability. Encourage people to think "how" and "why" as well as "what" when it comes to performance.
By staying away from the pitfalls and focusing on these recommendations, an organization can increase its alignment and therefore its performance and ultimately its profitability


text:
Analyzing Cost and Revenue
Use the Cost Analysis view to analyze cost and revenue on each stage
of the project. The Cost Analysis view has up to three cost
You may use the slider to determine:
- Cost Variance (actual vs. budgeted cost)
- Cost with Risks and uncertainties vs. Current schedule
- If income is defined for at least one task, the cost analysis
diagram will show the project revenue calculated based on the
formula: Revenue = Income – Cost.
- If Cost exceeds Income in any given period of time Revenue will be
- If income is not defined, Cost will be always positive.
the shortcut menu to manipulate with chart. In particular, instead
of presenting a line chart of current schedule, result, and actual
cost, you can present an area chart by choosing Fill Chart
from the shortcut menu.

source: HuggingFaceFW/fineweb-edu


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What Costs the Same as it Did in the 1980s? Just Stamps
Looks like postage stamps are about one of the only things that are literally cheap as they've ever been.
It's always a little crazy to think about how much things used to cost. Every time we hear some hilariously low figure like $50 for a single college credit, our jaws tend to drop a little before someone comes out of the woodwork yelling "but what about inflation?" Because of this, the financial website Kiplinger compiled a list of items that were popular in the 1980's and determined if they would be cheaper or more expensive based on inflation. The results are both shocking and not all that shocking.
Unfortunately, everything on the list, from Big-Mac's to a new home, to a new Rubik's cube, are way more expensive.
Almost unsurprisingly there was only one item on the list that stayed even roughly the same price: the U.S. postage stamp. In 1985, a postage stamp cost 22 cents, when that price is adjusted for inflation it comes out to 52 cents which is actually about what you would pay for a stamp right now.
Still, two items on the list actually got cheaper: milk, eggs, and personal computers. In 1985, milk cost $1.09 ($2.56 after inflation), a dozen eggs were about a dollar ($2.39 after inflation), and Apple's first personal computer cost $2,500 ($6,081 after inflation). Today a dozen eggs only cost about $1.40, milk is $1.96 per a half gallon, and personal computers are so ubiquitous, that one can be bought for $400.
Milk is actually cheaper for a handful of reasons linked to practices like trade liberalization, where countries impose lower tariffs on each other to trade goods, but the most notable reason is simply that milk has a much longer shelf life today than it did in 1985. For example, a company in Brazil extended the shelf life of milk by a week using nanotechnology. Personal computers have just gotten easier to build, so much so that a laptop computer today is 96 percent cheaper than a 1994 model and 1,000 times better.


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Charles Bridges promotion, Castine, 1861Item 66910 info
Maine Historical Society
Bridges was 22 when the Castine Light Infantry militia unit to which he belonged became part of the new 2nd Maine Infantry.
At the outbreak of war, President Abraham Lincoln had asked the states for 75,000 men to serve for ninety days – at the time, few expected a long war – and Maine was asked for one regiment, or 1,000 men.
In a declaration of patriotism, the legislature approved raising 10 two-year regiments, combining existing militiamen with new volunteers.
Five militia companies from Bangor and Penobscot Bay, more ceremonial than martial, anchored the 2nd Maine. The Castine Light Infantry became Company B.


Wannier U matrices, ''spex.kolap'' - Overlap matrices for Wannier construction) or read from the files if they exist. With ''RESTART SIG'', Spex reads the self-energy from the files ''spex.sigx'' and ''spex.sigc'', which are always written in ''GW/HF FULL'' calculations. (Default false)
''STOREIBZ'': Wave functions are only stored in the IBZ rather than in the full BZ. This decreases the memory demand considerably but slows down the calculation somewhat because wave functions must be regenerated when needed. (Default false)
''WRITE q1 q2...'': Tells Spex to write the head element of the specified quantities ''q1/2='' ''SUSCEP'', ''DIELEC'' or ''SCREEN'' to a file. Optionally a job number can be specified in brackets, as in ''WRITE SUSCEP(2)''. If one of these quantities are explicitly defined in the job definition, they are automatically written to files. With ''q1=INFO'', Spex writes preliminary results to several output files. Consult the :ref:'tutorials' for details. (Default none)
''WRTKPT'': Tells Spex to write out the k-point set and exit. (Default false)
Section ''MBASIS''
''ADDBAS'': Augments mixed basis by the radial {u} functions (according to first part of SELECT entry). This improves the basis convergence for COHSEX calculations. (Default false)
''CHKPROD'': Checks the accuracy of the MT product basis. (Default false)
''GCUT G'': G cutoff for the IPWs of the mixed basis.
''LCUT l'': l cutoffs (one for each atom type) for the mixed basis.
''NOAPW'': Switches off construction of "product APWs", which are continuous at the MT sphere boundary. (Default false)
''OPTIMIZE'': Optimize mixed basis for correlation self-energy. Consult the :ref:'tutorials' for details. (Default none)
''SELECT l1,l3,lo1;l2,l4,lo2'': Selection of the MT radial functions from which the mixed basis is constructed. Consult the :ref:'tutorials' for details.
''TOL t'': Tolerance value for the removal of linear dependencies from the MT part of the mixed basis. (Default 0.0001)
(''WFADJUST''): Removes wavefunction coefficients belonging to radial functions that are not used to construct the MT product basis. (Currently the coefficients are actually not removed from the memory.) (Default false)
Section ''COULOMB''
''CHKCOUL'': Performs checks on the Coulomb matrix: (1) Project on plane waves and see whether we get :math:'{v_{\mathbf{GG'}}=4\pi \delta_{\mathbf{GG'}}/ |\mathbf{k+G}|^2 }', (2) compare largest eigenvalue of Coulomb matrix to :math:'{4\pi / k^2}'. (Default false)
(''CUTZERO''): Removes linear dependencies in the overlap matrix of the mixed basis. Otherwise, in the case of a large ''GCUT'' the diagonalization of the Coulomb matrix might fail due to numerical rounding errors in LAPACK. (Default false)
''LEXP'': l cutoff for the expansion of plane waves inside MT spheres. (Default 14)
''NOSTORE'': The default is to precalculate and keep the Coulomb matrices for all k points in memory. With this keyword the matrices are calculated whenever they are needed. This reduces the memory demand but somewhat slows down the calculation. Unless ''APPROXPW'' is chosen, this also applies to the overlap-correction matrix. (Only affects HF and QP calculations.) (Default false)
(''STEPRAD K''): Uses the Fourier transform of the step function as an alternative to the Rayleigh expansion for representing the IPWs and prints the resulting difference. The parameter ''K'' is the corresponding reciprocal cutoff radius. Only for testing. (Default none)
(''TSTCOUL''): Similar to ''CHKCOUL'' but regenerates MT part of the mixed basis from spherical Bessel functions and stops after the test. (Default false)
Section ''WFPROD''
(''APPROXPW''): Since version 02.03 the plane-wave part of the wave-function products are calculated exactly leading to much better convergence with respect to ''GCUT''. However, the exact evaluation takes considerably more time. If ''APPROXPW'' is set, the old and approximate calculation of the products is used instead. (Default false)
''LCUT l'':Optional l cutoffs (one for each atom type) for the wave functions in the calculation of the products. (Default none)
''MTTHR d'': Threshold value below which wave-function coefficients are neglected. (1E-10 is a safe choice.) (Default 0)
(''MINCPW n''): Modifies the IPW wave-function coefficients such that their absolute values become as small as possible. This reduces the error in the evaluation of the wave-function products arising from the finite G cutoff and leads to better convergence with respect to ''GCUT'' and smoother band structures, when ''APPROXPW'' is used. The coefficients can be modified, because the set of IPWs is overcomplete. If set, the eigenvectors of the overlap matrix with the ''n'' smallest eigenvalues are used for this modification. Note that it only makes sense to use this together with ''APPROXPW''. (Default 0)
''FFT gcut'': Employs Fast Fourier transformation for the calculation of the plane-wave part of the wave-function products. Scales much better with system size than the direct (default) evaluation. Requires a reciprocal cutoff ''gcut''. The exact limit is :math:'gcut=GCUT{+2k_{\mathrm{max}}}', where :math:'{k_{\mathrm{max}}}' is the PW cutoff of the DFT calculation, but much lower cutoffs are enough; try with ''gcut=8'' for example. If no ''gcut'' is given, Spex uses the exact limit. (Default none)
Section ''SUSCEP''
''DISORDER'' :math:'{\tau}': Replaces the infinitesimal :math:'{i\eta}' by the finite frequency :math:'{i/2\tau}' in the response function. (Default none)
(''FSPEC N x''): Deprecated keyword. Use ''HILBERT'' instead. (Default none)
''HILBERT d x'': Defines the exponential frequency mesh for the Hilbert transformation in one of two ways: (1) ''d'' is the difference between the first (set at the band gap value or zero) mesh point :math:'{\omega_1}' and the second mesh point :math:'{\omega_2}', and :math:'x' is the factor :math:'{x=(\omega_{i+1}-\omega_i)/(\omega_i-\omega_{i-1})}'; (2) if ''d'' is an integer, it is interpreted as the number of mesh points in the range :math:'{{\omega_1}..5 htr}', and ''x'' is interpreted as the stretching factor "acquired at 5 htr", i.e., :math:'{x^{1/N}}' is the corresponding factor defined in (1). (Default 0.01 1)
:comment Alternatively, the first argument ''N'' can be a real number in which case it is interpreted as the first nonzero mesh point. Latest version: A negative second argument means the stretching factor that is reached after {N} points, i.e., :math:'{x^N}'. (Default 30 1.05):)
''HUBBARD file'': Calculates Hubbard parameters. If the optional filename ''file'' is given, the Hubbard parameters are read from (written to) ''file'' if it exists (does not exist). (Default false)
''MULTDIFF ON'' or ''OFF'': If set "ON" (and ''MB/PW='' is used), the BZ integrand in the calculation of the head and wing elements of the polarization function (not for the magnetic susceptibility) is multiplied by KS energy differences. (The integration weights are correspondingly adjusted.) For a small (or zero) '''k''' vector this leads to better numerics (because the integrand is exactly inversely proportional to the KS energy differences in the case '''k=0'''). (Default ''ON '' for '''k=0''', ''OFF'' else)
''PLASMA p'': Sets the plasma frequency at ''p''. ''p=METAL'': use metallic screening. (Default none)
(''TETRAF''): If set, tetrahedron weights are only calculated in the (extended) irreducible part of the BZ. This accelerates the calculation of the weights considerably but introduces slight deviations due to symmetry breaking. (Default false)
''WGHTTHR w'': Sets a threshold value for the (tetrahedron) weights. All transition with weights below ''w'' are neglected. (Default :math:'{10^{-10}}')
Section ''SENERGY''
(''ALIGNVXC''): Aligns chemical potential to quasiparticle state of highest occupied state. (Default false)
''CONTINUE (n)'': If the optional (and


This article's content is marked as Mature
~ Arthur Morgan.
~ Arthur threatening Archie Downes.
Arthur Morgan is the villainous main protagonist (if the player takes the low honor way) of Red Dead Redemption II. Depending on the player's choices, Arthur can be a rough and aggressive, yet loyal and friendly outlaw who can earn his path to redemption if he has high honor. Or he can become more ruthless and violent as the game progresses.
He was voiced by Roger Clark in motion capture.
Arthur was born in 1863 to Lyle and Beatrice Morgan, and she died when he was very young. Lyle was a criminal and outlaw, and was arrested for larceny in 1874, and Arthur described as a "no good bastard". Arthur witnessed his death when he was young as well, and despite not liking his father, or knowing his mother, he kept photos for them for either comfort or fondness for them.
Around 1878, Arthur was picked up and adopted by Dutch van der Linde and Hosea Matthews, and viewed both of them as surrogate fathers. As time went by, Arthur started to share Dutch's vision of life lived free from civilization and law, and became one of the most trusted members of the gang. During his youth, Arthur met and fell in love with Mary Gillis, but his life of crime and disapproval of Mary's family caused their relationship to crumble.
Later on, Arthur had a sexual interaction with a young waitress named Eliza, and she had his son, Isaac. Despite working with the van der Linde gang, Arthur offered his support and spent quality time with them, often visiting them a few months and days. One day, Arthur arrived at their home to see them buried, and later learned that they were killed by robbers for ten dollars. The incident hardened Arthur deeply, and he never truly coped with the pain of losing a child, and became fond of John and Abigail Marston's son, Jack.
Some time after Jack was born, John left the Van der Linde gang for an entire year under the severe doubts that he couldn't be a father. After returning he was welcomed back in by the gang's members, Arthur however, felt betrayed by his actions and held a grudge against John for deserting the gang and his family.
Red Dead Redemption II
There's a good man within you... But he is wrestling with a giant.
~ Mary to Arthur.
Arthur is presented as a cold and brooding outlaw who is fully willing to resort to violence if somebody angers him. Although he seems like a despicable person at first, while showing no remorse whatsoever for the people he has killed. It is proven throughout the story that Arthur is actually a good person deep down, who holds many regrets about the life he chose. This included not being able to stay with and marry his former lover, Mary Linton, due to her family rejecting him because of his life as an outlaw.
While having low honor, Arthur can be portrayed as an aggressive, cold, callous, selfish and even sadistic person who has absolutely no qualm about doing some of the worst things that he is capable of: killing innocent townspeople, abusing animals and verbally abusing his fellow gang-members to name a few. During the loansharking missions set by Leopold Strauss, Arthur can ruthlessly extort and harm the debtors who owe the gang money (as he did with Thomas Downes). The player can ultimately determine Arthur's morality via their choices which directly affect Arthur's honor rating.
One notable trait about Arthur's character was that he was never interested in, nor motivated by the concept of revenge. As throughout the course of the game, he states it to be an idiot's game, and had no interest in getting payback on Angelo Bronte or Leviticus Cornwall. However, Arthur can also go back on this by going back for the money, with the intention of facing Micah and Dutch. Arthur can still be portrayed as selfish and hurtful, interested in retrieving the gang's money rather than helping John escape to his family.
Despite his low-honor character being significantly more villainous, Arthur still does retain some of his standards and redeeming qualities, such as wanting to help John Marston and his family escape the Van der Linde gang's downfall. He also still despised loansharking, despite being very intimidating and harmful to the debtors. Regardless of high or low honor, Arthur will still exile Leopold Strauss from the gang after suffering a conscience crisis. Arthur also comes to accept his fate and that his death is impending, although his tuberculosis diagnosis can still present him a chance to try and change for the better.
Arthur is irreligious, although he does appear to believe in some form of afterlife.
After the first few trailers of Red Dead Redemption II, many fans were disappointed that they wouldn't be playing as John Marston. However, after playing through the game many players grew extremely fond of Arthur, and his complexity as a character. Along with the game's beautiful graphics and immersive open-world, many believed that Arthur brought the game's world and some of the other characters to life. His development and potential path to redemption are often subjects of very high praise from fans and critics alike. Roger Clark stated that he wanted to portray Arthur as complex enough for the player to choose his path but still make sense. For his work on the game, Clark received numerous nominations including Best Performance at The Game Awards.
With many players establishing a very strong player/protagonist connection with him, many of them were saddened by Arthur's death and him contracting tuberculosis beforehand. Arthur's tuberculosis also raised awareness for the deadly disease.
Many fans would easily state that Arthur Morgan is one of Rockstar's best protagonists.
~ Arthur on the gang's situation.
Where's our money!?
~ Arthur assaulting Thomas Downes.
~ Arthur to Winton Holmes.
~ Arthur to Uncle.
~ Arthur to John Marston.
~ Arthur to Sadie Adler.
Dutch... Micah... COME AND GET ME, YOU BASTARDS!!!
~ Arthur if he goes for the loot.
~ Arthur's last words to Micah Bell if he has low honor.
You let him damn us all, Dutch.
~ Arthur if he goes back for the money and has low honor.
 - Arthur is possibly of British and Welsh descent.
 - If Arthur has low honor, he will be symbolized with a twisted black furred coyote, which are often seen as sinister tricksters.
 - If Arthur talks with Mary-Beth, Karen or Tilly while having low-honour, Arthur can admit he feels like he's lost his mind and isn't in control of himself (a possible fourth wall break). He can even state that he's no better than Micah, or believe that Micah put a spell on him.
See also
 Official Red Dead logo.png Villains
Red Dead Revolver
Red Dead Redemption
Abraham Reyes | Agustin Allende | Archer Fordham | Bill Williamson | Dutch van der Linde | Edgar Ross | Espinoza | Javier Escuella | John Marston | Norman Deek |Randall Forrester | Seth Briars | Vincente De Santa
Read Dead Redemption: Undead Nightmare
Red Dead Redemption II
Red Dead Online


DIY Series: Dive into these kids' crafternoon activities
DIY Series: Dive into these kids' crafternoon activities
Sunny skies call for spending more time outside in the fresh air. These creative crafternoon activities will not only keep the kids busy but will encourage them to get out in the backyard and explore the great outdoors. So, grab all the materials you need on your next visit to Westfield St Lukes from Kmart, Miniso, Daiso, Countdown, and Whitcoulls.
Easy-peasy toilet roll binoculars
Make the most of those finished toilet rolls by crafting these cute binoculars.
What you'll need
 - Two toilet rolls
 - Wrapping paper or coloured paper
 - A length of string or ribbon
 - A hole punch
 - Tape
 - Any other materials to decorate your binoculars, such as coloured pens, stickers, gems and glitter
1. Wrap the outside of each toilet roll in wrapping paper, leaving the holes open to peer through.
2. Place your two toilet rolls beside each other and fasten together with tape.
3. Punch a hole on the far right and the far left edges of each roll with a hole punch.
4. Loop through and secure one end of your string to one hole. Repeat for the other hole and the other end of your string, to create a strap for your binoculars.
5. Now it's time to decorate! Let them express themselves however they wish.
6. Once they're done, they can take their binoculars on adventures and see what they can spot in the backyard and on walks.
Image source: _USER_
Painted pot plant people
The latest trend is painted pot plant people. Why not let the kids go wild and create their own?
What you'll need
 - A pencil
 - Plain plant pots
 - Paint brushes and paints (ensure the paint is non-toxic, is made for the material of your pot and waterproof, especially if your pot people will be living outdoors)
1. Paint your base colour or pattern for your pot. Wait for this to dry. Do another coat if required.
2. Use the pencil to draw a face on your pot. Have some fun with your pot's expression.
3. Paint your pot's face by going over the pencil.
4. Once your paint is dry, purchase some seedlings, add some soil, spritz with water and watch your plant person's hair grow.
Image source: _USER_
Pretty paper pinwheels
Enjoy the outdoors and watch your colourful pinwheels spin in the breeze.
What you'll need
 - A pen
 - Scissors (grab kid-friendly plastic ones for little fingers)
 - Coloured paper
 - A split pin
 - 2 beads
 - A paper straw
1. Cut your sheet of paper into a square before beginning.
2. Fold your paper in half, so two opposite corners meet to form a triangle. Unfold and repeat for the two remaining corners. You should end up with two diagonal folds.
3. Mark the centre point of the paper with a pen. Then mark a star along each fold, approximately one third from the centre point.
4. Cut along the fold line from each corner towards the centre point, until you reach the stars.
5. Bring the half corners of every second section to the centre point. You'll want to curl it towards the centre, not fold.
6. Stick the split pin through the alternating four half corners and centre point of your pinwheel head.
7. Next, thread two beads through the split pin.
8. Finally, pierce the split pin through the paper straw, and secure by opening the split pin.
Image source: _USER_


Museum of the Ocean for the Thyssen-Bornemisza Contemporary Art Collection About Credits Related
About the project
San Lorenzo Church, Venice 2018
First Phase completed in 2019
The Ocean Space installs itself right where the ocean develops; where it becomes critical; where it shows its richness; and where it is disputed, challenged, and jeopardized. Its architecture is not a closed wunderkammer, but an open observatory in live connection with the ocean, a hub where the diversity that composes the ocean can be reached and explored. Nor is it a container; instead it is an access point where one can sense, present, quantify, discuss, and support the ocean.
The architectural design of the Ocean Space takes advantage of San Lorenzo's generous vertical void, its diagonal light coming from upper thermal windows, and its immediate vicinity to maritime waters in order to create a bodily experience of immersion. The space is conceived as empty but dense, crossed by beams of sunlight, like diving into an ocean. The dense watery void is loosely occupied by translucent, blue-ish, floating platforms made of glass. To move inside the space, one must go vertically from platform to platform thought the dense void, as a diver would do.
The architecture of the Ocean Space promotes the intersection of art, science, politics, story telling, and activism. The space's large size allows different activities to happen simultaneously and without division. Contributing to this varied-use space are the furniture, lights, curtains, and the physical dimensions of the space itself. All of this allows the public to mix with itself. It is an infrastructure that promote diverse MODES OF ENGAGEMENT.
Ocean Space's adjacent areas become a resource for its neighbors. These spaces are conceived as an infrastructure to promote a daily life of environmental engagement. They are equipped as a shared domestic infrastructure with kitchen, coffee makers, rooms for residents, working spaces, access to the Ocean's Archive, and available rooms for formal or informal events and gatherings. This works as a shared domesticity promoting the encounter of people sharing an interest in engaging environmentally.
There is no fixed form. It is in a constant state of change. Its architecture is made of modular components. Its platforms can be reconfigured again and again. They can be dismounted and mounted in different compositions to respond to new situations, work, meetings, or formats of action. All these components can travel to the network of locations where TBA21 develops its action: to Jamaica, to London—anywhere the ocean is being discussed.
The architecture of the Ocean Space works as a plug-in system, turning the old space of San Lorenzo into a NODE OF MULTIPLIED CAPACITIES allowing for data to be transferred at any point in space. This ecosystem is where action and reflection can benefit from finding the resources needed to expand and gain reach. This is achieved though the introduction of a network of services integrated in the floating platforms that work as a core to which terminals can be plugged into.
The different platforms of Ocean Space—in a direct but conceptually, bodily, and politically effective way—bring the urgency and the need to discuss the ocean into the space. This is the "WHY?". It is a move to render abstract scientific information vivid. The first level, a wooden platform floating 40 cm above the level of San Lorenzo, indicates the estimated sea level rise by 2100 if current carbon emissions remain consistent (Source: Delta Commese). The next level of platforms, at 4.19 m., indicates the sea level height predicted by COP21 for 2215.
The Ocean Space presents a chamber for a heterogeneous constituency of humans and multiple other species to coexist in the ocean and grow a common understanding and cooperation. It is an elevated space from where the vision of the ocean at the horizon can be seen though the thermal windows. An immersive multimedia invasion of domes and the shared table, as a contemporary version of a planetary fresco, will make it possible to bring into the room the rich life in the South Pacific deep sea, the way sharks perceive the long distance they orientate in, the evolution of Raja Ampat coral reefs. With calibrated optical devices, this chamber will make it possible for humans to expand their sensing capacity to gain criticality and to recognize the agency of others. TBA21 will mediate an interspecies cooperation where the role of the ocean as a space of coexistence can be empowered.
Andrés Jaque / Office for Political Innovation
Team: Roberto González García, Luis González Cabrera, Alberto Heras, Paola Pardo-Castillo, Sara Ayoub, Ayushi Drolia, Inês Barros, Elise Durand, Melodi Esgin, Bansi Mehta, Laura Mora, Nikhil Parkhiya, Clément Vergé.
Architect in Venice
Cataruzza Millosevich Architetti Associati, Fabrizio Cataruzza
Project Manager
David Hrankovic
General Contractor
M+B Studio, Troels Brunn, Luca Delise
F&M Ingegneria, Federico Zaggia
General Procura
Marco Franco
Shopping Basket


Substance P
Substance P (SP) is a neuropeptide that is released from specific sensory nerves in response to pain and stress, and plays a central role in the pathogenesis of MPB. SP is directly implicated in the inflammation, catagen induction and growth inhibition that characterizes both Androgenetic and stress related hair loss. If you are treating hair loss it makes sense to counteract Substance P, which can be accomplished a couple of ways, using Substance P antagonists.
Cayenne Pepper, (Capsaicin), is a well documented Substance P antagonist which also causes a rapid and pronounced increase in localized cutaneous IGF-1 (Which antagonizes TGF-b, an inflammatory mediator) resulting in pronounced and sustainable stimulation of hair growth.
In a previous update we featured an Italian patent that detailed the hair growth effects of an oral combo of Resveratrol and Curcumin. The mechanism of action behind this effect that they proposed was that this combination, amongst other things, functioned as a SP antagonist.
Harada et al. tested the hair growth response to oral capsaicin and isoflavone supplementation in humans, with various types of alopecia. In all of the subjects receiving the capsaicin + isoflavone, serum IGF-I was increased after 5 months. 64.5% overall showed regrowth, while it was effective in 88% of subjects with androgenic alopecia. The following photos are results from 4 subjects, subjects A (male) and C (female) have Androgenetic Alopecia.
Effect of oral administration of capsaicin and isoflavone on hair growth in 4 volunteers with alopecia. Hair growth was observed at 5 months after administration of capsaicin and isoflavone in a male volunteer with AGA (54 y.o.) (a), in a male volunteer with AT (29 y.o.) (b), in a female volunteer with AGA (39 y.o.) (c), and in a female volunteer with AA (40 y.o.) (d).
The Resveratrol /Curcumin combination studied by Gigli, Marliani, and Campo was potent enough to induce hair growth in older men with prostate disorders, a typically nonresponsive group with regards to hair loss intervention. This same research team posits that this combo will ameliorate stress related hair loss due to its effects on SP and neurogenic inflammation.
Exposure to full spectrum sunlight evidently antagonizes SP to some degree, and facilitates Vitamin D production, providing a possible theoretical basis for its role in hair loss prevention.


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Social theory for Computer Science Education
A half-day tutorial-style workshop co-located with ICER 2017
When: Wednesday, August 16, from 13:00-17:00
Organizer: Elizabeth Patitsas (patitsas at cs.toronto.edu)
The goal of this tutorial-style workshop is to provide an introduction to sociological theory for a CS education audience. The workshop will provide an overview of major contemporary social theories and schools of thought (e.g. conflict theories, symbolic interactionism, structuralism, poststructuralism).
These theories are widely used in the education research world, and a typical PhD in education involves at least one course on social theory. If you came to CS education research via CS rather than via education, you may find this particularly useful for appreciating and harnessing the wider education literature. No prior background in sociology or anthropology is expected.
Part of the curriculum for the tutorial will be determined by the interests of the participants (as described in their application form). Example topics that we may discuss:
- What is culture and how can we measure it? (e.g. if you make a change to how you teach and you think your classroom culture has been affected, and wish to study it)
- Which groups in society benefit from a computer science education and how do they benefit?
- How does the structure of computer science education affect who gets a CS education, and how can we improve diversity in our classrooms?
- How do CS departments work as organizations/institutions? Tech companies? Other institutions, such as the ACM?
- How do groups in CS (e.g. teachers, security experts) form and maintain their boundaries, and how people gain entry to these groups
- How CS education is affected by — and may amplify — the digital divide
We'll alternate between lessons and group activities. A few major social theories will be introduced, then participants will practice applying the theories to CS education questions. The lesson-then-activity format will repeat itself a few times.
Participants will be expected to do some readings before the workshop, which they will discuss and apply in group activities. Each participant will be expected to read one seminal work of social theory, and a collection of brief excerpts/summaries of a variety of other foundational works. The reading list will be shared with the participants upon notification of acceptance to the tutorial.
To cover the cost of the workshop, there is a fee of 20$USD for each participant.
To participate, apply by June 16, 11:59pm, anywhere in the world (UTC-12) to: _URL_
Participants will be notified of participation by June 24.


Get the Facts About Escrow Shortages
An escrow account is for making payments toward your real estate fees like taxes and insurance. It helps make these fees more manageable through monthly installments rather than paying a large lump sum when these bills are due. There's typically a minimum balance that must be maintained to ensure that you have enough money to pay the fees.
However, these fees can sometimes fluctuate, and when this happens, your escrow account could be short. This is called an escrow shortage. Here's a rundown of why this occurs and what you can do about it.
Escrow Account Basics
An escrow account breaks down the fees associated with homeownership into monthly payments. Typically, the following are included in an escrow account:
 - Hazard Insurance: Covers damage to your property and meant to protect the lender from their losses should damage occur. The coverage may also have personal property and liability protection.
 - Flood Insurance: You may be required to have flood coverage if the house is located in a flood zone.
 - Mortgage insurance: If your down payment was under 20%, you'll pay private mortgage insurance (PMI) until you reach at least that amount of equity. This only applies to conventional loans.
 - Property taxes: Also known as real estate taxes.
 - Ground rents: If you own your home but not the land it's sitting on, then the ground fees will be paid from your escrow account.
 - Special assessments: Refers to recurring fees levied by your county or other taxing authority.
 - Possible first-lien position charges: Any payment that could take priority over your mortgage should you default on the loan and the property needs to be sold.
When Does an Escrow Shortage Happen?
An escrow shortage is when your escrow account balance falls below the minimum required level. The shortage is often due to increasing charges from any of the above items leaving you with less than the required cushion in your account.
In some cases, you may end up with an escrow deficiency. This is when your account doesn't have enough money to pay for all the escrow items, like taxes and insurance, leaving you with a negative balance. When this occurs, the lender will pay the difference on your behalf, and you'll pay the lender back, typically through one of these options:
 - Pay it off in full: One-time payment to the mortgage company.
 - Pay off over 12 months: Spread the payments out over the next year to pay it back over time.
Remember that even if you pay it in full, your monthly escrow payment will likely remain at a higher amount if the shortage was caused by a permanent tax or insurance fee increase. Thus, what you'll pay into your escrow account will now reflect the new amounts due.
Are you new to the homebuying process? We can help! From answering questions to making it easy to apply for a loan online, we have the tools and knowledge to make your home buying process a breeze. Start your application today!


Str8 Eight Instructions
Download Str8 Eight card game instruction here.
Game Contents: 64 number cards, 6 pass cards.
Str8 Eight card sequence sheet
Download Str8 Eight card game sequence sheet here.
Str8 Eight FAQ
Who becomes the first player after the deal?
Do I have to only play cards of the same multiples?
Can I play backwards in my sequence?
Can I pick up a played pass card?
When a pass card is played, whose turn is next?
Can I start a second sequence?
What happens if a game comes to an impasse?
How many of each card are in the deck?
Can I play Str8 Eight with more than 4 players?
Why is the game named Str8 Eight?
Str8 Eight Game Tips
Game Strategy:
Str8 Eight Tournament Rules
FourScore – A Str8 Eight Game
Download FourScore card game instruction here.
Goal: Be the player with the fewest cards in their scoring pile.
Setup: Remove Pass Cards from deck and place them into the box.Shuffle remaining deck consisting of number cards and place 4 cards face up, arranged vertically on the table signaling the beginning of 4 rows. Deal the remaining cards in equal amounts to all players (2-6). Place box in front of player to the left of the dealer.
Game Play: Each player chooses a card from their hand and places it face down in front of them. All players reveal their chosen cards simultaneously. Starting with the player showing the lowest numbered card, each player adds their card – if possible – to one of the 4 rows on the table. A player must add their card to a row if a legal play exists. Colored arrows must match with an arrow of the same color on the card at the end of the row. A card added to a row must also be either larger than the right most card in the row or lower than the left most card in the row. (Larger numbers are placed to the right; lower to the left) A player may place the same numbered card onto the last card on either side of a row, but not on a card in the middle of a row. If a row reaches 5 cards in length, the player who added the fifth card collects the remaining cards from the row, placing them in their scoring pile, and leaves the card they played as the beginning of a new row. If a player cannot make a legal play with their card on their turn, they collect the row with the highest numbered card in it, placing those cards in their scoring pile, and place their revealed card as the beginning of a new row. If two or more players reveal the same numbered card, the player closest to the box – in clockwise order – plays first and the box is moved to the last player to place a duplicate card. If a player matches a card to the end of a row or places a card onto a row – whether it is the 5th card or not – so that the numbers on the corresponding color arrows on the card played and the card played off in the row point to each other, that player may remove a card from their scoring pile, placing it into the box and out of the game. (ie. 14 placed to the left of a 12, the yellow arrow on the 14 shows a 12 while the yellow arrow on the 12 shows a 14) Once all players have finished their turn, another round begins. Play continues until all cards have been played from the dealt hands.
Scoring: Once all cards have been played, each player counts the number of cards in their scoring pile. Player with the fewest cards wins.
Special Thanks: Justin Brown, John Prather, and Aaron Wilson


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History Mysteries: 7 Lost Time Capsules
According to the International Time Capsule Society at Oglethorpe University in Atlanta, there are approximately 10,000 time capsules in the world. However, they also estimate that no one remembers where 9,000 of them are buried. Let's hop in our DeLorean and explore the strange stories behind seven of these lost time capsules.
1. I Guess You Can Take It With You
Even though most time capsules contain little of monetary value, there's always that chance that someone will deface or damage it just to be a jerk. The City of Wilkinsburg, Pennsylvania, developed an ingenious plan to prevent such vandalism when they decided to inter a time capsule in 1962. They elected a special committee to decide where the capsule should be buried and were then instructed to keep the location a secret. The men kept their word all right—perhaps a little too well.
Twenty-five years later, when the capsule was supposed to be dug up for the city's 100th anniversary in 1987, almost all of the committee members had died and none had passed on the time capsule's secret location. Only one member of the committee was still alive, and he couldn't remember where it was. To this day, the capsule is still hidden somewhere underneath the city.
2. Always Have a Backup Plan
To commemorate the 5th anniversary of their San Diego headquarters, General Dynamics Astronautics placed a time capsule inside a concrete vault in 1963. Inside the capsule was a small book titled 2063 A.D., named after the year in which they intended the capsule to be retrieved. The book was a series of interviews with politicians, military personnel, and those in the space program, offering educated predictions about life 100 years in the future.
For example, Brigadier General Irving Branch (USAF), suggested the moon would have a population of 100,000 by 2063; Mars' colony would be a quaint town of only 10,000. John Glenn thought we would have an anti-gravity rocket propulsion system that would take us further into space than we could even imagine possible. And then-Vice President Lyndon Johnson felt man would be able to control the weather, have the capability for global communications, and traveling between space stations and planets would be an everyday event.
Unfortunately, when the General Dynamics building was torn down in the late-1990s, the time capsule could not be found and has been presumed destroyed. But all is not lost—the forward-thinkers of 1963 had the bright idea of printing around 200 copies of 2063 A.D. and distributing them to select universities all over the United States. If your local college doesn't have a copy, thanks to Matt Novak of paleo-future.com and that global communication system that LBJ predicted, you can download the complete book for free.
3. Bicentennial Blunder
The Bicentennial Wagon Train of 1976 consisted of 50 horse-drawn wagons, one for each state, traveling across the country following the traditional wagon trails that led the pioneers out West. Only this time, the travelers were going in the opposite direction—from the West Coast, back to Valley Forge, Pennsylvania, where they would take part in a huge Bicentennial celebration. Along the way, passing through towns big and small, they collected the signatures of a reported 22 million Americans. These signatures were placed inside a time capsule to be buried at a ceremony presided over by President Gerald Ford himself. However, moments before the big event, it was discovered that the capsule had been stolen from the back of the van, never to be seen again.
4. Better Late Than Never
While most lost time capsules stay that way, every once in a while, one will crop up again. Like one of the two capsules that were supposed to be buried in 1953 as part of the centennial celebration of the founding of the Washington Territory (now the state of Washington). While the larger capsule was interred as planned, the smaller one was inexplicably left in a fifth floor storage room of the state Capitol building. It had been packed away inside a nondescript crate and would probably still be there today were it not for an earthquake that damaged the Capitol in 2001. While cleaning out the storage room, workers thought the lead container was probably old mimeograph fluid. As they began to haul the crate out of the room, they noticed writing on the side that had been facing the wall that told them what they had really found.
In a risky move, the long-lost capsule was placed back into storage at another facility until the repairs to the Capitol building were completed. Luckily the crate didn't get misplaced this time around, and was instead buried next to its big brother on the Capitol grounds in 2005. To ensure this type of thing doesn't happen again when the capsules are supposed to be opened in 2053, a small brass plaque was placed on the spot where they're buried, and a document describing the location was sent to the state's archives in both Olympia and Cheney, Washington.
5. Corona's Claim to Time Capsule Fame
The city of Corona, California, holds the all-time record for time capsules lost by one organization. As part of Corona's 1985 Labor Day celebration, 17 time capsules buried since the 1930s by local high school classes were meant to be retrieved. City workers began tearing up the concrete around civic hall where the first capsule was thought to be, but they came up empty. So they tried the next spot. Nothing. In all they dug 17 holes, tore up a lot of concrete, and found zero time capsules.
6. Where Is That Dam Time Capsule?
During the July 22, 1941, dedication of the 162-foot high Kingsley Dam on Lake McConaughy in Nebraska, a copper time capsule was ceremoniously lowered into a 100-foot hole somewhere along the expanse of the three-mile long dam. To commemorate the event, photos were taken, including one of two 12-year old girls who were chosen to cut the ribbon on a derrick that deposited the canister into the shaft. The capsule was meant to remain sealed inside the dam until 2041, the 100th anniversary of the Kingsley construction.
In 1991, officials thought it would be a good idea to designate the site of the capsule with a marker as part of the dam's 50th anniversary. However, no one knew exactly where the capsule was anymore. They did recall that a plaque describing the location of the capsule had been sent to the state Capitol for safe-keeping. Surprise, surprise, no one at the Capitol building had ever seen or heard of such a plaque. Almost out of ideas, they started looking through the dam's archives and discovered the photos from the ceremony, including the one of the two girls cutting the ribbon. Thanks to the photographic evidence, they were finally able to track down the location of the capsule and put a sign over top so this type of thing won't ever happen again. (In theory, anyway.)
7. It Ain't Rocket Science
There is one time capsule that isn't exactly lost, but it might as well be. A brass capsule was placed on the campus of MIT in 1889. Unfortunately, everyone had forgotten it was there, and they wound up building the school's cyclotron particle accelerator on top of it in 1939. The accelerator has since been deactivated, but the capsule is just going to have to stay where it is for now - retrieving it would require moving the 36,000 pound cyclotron. Even the geniuses at MIT haven't figured out an easy way to do that yet.
* * * * * *
Have you ever contributed to a time capsule? Were you there when one was opened? Tell us about it in the comments below!


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Identification of the Covariance Structure of Earnings using the GMM Estimator
O'Neill, Donal and Doris, Aedin and Sweetman, Olive (2010) Identification of the Covariance Structure of Earnings using the GMM Estimator. NUI Maynooth.
In this paper we study the performance of the GMM estimator in the context of the covariance structure of earnings. Using analytical and Monte Carlo techniques we examine the sensitivity of parameter identification to key features such as panel length, sample size, the degree of persistence of earnings shocks and the evolution of inequality over time. We show that the interaction of transitory persistence with the time pattern of inequality determines identification in these models and offer some practical recommendations that follow from our findings.
Repository Staff Only: item control page


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(2013). Connected learning in the library as a product of hacking, making, social diversity and messiness. Interactive Learning Environments.
Learning is most effective when intrinsically motivated through personal interest, and situated in a supportive socio-cultural context. This paper reports on findings from a study that explored implications for design of interactive learning environments through 18 months of ethnographic observations of people's interactions at "Hack The Evening" (HTE). HTE is a meetup group initiated at the State Library of Queensland in Brisbane, Australia, and dedicated to provide visitors with opportunities for connected learning in relation to hacking, making and do-it-yourself technology. The results provide insights into factors that contributed to HTE as a social, interactive and participatory environment for learning – knowledge is created and co-created through uncoordinated interactions among participants that come from a diversity of backgrounds, skills and areas of expertise. The insights also reveal challenges and barriers that the HTE group faced in regards to connected learning. Four dimensions of design opportunities are presented to overcome those challenges and barriers towards improving connected learning in library buildings and other free-choice-learning environments that seek to embody a more interactive and participatory culture among their users. The insights are relevant for librarians as well as designers, managers and decision-makers of other interactive and free-choice-learning environments.
Via Elizabeth E Charles


uploaded imageFor Figure P9.4,
Figure P9.4 Diode Circuit
(a) find current flowing through diode using the iteration procedure. The iteration
can be stopped when Iidn - idn-1I is <10-12A
(b) How many iterations were performed before the required result
was obtained? Assume a temperature of 25 oC, emission coefficient,
n, of 1.5, and the reverse saturation current, IS, is 10-16A.
Want an answer?


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Yonaguska (or Drowning Bear)
by Theda Perdue
Yonaguska (or Drowning Bear), was head chief of the Cherokee middle towns in the crucial years from 1800 until his death. The exact date and place of his birth are unknown, but Charles Lanman, who visited the eastern Cherokee a decade after the old chief's death, reported that Yonaguska was "born in this mountain land... and died in the year 1838, in the seventy-fifth year of his age." Probably one of the last practitioners of polygamy among the Cherokee, Yonaguska was survived by two wives and many children.
As head chief he consistently urged peace with the United States and played a prominent role in the meeting between Cherokee chiefs and Tecumseh in 1811. This conference resulted in the Cherokee's refusal to join the Shawnee leader in his alliance with the British for an offensive against the United States.
In accordance with a provision of the treaty that delegates of the Cherokee Nation signed with the federal government in 1819, Yonaguska and the heads of at least fifty other families who lived along the Oconaluftee, Tuckasegee, and Little Tennessee rivers between the Balsam and Cowee mountains withdrew from the nation, received a reservation of 640 acres each, and became citizens of the state of North Carolina and the United States. Yonaguska's reservation was located on Governors Island at the confluence of the Oconaluftee and Tuckasegee rivers, and his followers obtained reservations along the Oconaluftee River and near Quallatown. In 1820 the chief sold his reservation for $1,300 and moved to Quallatown.
The extension of state laws over the Cherokee Nation in the late 1820s freed traders from the restrictions previously imposed on the sale of liquor and allowed unscrupulous speculators, whose appetite for land had been whetted by the discovery of gold in northern Georgia, to employ alcohol in frequently successful attempts to negotiate illegal sales of Cherokee property. Yonaguska realized that intemperance would destroy both himself and his tribesmen. According to William Holland Thomas, the white trader whom Yonaguska's clan adopted, the chief assembled the Oconaluftee Cherokee in 1830 and informed them that "he had been considering and devising ways to promote their happiness in the future." Citing the Catawba Indians who had almost been exterminated "as evidence of the injurious effects of intemperance," Yonaguska encouraged his people to refrain from the immoderate consumption of alcohol and then instructed his clerk to write down a pledge by which the Qualla Indians agreed to "abandon the use of spiritous liquors." The chief signed first, and all the residents of the town reportedly followed. In 1838 Thomas credited Yonaguska with the Oconaluftee Cherokee's "present state of improvement" because of his devotion to the cause of temperance.
When the Cherokee Council convened at New Echota in 1835 at the behest of the U.S. agent, the Reverend John F. Schermerhorn, to sign a treaty by which the Cherokee ceded all lands in the eastern United States and agreed to remove west of the Mississippi River, Yonaguska did not attend. He vehemently opposed removal, but after a minority of Cherokee led by John Ridge, Major Ridge, and Elias Boudinot accepted the government's proposal, Yonaguska dispatched Thomas to Washington. D.C., to ensure that the Oconaluftee Cherokee received their share of the benefits of the treaty. Thomas hesitated to take up the matter with the government for fear of delaying ratification by the Senate and thereby depriving the Cherokee who were desperately in need of financial aid of immediate assistance, but he did sign an agreement with the Ridge party in which the senators recognized the claim of the Oconaluftee Cherokee.
In 1837 Yonaguska and fifty-nine other Oconaluftee Cherokee submitted a memorial in which they stated to the commissioners who had been appointed to carry out the Treaty of New Echota that they were opposed to removal. The commissioners acknowledged the provision in the 1819 treaty by which the Oconaluftee Cherokee had withdrawn from the Cherokee Nation and become citizens of North Carolina, granted them their memorial, and exempted them from forced removal. According to Thomas, the primary motivation for Yonaguska's resistance to removal stemmed from the chief's belief that North Carolina, the state that had recognized the Cherokee's land titles, was "better and more friendly disposed to the Red Man than any other. That should they remove west, they would there too be, in a short time, surrounded by the settlements of the whites, and probably be included in a State disposed to oppress them." Yonaguska demonstrated his loyalty to North Carolina and the federal government by ordering his warriors to assist U.S. troops in capturing those Cherokee who had hidden in the mountains. For rendering this aid he received a commendation from Colonel William L. Foster, commanding officer of the Fourth U.S. Infantry.
Yonaguska's leadership ability, his steadfast dedication to temperance, and his willingness to cooperate with the U.S. government enabled the Oconaluftee Cherokee to secure the enforcement of the treaty of 1819 and the recognition of their rights as North Carolina citizens. Thus the followers of Yonaguska managed to avoid removal.
John Finger, The Eastern Band of the Cherokee, 1819–1900 (1984)
Duane H. King, "The Origin of the Eastern Band of Cherokees as a Social and Political Entity," in King, ed., The Cherokees in Historical Perspective (1975)
Charles Lanman, Adventures in the Wilds of the United States and British American Provinces (1856)
James Mooney, Myths of the Cherokee (1900)
Mattie Russell, "William Holland Thomas: White Chief of the North Carolina Cherokee" (Ph.D. diss., Duke University, 1956).
1 January 1994 | Perdue, Theda


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MacMillan's immediate source of inspiration for a First World War ballet was Vera Brittain's autobiographical Testament of Youth. A poem from it, 'The War Generation: Ave' is quoted in the programme book whenever Gloria is performed. The ballet can also be seen as a testament to MacMillan's Scottish father, who had been gassed in the First World War and who suffered the after-effects for the rest of his life. He never spoke of his experience in the trenches. He died of pneumonia when Kenneth was 17.
Although Poulenc's Gloria in G is in praise of God in the highest, MacMillan intended it to be an elegy for young lives cut short or blighted by war. It could be seen as the third of his works contemplating mortality, set to vocal music: the earlier two are Song of the Earth (1965) and Requiem (1976). This time, unlike the previous occasions, no objections were raised by the board of the Royal Opera House to his choice of sacred music for a ballet.
MacMillan briefed his young designer, Andy Klunder, to look at photographs and paintings of the Great War, as well as memorial sculpture. The set is sparse, devastated, with entrances and exits over a ramp at the back of the stage. The men resemble soldiers whose uniforms, and flesh, have been torn off; their helmets recall the hats of medieval pilgrims. The women are dressed in silver-grey, with coiled ear-muffs that make them seem ghosts from a far-off past.
The two principal women embody aspects of Vera Brittain and all women who have suffered the loss of loved ones in wartime: one is the fearless girl, the other the woman in mourning. Brittain lost her brother and her lover in the war. The two principal men in the ballet are brothers-in-arms, unknown warriors. One survives the other, only to drop out of sight beneath the ramp on the last notes of the music.
The corps de ballet of women and soldiers serve as ritual celebrants, circling the stage at the beginning and end of the ballet. The four soloists are the personal expression of their anonymous suffering, dancing to the Latin words of the Catholic Mass extolling God's mercy. The leading man who points at the audience during his last, defiant solo accuses passive spectators of acquiescing in death and destruction. The ballet is about the futility of all wars, not just the _PHONE_ Great War, which it was hoped, in vain, would end all wars.
Gloria was taken into the repertoire of the Stuttgart Ballet in 1983, and has since been performed by companies in the United States and Canada.


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Creation Date: Apr 10, 2011
Published In: Apr 2011
Paper Type: Journal Article
Book Title: IEEE Transactions on Information TheoryAbstract: In a wireless network with a single source and a single destination and an arbitrary number of relay nodes, what is the maximum rate of information flow achievable? We make progress on this long standing problem through a two-step approach. First, we propose a deterministic channel model which captures the key wireless properties of signal strength, broadcast and superposition. We obtain an exact characterization of the capacity of a network with nodes connected by such deterministic channels. This result is a natural generalization of the celebrated max-flow min-cut theorem for wired networks. Second, we use the insights obtained from the deterministic analysis to design a new quantize-map-and-forward scheme for Gaussian networks. In this scheme, each relay quantizes the received signal at the noise level and maps it to a random Gaussian codeword for forwarding, and the final destination decodes the source's message based on the received signal. We show that, in contrast to existing schemes, this scheme can achieve the cut-set upper bound to within a gap which is independent of the channel parameters. In the case of the relay channel with a single relay as well as the two-relay Gaussian diamond network, the gap is 1 bit/s/Hz. Moreover, the scheme is universal in the sense that the relays need no knowledge of the values of the channel parameters to (approximately) achieve the rate supportable by the network. We also present extensions of the results to multicast networks, half-duplex networks, and ergodic networks.
IEEE Explore link: _URL_


8 Out-of-the-box Ways to Practice Intermediate German Conversation
Germans aren't known for being particularly gregarious with strangers.
It's natural to feel trepidation when practicing conversational German.
But still—the whole point of learning German is to be able to banter with native speakers in their own tongue.
Nonetheless, trying to talk to a real, live German at the beginning of the learning process (or at any point in the process, really) can feel like taking laps in the Bodensee when you've only been in the kiddie's pool.
Native speakers talk faster and less clearer than the CD in the back of the textbook, often littering their sentences with slang.
Sometimes the accent itself is enough to bedevil the most sincere language learner. The solution?
There are some specific advantages to trying your wares on fellow German learners.
Not only is there a natural empathy for a brother-in-arms, but they'll be using a similar vocabulary. Their sentences will come out their mouths slower, more comprehensibly and void of exasperating dialect.
And if there are no L2 peeps in your circle of associates? Don't worry, we have you covered. Here's some more often-overlooked ways to practice your intermediate German in fun, low-pressure situations where, like in "Cheers," everyone is glad you came.
1. Going Old School
Aging is a fact of life, and many people are doing it in nursing homes and retirement villages all over the world.
Three shared tendencies among old people: (1) They speak loud, (2) they speak slowly and (3) they love visitors. In light of this, places where the elderly live can provide great opportunities to practice intermediate German.
Don't be shy about contacting your local home for the aging. Ask the people there if they know of any residents who speak German. Many times employees will have a good idea about the histories of the people they care for and can direct you accordingly.
Usually, minus a few grumps, patrons will be delighted to see you come. You can participate in community service, make new friendships and practice your German all at the same time. Whether they're native speakers or not, it can be a very positive language learning experience.
2. Rallying the Townsmen
There are few things more historically German than the Stammtisch.
Translated as "regular's table," this tradition started out with frequent sociable meetings between people of a common interest. While such informal events still occur, foreigners have taken it upon themselves to add their own take on the tradition: practicing German.
Many cities have a regular Stammtisch for German learners and enthusiasts. Often there are people from all different speaking and experience levels, allowing you to find the right people to converse with while making friends that can ultimately be beneficial to your progress.Intermediate German conversation
Some sites, such as Meetup, give you the opportunity to search online for a local Stammtisch, while area American-German associations can also be useful places to inquire.
3. Make a Day of It
Many universities host a "language day" in which learners can practice their new obsession.
Although the format can differ, generally most languages will be represented by a table of fluent speakers and participants will have name tags listing the languages they can speak, as well as those they want to practice.
Here's the thing most people don't realize: you don't have to be a student at these universities to take advantage of their language events.
Even if advertisements explicitly state the occasion is only for enrolled students, seldom will anyone be put to the task of checking credentials. No one can deny a sincere German learner with a puppy face. And your reward for your boldness? Getting to take advantage of a positive atmosphere with other people doing the same.
4. Having E-ceptional Conversations
For those stuck in remote, non-German areas void of old people, universities and organized community events: do not despair. Not all is lost, thanks to the little box you're reading this article on now.
Intermediate German conversation
There are a variety of online German language communities where you can not only receive instruction, but also connect with real-life fellow L2s just as enthusiastic as you. From sites like MyLanguageExchange.com, you can text or voice chat with intermediate learners all over the world.
At this point we would also be remiss not to mention FluentU, which offers comprehensive support—everything from authentic German videos with interactive subtitles to multimedia flashcards and vocab lists—to take your German to the next level.
Stay tuned, and I'll tell you more about learning German with FluentU later!
5. Getting "Couched" in the Language
The ultimate trick to learning a language as fast and effectively as possible is coming up with creative ways to surround yourself with opportunities to practice.
Sometimes the rewards go to the devilishly clever.
Intermediate German conversation
Couchsurfing has been one of the biggest innovations in the art of travel. Instead of spending money on hostels or stuffy hotels, you can stay with locals, get an insider's perspective of the city and make new friends.
And, sometimes, you can also practice your German.
The site allows both hosts and travelers to list the languages they know and how well they know them. Why not mix business with pleasure on your adventures by staying with people who know German? It can be a fun, friendly way to use your language skills while exploring a city and getting to know a new person. The concept of couchsurfing already embodies a spirit of community and goodwill, which often translates into people willingly sharing their cultures and languages.
6. German on the Go
As long as you're travelling anyway, let's set you up with some good travel partners.
Here's another fact about Germans: They're everywhere.
Something about 80 million people living in the space of Montana makes them want to go out into the world and get away. It would be pretty rare, even outside of Europe, for a hostel to not be housing any Germans at a given time.
Hostels are a great place to meet new people, and you often find out that those around you are planning on seeing the same things you are. Impromptu travel groups often form. Traveling with German speakers is a great way to get immersed in the language while having fun, especially if they're not very good in your language. Even if it's difficult to communicate at first, it's amazing the level of understanding that begins to form as the day progresses.
7. Game on, German Speaker
If you're still struggling to find German speakers to regale with your intermediate German, it might be helpful to drop by places that have a tendency to attract them. Yet another fact about Germans: They love soccer. Whether it's the World Cup, the Bundesliga or Bayern Munich in the Champions League, they're following it.
Find out what bars show matches of interest and when those games will be on. This can be a worthwhile tool for hunting out Germans in your local area. Sports commentating often uses repeated lingo (there's only so many ways you can say "he kicked the ball"), allowing an intermediate learner to quickly pick up the phrases he needs to talk about it. If you want to do your homework beforehand, check out some useful soccer vocab here.
And who knows? A timely victory may just put the Germans in a talkative mood.
8. The Write Way
Remember the days when you used to attach your address to a balloon and let it go, hoping that someone finds it and writes back?
Perhaps the digital age stole our innocence, but it did make it easier to connect with people. Whether you prefer email or old-fashioned letters, finding another German learner to write to (or even a native speaker) is another way to practice the language in a real-world context. Instead of exercises in a dusty book, you'll be making a friend sight unseen.
Intermediate German conversation
If you're having trouble locating a stranger to tell your darkest secrets to in German, you can take advantage of a variety of sites that help potential pen pals find each other, such as Interpenpals and Students of the World.
Writing to a pen pal offers a pressure-free, low commitment and convenient way to put what you've learned into practice on your path to fluency.
And One More Thing...
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Atlantic white cedar swamps are habitat for swamp pink (Helonias bullata), a federally-threatened and state-endangered flower of the lily family, as well as many other plant species distinct to the pinelands. In addition to plants, cedar swamps are a valuable habitat for the fauna of the Pinelands. At least one member of the butterfly and moth family, Hessel's hairstreak (Mitoura hesseli), is exclusively dependent on Atlantic white cedar swamps, and is a species of special concern in New Jersey. Cedar swamps provide winter hibernation habitat for the state-endangered Timber Rattlesnake (Crotalus horridus).
The microsite conditions that make cedar swamps valuable to wildlife also make these sites valuable in their provision of ecosystem services, like water quality. Wetlands in general, and cedar swamps in particular are moderated environments in comparison to the surrounding landscape. Cedar swamps provide continuous cover throughout the year, creating a cool, shaded environment in the summer, and radiative cover in the winter.
Streams in the Pinelands are almost exclusively supplied by groundwater; the cedar helps to moderate base flow and acts as a filter for nutrients in water. Peat formed in the muck soils of cedar swamps removes and stores nutrients and pollutants from the water including significant quantities of carbon, providing a stable long-term carbon sink. The natural organic compounds found in the muck soils of cedar swamps contribute largely to the Pinelands region's characteristic red-brown water color. The contribution of cedar swamps to the character of the Pinelands and its water cannot be understated.
Atlantic white cedar has experienced severe decline across its range, with New Jersey being the last stronghold of the resource. However, New Jersey's resource is extremely vulnerable with less than 25,000 acres across the State. Much of this acreage is imperiled by coastal saltwater inundation directly resulting from increasing rates of sea-level rise due to global climate change.


text: A parametric study of the effects of binary interaction parameter and real-gas equations of state on the high pressure vapor-liquid equilibrium of nitrogen-n-dodecane system was carried out. Different values of the binary interaction parameter reported in literature, including one which depends on temperature, were employed in different equations of state to predict the vapor-liquid equilibrium as a function of ambient pressure and temperature. The findings were compared against the available experimental values reported in literature. Constant values of binary interaction parameter, estimated based on temperature dependent values, are demonstrated to predict the experimentally observed vapor-liquid equilibrium values accurately. The Peng-Robinson equation of state and an average binary interaction parameter were demonstrated to predict the vapor-liquid equilibrium over a wide range of temperature and pressures for nitrogen-n-dodecane binary system.


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Plant and Harvest your own ORGANIC Tomatoes!!!
2 l. plastic bottle
1 small tomato plant
8 cm. skewer
– wash the plastic bottle and let it dry
-cut its bottom off and fit the cut bottom part on the inside of top part
-pierce the sides of the plastic bottle and 10 holes on the bottom to make a water dispenser
-take the filter and pierce it in the center
-take the tomato plant,and put it through the same hole
-wrap the filter around the plant then put them through the bottle
– turn the bottle upside down, put the skewer through the first holes and hang the plant
-pour some water in the dispenser, watch it grow!
-cover the bottle with the insulating tape to protect the roots of the plant
-hang it somewhere out of the way in a sunny area
– always add water in the dispenser
– add stronger wire to hold them.
Stay healthy and keep it organic!!!


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Seventh graders determine the center of gravity of an object. They get card stock objects to balance on pencil eraser and a meter stick to balance with same # of weighted string(s) on each side. They get meter stick to balance with 2 weighted strings on 1 side and 1 weighted string on the other.