each subsequent activity launch will use the same group id. This means files to be shared for all instances of an activity must be made group-accessible.
File Access
Home Directory
Since each activity is run as a different user, it gets a different home directory on each invocation. In release 8.2, the home directory for an activity equals the $SUGAR_ACTIVITY_ROOT/instance/ directory (see below). For data such as config files to survive and be accessible by all future activity invocations, they must not be stored in $HOME but rather $SUGAR_ACTIVITY_ROOT/data/ should be used.
Hint: A trick to help porting legacy software which expects its config files to be in the home directory is to export HOME=$SUGAR_ACTIVITY_ROOT/data in an activity's launch script. --Bert
Writable Directories
All writing to the file system is restricted to subdirectories of the path given in the SUGAR_ACTIVITY_ROOT environment variable. This directory has three subdirectories with different policies:
This directory is used similar to a traditional home directory, for persistent activity data such as configuration files. Make sure files in there are group readable and writable (see users and groups). The directory itself is group-writable. Files stored here will survive reboots and OS upgrades.
This directory is used similar to a /tmp directory, being backed by RAM. It may be as small as 1 MB. This directory is deleted when the activity exits (specifically, as soon as all children of the activity's first process die). This directory is only accessible to the activity and its children; not even to Sugar.
This directory is used similar to a /var/tmp directory, being backed by flash rather than by RAM. It is unique per instance. It is used for transfer to and from the datastore (see keeping and resuming). This directory is deleted when the activity exits (specifically, as soon as all children of the activity's first process die)
As of version 8.2, all the activity root directories are created in /home/olpc/isolation and can be examined there with the Terminal activity. However, activities MUST use the $SUGAR_ACTIVITY_ROOT variable because the isolation directory layout is expected to change.
Multiple instances of an activity may communicate with one another through their shared 'data' directory; however, since each instance runs as a different user, some care must be taken (#5476) when sending messages to other activities through this shared medium.
External Media
External media (USB drives, SD cards) are auto-mounted by the Journal and appear in /media/*. No access restrictions are applied currently (up to release 8.2). If activities use these external media directly (rather than through the Journal, see mount points), they need to take care of ensuring data integrity since the user may (and will) remove the medium at any time.
An activity will have to be cryptographically signed to allow secure activity upgrades once they are on the machines. Tools for this will be provided soon. See discussion of contents.sig.
to be detailed
Permissions Declarations
Permission declarations will enumerate which special permissions (camera access? microphone access? non-Tubes network access? etc.) your activity may need for its normal operation. See and generally Bitfrost.
to be detailed
Collaboration plays a large role in Sugar. Still, the presence and sharing APIs are still somewhat rough. There are attempts to explain sharing, see Activity sharing. The following are the bare essentials.
Activities must support sharing using the Presence Service (PS). It is accessible on the D-Bus:
Service: org.laptop.Sugar.Presence
Interface: org.laptop.Sugar.Presence
Object Path: /org/laptop/Sugar/Presence
If the activity was not yet shared but the user clicked the Share button, sharing is initiated by calling ShareActivity():
activity = PS.ShareActivity(activity_id, bundle_id, name, properties)
The bundle id is used for the icon and to launch the same activity when someone joins it. The name will be shown in the mesh view and should generally be the same as the title of the datastore object (see above). The properties argument is not used currently (but see #4660) and should be an empty dictionary.
Note that sharing will be private (invitation-only) by default, that is, the icon will not be visible in the mesh. To share publicly, set the 'private' property to False:
activity.SetProperties({'private': False})
Another way of starting a shared session is by inviting a buddy from the mesh view. The Invite() method of the activity is called (see above). Then the activity should be shared privately, and the buddy must be invited using the key that was passed to Invite():
buddy = PS.GetBuddyByPublicKey(buddy_key)
activity.Invite(buddy, message)
When launching, the PS must be consulted to see if this instance was shared by someone else, meaning it was launched by the user is trying to join it:
activity = PS.GetActivityById(activity_id)
This yields an error if this instance (identified by its activity id) was not shared, in which case a regular non-shared startup should be performed. Otherwise, the activity object held by the PS is returned, and this activity instance needs to join:
It should continue by establishing a communication channel with the originating instance (see below)
To leave a shared activity (e.g. because it is closing) you need to inform the PS:
The activity object created by either sharing the current activity or joining an existing activity is used to establish means of communication between these instances. The joined XOs can be accessed to start communicating with them:
buddies = activity.GetJoinedBuddies()
To get notified of buddies joining or leaving, listen to these signals:
BuddyJoined (o: buddy)
BuddyLeft (o: buddy)
"Tubes" are the transport medium of choice on the XO, provided by the Telepathy framework. There are "D-Bus Tubes" allowing remote D-Bus calls, and "Stream Tubes" which forward sockets (similar to ssh forwarding). Tubes are collected in a "Channel", and channels are associated with a "room", one per shared activity instance.
First, get the Telepathy connection from the shared activity object:
 (tp_service, tp_connection, channels) = activity.GetChannels()
where tp_service and tp_connection is the D-Bus service name and object path for the Telepathy connection. An array of channels pre-created in the activity room is returned, too. There is at least a text chat and a tubes channel at
Service: (tp_service)
Object path: (channels[i])
Interface: 'org.freedesktop.Telepathy.Channel'
Use GetChannelType() to tell the channels apart:
if (channel.GetChannelType() == 'org.freedesktop.Telepathy.Channel.Type.Tubes')
elseif (channel.GetChannelType() == 'org.freedesktop.Telepathy.Channel.Type.Text')
Stream Tubes
A stream tube forwards a socket to a remote host (similar to ssh forwarding, but not encrypted). The activity can set up a listening socket by whatever means and then create a tube to forward it:
tube_id = channel.OfferStreamTube( # sa{sv}uvuv -> u
 'service-name', # well-known TCP service name conforming to RFC 2782, see [1]
 {}, # dict of params
 2, # socket type (0=Unix, 2=IPv4, 3=IPv6)
 ('', 12345), # socket address (depends on type)
 0, 0) # access control & params
You can forward Unix, IPv4, or IPv6 sockets. Access control is restricted to localhost by default.
New tubes are announced by a signal:
NewTube ( u: tube_id, u: initiator, u: type, s: service, a{sv}: parameters, u: state )
and you can list all available tubes:
tubes = channel.ListTubes() # -> a(uuusa{sv}u), same as in NewTube signal
To connect to a tube:
address = channel.AcceptStreamTube( # uuuv -> v
 2, # socket type to return (0=Unix, 2=IPv4, 3=IPv6)
 0, 0) # access control & params
which returns an address struct of the specified type, e.g., ('', 45679). Then just connect a socket to that address and you are ready to share data.
D-Bus Tubes
to be continued. In the mean time, see olpc:Presence Service D-Bus API and Tubes


text:
Definition of Atlas and axis joint
Atlas and axis joint: The joint between the atlas and axis bones. The atlas is the first cervical (neck) vertebra which is just under the head; it is named for Atlas, the Greek god who supported the world on his shoulders. The axis is the second cervical vertebra; it has what is called the odontoid process about which the atlas rotates.
The joint between the atlas and axis is a pivot type of joint. It allows the head turn from side to side. It is also called the atloaxoid joint.
The ligaments that serve to support and strengthen this joint are called the capsular; anterior and posterior atlantoaxial; and transverse ligaments.Source: MedTerms™ Medical Dictionary
Last Editorial Review: 6/14/2012
Medical Dictionary Definitions A - Z
Search Medical Dictionary
eMedicineHealth Top News
Find support and advances in treatment.
Most Popular Topics
Pill Identifier on RxList
- quick, easy,
Find a Local Pharmacy
- including 24 hour, pharmacies

source: HuggingFaceFW/fineweb-edu


text:
can someone please help me in how to go about solving this problem?
problem: A particle moves in a straight line and has acceleration 6cm/second square.Its initial speed is -2cm/second. Its initial position is given by f(0) = 9cm.
Find the position function f(x), where the input means the time.
here's what i know:
acceleration is f"(x) and speed is f'(x).
so i assume im looking for f(x).
but how do i setup the equation?
Looks good. Of course, you can only assume that those constant values are the same as the values given because they are the initial values. If you had been given values at any other point in time, you would have had to substitute the points in and solve for the constant.

source: openbmb/Ultra-FineWeb


text:
Track topics on Twitter Track topics that are important to you
(American Chemical Society) As any wine enthusiast knows, the 'legs' that run down a glass after a gentle swirl of vino can yield clues about alcohol content. Interestingly, the physical phenomenon that helps create these legs can be harnessed to propel tiny motors to carry out tasks on the surface of water. Scientists demonstrate the motors in a report in ACS' journal Langmuir.
Original Article: Wine 'legs' and minibot motors (video)NEXT ARTICLE
Acute Coronary Syndromes ACS
Acute Coronary Syndromes (ACS) is an umbrella term for situations where the blood supplied to the heart muscle is suddenly blocked. Treatment for acute coronary syndrome includes medicines and a procedure known as angioplasty, during which doctors inflat...


Springfield's New FEMA-Funded Emergency Text Alerts
May 22, 2013
The text alert program is run by a technology company out of Idaho, which has trademarked AlertSense and sells it the communication service to government entities around the country
Credit _URL_
Residents in the Springfield area can now sign up to have alerts about severe weather and other emergencies sent right to their phone.
The city received a $10,000 grant to set up the new system. The money comes through the Illinois Emergency Management Agency, which distributes federal funds to city and county governments for public safety programs and disaster preparedness tools.
This federal grant money goes straight to the private sector - to a technology firm based in Idaho that runs the website MyStateUSA.com (MSUSA). Through the site, residents can input their zip code to have alerts specific to that targeted area sent to them via text message.
Landline home phones can also receive voice alerts, but Mayor Mike Houston says cell phones are so widely used in Springfield, it's THOSE devices that are best for delivering information when time is scarce:
HOUSTON: "Weather situations, potential disaster situations - The major goal of this is really to prevent injury or death. And the best way to do that is to be able to communicate with the general public, so that when something happens or is about to happen, people can take steps to keep themselves safe."
The text message system, known as AlertSense, isn't perfect. The company running it can't guarantee messages will be sent in time - or at all, for that matter. It relies on a huge network of computers and wireless telephone carriers, both systems that can fail during severe weather or other disasters.
According Wisconsin emergency management officials (who already use the MSUSA text message system) the alerts are "very intrusive". An incoming message will interrupt a phone conversation and drop a call.


Itinerari Strada dei Vigneti Alpini
Once upon a time... long long time ago, before the administrative borders between nations and regions determined territories, the land of Turin, Valle d'Aosta and Savoia were deeply connected. On both sides of the Alps vines were grown and exchanged following the flow of merchants and travelers.
Today the precious landscape of the vineyards become the starting points to explore with new eyes the three regions Travel through thematic itineraries by bike, on foot, with your own car or by mini-bus


text:
Discovery News announced yesterday that the spotted patterns on woodland species of wild cats are tied to the patterns of dappled light in their forest environments.
Cats in open ranges, such as lions, tend to have plain coloration. Tiger stripes, according to the University of Bristol researcher William Allen, are still something of a mystery.
Full article by Jennifer Viegas
Previous GurneyJourney post on Dappled Light


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Over the past five years, more and more people from the world's great faith traditions have realized that caring for the earth must become an important aspect of their religious identity and practice.
But for those of us who want to protect the earth as an expression of our faith, there's been a hurdle standing in our way — an absence of images and stories that show what it means, and what it looks like, to be a religious-environmental leader. And the absence of these images and stories has slowed the growth of the religious-environmental movement, and prevented many from taking action on creation's behalf.
Now, thankfully, that has changed. RENEWAL is the first, feature-length documentary that offers us these images and stories of religious-environmental action. Thanks to filmmakers Marty Ostrow and Terry Kay Rockefeller, we have a superb film that tells eight stories, stories that show how a diverse set of religious groups are putting their beliefs into action for the earth.
And now, thanks to Auburn Media, there is a study guide to help people of faith explore the important issues raised by RENEWAL. This study guide is suitable for a wide audience — from seminary students who want the environment to play a prominent role in their identity as rabbis, pastors and imams to adults who want to think more deeply about what they believe about the environment.
RENEWAL is one of the most important tools available to help people from diverse religious backgrounds think critically and faithfully about what their tradition asks of them in relation to the earth. And Auburn Media's Study Guides are a valuable asset to that process of engagement. We encourage you to use them — whether as a teaching aid in a graduate seminar or colloquium, or in an adult education forum. Your belief will be enlarged and your perspective deepened as you reflect about what you believe your tradition teaches you about the environment — and as you decide how you will respond.
The Rev. Fletcher Harper
Expanded Resource List
In addition to the educational resources on this portion of RenewalProject.net, we encourage you to peruse an ever-changing list of resources, found at the end of each educational module and on the Additional Resources page. We hope to be updating these resources on a regular basis. If you have a resource you'd like to see added, visit _URL_ and drop us a line.
Bookmark RENEWAL's Social Media
Educational Materials & Resources Forum
Once you begin using the RENEWAL materials, you may want to discuss your experience with others. We are excited to provide you with a way to offer real-time feedback. In the RENEWAL Forum, you can post your thoughts, ideas, and comments in the section called Educational Materials & Resources Forum.
PDFs for your Seminary or Faith Community
Each educational module has a link to a printer-friendly PDF, making these materials turnkey to use and easy to share and email. Look for the link in the upper right-hand corner of each module, then click for download.
The 90-minute documentary is designed for theatrical, institutional, and community screenings, and for broadcast; yet each of RENEWAL's eight stories also stands on its own. From the DVD Main Menu you can choose to play the entire 90-minute documentary, or you can select any individual story. The individual stories are slightly longer than the versions in the full documentary and contain additional scenes and information.
The educational materials are organized into eight modules, each tied to a story in the film. In each module you will find:


text:
A Brief History of the Santa Clara County Sheriff's Office
Up until 1849, when the first California Legislature convened, California used the Mexican style of government. Under Mexican law the Alcalde, a combination of mayor, judge and sheriff dispensed the law as he saw fit.
In 1849 the first Sheriff appeared in San Jose. Robert Cadden Keyes became the first person to hold the title of Sheriff when he was appointed by the Common Council. The next and last Sheriff, prior to statehood, was J.M. Lowe. Lowe only held the position for a few months, when Santa Clara County held its first official election in April 1850. On April 8, 1850, John Yontz became the first duly elected Sheriff of Santa Clara County, winning by a mere 116 votes.
Soon after taking office, Sheriff Yontz became alarmed by the vandalism caused by jurors during court hearings. The jurors, while listening to court cases, would whittle anything in sight; the jury box, pillars, and benches. Yontz, desperate to save county property, came upon the idea that every morning he would set out a large bundle of pine sticks cut to a number of sizes and shapes, thus saving the county from remodeling the court building every few months.
Joseph W. Johnson, once a Deputy under Sheriff Yontz, was elected the second Sheriff and took office April 5, 1852. Horse thieves and murderers were running wild in the early days of the county. On one occasion in 1853, Sheriff Johnson and a posse of men sought out two Mexican bandits who were holding out in a home near San Jose. The Sheriff was able to seize one of the banditos without a struggle. As he was leading the extremely large prisoner out the door, the bandit threw off the Sheriff and started running. The Sheriff's pistol miss fired as he tried to draw down on the fleeing murderer. Another posse member mounted his horse and quickly caught up with the bandit. The man refused to surrender, forcing the deputy to shoot him dead.
Sheriff Johnson left office in 1853 and later became an attorney, a County Judge, and the ninth Mayor of San Jose. He held the position of Justice of the Peace until his death in 1880.
William McCutchen took over the office in October 1853. McCutchen, a member of the ill fated Donner Party, left ahead of the main wagon train to secure provisions in California. When he learned the group was trapped in the snowed-in Sierras, he risked his life to bring in food as well as rescue his wife and daughter. Upon reaching his wife, he learned that his one year old daughter had become one of the large number of casualties. One Sunday afternoon in 1854, Sheriff McCutchen and San Jose City Alderman Peter Minor decided to hold a horse race through the streets of downtown San Jose, much to the dismay of local citizens and the city's Marshal. Sheriff McCutchen's horse beat Minor's horse by a neck, winning the bet; a bottle of whisky. The marshal, not finding the race amusing at all, arrested the two public officials. The next day both McCutchen and Minor pled guilty and were fined ten dollars.
John M. Murphy the fourth Sheriff, was the son of Santa Clara County pioneer Martin Murphy Sr. The Murphys were members of the first overland party to reach California in 1844. John made his fortune during the early years of the California Gold Rush. The mining town of Murphys is named after him.
During his term as Sheriff, a dispute erupted over the ownership of the Rancho Yerba Buena, a large trac of land consisting of 24,000 acres, east of San Jose. The owner, Don Antonio Chabolla (Chaboya), held the legal title to the land, but during a lengthy court proceeding, squatters settled large portions of his property. Chaboya obtained a writ of ejectment which commanded Sheriff Murphy to evict the squatters. On Tuesday, April 19, 1861, Sheriff Murphy summoned a posse of 600 men. The posse assembled in front of the Court House. The Sheriff asked the crowd if they were armed and ready to assist him, they responded with an emphatic "No!" The Sheriff repeated his question asking if anyone was willing to help him do his duty. Again the crowd answered "No!" Sheriff Murphy responded by saying" I can do nothing; therefore, you may consider yourselves dismissed." The crowd then dispersed - some decided to head out to the Rancho to support the settlers. When it became evident that the Sheriff wasn't going to show up, the settlers and their supporters marched into downtown San Jose. The procession (numbering about 1000), marched through the downtown streets and ended at St. James Square. Later in the day, Sheriff Murphy persuaded the crowd to disband to their homes, thus ending what became known as the Settlers War of 1861.
More to follow later....................
Author: Deputy Rick Sprain, Investigations - _PHONE_


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Can someone please tell me how to determine all $\mathbb{Q}$-automorphisms of some splitting field $F$ of $X^3-3 \in \mathbb{Q}[X]$ and to determine $[F:\mathbb{Q}]$?
I think $[F:\mathbb{Q}]=3$, since I can construct a specific splitting field containing the three (complex) roots of the polynomial $X^3-3 $, but I don't know how to prove that it equals $3$. And for the automorphisms, I don't even know how to approach it.
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the reason why you can't prove $[F:\mathbb{Q}]=3$ is that $[F:\mathbb{Q}]=6$ – user8268 Nov 6 '12 at 22:12
yes, once you have in hand one of the roots of the polynomial, you need to write down explicitly what the other roots are. Then you need to notice what other irrationality needs to be adjoined to the setup to get all three in any field. You'll see that there is a unique quadratic extension of $\mathbb Q$ there, and three different cubic extensions. This is an exercise that everyone must do for her/himself. – Lubin Nov 7 '12 at 2:27
1 Answer 1
up vote 4 down vote accepted
Let $F$ be a field. Let $F^\times$ be the multiplicative group of $F$. Let $(a, b) \in F^\times \times F$. We denote by $\lambda(a, b)$ the permutation $x \rightarrow ax + b$ on $F$. Let $(a, b), (c, d) \in F^\times \times F$. Since $a(cx + d) + b = acx + ad + b$, $\lambda(a, b)\circ\lambda(c, d) = \lambda(ac, ad + b)$. Hence $\{\lambda(a, b) | (a, b) \in F^\times \times F\}$ is a permutation group on $F$. We call this group the affine general linear group of degree $1$ on $F$ and denote it by $AGL(1, F)$. Since $\lambda(a, b)(0) = b$ and $\lambda(a, b)(1) - b = a$, $(a, b)$ is uniquely determined by $\lambda(a, b)$. Hence $|AGL(1, F)| = |F^\times \times F|$.
Proposition Let $p, q$ be prime numbers which may or may not be equal. Let $a$ be an integer which is divisible by $q$, but not not divisible by $q^2$. $X^p - a$ is irreducible in $\mathbb{Q}[X]$ by the Eisenstein's criterion. Let $K$ be the splitting field of $X^p - a$ in $\mathbb{C}$. Then the Galois group $G$ of $K/\mathbb{Q}$ is isomorphic to $AGL(1, F)$, where $F = \mathbb{Z}/p\mathbb{Z}$.
Proof: Let $\zeta$ be a primitive $p$-th root of unity. Let $\alpha$ be a root of $X^p - a$ in $\mathbb{C}$. $\alpha,\alpha\zeta,\dots,\alpha\zeta^{p-1}$ are distinct roots of $X^p - a$. Hence $K = \mathbb{Q}(\alpha,\alpha\zeta,\dots,\alpha\zeta^{p-1})$. Since $\zeta = \alpha\zeta/\alpha \in K$, $K = \mathbb{Q}(\alpha, \zeta)$.
Let $\sigma \in G$. Since $\sigma(\zeta)^p = 1$, there exists an integer $b$ such that $\sigma(\zeta) = \zeta^b$. Clearly $b$ (mod $p$) is uniquely determined by $\sigma$ and $b$ (mod $p) \in F^\times$. On the other hand, there exists an integer $c$ such that $\sigma(\alpha) = \alpha\zeta^c$. Clearly $c$ (mod $p$) is uniquely determined by $\sigma$. We denote $\phi(\sigma) = \lambda(b$ mod $p、c$ mod $p) \in AGL(1, F)$. Hence we get a map $\phi\colon G \rightarrow AGL(1, F)$. Let $\sigma, \tau \in G$. Suppose $\phi(\sigma) = \lambda(b$ mod $p, c$ mod $p$) and $\phi(\tau) = \lambda(d$ mod $p, e$ mod $p$). Then $\sigma\tau(\zeta) = \zeta^{bd}$ and $\sigma\tau(\alpha) = \sigma(\alpha\zeta^e) = \alpha\zeta^c\zeta^{be} = \alpha\zeta^{be + c}$. Hence $\phi(\sigma\tau) = \phi(\sigma)\phi(\tau)$. Hence $\phi$ is a homomorphism. It is easy to see that $\phi$ is injective.
It remains to prove that $\phi$ is surjective. Since $[\mathbb{Q}(\zeta) \colon \mathbb{Q}] = p - 1$, $[K \colon \mathbb{Q}(\zeta)] > 1$. Let $H$ be the Galois group of $K/\mathbb{Q}(\zeta)$. Let $\tau \in H$. There exists an integer $c$ such that $\tau(\alpha) = \alpha\zeta^c$. We define a map $\psi\colon H \rightarrow F$ by $\psi(\tau) = c$ mod $p$. It is easy to see that $\psi$ is an injective homomorphism. Hence $|F| = p$ is divisible by $|H|$. Since $|H| > 1$, $|H| = p$, Hence $[K \colon \mathbb{Q}] = p(p-1)$. Hence $\phi$ is surjective. QED
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Seems to me that OP is a real beginner, and that your explanation will be too highfalutin for her/him. – Lubin Nov 7 '12 at 2:29
_USER_ It is a proof rather than an explanation. I believe anyone who knows basics of Galois theory and group theory can understand it. – Makoto Kato Nov 7 '12 at 3:18
Makoto, you may be right. But, reading between the lines, I bet OP doesn't know what a semi-direct product is, and won't derive much benefit from your efforts, at least, not this year. – Gerry Myerson Nov 7 '12 at 5:42
_USER_ If there are people(including the OP or otherwise) who can understand the proof and learn something from it, that would be my pleasure. – Makoto Kato Nov 7 '12 at 21:32
_USER_ +1 for your answer, but it would be good if you added a section that addressed beginners. For example, state all the automorphisms of the extension (in the usual way that we show that the Galois group of the polynomial above is $S_3$). Even for me reading your post takes some time to fully digest what is going on, what about for a beginner? – user38268 Dec 15 '12 at 14:04
Your Answer


text:
[ A.K.A SEKMINËS – Seventh Sunday after Easter
In Lithuania and in neighboring countries, traditions of Pentecost are
related with the end of sowing and the start of summer labors. This is
a spring gathering and shepherds' holiday. The most distinctive feature
of Pentecost is nature worship. The power of nature was attributed to young,
green birch trees. It was believed that the birch tree can pass her vitality
to the soil, to animals, protect from illness and all evils. On the eve
of Pentecost, village girls dispersed in fields and woods in search of
flowers and greenery that were used to make wreaths. Young men picked branches
off birch trees, which they placed around doors, gates, inside porches
and in living rooms. Wreaths and bunches of flowers decorated the entire
house. Tables were covered with linen tablecloths, garden paths were sprinkled
with sand and greens. It was believed that the souls of the dead, while
visiting homes on Pentecost, rested on birch tree branches. Shepherds decorated
cows with birch wreaths, to keep them calm and together, be good milkers
and to please the mistress of the house so she would be kind and generous
throughout the year.
The writer, B.Buraèas described this tradition of decorating
the herds in his writings, saying that on the night before Pentecost, shepherds
returning home with the herd dressed the animals with birch and marsh marigold
wreaths. They even tied birch branches to cattle horns.
In some regions women placed a piece of bread in a white linen kerchief,
tied it with three double birch branches and tied this kerchief to their
apron sash believing this to be a protection from snake bites. Whipping
with bathing birchrods in bathhouses was believed to chase all ailments
out of the body. On Pentecost morning, the master of the house whipped
his cows to make them more active while grazing in the fields.
When Christianity came to Lithuania, churches began blessing grasses.
Then on this holiday, churches were decorated with birch trees and other
greenery. People arrived in church carrying bunches of greenery, which
were blessed. These blessed greens were set on fire and their smoke was
used to incense dying persons, new buildings and storm clouds. It was believed
that smoke from Pentecost greens had the power to chase away evil spirits,
protect buildings and send storm clouds away. Wayside crosses and ritual
tables were also decorated with Pentecost greenery.
J.Balys wrote in " Lithuanian Calendar Holidays" how plants are used
in charmings. First of all, many wreaths were twined and each one was given
a man's name. The largest wreath was given the name of the girl who wanted
to know the name chosen name. The wreaths are thrown into the well or into
the pond in the evening, so as not to be seen by anyone. Early in the morning
the girl went to see if her wreath was beside the largest wreath. If it
was, she would marry him.
Before Pentecost one must twine a large wreath of cornflowers with
three branches of rue in it. Before evening this wreath is placed on the
girl's head and fastened to the hair so it would not fall off. He, who
in a dream removes this wreath, will be the one too take away her virginity.
N.Gimbutas in " Baltic Mythology", wrote that there was tradition
to go to the woods on Pentecost. A birch tree was picked out, decorated
and taken into the village. About hundred years ago this was an important
ritual which involved the entire community.
On this holiday there are fire and water glorification rituals. The
church on Pentecost blessed fire and water. In many regions holy water
was sprinkled on grain seeds, so that they would sprout fast and that birds
would not peck at the grain. Sprinkling with holy water was meant to keep
insects away from the crops and keep ponds and rivers safe from drownings.
To keep horses well and give them shinny coats, their food was also sprinkled
with holy water.
After Pentecost, according to the folk calendar, it was safe to swim
in rivers and lakes, especially if these bodies of water were close to
churches, they were blessed by the priests to protect the swimmers from
drownings. Country folk poured holy water into their wells and ponds for
Pentecost is one bright day in the shepherds' year. This day was begun
by the blare of the herdsman's trumpet before sunrise, awakening the shepherds.
That day, every shepherd planned to take his herd out at the earliest and
play his small horn. Each shepherd made his own small horn for Pentecost
from osier or alder wood and added a hollow cow's horn to give it a better
As the animals were leaving the barn, they were incensed with burning,
dried herbs by the mistress of the house. The herd grazed until noon, then
the shepherds decorated the entire herd and themselves and returned to
the village singing and playing their horns. Then the feasting began, hosted
by the head herdsman.
Shepherds' outings were organized on Pentecost, called shepherds' omelet,
[ a.k.a. pautienë ]. In some regions shepherds stopped at homesteads
in the morning to pick up prepared foods, while in others they asked for
eggs, flour, butter, milk and salt so that they could bake their own omelet.
In Dzûkija the following greeting was voiced, " happy Pentecost,
spent happily and peacefully with horses neighing and cows mooing. I was
sent to you by the oxen for bread, for milk by the cows, by sheep for flour,
by hogs for bacon and fat, by the motley hens for eggs, by the rooster
for pancakes and by the shepherds for money". If some households gave nothing,
the returning herd was decorated with nettle wreaths and brooms tied to
the cows' horns, so that everyone would know about the stinginess of that
household.. However, most homeowners were generous because they knew that
by not giving the cows' milk would be decreased.
After collecting all he goodies, the shepherds went to feast, picnic
in the woods. After the omelet was baked, the shepherds went into the forest,
climbed a tree and called out to wolves and bears to come and have breakfast
with them, saying, " if you do not come out now, you will never come out
during the coming year". This is an ancient prayer, an incantation.
In some regions of the Highlands [ a.k.a. Aukðtaitija ], shepherds
were allowed to sleep in while the herding in the morning was carried out
by girls. They herded out very early, before the larks awakened. Hearing
the larks, village lads came out playing reed and pan pipes. They also
brought food, lit bonfires. The important ritual was made up of a game
called " Arrange a Wedding". The prettiest girl was chosen to play the
bride and a lad was chosen to play the groom, while other girls dressed
as bridesmaids. After the wedding rites, the newlyweds were taken to bed
in a granary, a tent made of tree branches. After that came their awakening
and the end of the wedding ritual games. People in ancient times believed
that peoples' sexual love and fertility stimulate earth's productivity.
On the second day of Pentecost, the hired hands together with the owner's
sons carried on in the same manner as the shepherds. They provided drinks
and music while maidens prepared the food. The maidens walked along fields
of grain, singing songs with magical meanings:
You osier, clover,
Green bush, clover,
How tall you grew, clover,
At the first gate, clover,
The sun rose, clover,
At the second gate, clover,
The moon trundled, clover,
At the third gate, clover,
The maiden walked, clover.
Entire families visited the rye fields. Checked both theirs' and neighbors'
fields and shared farming advice. In some regions, hired hands brewed beer
before Pentecost so that they could treat the owners after their walks
in the grain fields. Everyone gathers to eat and drink, while the young
people sing and dance.
Girls had separate amusements. They sat in a nice spot on a hill, twined
wreaths, cast lots, told tales, sang and walked around grain fields.
When Christianity spread throughout Lithuania, priests turned these
ancient walkings around grain fields into blessings of the grain fields.
People gathered in one farmstead upon the priests' arrival and went together
to bless the grain fields. Feasting took place after the blessing.
This tradition disappeared at the beginning of 20th
century, when villages broke up into individual farms.


. The coals however can take 2-3 days to completely cool down. This method is by far the safest way to put out a charcoal grill.
Frequently Asked Questions
01. Can I Add More Charcoal While Cooking?
Yes you can. You can definitely add more charcoal during and in-between grilling. Infact, we recommend doing so. This is a great way to keep the temperature steady.
As you cook, the colas start to disintegrate. Longer grilling can cause them to decrease in amount. So adding a few scoops of charcoal in between grilling can actually help.
We recommend doing it in smaller amounts. Instead of adding a big portion of charcoal, divide it in 3-4 parts and add them in a closed interval. This way the temperature won't suddenly drop due to cold charcoal.
02. Can I Pour Water on My Charcoal Grill?
No matter what you do, never pour water directly on hot charcoal. Yes it will definitely put out the fire but that doesn't mean it's a good idea.
The thermal shock of drastic temperature change can cause your grill to crack. This is not a joke when grills are so expensive to begin with!
Another issue with pouring water over hot charcoal is the sudden cloud of steam. It can be hazardous and cause your eyes to water severely.
Then after all this imagine the cleanup you'll have to do. You'll have to remove all the charcoal from the grill, clean the bottom of the grill very thoroughly to remove the ash and water. It can get very messy. So why bother?
03. Does Closing the Grill Make It Hotter?
Contrary to popular beliefs, closing the grill does not make it hotter. In fact, it cools down the coals and turns the temperature down.
The misconception probably comes from traditional cooking. When you are cooking on the stove and you put a lid on a pot, the inner temperature increases because the air can not get out. In grilling however, the opposite happens.
This is due to the vents underneath the grill. Those vents provide oxygen which causes the coal to burn faster. The faster the coal burns, the higher the temperature gets.
So when you put a lid on, the air can jto pass through cand the charcoal starts too slow-burn. It's a great way to smoke your food as the temperature remains steady and low.
04. Why Does My Fire Keep Going Out on My Grill?
So make sure the vents underneath your grill are open. Another thing to focus on is to not use damp coals or wood.
Damp coals might lit up but they won't stay lit for longer. So make sure the charcoal is bone dry.
05. How Can I Save Unused Charcoal?
After you have coveted your grill and killed the fire, a good amount of charcoal can be left inside. Keep in mind the charcoal keeps burning until they cool down completely. So you might not have enough salvageable colas left.
But if you do, there is a way to save them for next time. Fill up a metal basket with cold water and then dunk the charcoal in the water. Wear a heat-proof glove and use metal tongs to move the charcoal around.
Grab each individual charcoal and dunk them in the water for 60 seconds. Then transfer them to somewhere with enough air.
Allow them to dry in the sun. When they are completely bone dry, store them in an airtight container until needed.
06. Is It Better to Leave Grill Open or Closed?
This depends on what kind of meat you are cooking. If you are grilling thin cuts of meat, you don't need a longer period of time to cook it.
So you can keep the lid open. The high temperature will grill the mat within a few minutes.
But if you are grilling something large like a brisket or ribs, it's better to close the lid to let it cook for longer. When you close the lid, the temperature remains steady and low.
So you won't have a piece of meat that's burnt on the outside but raw on the inside.
To End
Keeping the temperature of your charcoal grill consistent is a very tough job. It takes a long time for grill enthusiasts to master this skill. As it's one of the integral parts of barbecuing, knowing how to keep a grill lit is super important.
Hopefully with our easy guide you were able to grab some useful tips and hacks. Now tell us, what method do you use to light up your BBQ?
Do you have any tips for us to keep the heat consistent? Let us know in the comments down below!


text:
Data Quality Control procedures are important for:
- Detecting missing mandatory information
- Detecting errors made during the transfer or reformatting
- Detecting duplicates
- Detecting remaining outliers (spikes, out of scale data, vertical instabilities etc)
- Attaching a quality flag to each numerical value in order not to modify the observed data points
A guideline of recommended QC procedures has been compiled, reviewing NODC schemes and other known schemes (e.g. WGMDM guidelines, World Ocean Database, GTSPP, Argo, WOCE, QARTOD, ESEAS,SIMORC, etc.). The guideline at present contains QC methods for CTD (temperature and salinity), current meter data (including ADCP), wave data and sea level data. The guideline has been compiled in discussion with IOC, ICES and JCOMM, to ensure an international acceptance and tuning. Important feedback originated from the joint IODE/JCOMM Forum on Oceanographic Data Management and Exchange Standards (January 2008), joined by SeaDataNet and international experts to consider on-going work on standards and to seek harmonisation, where possible. Activities are now underway for extending the guideline with QC methods for surface underway data, nutrients, geophysical data, and biological data.
Furthermore a harmonised scheme of QC Flags to be used in SeaDataNet to label individual data values has been defined and adopted.This QC Flag scale is available in the SeaDataNet Common Vocabularies as list L20.
This activity is coordinated by BODC


text:
Nov. 23, 2009 Are you a female athlete -- or just someone who likes challenging workouts -- who also wants to get pregnant? It may make sense to ease off a bit as you try to get pregnant. New research from the Norwegian University of Science and Technology (NTNU) shows that the body may not have enough energy to support both hard workouts and getting pregnant.
Roughly seven per cent of all Norwegian women are believed to have infertility problems, which means that they are unable to become pregnant during the first year of trying -- even if they might later become pregnant.
Infertility can have many causes, both medical and lifestyle-related. Known risk factors include smoking, stress, and alcohol. Being extremely underor overweight can also play a role.
It is known, however, that elite sports women have more fertility problems than other women. But does extreme physical activity play a role in fertility among other women as well? NTNU researchers examined precisely this question in a study involving nearly 3,000 women. They found that overly frequent and hard physical exercise appears to reduce a young woman's fertility. But the decrease in fertility probably lasts only as long as the hard training.
Two vulnerable groups
The study was based on material from the Health Survey of Nord-Trøndelag from _PHONE_ and from a follow-up survey in _PHONE_. All of the women who participated were healthy and of childbearing age, and none had a history of fertility problems.
In the first survey, women responded to questions about the frequency, duration and intensity of their physical activity -- and ten years later were asked questions about pregnancy and childbirth.
The NTNU researchers also recorded other information that could have significance for the study.
"Among all these women, we found two groups who experienced an increased risk of infertility," says Sigridur Lara Gudmundsdottir, a PhD candidate in NTNU's Human Movement Science Programme. "There were those who trained almost every day. And there were those who trained until they were completely exhausted. Those who did both had the highest risk of infertility."
Age an important factor
If the women also were under 30 years old in the first study, the relationship became even more evident in both groups. Among those who reported training to exhaustion (regardless of frequency and duration), 24 per cent had fertility problems. In the group that had trained almost every day (regardless of the intensity and duration), 11 per cent reported the same.
Even when the data were adjusted for other possible contributing factors (such as body mass index, smoking, age, marital status and previous pregnancies), the researchers found that women who trained every day had a 3.5 times greater risk of impaired fertility as women who did not train at all.
"And when we compared those who trained to exhaustion to those who trained more moderately, we found that the first group had a three-fold greater risk of impaired fertility," says Gudmundsdottir.
In women who reported moderate or low activity levels, researchers found no evidence of impaired fertility.
A transient effect
But the negative effects of hard training do not appear to be permanent, the researcher says.
"The vast majority of women in the study had children in the end. And those who trained the hardest in the middle of the 1980s were actually among those who had the most children in the 1990s," she adds.
There may be various explanations for why the women who first were least fertile ended up with the most children. "We do not know if they changed their activity level during the period between the two surveys. Or if they just had trouble getting pregnant the first time, but afterwards had a hormonal profile that made it easier to get pregnant again," Gudmundsdottir said.
Scientists have a theory that high levels of physical activity are so energy intensive that the body actually experiences short periods of energy deficiency, where there simply is not enough energy to maintain all the necessary hormonal mechanisms that enable fertilization.
On the other hand, previous research shows that moderate physical activity gives women better insulin function and an improved hormonal profile -- and thus better conditions for fertility -- than total inactivity, particularly in overweight people.
Forget the easy chair
But Gudmundsdottir says that women who want to become pregnant shouldn't give up all physical activity.
"We believe it is likely that physical activity at a very high or very low level has a negative effect on fertility, while moderate activity is beneficial," she says.
But as far as identifying how much is "just right," the researcher is careful. "An individual's energy metabolism is a very important factor in this context. The threshold can be very individual," Gudmundsdottir says.
She also recommends that physically active women be particularly aware of their menstrual cycles. "A long cycle or no menstruation at all are danger signals," she says.
Other social bookmarking and sharing tools:
The above story is reprinted from materials provided by The Norwegian University of Science and Technology (NTNU), via AlphaGalileo.
Note: If no author is given, the source is cited instead.


text:
These boots are made for walking...
Among the items held at the Memorial that were issued to air crew serving in Europe, are two pairs of very interesting 1943 Pattern escape boots. The boots were designed so that an airman downed in Europe could remove a small concealed knife and cut off the top section of the boot to reveal a civilian looking shoe.
The 1943 Pattern escape boot was designed in response to reports received from returned airmen who had baled out over occupied Europe and managed to make their way back to England. The men reported that when on the run from the Germans, their flying boots had a number of problems. The most significant were that they were highly conspicuous when trying to blend in with the local population and that they became heavy and waterlogged if the boots got wet. A prototype escape boot was designed by Clayton Hutton in around 1941 (The boots were one of the pieces of escape and evasion equipment designed by Hutton featured in a February 1942 publication 'Per Ardua Libertas', published for the benefit of visiting American intelligence officers). Hutton worked at MI9 designing escape aids for issue to service personnel, or to be smuggled into prisoner of war camps. Some airmen undertaking missions over Europe in 1942 were issued the prototype boots. The boots were successful and went into production.
Some versions of the 1943 Pattern boot contained gigli saws hidden in the shoe laces. Gigli saws are used by surgeons to cut through bone. They are made from special steel wire, are very pliable and could be hidden inside the laces. Once removed from the lace and held at the right tension, the gigli saw could cut through very hard substances. The boots also had magnetised metal shoe lace ends that could be used as bar compasses. The 1943 Pattern escape boots held by the Memorial have the metal lace ends that were magnetised (they have since lost their magnetic qualities), but I wanted to know if the boots had gigli saws in the laces, as not all the boots issued did. I did not want to damage the laces, so used a voltage/metal stud detector to test if there was steel wire hidden in the laces. The stud detector responded to the metal lace ends, however there was no response in the rest of the laces, indicating there were no steel saws hidden inside. I have to admit it was a little disappointing not to discover a saw! Below is a photograph of the inside of the right boot, showing the wool lining used to help keep airmen warm at high altitudes. The rectangular patch is a small pocket where the knife was hidden. Unfortunately the boots did not come to the Memorial with their knives. In other versions of this boot, the knives were held in the heel. In some boots even more items, such as maps or money, could be hidden in a secret compartment in the heel. A basic inspection of the heels in the Memorial's boots indicated they do not have secret compartments.
One of the original concepts for the boot was that the detachable wool lined sued section of each boot could be joined together to create a 'warm winter waistcoat'. One Australian airman who evaded capture and made it back to England in 1944 who used these pieces under his hip and shoulder when sleeping rough, to help keep his body raised off the ground to help keep him warm. During the day he wrapped them around his chest under his jumper, using the zippers and straps to hold them in place.
Before the introduction of the 1943 Pattern boot, airmen wore a variety of boot designs. The 1936 Pattern boot is shown below. It was replaced by the 1939 Pattern (not pictured), which was similar in style, but had a vulcanised fabric leg. Many airmen must have found the 1936 Pattern boot relatively comfortable as the boots continued to be worn, long after other pattern boots had been issued. However, neither pattern had enough room to eaisly allow the legs of the flying suit to be tucked into the boots. In addition, the vulcanised rubber of the 1939 Pattern boot did not repel dew from grass along runways. This water could then freeze while flying at high altitudes, so a new pattern was designed.
The new design was the 1940 Pattern boot (below) issued in 1941. These boots were looser and allowed for the flying suit legs to be tucked in, however this led to another problem - they often came off when baling out of planes
To alleviate this problem the 1941 Pattern boot was then issued - essentially the 1940 Pattern boot with the addition of a leather strap that could be tightened around the ankle
(below) to help keep the boots on when baling out.
The 1943 Pattern escape boot was the last boot designed and issued during the war. Despite the advantages of this boot when evading capture in occupied Europe, some airmen found them to be uncomfortable when flying and preferred to wear their older issue boots.
In the 1942 photograph above, the airmen are wearing a variety of boots, (from left to right) 1939 Pattern boots, 1940 Pattern boots, 1936 Pattern boots, and the man on the on the far right appears to be wearing the 1943 Pattern escape boots, you can just make out the strap at the top, the zipper down the inner front and the shoe laces on the civilian style shoe section.
Some relevant publications containing information about flying boots / escape and evasion equipment includes: Official Secret: The remarkable story of escape aids - their invention, production - and the sequel by Clayton Hutton Flying Clothing: The story of its development by Louise Greer and Anthony Harold Per Ardua Libertas by MI9 (1942) MI9: The British secret service that fostered escape and evasion _PHONE_ and its American counterpart by MRD Foot and JM Langley The Royal Air Force 1939-45 by Andrew Cormack, illustrations by Ron Volstad (Osprey Men at Arms series) French Leave by Anthony Matthews (Memoirs of an Australian who evade capture in Europe)


text:
What is the DEC Environmental Dispute Resolution Program?
The Environmental Dispute Resolution Program, which is overseen by the DEC Office of Hearings and Mediation Services, was begun in 1996. This program uses a consensus-based process in which a mediator helps parties who are involved in an environmental dispute reach a mutually acceptable decision. The mediator does not make any decision about the case. The results of the structured negotiation are up to the parties. The parties craft the result through their negotiations, with the assistance of a mediator. This program has proved successful in resolving conflicts in a number of situations, including disputes over environmental permits, allocation of environmental resources, and regulatory rule development. For more information, please visit DEC's web site.
Environmental Dispute Resolution Program
Information about the Office of Hearings and Medications Environmental Dispute Resolution Program


text:
Buy ONET/DOT: Download
TITLE: Recreational Area Guards and Patrollers
DEFINITION: Monitor recreational areas, such as pools, beaches, or ski slopes to provide assistance and protection to participants. Include lifeguards and ski patrollers.
1. Patrols or monitors recreational areas, such as trails, slopes, and swimming areas, on foot, in vehicle, or from tower.
2. Cautions recreational participant regarding inclement weather, unsafe areas, or illegal conduct.
3. Rescues distressed persons, using rescue techniques and equipment.
4. Observes activities in assigned area with binoculars to detect hazards, disturbances, or safety infractions.
5. Contacts emergency medical services in case of serious injury.
6. Examines injured persons and administers first aid or cardiopulmonary resuscitation, utilizing training and medical supplies and equipment.
7. Inspects facilities for cleanliness and maintains order in recreational areas.
8. Inspects recreational equipment, such as rope tows, T-bar, J-bar, and chair lifts, for safety hazards and damage or wear.
9. Maintains information on emergency medical treatment and weather and beach conditions, using report forms.
10. Instructs participants in skiing, swimming, or other recreational activity.
11. Participates in recreational demonstrations to entertain resort guests.
Knowledge elements are ranked by importance.
80 Public Safety and Security
Knowledge of weaponry, public safety, and security operations, rules, regulations, precautions, prevention, and the protection of people, data, and property
75 Medicine and Dentistry
Knowledge of the information and techniques needed to diagnose and treat injuries, diseases, and deformities. This includes symptoms, treatment alternatives, drug properties and interactions, and preventive health-care measures
Knowledge of machines and tools, including their designs, uses, benefits, repair, and maintenance
55 Customer and Personal Service
Knowledge of principles and processes for providing customer and personal services including needs assessment techniques, quality service standards, alternative delivery systems, and customer satisfaction evaluation techniques
50 Education and Training
Knowledge of instructional methods and training techniques including curriculum design principles, learning theory, group and individual teaching techniques, design of individual development plans, and test design principles
45 Engineering and Technology
Knowledge of equipment, tools, mechanical devices, and their uses to produce motion, light, power, technology, and other applications
45 English Language
Knowledge of the structure and content of the English language including the meaning and spelling of words, rules of composition, and grammar
45 Therapy and Counseling
Knowledge of information and techniques needed to rehabilitate physical and mental ailments and to provide career guidance including alternative treatments, rehabilitation equipment and its proper use, and methods to evaluate treatment effects
Knowledge of transmission, broadcasting, switching, control, and operation of telecommunications systems
Knowledge of human behavior and performance, mental processes, psychological research methods, and the assessment and treatment of behavioral and affective disorders
Knowledge of administrative and clerical procedures and systems such as word processing systems, filing and records management systems, stenography and transcription, forms design principles, and other office procedures and terminology
30 Communications and Media
Knowledge of media production, communication, and dissemination techniques and methods including alternative ways to inform and entertain via written, oral, and visual media
Knowledge and prediction of physical principles, laws, and applications including air, water, material dynamics, light, atomic principles, heat, electric theory, earth formations, and meteorological and related natural phenomena
25 Law, Government and Jurisprudence
Knowledge of laws, legal codes, court procedures, precedents, government regulations, executive orders, agency rules, and the democratic political process
Knowledge of principles and methods for moving people or goods by air, rail, sea, or road, including their relative costs, advantages, and limitations
20 Foreign Language
Knowledge of the structure and content of a foreign (non-English) language including the meaning and spelling of words, rules of composition and grammar, and pronunciation
20 Computers and Electronics
Knowledge of electric circuit boards, processors, chips, and computer hardware and software, including applications and programming
Knowledge of design techniques, principles, tools and instruments involved in the production and use of precision technical plans, blueprints, drawings, and models
20 Building and Construction
Knowledge of materials, methods, and the appropriate tools to construct objects, structures, and buildings
15 Sales and Marketing
Knowledge of principles and methods involved in showing, promoting, and selling products or services. This includes marketing strategies and tactics, product demonstration and sales techniques, and sales control systems
15 Personnel and Human Resources
Knowledge of policies and practices involved in personnel/human resource functions. This includes recruitment, selection, training, and promotion regulations and procedures; compensation and benefits packages; labor relations and negotiation strategies; and personnel information systems
Knowledge of plant and animal living tissue, cells, organisms, and entities, including their functions, interdependencies, and interactions with each other and the environment
Knowledge of various methods for describing the location and distribution of land, sea, and air masses including their physical locations, relationships, and characteristics
15 Fine Arts
Knowledge of theory and techniques required to produce, compose, and perform works of music, dance, visual arts, drama, and sculpture
Knowledge of the composition, structure, and properties of substances and of the chemical processes and transformations that they undergo. This includes uses of chemicals and their interactions, danger signs, production techniques, and disposal methods
Knowledge of numbers, their operations, and interrelationships including arithmetic, algebra, geometry, calculus, statistics, and their applications
10 Sociology and Anthropology
Knowledge of group behavior and dynamics, societal trends and influences, cultures, their history, migrations, ethnicity, and origins
10 Food Production
Knowledge of techniques and equipment for planting, growing, and harvesting of food for consumption including crop rotation methods, animal husbandry, and food storage/handling techniques
10 Economics and Accounting
Knowledge of economic and accounting principles and practices, the financial markets, banking, and the analysis and reporting of financial data
5 History and Archeology
Knowledge of past historical events and their causes, indicators, and impact on particular civilizations and cultures
Skills elements are ranked by importance.
Teaching others how to do something
92 Service Orientation
Actively looking for ways to help people
88 Judgment and Decision Making
Weighing the relative costs and benefits of a potential action
88 Problem Identification
Identifying the nature of problems
83 Social Perceptiveness
Being aware of others' reactions and understanding why they react the way they do
79 Product Inspection
Inspecting and evaluating the quality of products
79 Critical Thinking
Using logic and analysis to identify the strengths and weaknesses of different approaches
Talking to others to effectively convey information
75 Identification of Key Causes
Identifying the things that must be changed to achieve a goal
71 Active Learning
Working with new material or information to grasp its implications
Persuading others to approach things differently
71 Reading Comprehension
Understanding written sentences and paragraphs in work related documents
71 Equipment Selection
Determining the kind of tools and equipment needed to do a job
67 Active Listening
Listening to what other people are saying and asking questions as appropriate
67 Information Gathering
Knowing how to find information and identifying essential information
Adjusting actions in relation to others' actions
Assessing how well one is doing when learning or doing something
63 Identifying Downstream Consequences
Determining the long-term outcomes of a change in operations
63 Systems Perception
Determining when important changes have occurred in a system or are likely to occur
63 Learning Strategies
Using multiple approaches when learning or teaching new things
Communicating effectively with others in writing as indicated by the needs of the audience
58 Equipment Maintenance
Performing routine maintenance and determining when and what kind of maintenance is needed
54 Implementation Planning
Developing approaches for implementing an idea
54 Idea Evaluation
Evaluating the likely success of an idea in relation to the demands of the situation
50 Technology Design
Generating or adapting equipment and technology to serve user needs
50 Solution Appraisal
Observing and evaluating the outcomes of a problem solution to identify lessons learned or redirect efforts
Developing an image of how a system should work under ideal conditions
Using scientific methods to solve problems
46 Information Organization
Finding ways to structure or classify multiple pieces of information
42 Time Management
Managing one's own time and the time of others
Using mathematics to solve problems
42 Idea Generation
Generating a number of different approaches to problems
Conducting tests to determine whether equipment, software, or procedures are operating as expected
33 Management of Material Resources
Obtaining and seeing to the appropriate use of equipment, facilities, and materials needed to do certain work
Bringing others together and trying to reconcile differences
Determining what is causing an operating error and deciding what to do about it
29 Systems Evaluation
Looking at many indicators of system performance, taking into account their accuracy
25 Operation and Control
Controlling operations of equipment or systems
25 Operation Monitoring
Watching gauges, dials, or other indicators to make sure a machine is working properly
21 Management of Personnel Resources
Motivating, developing, and directing people as they work, identifying the best people for the job
Repairing machines or systems using the needed tools
13 Operations Analysis
Analyzing needs and product requirements to create a design
Installing equipment, machines, wiring, or programs to meet specifications
Reorganizing information to get a better approach to problems or tasks
4 Management of Financial Resources
Determining how money will be spent to get the work done, and accounting for these expenditures.
Abilities elements are ranked by importance.
80 Oral Expression
The ability to communicate information and ideas in speaking so others will understand
80 Problem Sensitivity
The ability to tell when something


text:
100 Skills Every Person Should Know
Learning new skills can be a chore or an enjoyable experience depending upon what type of skill you wish to acquire. However, if developing skills involve everyday tasks like changing ones car tire, how to keep yourself cool in a hot climate, finding potable water in a desert, or picking up a few essential first aid skills, they are not just enjoyable but a potential life saver as well.
The experts at Popular Mechanics magazine have selected 100 skills which they claim every man should know. The skills are divided into 11 sections namely -
- Handling Emergencies
- Home Skills
- Medical Myths
- Military Know-How
- Primitive Skills
- Surviving Extremes
- Life skills for kids (Which includes teaching how to knot a tie, riding a bicycle and so on).
- Technology Skills
- How to use the tools in workshop.
The instructions for each skill in the above eleven sections is accompanied by a concise description, a photo or/and a video where applicable.
So why not head over to the article and acquire a couple of new skills for yourself.


eKiosk GmbH
Ceremonial handover of Germany's first citizens terminals with video function
presentation citizens terminal Neustadt
At 14.10 the first citizen kiosk of the State Saxony was put into operation in Neustadt. The formal presentation was made by Mr Justice Minister Jürgen Martens (FDP) to the mayor of Neustadt (Saxony ) Manfred Elsner.
Through the video interface and the remote control of scanners, printers, etc developed by eKiosk it is the first citizens terminal in Germany with these features and extends the eGouvernment landscape in Germany as an example. Minister in Justice Minister Jürgen Martens ( FDP) sees this project as a major project at the European level to support local communities.
The Citizens terminal will be used in the future as a branch of the county Saxon Switzerland.
So applications can be filled out and printed. Via video phone the Citizens are connected to an employee in the district headquarters in Pirna.
The device and 13 more in Saxony are tested for two years, and when the civil terminal is accepted by the population, is a major rollout.


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The last of our three science workshops at Stoke-on-Trent's heritage museums was at Etruria, and involved a morning of bridge design followed by an introduction to rocketry after lunch.
Thinking about design features, and considering the development of both bridge and rocket technology, was followed by the opportunity for the children to design their own bridges in teams (with KNex) and rockets individually (using cardboard and plastic) and then testing them, which was the highlight. The bridges needed to allow a small, plastic ship to pass beneath, and a weight to rest on top and then at either end. 3 of 4 were successful designs. To test the rockets we went outside, and launched them using an air pump with great success.
We were then given a tour of the museum which was where, from its position beside the canals, the raw materials for The Potteries were ground under steam power. The steam engine and the huge gear system it drove were impressive. Since the engine only works on monthly steaming weekends, before we left the children were treated to a demonstration with a miniature steam engine, which fascinated them all.


text:
Sent to the Los Angeles Times (May 24)
Those who think school libraries are obsolete might consider the results of a Scholastic-Gates Foundation poll, given to 40,000 teachers, published in March, 2010. One question was: Where do your students get books for their independent reading most often? Select all that apply.
The winner: School libraries. Teachers reported that 80% of high school students, the group least dependent on school libraries, get reading material from school libraries. In contrast, 35% get books from retailers and 46% from public libraries.
Will e-books take over? To compete with the library as a source of books, e-book readers and e-books need to get cheap enough for everyone to be able to buy, use, and replace. Kindles now cost over $100, e-books about $10, and there are restrictions on sharing. Little wonder that only 7% of adults read e-books (NY Times, 10/14/10) and they are an affluent group (Mediamark, 12/1/2009).


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Simple C++ program for age calculation
NB:Excuse me experts,,this is only for beginners.........
1.Copy the code
2.paste it in a text file
3.save the text file as agecalc.cpp and select file type all with in the text file.
4.paste this file inside your bin folder where the Turbo C resides.
5.Open turbo C and do File->Open->Agecalc.cpp
6.press F2 to save and F9 to compile.
7.press ctrl+F9 to run the program
8.once you have compiled the program search for agecal.exe in your bin folder


text:
WHQuestion Flashcards
These WHquestion flashcards are a useful tool for targeting expressive use and receptive understanding of the following questions: Who, What, Where, When, and Why. Multiple choice questions are featured with corresponding visual images. These flashcards can be used in therapy, on the go, or even as a creative "ticket" to enter or leave the therapy room!
- 55 flashcards for:
- The same questions and choice answers in a list format


photo. This was initially developed as the iPhone app Pupil Meter using a credit card as the size-reference device. Since most credit cards are fixed size, once you know the size of the card one can calculate the distance between the pupils in the image.
The idea is sound. It's a simple ratio equation. But the app is notoriously flawed and inaccurate. Witness it's awesome 1 star rating and the many uncomplimentary comments.
The system caught on, though, and websites developed their own more sophisticated versions of the same measuring system. I've tried a dozen and the best-designed one I found is this PD Self-Test. This uses you own current glasses as the reference device. You just measure the size of the glasses and highlight your pupils in the image using their slick interface and it does the calculation.
I tried it out. Eight times. With eight different photographs. It measured me from a 61mm to 65mm PD. So call it accurate within ±4mm. How bad can that be?
The whole point of getting a PD measurement is to have the optical center of the lens centered in front of the eye. If it is decentered, that induces prism: "A lens with prism correction displaces the image, which is used to treat muscular imbalance or other conditions that cause errors in eye orientation." Double vision and focusing difficulties can be caused because your eyes don't work together perfectly, and prism can be prescribed by doctors to correct that and force your eyes to focus together properly. However, prism that is not prescribed and unnecessary will do the opposite: it will create double vision and focusing problems.
So unnecessary prism is bad. But nothing can be measured perfectly, even the most accurate eyewear has some margin of error. How much is too much? Well let's figure out what a pair of glasses I would order myself using the above PD Self Test measurements would be like. If my PD ended up being decentered by the test's 4mm error how much prism would I get?
The Prentice Rule is a simple optician's equation to calculate exactly that. The formula is:
P = cf
P is the amount of prism in diopters D
c is decentration in centimeters
f is lens power in diopters D
We are looking for the prism P. I know the decentration is 4mm, which is 0.4cm. My Rx lens power is a moderate 2.5D (-2.50, but signs don't matter for this calculation). P = 0.4*2.5 = 1.0D. To put this in perspective 0.25D is typically the smallest increment prescribed by doctors, generally because it is the smallest amount that will have noticeable impact on vision in most people. 1.0D is four times that. That is literally suffering four times the prescribed dosage. The ANSI standards for prism deviation in a spectacle lens is no more than 0.67D, or at slightly higher power ±2.5mm. The lenses made off that PD calculation at 4mm decentration and 1.0D fail both standards and are worthy only of the garbage bin.
Here's a kicker. My actual PD, measured many times by every method from a ruler held to the face to the Visioffice digital measuring system, is 69mm. The online calc didn't even come close. If I had used it's average result of 63mm, that would not possibly, but exactly cause my resulting glasses to be decentered 6mm, inducing a whopping 0.6*2.5=1.5D unnecessary prism, more than double ANSI standards. Those glasses would certainly cause double vision, strain, and focusing failure.
How can the system be that off? Well, because you have two PDs. When you focus on objects within 20 feet, your eyes converge and the distance between your pupils decreases. How far away is the cameraphone or webcam you're using to take the image for the online systems? 2 feet? 4 feet? Those systems are measuring your near PD, not the 20+ foot distance PD you want in your glasses. They don't even get the near PD right either.
Look at this handy diagram! It's depicting cameras, but the concept is the same for eyes.
There is no accuracy to online PD systems. It is improbable that glasses made from theses PDs even accidentally end up being correct.
So you've hung out through my lecture and you want to know how to do it right. It's ridiculously simple. I don't know why no online opticals recommend this. I'm sure people simply assume a slick looking digital system like the one above is more accurate than any manual system, and are inspired with confidence in their cut-rate online supplier. But manual is simply the best for doing this on your own. Here it is:
 1. Wear your glasses. (Or any glasses if you don't have your own. Even just try on demo glasses at the mall if you are that bold.)
 2. Have a felt-tip maker handy.
 3. Focus on a single object in the far distance (anything farther than 20 feet works, but farther is better).
 4. Raise the marker to your right lens and precisely put a dot on it directly over the distant object.
 5. Repeat for your left eye. If done correctly, with both eyes open the two dots should overlap into a single dot over the distant object. If not repeat making the markings until they do form a single dot.
 7. That's your distance PD.
I've done this myself many times and always replicated the same 69mm result ±1mm. It works because the dots you are putting on the lenses mark the points through which you are actually looking, which is just exactly what PD measurement is used to determine.
I don't mind educating about this because despite the online opticals' claims, PD is not the only barrier between you and high quality eyewear. There are 30 other ways the online guys can and will ruin your glasses. Only a knowledgeable and skilled optician can make great eyewear. For excellent vision, a perfect comfortable fit, and beautiful eyewear that will last at least a year, you just gotta see an optigeek like me.
But if you want to bring me your own PD measured by my method, I'll take it. But you wouldn't mind if I just double-checked that PD myself first though, right?


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Spellweb is your one-stop resource for definitions, synonyms and correct spelling for English words, such as wallah. On this page you can see how to spell wallah. Also, for some words, you can find their definitions, list of synonyms, as well as list of common misspellings.
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Other synonyms:
designated hitter, apparatchik, breadwinner, duty officer, career woman, cowboy, commuter, desk person, auxiliary, ancillary.
Examples of usage:
 1. My first idea on beholding the sampwallah allow himself to be stung by the scorpion was that the latter had by some means been rendered harmless. - "The Romance of Natural History, Second Series", Philip Henry Gosse.
 2. My friend, the wallah, though very civil, could not afford me the information I required, nor have I yet been able to obtain it. bottlee - "Notes of an Overland Journey Through France and Egypt to Bombay", Miss Emma Roberts.
 3. Upon my return, the wallah accompanied me to the carriage in waiting, and as I paused to notice some of the children in the school, introduced me to a group of his own sons and daughters, well decked out in jewels, and otherwise richly dressed. bottlee - "Notes of an Overland Journey Through France and Egypt to Bombay", Miss Emma Roberts.
Common misspellings:
 1. whala (33%)
 2. wella (33%)
 3. allah (17%)
 4. wala (17%)
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Scrabble word: QUOTIENT
In which Scrabble dictionary does QUOTIENT exist?
Definitions of QUOTIENT in dictionaries:
- noun - the ratio of two quantities to be divided
- noun - the number obtained by division
- The number obtained by dividing one quantity by another.
- n - the number resulting from the division of one number by another
There are 8 letters in QUOTIENT: E I N O Q T T U
Scrabble words that can be created with an extra letter added to QUOTIENT
All anagrams that could be made from letters of word QUOTIENT plus a wildcard: QUOTIENT?
Scrabble words that can be created with letters from word QUOTIENT
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Images for QUOTIENT
- quotient is the answer to a division algorithm
- Here when 35 7 the quotient would be 5 while 35 would be called...
- The quotient Rule
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- When you divide a number the answer you get is the quotient.
- quotient Rule
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Priority Research Centre in Physical Activity and Nutrition, School of Education, University of Newcastle, Callaghan Campus, Callaghan, Australia
ActiGraph's Response to Novel Coronavirus (COVID-19) - July 30th Update
Rationale and study protocol of the EASY Minds (Encouraging Activity to Stimulate Young Minds) program: cluster randomized controlled trial of a primary school-based physical activity integration program for mathematics
- Published on Aug. 8, 2014
Background: Novel strategies are required to increase school-based physical activity levels of children. Integrating physical activity in mathematics lessons may lead to improvements in students' physical activity levels as well as enjoyment, engagement and learning. The primary aim of this study is to evaluate the impact of a curriculum-based physical activity integration program known as EASY Minds (Encouraging Activity to Stimulate Young Minds) on children's daily school time physical activity levels. Secondary aims include exploring the impact of EASY Minds on their engagement and 'on task' behaviour in mathematics.
Methods/Design: Grade 5/6 classes from eight public schools in New South Wales, Australia will be randomly allocated to intervention (n = 4) or control (n = 4) groups. Teachers from the intervention group will receive one day of professional development, a resource pack and asked to adapt their lessons to embed movement-based learning in their daily mathematics program in at least three lessons per week over a six week period. Intervention support will be provided via a weekly email and three lesson observations. The primary outcomes will be children's physical activity levels (accelerometry) across both the school day and during mathematics lessons (moderate-to-vigorous physical activity and sedentary time). Children's 'on-task' behaviour, enjoyment of mathematics and mathematics attainment will be assessed as secondary outcomes. A detailed process evaluation will be undertaken.
Discussion: EASY Minds is an innovative intervention that has the potential to improve key physical and academic outcomes for primary school aged children and help guide policy and practice regarding the teaching of mathematics.
Trial registration: Australian and New Zealand Clinical Trials Register ACTRN12613000637741 13/05/2013.


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life (Advanced Communications, 2003).
This step is intended to increase the student's emotional quotient quotient - The number obtained by dividing one number (the "numerator") by another (the "denominator"). If both numbers are rational then the result will also be rational. (EQ). The term emotional quotient was coined by Bar-On (2000) to distinguish emotional intelligence from cognitive intelligence (IQ). Elksnin and Elksnin (2003) discussed the five domains of EQ, as outlined by Goleman (1995) and Mayer and Salovey (1997), as (a) knowing one's emotions, (b) managing one's emotions, (c) motivating oneself, (d) recognizing emotions of others, and (e) effectively using social skills when interacting with others. These areas of emotional intelligence will help students to understand and express their feelings and those of others in the face of fears. Children as young as 3 years of age can begin to understand the underlying causes of their emotions (Elksnin & Elksnin). A suggestion, in line with this step, might be to use a visual aid such as a "feeling thermometer thermometer, instrument for measuring temperature. Galileo and Sanctorius devised thermometers consisting essentially of a bulb with a tubular projection, the open end of which was immersed in a liquid. " to gauge the level of emotion. The counselor could provide a listing of emotions to help students expand their emotional vocabulary. Younger students also could "act out" the emotion that they are feeling. Rating scales may be used with older students. This step in the model is a training step and also is to be used as an intervention step in an actual crisis. Helping students to express their emotions is basic to successful coping with a fearful incident.
Step 3: Developing concepts of life and death. It is helpful to encourage students to discuss their perceptions about life and death with parents or community leaders. The school counselor is in the position to teach students about grief and loss issues and to prepare them for acceptance when experiencing loss. Children's understanding of death is based upon their developmental stage. Young children under the age of 5 usually see death as "reversible reversible,
adj capable of going through a series of changes in either direction, forward or backward (e.g., reversible chemical reaction).
n See hydrocolloid, reversible., temporary, and impersonal" (Hospice Net, 2004). Children ages 5-9 begin to see death as final and understand that all living things Living Things may refer to:
adj incapable of being reversed or returned to the original state. and that all living things must die, including them. Adolescents may become intrigued with the concept of death and may begin developing philosophical beliefs about death (NASP, n.d.). According to Mishara (1999), if children have experienced death in the immediate family, their concept of death is more mature. In coping with life's inexplicable in·ex·pli·ca·ble
Difficult or impossible to explain or account for.
in·expli·ca·bil happenings, children need to have the opportunity and freedom to discuss their personal perceptions with a caring adult. This type of discussion may serve to comfort the child and is certainly within the role of a well-trained and competent school counselor. Curriculum guides such as Growing Through Grief." A K-12 Curriculum to Help Young People Through All Kinds of Loss (O'Toole, 1989) are useful in this step.
Step 4: Developing self-efficacy and a sense of control. The fourth step is to employ various methods of empowering students so that they are able to develop a sense of control over their immediate environment (Kleinke, 1991). Gray and Ropeik (2002) stated that the ability to feel control over events decreases the level of fear. Three constructs have been described that enable children to feel confident in controlling events and challenges in their lives. These constructs are self-worth, security, and control (Robinson & Rotter, 1991). Students who feel personally powerful are less vulnerable to fear. Personal power can be achieved through having been given opportunities to make decisions. Also, helping students to focus on the present and future, rather than the past, will enable them to see possibilities for change, which is empowering (Sklare, 1997). Providing children with opportunities for developing self-efficacy, competence, and mastery enables them to learn that they can have an effect on their social and physical surroundings (Kleinke).
Step 5: Developing coping skills. The fifth step involves teaching and practicing the use of the various coping skills needed to deal with the stressors encountered in today's world (Kleinke, 1991). Breslin (2005) stated that educators can foster the development of coping skills in young children through heightened sensory awareness Sensory awareness
Bringing attention to the sensations of tension and/or release in the muscles.
Mentioned in: Alexander Technique, positive expectations, a clear understanding of one's strengths relating to relating to relate prep → concernant
relating to relate prep → bezüglich +gen, mit Bezug auf +acc accomplishment, and developing a sense of humor Noun 1. sense of humor - the trait of appreciating (and being able to express) the humorous; "she didn't appreciate my humor"; "you can't survive in the army without a sense of humor"
sense of humour, humor, humour. Taking action is among the coping skills helpful to strengthen students' sense of self-control. Sklare (1997) wrote, "Getting clients to take action first shows them that they are able to succeed regardless of previous obstacles" (p. 14). Action and movement help overcome a feeling of helplessness that often arises from fear.
The use of play interventions for small group and individual counseling in the school setting has been encouraged by researchers and recommended for use with elementary-aged children suffering from trauma (Drewes, Carey, & Schaefer, 2001). Ways to express emotions and feelings and cope with experiences are discussed in play intervention literature. Included among several recommendations made to school counselors by Shen Shen, in the Bible, place, perhaps close to Bethel, near which Samuel set up the stone Ebenezer. and Sink (2002) are sand trays, toy ambulances, police cars, airplanes, stress-reducing materials, squishy squish·y
adj. squish·i·er, squish·i·est
1. Soft and wet; spongy.
2. Sloppily sentimental.
Adj. 1. balls, chalkboards, white boards, musical instruments, and dress-up costumes. Adolescents and young adults may benefit from such activities as writing a letter to an editor or collecting money or clothing for victims.
Step 6: Encouraging action by engagement in humanitarian efforts. The last step involves developing a humanitarian view, taking action, and expressing that action in a humanitarian effort. In order to aid students in the assimilation of knowledge as related to acts of terrorism, the development of a larger picture of the world in which they live is helpful. Acquiring a global perspective may be attained by an understanding of the three basic concepts of humanitarian education as defined by the Polish Humanitarian Organization (PHO, 2002): (a) human rights, (b) tolerance, and (c) helping others. The PHO has created a program for regular schools in Poland that emphasizes social responsibility and humanitarian work. Its humanitarian education program is built upon the belief that children and adolescents can actively influence positive changes in society. School counselors might wish to review this program and/or develop a similar approach for use with local schools and communities. It can be beneficial to discuss and employ methods that enable students to be seen as a humanitarian in their existing worldview world·view
n. In both senses also called Weltanschauung.
1. The overall perspective from which one sees and interprets the world.
2. A collection of beliefs about life and the universe held by an individual or a group..
The Exploring Humanitarian Law project The Humanitarian Law Project (founded 1985) is a U.S.-based non-profit organization organization, working to protect human rights and promote "the peaceful resolution of conflict by using established international human rights laws and humanitarian law. was initiated by the International Committee of the Red Cross
The International Committee of the Red Cross (ICRC) is a private humanitarian institution based in Geneva, Switzerland. in 1998. The purpose of the project was to provide core learning modules for students ages 13-18 in the areas of citizenship and ethics education. The goal of the project was to integrate education in humanitarian law into secondary curricula around the world. Tawil (2003) stated that the education of students in humanitarian law (a) motivates an increased interest level in international current events and humanitarian action; (b) increases the ability to view conflicts at home from a humanitarian perspective; and (c) creates increased involvement in community service, which promotes humanitarian attitudes.
One way to promote awareness of human rights, anti-racism, and the value of community action is through classroom guidance lessons. Using the school community as a model and making changes in the school that reflect humanitarian perspectives can provide a greater understanding and, perhaps, an incentive for students to make similar changes in their homes and communities in which they live. An example of a humanitarian action led by the school counselor following classroom guidance is a school-sponsored clothing closet and/or food bank for the community. Students at the middle and high school levels could operate the bank. Elementary-level students could be involved in helping to supply the food and clothing. Resources outside of


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The Health Situation Room is a digital platform that displays HIV and health related data visually with the aim of supporting decision-making at programming level in countries. IOD PARC in partnership with IMC Worldwide conducted the evaluation of the Health Situation Room was conducted between May and October 2020. The evaluation aimed to achieve both organizational learning and accountability through assessing the relevance, effectiveness and sustainability of the initiative. Using a theory-based, non-experimental approach the evaluation looked at the programme as a whole, and the individual country experiences. The implementation of the evaluation was redesigned at the start of the process to adapt to the travel and movement restrictions imposed due to COVID-19.
Four main activities were undertaken during the evaluation: a stocktaking of the Health Situation room's implementation over the past five years, an assessment of the demand and usage of the situation room, an assessment of collaboration and transparency elements, and an assessment of country ownership and sustainability. A synthesis report brings together the findings from the evaluation that were developed through in-depth case studies ('stocktakes') of four of the nine countries in which the programme was launched (Kenya, Malawi, Uganda, and Zimbabwe), and reviews of the remaining five (Côte d'Ivoire or CIV, Lesotho, Mozambique, Namibia and Zambia).
UNAIDS Health Situation Room Evaluation Report and Briefing: Link to report


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If we fix a locally profinite group $G$, we note $R(G)$ the category of smooth representations of $G$, $\mathcal{E}$ the set of equivalence classes of $R(G)$, and finaly $Irr(G)$ the set of irreducible equivalence calasses. I recall that the theorem of Cantor-Bernstein says : If $E$ and $F$ two sets. If there is an injection from $E$ to $F$ and an injection from $F$ to $E$, then there is a bijection between $E$ and $F$. This enables us to define an ordering relation in the set of equipotence classes of sets : If $E$ and $F$ two sets, we note $E\leq F$ if $E$ injects in $F$.
Similarly, we define a relation $\leq$ in $\mathcal{E}$, but in general is not an ordering relation, I think that is an ordering relation if $R(G)$ is semisimple (for example, for compact locally profinite group).
If $L$ a non empty subset of $Irr(G)$, we define a $L$-minimal representation as a smooth representation $\pi$ of $G$ such that :
1) For every $\sigma\in L$, $\sigma \leq \pi$.
2) For every $\tau \in R(G)$, if $\sigma\leq\tau$ for every $\sigma\in L$, then $\pi\leq\tau$.
I ask the following questions:
Q1) An $L$-minimal representation exits?
Q2) unicity?
Q3) If $\pi$ an $L$-minimal (if there exist) representation, $dim\mathbf{Hom}_{G}(\sigma,\pi)$, where $\sigma\in L$, is minimal?
I'm interested of this question for the set $L_{k}$ of equivalence classes of irreducible supercuspidal representation of $PGL(n,F)$ with conductor=$k$.
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I am not sure what $L_k$ is. So can you please give a definition. I would expect this to be a finite set, so why can you not take $\pi$ as the direct sum of $\sigma$'s? – Marc Palm Feb 27 '12 at 15:36
I mean $L_k$ is finite, since I guess you induce $GL(n, o / \p^k)$ reps there or something similar, which has only finitely many isos of reps anyway. – Marc Palm Feb 27 '12 at 15:39
How do you define your relation $\leq$? – Joël Feb 27 '12 at 18:36
I defined the set $L_{k}$ as follows : If $\pi$ is a generic irreducible representation of $GL(n,F)$, the theorem of Jaquet & Piateski-Chapiro & Shalika says : there is a positive integer $k$ such that the representation $\pi$ admits a non zero vector fixed by the compact open subgroup $\Gamma_{k}$ defined by : – Rajkarov Feb 28 '12 at 4:50
$$\Gamma_{k}=\left(\begin{array}{cccc|c} \mathcal{O}_{F}^{\times}&\mathcal{O}_{F}&\cdots&\mathcal{O}_{F}&\mathcal{O}_{F}{}\\ \mathcal{O}_{F}&\ddots&\ddots&\vdots&\vdots\\ \vdots&{}&\ddots&\mathcal{O}_{F}&\vdots{}\\ \mathcal{O}_{F}&\cdots&\mathcal{O}_{F}&\mathcal{O}_{F}^{\times}&\mathcal{O}_{F}{}\\ \hline \mathcal{P}_{F}^{k}& \cdots & \cdots &\mathcal{P}_{F}^{k}&\mathcal{O}_{F}^{\times}\\ \end{array}\right)$$ – Rajkarov Feb 28 '12 at 4:53
2 Answers 2
up vote 1 down vote accepted
Here are some observations, too long for a comment:
1) Note that cuspidal irreducible representation are compactly induced
$\sigma = c-ind_K^G \tau = Ind_K^G \tau$
2) You have the second adjointness theorem (proposition on pg. 20 Bushnell-Henniart "Local Langlands for GL(2)".)
$Hom_G( c-ind_K^G \tau, \pi) = Hom_K( \tau, Res_K \pi)$
3) Silberger PGL(2) over the $p$ adics assect that $Res_K \pi$ is essentially $Ind_{B(o)}^{GL(2, o)} 1$ except for a finite dimensional part. I expect this to be true for $GL(n)$.
Hence classify the $\tau$ needed for $L_k$ ( I am not sure what your definition is here). $Res_K \pi$ has been described for cuspidal $\pi$ (Bushnell-Kutzko).
In fact, I think that the supercuspidal representation form a semisimple category, so there the question might really reduce to something trivial, very much like for profinite groups. (profinite groups are actually exactly the compact locally profinite groups;)
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Your group has compact center (in fact trivial center). So supercuspidal representation indeed form a semi-simple category, as pm said (see _URL_ pg. 22-25, 36).
Your Set $L_k$ is finite set of irreducible representations. So the representation that you are looking for is the direct sum of all the representations in $L_k$
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More precisely, this comes from the fact that (since the center is compact) supercuspidal representations are projective and injective objects of the category of smooth representations. – Paul Broussous Feb 28 '12 at 7:55
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