Quick Answer: Can I Withdraw All The Money From A Joint Account?
Can one person take all the money out of a joint account?
So if a relationship sours, one owner could legally take all the money out..
Can my husband take me off our joint account?
Can my wife withdraw money from my account?
As long as you are alive, your spouse will not be able to withdraw funds from that account. … There are benefits to adding your spouse to your bank account, even though it offers full rights to withdraw the money without your permission. A joint account means your spouse can deposit and withdraw money for you.
Does a joint account need both signatures?
Who owns the money in a joint bank account UK?
What are the disadvantages of joint account?
Who owns the money in a joint bank account when one dies?
Can my husband close our joint account?
Can my husband freeze my joint bank account?
Couples usually freeze a joint account when they go through a marital dispute. However, they also freeze their account for other reasons, such as irresponsible spending by one or both people. Freezing joint accounts is simple and fast. … Ask them either over the phone or in person to freeze your joint account.
Are joint accounts a good idea?
Can you take money out of joint account before divorce?
You can legally withdraw up to half of the money in a joint bank account before the divorce is filed. It is extremely important that this is done before the divorce is filed; otherwise you are violating the law. Once divorced, all of your joint bank accounts must be liquidated and split between the two parties.
Who owns the funds in a joint account?
The actual ownership of the money in a joint account is determined by the doctrine of resulting trusts. The doctrine of resulting trusts holds that where one person deposits money into the name of a joint account with another person, the person who deposits the money remains the owner of the funds in the joint account.
Is my wife entitled to half my savings?
Can someone contest a joint bank account?
What happens to the money in your bank when you die?


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73% of AP and NWP teachers say that they and/or their students use their mobile phones in the classroom or to complete assignments
43% use tablet computers in the classroom or to complete assignments
ACCESS is still a concern
- 54% of the teachers say all or almost all of the their students have sufficient access to digital tools inside of school
- 18% of the teachers say all or almost all of the their students have sufficient access to digital tools outside of school
- 52% of teachers of upper and upper-middle income students say their students use cell phones to look up information in class, compared with 35% of teachers of the lowest income students
- 33% of teachers of lower income students say their school's rules about classroom cell phone use by students have a major impact on their teaching, compared with 15% of those who teach students from the highest income households
One very interesting statistic is that despite their heavy tech use, 42% of the teachers say their students usually know more than they do when it comes to using new digital technologies. Just 18% feel they know more than their students.

source: openbmb/Ultra-FineWeb


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Flies Wirral and Chester
There are various fly species that are of concern as pest species in the UK.
They have a common ancestry but are diverse not only in form but also in lifestyle.
MerseyPest treats all species of fly and flies in Wirral and Chester.
The most notable pest flies are;
Common House Fly
Lesser House Fly
Treatments for each of these species of flies can be very different. A survey is required to identify the species of fly before a treatment can be specified.


text: The Gagauz are a Turkic-speaking group that migrated from Turkey to their present location in the southern part of the Republic of Moldova about 150 years ago. Surrounded by Indo-European-speaking populations, they thus form a linguistic enclave, which raises the following question: to what extent have they remained in genetic isolation from their geographic neighbours? Analyses of mtDNA and Y chromosome variation indicate that despite their linguistic differences, the Gagauz have admixed extensively with neighbouring groups. Our data suggest that there has been more mtDNA than Y chromosome admixture, in keeping with the patrilocal nature of these groups. Moreover, when compared with another linguistic enclave, the Kalmyks there appears to be a correlation between the amount of genetic admixture and the amount of linguistic influence that these two linguistic enclaves have experienced from neighbouring groups.


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Nanotubes Stretched for StrengthCategory: Science & Technology
Posted: October 17, 2012 04:41AM
It is a common practice to stretch out before exercise or some other physical labor for many reasons. In the case of carbon nanotubes, it is to make them stronger and better conductors, but stretching them is difficult. Researchers at North Carolina State University though have figured out a way to do it and it could lead to stronger and light composite materials
For things are needed for carbon nanotubes to be useful as a strong material. They have to be long, aligned, held together by a polymer or resin, and stretched out so they are straight. All of these improve the strength of the finished product, but accomplishing them all is tricky. The researchers did it though using rotating spools. Starting with a forest of long nanotubes, they pulled them down to align them before winding them on a spool. While being wound up, a polymer was applied to bind the nanotubes together. By pulling the nanotubes as a ribbon onto the rotating spool, they were able to stretch them and increase their tensile strength by 90% and stiffness doubled.
As this method achieves all four of the requirements for making strong carbon nanotubes for composite materials, it could allow for them to see greater use. As they can be stronger for their weight compared to other materials like steel, it could make many forms of travel much more efficient and/or safer from airplanes to bicycles.

source: HuggingFaceFW/fineweb-edu


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We often get questions from our parents about the qualifications required to participate in dual enrollment. The Arizona Revised Statutes dictate which students may, or may not be, eligible for dual enrollment courses.
- To enroll in academic courses a student is required to achieve
- either a 93 or more on the PSAT,
- 930 or more on the SAT,
- 22 or more on the ACT,
- passing of the AIMS test,
- or completion of the SCC placement test that indicates the student is at an appropriate college level for the course.
- To enroll in occupational courses a student may be admitted on an individual basis with the approval of college officials if the student meets the established requirements of the courses for which the student enrolls and the college officials determine that the student's admission is in the best interest of the student.
- High School/College Instructors may recommend or deny a student entry into dual enrollment even though a student is eligible by State Statute. Parents can use the same information in deciding to have their child take dual enrollment courses.
- Students who have exhibited a readiness to perform college level work (research, study time, critical thinking, etc.) will generally be successful.
- Maturity is essential for students who are ready to begin their college careers while still attending high school.
- Disciplinary actions will follow Scottsdale Community College policies above and beyond the actions of the high school.
- Grades demonstrate not only the academic aptitude but also the motivation of a student. Students may have a very strong aptitude in a subject area, yet they may be disinterested in the subject.
- Many high school and college courses have prerequisite courses that must be taken before the desired course. The prerequisite courses ensure the students' knowledge of essential skills needed in the advanced course.


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Brief SummaryRead full entry
BiologyPool frogs emerge from hibernation in spring, at a date depending on the weather conditions. They spend the first few weeks basking in the sun. Around mid-May, breeding begins, with the males croaking loudly by day and night. Females lay 2 or 3 clumps of spawn in the male chorusing area. The tadpoles feed on algae and detritus, and metamorphosis (when the tadpoles emerge as froglets) occurs from August-September. Pool frogs mature after 2-3 years. The adults feed on invertebrates, and take some flying insects by snapping at them as they fly past.


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Jan M. Czech's story of international adoption – The Coffee Can Kid - is illuminated by Maurie J. Manning's large, bright illustrations.
The story shows Annie, a young girl adopted from a far away land, reach into a closet to bring out a coffee can with special items related to her adoption story. Her father holds her and shares some of her story with her. She was born far away to a single woman. Though the woman lived with her mother, the woman was too young and the grandmother too old to care for the baby. She had no money and no husband. She gave the baby a special name and then took her to a child home to be adopted, again, because she did not have enough money. The child home found new parents for Annie, parents in the United States. The coffee can holds a letter from the birth mother, which the American parents cannot read but for which they do have a general translation, and a photograph from the day Annie was relinquished. Annie wonders where her birth mother is; her father expresses, "I wonder too. I don't know."
This book does show the importance of pre-adoption history. Annie knows her birth name and its meaning, and a bit of how she came to live with her parents. She knows she can look at her pictures whenever she wants. The book shows that it's OK to ask questions, even if your parent doesn't know the answers.
My concerns with the book are the circumstances of Annie's adoption. Her birth mother is portrayed as choosing adoption because of financial issues. Annie's parents had money. Annie never asks why they didn't just give the birth mother money. The issue of openness is never broached; Annie never asks why there is no contact between her birth mother and her American mom and dad. The book falls short of perfection, but it still encourages open communication between adoptive parents and adoptees. And that's an important start.
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QR codes for foodThe popularity of QR codes has jumped recently with the rapid increase in the number of people using smart phones like the iPhone. The two-dimensional codes, resembling an empty crossword puzzle, are appearing more and more in magazines, newspapers, and other forms of traditional advertising.
With the addition of a free scanning app your phone can be turned into a scanner using the phone's built-in camera.
Now QR codes are being developed to show consumers how individual food items are being produced.
US consumer analyst Phil Lempert says the shift to the new barcodes is being driven by consumers' desire to know more about where their food comes from.
"Certain ingredients or GMOs, people want to know, but also it's going deeper," he said.
"They way to know whether or not the company that they're purchasing their food from stands by the standards that they stand by.
"Whether it's about sustainability, whether it's contributions to different charities, we want to know just about everything."
It sure would be handy to be able to wave your phone over food items to perhaps load a short video describing how each item is produced.
Imagine the commercial benefit of being able to place small adverts on items that consumers can view with a wave of their hand!
Listen to Flint Duxfield speak with supermarket analyst Phil Lempert: New barcodes provide further information about how food is produced
Source: ABC Rural
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Try this :
Remove the top-left corner and the bottom-right corner of a chessboard (thus remain 62 cases).
You have a set of double 9 dominoes. Pick up 31 of these dominoes. How many ways are there to fill in the chessboard with these 31 dominoes? This only includes the position of the dominoes, not the way they're placed (that means if you have 1-9, it matters that it's in A-6 and A-7, but it doesn't matter whether the 1 is on A-6 or A-7).


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Uses of Author Interviews for Art Educators & Students
Show professional illustrators demonstrating art techniques and mediums,
for example …
Watch professional illustrators teach the book-making process,
for example …
What is an Author Interview?
- Author Interviews are interviews with authors and illustrators in video, audio, and written formats.
- Meet-the-Author Programs are filmed by TeachingBooks.net in the homes and studios of award-winning authors and illustrators to enable readers to connect with the author the moment they are studying a book.
Authors talk about:
- Working with ideas
- Doing research
- Bringing history to life
- Being a professional author
- Diverse art techniques
- Approaches to book design
- Illustrating fiction and nonfiction
- Being a professional illustrator
Share how you use Author Interviews as an art educator.*
Here are some curricular uses submitted by educators…
- "I share Author Interviews because they give physical descriptions on how the art was used."
- "I use the Author Interviews to have the author explaining, in their own words, how a technique is used—or how the process of creating an illustrated book is done."
- "I use Author Interviews to show art techniques to students, as well as expose them to professions in art education. This brings art and literacy together."
- "After watching an Author Interview, break students break into teams of 4 to come up with some specific questions they would like to ask the illustrator if he or she were a guest in the classroom.
Also, use Author interviews to inspire students and help them to become more excited about making their own work—especially when creating'minibooks' in the art room."
- "I use Author Interviews to share with the students information that brings history to life, tips on doing research, and ways to approach writing/illustrating."
- "These author/illustrator programs are inspirational for me, exposing me to different techniques that I might use with the class. I also show the videos to my students to inspire them to 'think outside the box.' In particular, I liked Denise Fleming's reinforcement that the use of'sound words' such as "Crunch, Munch" are particularly effective in story writing."


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Acid Rain Lesson Plan
Activity 1 – the pH Scale
Time: 1 Hour
At the end of this lesson the student will be able to:
- Describe the pH scale and its components
- Explain why a pH measurement must be accurate and why small changes in pH are important.
You will need enough of the following for each student:
- Dried apricots
- Grapefruit pieces
- Lemon pieces
- Writing paper, pencils
- Four paper cups for each child
Instructions to Teacher
- Write on blackboard:
- Molasses - pH 5
- Dried Apricots - pH 4
- Grapefruit - pH 3
- LemonpH 2
(Other common substances' pH can be found in Table 1)
Instructions to Students
- Sample each item. You may try any one of the four samples first.
- Record which sample tasted the least bitter, the most bitter. Rank them in that order. Save these answers for the discussion later.
Questions to Students
- How did you rank the four samples, least bitter to most bitter?
- Why did you rank them this way?
- Where do you think the following fruits and vegetables would be placed on the pH scale: Apples? Carrots? Spinach? Jams? (pH 3, 5, 5, 4, respectively)


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A few days ago, I saw a report that many women in Shanghai expressed their minds of marrying foreign men, and some clever people started to do the business of introducing Chinese ladies to foreign men. Why these Chinese women are proud of marrying foreign men and consider it as a fashion. I think there are several reasons:
1. In Chinerse women's mind, foreign men are richer, so marrying foreign men means a lot of money. At present, China is still a developing country and not rich, so finding a foreign husband is like marrying a purse. Many Chinese women try to marry foreigners, if they can not go abroad, at least they want to marry men from Hong Kong, Macao and Taiwan.
2. Marrying a foreign man means good social status. China now is always trying to attract foreign investors and many Chinese worship all foreign things; So marrying foreign man is naturally followed by the rise in status.
3. Marrying foreign man can meet Chinese woman's vanity. All Chinese women have vanity, marrying foreign men can achieve their own goals and please their vanity.
4. Marrying foreign man is a springboard to achieve their purpose of going abroad. Many Chinese people want to go abroad, but have few opportunities, so some marrying a foreign man can achieve their purpose of living abroad easily.
5. Chinese women think foreign men are more gentlemanly. They often learn from movies that foreign men are very polite and gentle; naturally these gentlemen attract a large number of Chinese women.
6. Marrying foreign men can meet their own freshness and curiosity. They already get used to Chinese men and are too familiar with their style, so they want to make some changes.
7. Some Chinese women build up relationships in their daily life, naturally they will marry foreign men. Some Chinese women study abroad or work in foreign-funded enterprises, so they often have chance to communicate with foreign men. Of course, women will marry foreign men after they have affections.
8. They like foreigners' living habits and customs; they want to pursue foreign life ways through international marriage. Some Chinese women begin to like foreign life style from childhood through literature or media, so they would like to achieve their purpose through marrying foreign men.
9. Chinese women think foreign countries can achieve the equality between men and women, and Chinese always have concept that men are superior to women, so they marry foreign men and hope to have equal life and work opportunities.
10. Some foreign countries put forward preferential policies to attract Chinese talents; naturally some talented Chinese women also have chances. If they move and work abroad, usually their first choice is to marry foreign men.


Climate Change Triggered Dwarfism in Creatures of the Past
Ancient soil biota decreased in size by up to 46 percent during a period 55 million years ago.
Ancient soil-inhabiting creatures decreased in body size by nearly half in response to a period of boosted carbon dioxide levels and higher temperatures, scientists have discovered.
The researchers' findings are published in the October 5, 2009, early online edition of the journal Proceedings of the National Academy of Sciences (PNAS).
Jon Smith, a scientist at the Kansas Geological Survey, and Stephen Hasiotis, a geologist at the University of Kansas, have demonstrated that soil-inhabiting creatures contracted in size by 30-46 percent during the Paleocene-Eocene Thermal Maximum (PETM).
The PETM was a short interval 55 million years ago marked by a spike in the atmosphere's carbon dioxide levels and global temperatures, conditions being repeated on Earth now.
The study is the first to establish that soil biota experienced a loss in size similar to mammals, which were reduced in size by as much as 50 percent during the PETM.
"The discovery that up to 50 percent of the body size reduction during the PETM was not just restricted to mammals, but also affected soil-dwelling organisms, has broad implications that may be very significant to understanding modern climate change and its impending effect on life," said H. Richard Lane. Lane is a program director in the National Science Foundation (NSF)'s Division of Earth Sciences, which funded the research by Hasiotis and colleague Mary Kraus at the University of Colorado.
"In our initial hypothesis, we thought that there would be no response to climate change, that the animals would be protected because they're underground," said Hasiotis.
"We also proposed that there would be minimal and protracted change or some sort of a delayed response. Instead, we find that they did experience the same kind of change as vertebrates living during the same period."
The soil-dwelling organisms examined by Smith and Hasiotis are ancient relatives of modern ants, cicadas, dung beetles, earthworms and crayfish.
To establish their findings, the researchers examined trace fossils, or the burrows, nests, tracks, trails and borings of organisms preserved within the Willwood Formation, a thick sequence of mudstones and sandstones in Wyoming's Bighorn Basin.
They found that diameters of burrows and other traces were smaller during the PETM, suggesting that the soil-inhabiting organisms that had created the traces were correspondingly lesser in size.
The scientists say that their results foreshadow biological outcomes that may result due to the planet's current jump in carbon dioxide concentration and temperatures.
They suggest that museum collections of insects compiled over the last few hundred years should be studied to determine whether body sizes of modern insects are indeed getting smaller.
"The PETM is seen as a good analog for modern climate change because it's occurring at roughly the same speed and magnitude," said Smith.
"The take-home lesson is that there can be cascading effects that ripple through an ecosystem when you change just one aspect. Modern climate change can have many effects that aren't going to be as immediately visible as sea-level change.
"We could be changing soil conditions over vast portions of the world and affecting the soil organisms themselves--and that will impact our own agriculture."
The researchers attribute dwarfism in soil-dwelling creatures to faster rates of development in individuals, along with decreasing life spans.
"The soil biota evolved for certain soil temperatures and conditions--and for this geologically brief period of time, those conditions were changed," Hasiotis said. "They probably were adapting to those warmer conditions by having a smaller body size."
During their time in the Bighorn Basin, a typical day in the field for the researchers involved digging shoulder-width trenches that were a meter or so deep and several meters tall, then searching the soil for specific geometric shapes indicating ancient nests, cocoons and burrows.
"For each individual trace fossil, we'd measure the diameter," said Smith. "We'd compare like trace fossils from rocks that occurred before the PETM event, within the event, and after the event. Then we'd look for changes in those diameters through time."


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Cincinnati: First Outsider, First African American Police Chief
Cincinnati's recent selection of someone who is not white and is not from the West Side of Cincinnati as the city's new police chief is a victory for justice and civil rights, and a vindication of the efforts of those activists who for decades have struggled against the racism, violence and abuse that have characterized the Cincinnati Police Department.
The Cincinnati Police Department's long history of malfeasance reached a crisis on April 7, 2001 when a police officer pursued a young unarmed African American man named Timothy Thomas, wanted for nothing worse than traffic violations, and shot and killed him in a downtown alley. Thomas was the fifteenth African American man under 50 to have been killed by the police between 1995 and 2001, some of those black men had been unarmed and some were killed in police custody. The African American community, finally having reached the breaking point, erupted in four days of unrest, an uprising against racism and police violence by the African American inner-city community. The unrest was followed in June by a March for Justice of 2,500 Cincinnatians, both black and white.
Shortly before Thomas was killed, the Black United Front and the American Civil Liberties Union had brought a federal lawsuit against the Cincinnati Police. During the same period, the U.S. Justice Department had begun to look into the CPD policies and practices. In 2002 under the watchful eyes of Judge Susan Dlott and despite the resistance of the Mayor Charlie Luken, Chief of Police Tom Streicher, and the FOP, all of the parties -- the Front, the ACLU, the CPD, and the Justice Department -- reached a Collaborative Agreement intended to end police misconduct. The Collaborative Agreement restrained the CPD's racist and violent behavior and ended the string of police killings of black men.
Meanwhile, in response to the killing of Thomas, a group of African American ministers led by Rev. J.W. Jones and white allies from the March for Justice organizing committee formed the Coalition for a Just Cincinnati (CJC) and initiated a boycott of Cincinnati to protest both criminal justice and economic policies. The CJC demanded an end to social and economic apartheid, support for and enforcement of civil and human rights, the restoration of public accountability of the police force, and reform of government and election procedures. The CJC boycott demands constituted a call for bringing democracy and social justice to Cincinnati.
When those demands were announced, Cincinnati was already being boycotted by the gay and lesbian community. The LGBT boycott of the city had come in response to a 1993 amendment to the city's Charter forbidding the City Council from enforcing equal protection in employment, housing, and public accommodations on the basis of sexual orientation. The Black United Front and other organizations also initiated their own boycotts of the city as the pressure mounted. The various boycotts by the LGBT community and by the African American community proved to be powerful economic levers that in the search for justice turned away many conventions and entertainers and eventually cost the city millions of dollars.
In another important development, in 2001 Cincinnati voters passed an amendment to the city charter permitting the selection of a police chief from outside of the department, a development fought by the Fraternal Order of Police all the way to the Ohio Supreme Court where the amendment was upheld. If today we have a new black police chief, it is less because of the good will of Mayor Mark Mallory and City Manager Milton R. Doheny, Jr., and more the result of a decade of struggle by African American Cincinnati residents and their white allies.
The hiring of Police Chief James Craig represents a victory for the African American community and breaks with the city's bankrupt political traditions. Since 1912, every police chief in Cincinnati's history had come from the conservative, German Catholic neighborhoods of the West Side, the last several from either Catholic Elder High School or public Western Hills High School. The continuous selection of police chiefs from the conservative white neighborhoods of the West Side tended to perpetuate a good old boys mentality within the police department that militated against the acceptance and promotion of African American, Latino or female officers for years after the civil rights movement. The domination of a white West Side clique within the force made it virtually impossible for the department's leaders to understand the issues facing the African American community.
Chief Craig, selected from among 40 candidates to head the Cincinnati Police Department, previously headed the Police Department of Portland Maine, a city of only 60,000 compared to Cincinnati's nearly 300,000. There he headed up a force of only 215 officers, while here he will be the chief of 1,057. Craig worked in the 1970s in the Detroit Police Department, in the 1980s in the Los Angeles Police Department and then Portland, Maine. As an officer and area commander he has worked in all sorts of police work, often in community relations, and has won praise and won awards for his achievements. Certainly, most in Cincinnati will be wishing him well and hoping that the Cincinnati Police Department's long history of racism, violence and abuse is coming to an end.
Yet if we no longer have a police chief who comes from Western Hills, citizens still need to be vigilant in overseeing policing operations and the police culture. The police are about law and order. The police exist to enforce the laws and the laws exist to protect the existing order, and the that order remains one of capitalist exploitation of working people, of an increasing and shocking gap between rich and poor, of racist economic segregation of the community, and of patriarchy and homophobia. Cincinnati remains dominated by the same handful of powerful corporations -- Proctor and Gamble, Macy's, Western & Southern, American Financial Group, Chiquita, Kroger, E.W. Scripps, Fifth Third Bank -- that determined the city's economic and political destiny for the last century or so. The Cincinnati Center City Development Corporation (3CDC), a not-for-profit created to enhance the profit of banks, realtors, developers and builders, continues to determine the future of the inner-city, aiming to replace poor African Americans with a cosmopolitan creative class all under the banner of economic mix. Everywhere the deeply entrenched patterns of racial segregation and class separation remain. And if the police enforce the laws to protect the existing order, then that is what they are protecting.
We do not look to the City of Cincinnati, the Mayor, the City Manager or the new Chief of Police to deliver us. We don't have faith that the Republicans or the Democrats can bring us social justice. Only working people organizing themselves and fighting from below against the system of "law and order" that typically protects the wealth, exploits workers, and deprives and humiliates the poor can change our city and our larger society. Ten years ago movements from below placed demands on the table that could not be ignored and led to the collaborative agreement and then to the new police chief that Cincinnati has today. Frederick Douglass's famous statement -- "Power concedes nothing without a demand. It never has and it never will." -- must remain our slogan. We need to continue building the movements from below of working people and the unemployed, African American, Latino, Asian, Native American, and white, both native born and immigrant, to fight to create a city that will be good for all of us, for our grandparents and parents, for our children and grandchildren.
1. For a more detailed account of these events see, Dan La Botz, "A Decade since the Rebellion of 2001. What Have We Learned," published as a three part series in The Cincinnati Beacon. Part 1 is available here.
2. For a more detailed picture of Cincinnati's power structure see, Dan La Botz, "Who Rules Cincinnati?" It is also available on Kindle and through Barnes & Noble electronic downloads.
Dan La Botz is a Cincinnati-based teacher, writer, and activist.


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Fearless cookiecutter shark taking on great whites, UF scientists find
Published: Monday, February 4, 2013 at 12:58 p.m.
Last Modified: Monday, February 4, 2013 at 12:58 p.m.
Small but mighty: What's true on land might also be true in the ocean.
Recently, scientists unveiled the first photographic evidence that a cigar-shaped shark less than 2 feet long — known as the cookiecutter shark — bit one of the oceanic giants 10 times its size — the great white shark.
Yannis Papastamatiou, a marine biologist in the division of ichthyology at the Florida Museum of Natural History in Gainesville, was one of the authors of a study published in the January issue of the journal Pacific Science, which describes the cookiecutter shark's bite wound near the mouth of a great white found in the waters off Guadalupe Island in the Pacific.
The cookiecutter shark, named for its characteristic bite that is unique among sharks, scoops out a neatly round piece of flesh from its prey.
"They have a fairly distinct skull and musculature and are really evolved to scoop these circular bites out of animals," Papastamatiou said. "There is no other shark with a similar adaptation."
The sharks also have tiny upper teeth and lower teeth that "look like a picket fence with razor sharp edges," said Christopher Lowe, a professor at California State University and another author of the study. This allows their upper teeth to sink in as their lower teeth dig and twist out their victim's flesh.
But then, they are done.
"Their strategy is not a kill — they are just getting one bite," Papastamatiou said. They do feast on a number of species, though, and have left bites on dolphins, whales and tuna. They ingest squid and small fish whole.
In 2009, a man doing an inter-island nighttime swim in Hawaii got bit, and people drowned at sea have been found with bites.
The sharks also have taken chunks out of submarines and oceanographic equipment.
"Think of it like a buffet table for a cookiecutter. They take bites out of everything," Lowe said, adding that the documented bites have increased, he suspects, because the sharks' increased access to feeding has allowed them to reproduce faster.
But the cookiecutters are still an elusive breed, and fairly hard for scientists to study because they generally hang out in the deepest part of the ocean (over half a mile down) and come to shallower waters only at night, which is likely their most active feeding time.
As Papastamatiou explained, cells in their belly produce light to match moonlight, which makes them disappear in a predator's eye. However, they have a dark band behind their head that a predator mistakes for a ring of tiny fish. And that might be how a cookiecutter deceptively lures bigger sharks and other animals toward it, then shocks them with its own bite before sneaking away, Papastamatiou said.
"The cookiecutter moves around pretty fast. We don't know how (the other shark) responded. It was more than likely a startled response. It's got to be fairly shocking."
But the wounds do heal, and so far, they haven't been known to cause long-term damage to victims, although Papastamatiou said there might be an immune system consequence, particularly in animals such as swordfish, which can be covered with bites if they are not entirely eaten.
And cookiecutter bites on fish caught and sold at a market do detract from the fish's value, Papastamatiou added.
"They actually do have some economic impact. At fish auctions, the market value of the fish goes down with cookiecutter bites."
The challenge for scientists now is to study the cookiecutters while they are in attack mode, since they mostly have been caught accidentally in fishing nets.
"My dream is to detect them and track them in the wild," Papastamatiou said. "We've developed a lot of theories about how they behave, but to be able to find them is really the hard part."
Contact Kristine Crane at _PHONE_ or _EMAIL_.


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Bolt is a toolkit for web-based training and education. Bolt makes it easy to create online courses - sequences of lessons and exercises. Any Web content may be used - HTML, Flash, video, etc. Students create accounts, log in, and take the course. Bolt adds navigation links, tracks students' positions in the course, and computes and records their exercise scores.
Bolt supports evolutionary adaptive courses. Such a course evolves over time and may be made adaptive so that different materials are shown to different types of students. At any point, the course may contain any number of teaching experiments comparing the effectiveness of alternative lessons or course segments. On the basis of experimental results, materials may be changed, added, or discarded, and the structure of the course may be changed.
Thus, Bolt is ideal for developing online courses in situations where there is a constant arrival of diverse students, and in which you have the need and ability to continually analyze and improve the effectiveness of the materials.
Bolt is implemented in PHP (a popular scripting language). You don't need to know PHP to use Bolt, but if you do it's easy to add new features to Bolt.


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Mariatu Kamara: A Tale of Survival
To celebrate International Women's Day, the Canadian War Museum is pleased to host Mariatu Kamara, a child victim of the civil war in Sierra Leone and featured in the special exhibition 11 Women Facing War. Now living in Toronto, Mariatu is UNICEF Canada's Special Representative for Children in Armed Conflict. She travels the world to share her personal story of how she survived a rebel attack that left her with no hands.
This event will give visitors the opportunity to meet a courageous survivor and to learn more about this conflict. Before the event, meet up with Dr. Andrew Burtch, the curator of 11 Women Facing War who will take you on a special tour of the exhibition.
Kamara was one of about 20,000 people—half of them children—maimed during the bloody, bitter civil war that devastated her West African country from 1991 to 2002. An estimated 50,000 Sierra Leoneans were killed, and two million fled to neighbouring countries as refugees.
When the war ended, Kamara came to Canada as a refugee, enrolled in English classes in Toronto, graduated from high school and learned to live independently without hands. She decided to become a social worker, studying at George Brown College in Toronto, so she could help women and children who have been abused. She is a UNICEF Special Representative for Children in Armed Conflict, and was honoured in 2009 with the Voices of Courage Award from the Women's Refugee Commission in New York City.
Opening address by The Honourable Landon Pearson
The Honourable Landon Pearson O.C. is a long-time advocate for the rights and well-being of children. Prior to her appointment to the Senate of Canada in 1994, where she became known as the Children's Senator as well as the Senator for Children, she had extensive experience as a volunteer with a number of local, national and international organizations concerned with children.
In May 1996, Senator Pearson was named Advisor on Children's Rights to the Minister of Foreign Affairs, and in 1998 became the Personal Representative of the Prime Minister to the 2002 United Nations Special Session on Children. She then coordinated Canada's response to the Special Session entitled A Canada Fit for Children. She is currently the chair of the Landon Pearson Resource Centre for the Study of Childhood and Children's Rights.
Landon Pearson has published two books and a number of articles on child-related issues and she continues to write about and to lecture on children's rights, especially the rights of children in difficult circumstances. She has received many awards, including the Canada Volunteer Award in 1990 and several honourary doctorates. In 2005, she was one among 1000 women world wide nominated for the Nobel Peace Prize for her work on behalf of children. In July 2008 she was appointed to the Order of Canada as an Officer.
|Fees and Booking||Tickets: $10 (includes a pre-event cocktail), available at the Museum Box Office. Tickets are not required for the curatorial tour of the exhibition.|
|Location||Barney Danson Theatre, Lobby|
|Audience||Adults, Veterans, Young Adults, Teens|
|Event Type||Lecture, Talk, Meet and Greet|
|Program||Adult, Lecture / Talk, Special Events, Special Exhibition Programs|


Cool weather will slow corn germination
Hoard's Dairyman:
Cool weather will slow corn germination
Mon, 04/25/2011
Under ideal conditions, corn will emerge in 10 days or less after planting. But, the cool, wet weather throughout much of the Corn Belt during April has been anything but ideal. Given these cooler soil conditions, germination could take three weeks or more once corn is planted if temperatures remain lower than normal.
Corn's germination process involves several steps which are driven by temperature. The corn seed must first absorb 30 percent of its weight in water, note Pioneer agronomists. Seeds can absorb water below 50º F; however, growth will not occur until soil temperatures are above 50º F. As temperatures rise, the processes required for germination occur at a faster rate, leading to more rapid emergence.
Typically, about 125 accumulated Growing Degree Units (GDU) are required between planting and emergence. To calculate GDUs in your area, take the daily high temperature plus the daily low temperature and divide by two. Take that high-low average and subtract 50. For example, if the day's high is 70º and low is 42º, six GDUs would be accumulated in the given day.
Numerous environmental and management factors influence the number of GDUs needed for corn's emergence, the University of Wisconsin's Joe Lauer points out. For example, when conservation tillage leaves more that 75 percent residue, an additional 30 to 60 GDUs are needed for corn emergence. Other factors include:
- Fine soil texture, add 30 to 60 GDUs
- Coarse soil texture, subtract 30 to 60 GDUs
- Seed-zone soil moisture (below optimum), add 30 GDUs
- Seedbed condition (soil crusting or massive clods), add 30 GDUs
- Seeding depth (for each inch below 2 inches), add 15 GDUs
For more on the subject, go to


text:
Linnea Nelson is a Senior Staff Attorney in the Racial & Economic Justice Program at the ACLU of Northern California and the Statewide Education Equity Team Lead. She advocates for students' constitutional and civil rights to equitable educational opportunity; and for an educational system where Black, Indigenous, and Latine students are authentically supported, their experiences, culture and history are reflected, and their needs are prioritized.
Linnea has litigated multiple challenges to discriminatory practices in California public schools. Most recently, and in collaboration with disability rights advocates, she filed Mark S. v. State of California to identify and remediate systemic mistreatment of disabled students, English learners, and Black students who are segregated into substandard learning environments and excluded from classrooms altogether through unwarranted suspensions, expulsions, and involuntary transfers. In 2018, she successfully sued Riverside County and achieved a ground-breaking settlement covering 18 school districts, effectively ending a program where students – the majority of whom were students of color - were placed under probation supervision for adolescent, non-criminal behavior. In collaboration with the Stockton Education Equity Coalition, she sued Stockton Unified School District in 2016 to release records of the district police department's referrals of students to law enforcement. The analysis created from those records shone a spotlight on how police practices in Stockton USD harm students by shunting them into the criminal justice system for minor misconduct; and ultimately served to inform enforcement action by the Attorney General against Stockton USD, leading to a comprehensive settlement to reform police practices in the district.
Linnea has co-authored multiple statewide reports addressing discriminatory harms against students of color, and Black and Indigenous students in particular, in the statewide educational system. "No Police in Schools: A Vision for Safe and Supportive Schools in CA" demonstrates through extensive data analysis that, despite school districts pouring millions of dollars into campus police programs, there is little to no credible evidence that they increase school safety. Instead, police programs undermine school climate and criminalize Black and Indigenous students in particular. "The Right to Remain a Student: How California School Policies Fail to Protect and Serve" underscores the failure of school districts to establish protocols limiting in-school interactions between police officers and students. Failing Grade: The Status of Native American Education in Humboldt County highlights data showing that Indigenous students in Humboldt County, which is home to nearly twenty times more Indigenous students than the statewide average, experience vast disparities in academic outcomes and school-based supports they need to succeed and thrive in school.
Prior to her legal career, Linnea was an activist in the tradeswomen movement for eight years. She was an apprentice and then journey-level carpenter and served as shop steward on multiple job sites. Her proudest accomplishment during this time was to work with her union sisters to form and lead the New York City District Council of Carpenters' Women's Committee. Its primary goal was to increase the recruitment and retention of women into good-paying union construction jobs.
Linnea graduated from the New York University School of Law, where she was awarded a Root-Tilden-Kern scholarship for distinction in public service, academic merit, and leadership. She received her bachelor's degree from Oberlin College.


text:
Summary: People who work well with numbers are often stymied by how to write about them. Those who don't often work with numbers have an even tougher time trying to put them into words. For instance, scientists and policy analysts learn to calculate and interpret numbers, but not how to explain them to a general audience. Students learn about gathering data and using statistical techniques, but not how to write about their results. And readers struggling to make sense of nume...show morerical information are often left confused by poor explanations. Many books elucidate the art of writing, but books on writing about numbers are nonexistent.
Until now. Here, Jane Miller, an experienced research methods and statistics teacher, gives writers the assistance they need. The Chicago Guide to Writing about Numbers helps bridge the gap between good quantitative analysis and good expository writing. Field-tested with students and professionals alike, this book shows writers how to think about numbers during the writing process.
Miller begins with twelve principles that lay the foundation for good writing about numbers. Conveyed with real-world examples, these principles help writers assess and evaluate the best strategy for representing numbers. She next discusses the fundamental tools for presenting numbers--tables, charts, examples, and analogies--and shows how to use these tools within the framework of the twelve principles to organize and write a complete paper.
By providing basic guidelines for successfully using numbers in prose, The Chicago Guide to Writing about Numbers will help writers of all kinds clearly and effectively tell a story with numbers as evidence. Readersand writers everywhere will be grateful for this much-needed mentor....show less


United States Senate & United States House of Representatives
Joint Select Committee on Solvency of Multiemployer Pension Plans
Hatch Opening Statement at Joint Committee Hearing Examining the Financial State of America's Pension Insurer
You are here
WASHINGTON – Joint Select Committee on Solvency of Multiemployer Pension Plans Co-Chairman Orrin Hatch (R-Utah) today delivered the following opening statement at a committee hearing examining the state of the Pensions Benefit Guarantee Corporation (PBGC).
This is the Joint Select Committee's second hearing to delve into issues concerning operations of the multiemployer pension system.
As I noted last time, it is critical for us to remember that the mandate of the Joint Select Committee is not just to develop reports and recommendations on the multiemployer plans, but to also review the solvency of the Pension Benefit Guaranty Corporation. To do this, we have brought in one of the nation's top experts on the PBGC, Tom Reeder—who happens to also be the current director of the corporation, which insures benefits for the more than 30 million Americans in defined benefit pension plans.
To provide context, one of the core issues confronting pension policymakers is the issue of benefit security.
Pension benefit security and protection can be approached in a number of ways, including strong pension plan funding rules, robust asset management requirements, and meaningful disclosure mandates. In the United States we have historically used a benefit guaranty system—essentially a form of insurance—for many defined benefit pension plans to cover lost pension income if a retirement plan becomes insolvent or sponsoring employers go bankrupt.
The problem is that the U.S. system is very complicated and often difficult to effectively operate. There are a lot of moving parts, and numerous variables for which to account. Some of those variables include questions on how plans are insured, to what extent are benefits guaranteed, and how can we sufficiently fund the system while still ensuring employers are properly incentivized to sponsor retirement plans?
The problems don't end there though. It is clear that since its inception in 1974, the PBGC has faced design and operational issues that have made achieving its policy goals difficult.
This morning, Mr. Reeder will provide an overview of the PBGC's structure and finances, answering key questions about the organization, including how it is structured and, most important, how it is financed. It is imperative that the Joint Select Committee develop a solid base of knowledge about the corporation and how it is funded before turning to the PBGC's current funding status. And, in a word, that funding status is troubled. I won't recite the grim statistics because we have all read them, and we are all deeply concerned.
Over the course of the next weeks and months in the Joint Select Committee, I trust that we will learn more about the economic and demographic forces that impact the multiemployer system, and consequently the financial health of the PBGC.
But today, let's dig into the fundamentals first. After all, it's hard to plot a course without getting a good map of the terrain. As we work today with Mr. Reeder, here are some fundamental questions I think both sides should keep in mind:
What is the corporation's charter, and how does that effect its operations and success?
What does it mean to be a wholly-owned government corporation?
What are the PBGC's core functions and how is it structured to achieve those functions?
Does PBGC have the right tools and flexibility to intervene in the management and operation of troubled multiemployer plans?
How does the corporation manage the funds under its management?
Also, importantly, how do the insurance premiums work to fund the plan guarantees?
And, is this all the right model for the economic and demographic markets in which these plans operate?
Frankly, I believe we need to get these answers and then spend some time understanding what those answers mean before the Joint Select Committee can effectively consider any proposals to repair the multiemployer system.
United States Senate & United States House of Representatives
Joint Select Committee on Solvency of Multiemployer Pension Plans
219 Dirksen Senate Office Building
Washington, D.C. 20510
Phone _PHONE_


text:
European consumption experts today called for a new research policy on sustainable food consumption. Facing recent food crises around the globe, European food research should set new priorities, advocated researchers and policy makers from all over Europe. More than 100 experts have jointly developed a "Research Agenda for Sustainable Food Consumption in Europe", which sets the stage for pressing challenges to be addressed in coming years. Hot topics on the agenda include sustainable diets such as the reduction of meat consumption and animal-based products as well as sustainable food supply chains, e.g., strengthening local food systems. In light of the current hunger crisis in East Africa, reducing global food inequality gains a new and special significance.
"Going forward towards more sustainable food consumption requires a sound prioritisation of the relevant topics involved", states Gerd Scholl, scientist at the Berlin-based Institute for Ecological Economy Research (IÖW). "The new research agenda is the result of collaboration between food and consumption specialists from all over Europe. It offers a strategic and comprehensive approach for designing an innovative research policy in this domain."
The research agenda has been developed by the European consortium CORPUS, which connects researchers and policy makers from all over Europe, in order to work jointly on sustainable consumption policies. The agenda results from a series of three workshops addressing, amongst other topics, current food trends, policy instruments and future visions for sustainable food. "Such a close cooperation on this topic is unique", says Gerd Scholl. "The expertise of the different professionals involved gives weight to the topics listed in the common research agenda. We call on European research policy to further endorse strategic research on sustainable food consumption."
The consortium "CORPUS – Enhancing the connectivity between research and policy-making in sustainable consumption" is funded within the EU Seventh Framework programme. It aims to experiment with, and develop, new integrative modalities of knowledge brokerage on sustainable consumption policies. In addition to sustainable food, the consortium addresses the domains of sustainable mobility and sustainable housing. The website _URL_ has been established as a platform for knowledge exchange and professional networking. The documentation of the food workshop series is available at: _URL_
Further information on the CORPUS Food Group:


text:
How Much Tree Sunlight Is Necessary?
Trees create their food by uniting carbon dioxide that they get from the air with water from the soil. This process is referred to as photosynthesis. To fuel this process, trees use the energy of sunlight. A pigment in the leaves, chlorophyll, capture the sun's energy. This is why tree sunlight is so important.
Trees require sunlight to prosper and survive in any environment. Sunlight is one of the things that let trees grow in their particular ways of crafting their distinctive crown shapes that can vary from tree to tree even within the same tree type.
The tree crown is made up of the branches and limbs that extend outward from the trunk of the tree. Without the right amount of access to this requirement, a tree could be less resistant to human and environmental stressors. The shape of the tree will be changed.
What Do Trees Do With Sunlight?
Trees use energy from the sun to make sugars through a procedure named photosynthesis. Without these sugars as a source of energy, a tree cannot survive or grow. Arborists have discovered that photosynthesis is impacted by the amount of sunlight that the leaves of a tree receive.
Trees fight for sun exposure and some tree types will be shaded by others, making the shaded species to reduce photosynthesis rates because of less availability of tree sunlight. Studies have shown that photosynthetic methods have a considerable effect on what a tree crown will appear like.
These studies discovered that leaves along the outer area of a tree crown receives more sun and are more significant. This distribution makes a layered effect in the tree crown making its unique shape. Having a reduction in photosynthetic methods can be hazardous to many structures of the tree causing the tree to shape change.
Researchers analyzed productivity by the amount of sunlight a tree soaked up and then compared it to the size of the tree crown. As the volume and size of the crown grew, it further grew the amount of sunlight absorbed, guiding to a rise in photosynthetic methods which resulted in a stronger and healthier tree.
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We at Syracuse Tree Service want to help you with your tree service needs, our blog is where we provide helpful tips and ideas for the health of your trees.


59,912,044 programs installed
Should I remove AnswerWorks Runtime - English?
What percent of users and experts removed it?
4% remove it96% keep it
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Average installed length: 369.30 days
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AnswerWorks 4.0 Runtime - English
What is AnswerWorks Runtime - English? (from Vantage Linguistics)
iSEEK AnswerWorks™ is a search application developed by Vantage Linguistics (formerly distributed by Wextech product). The Answerworks™ product allows product development teams and help system authors to enrich their existing help systems with linguistic and natural language based search. When embedded in a local or on... Read more
AnswerWorks 4.0 Runtime - English is a program developed by Vantage Linguistics. In comparison to the total number of users, most PCs are running the OS Windows 7 (SP1) as well as Windows Vista (SP2). While about 99% of users of AnswerWorks Runtime - English come from the United States, it is also popular in Canada and Spain.
Program detailsProgram details
URL: _URL_
Installation folder: C:\Program Files\Vantage Software Technologies\AnswerWorks 4.0 Runtime - English
Language: English
How do I remove AnswerWorks Runtime - English?
Quickly and completely remove AnswerWorks 4.0 Runtime - English from your computer by downloading "Should I Remove It?", its 100% FREE and installs in seconds (click the button below).
Or, you can uninstall AnswerWorks Runtime - English from your computer by using the Add/Remove Program feature in the Window's Control Panel.
 - Windows XP: Click Add or Remove Programs.
 2. When you find the program AnswerWorks 4.0 Runtime - English, click it, and then do one of the following:
 - Windows Vista/7/8: Click Uninstall.
 3. Follow the prompts. A progress bar shows you how long it will take to remove AnswerWorks Runtime - English.
Win 7 (SP1) 35%
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Uninstall it 4%
Keep it 96%
Windows OS versionsWindows
Which Windows OS versions does it run on?
Windows 7 35.81%
Windows Vista 35.09%
Windows XP 22.67%
Windows 8 6.35%
Windows Server 2003 0.09%
Which OS releases does it run on?
Windows Vista Home Premiu... 29.15%
Microsoft Windows XP 22.14%
Windows 7 Home Premium 21.96%
Windows 7 Professional 9.87%
Windows 7 Ultimate 3.87%
Windows 8.1 3.69%
Distribution by countryGeography
98.89% of installs come from the United States
Which countries install it?
 United States 98.89%
 Canada 0.21%
 Spain 0.11%
 Hong Kong 0.05%
 Brazil 0.05%
 Colombia 0.05%
 Switzerland 0.05%
 Sweden 0.05%
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 Greece 0.05%
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 New Zealand 0.05%
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OEM distributionPC manufacturers
What PC manufacturers (OEMs) have it installed?
Dell 41.80%
Hewlett-Packard 29.37%
Toshiba 6.61%
Intel 5.29%
Acer 4.76%
American Megatrends 2.51%
Gateway 2.51%
ASUS 1.72%
Sahara 1.32%
Lenovo 0.93%
Common models
Dell Inspiron 530 4.74%
Dell Inspiron 531 4.24%
Dell Dell DXP061 3.99%
Dell Dimension E521 3.24%
Dell Dell XPS420 2.99%
TOSHIBA Satellite A135 2.49%
user comment


Winter Tires vs All Season Tires
Winter tires include a greater degree of softer compounds than all-season tires. This allows better gripping in cold temperatures due to better flexibility of the tire. Some winter tires maintain some flexibility up to -40 degrees Celsius. All season tires lose flexibility between the temperatures of -8 and -15 degrees.
 - SIPES
Winter tires generally have more sipes than all-season tires. Sipes are the tiny thin slits that are cut into the tire which generally improves traction. (One study by the US National Safety council found siping improved stopping distances by 22 percent, breakaway traction by 65 percent, and rolling traction by 28 percent on glare ice.)
Grooves in winter tires are approximately 30% deeper than all season tires. This allows better channeling away of snow, sludge and water much more efficiently.
Winter tires generally generate more road noise. This is due to block shapes of the treads, groove configurations and snipes.
Winter tires are often identified by a mountain and/or a snowflake symbol on the side.


text:
The Rockdale Early Learning Initiative is designed to support the optimal development of young children and their families through provision of a wide range of experiences that promote literacy, social/emotional development, cognitive skills, physical development and creativity in an enriched and supportive learning environment for children ages 0-5. The Early Learning Initiative ensures that parents and early learning providers in Rockdale County are connected to appropriate, available community support and resources, and every child enters school ready to learn.
Early learning programs in Rockdale County strive to ensure that:
- Children will be healthy, well-nourished and meet developmental milestones.
- Children (0-5) will receive developmental screenings for early indicators of school readiness.
- Children (0-5) with identified special needs will be offered appropriate intervention services at an earlier age.
- Children (age 4) will participate in a Pre-K or quality early learning program by September 1 each year.
- Pre-K children will experience seamless transitions from early childhood settings to Rockdale County Public Schools.
- Parents and early learning providers will be knowledgeable of child development stages and positive parenting skills, thus becoming better teachers and advocates for children.
- Children will be in safe and stable families.
For more information contact:
Shauna Miller, Early Learning Center Coordinator
Rockdale Career Academy, 1064 Culpepper Drive, Conyers, GA 30094


Take the 2-minute tour ×
Is there an explicit algorithm which establish a bijection between polynomials with finite variables and natural coefficients and natural numbers. Does anyone have one of these?Thanks.
share|improve this question
What do you mean by finite variables? Do you mean finitely many, like, $x_1 \dots x_n$? – Ben Millwood Sep 12 '12 at 10:08
Yes, thats what I mean exactly. – Hooman Sep 12 '12 at 10:11
Maybe powers of primes? (This won't actually work.) – wj32 Sep 12 '12 at 10:28
You ask for a bijection, which is possible but quite hard (especially if you ask an "explicit formula"). Answers so far involve algorithms (after all nobody even has an explicit formula for the $n$-th prime number) that produce an injection of polynomials into the natural numbers. If that suffices for you, you might want to edit your question so as to be less demanding. – Marc van Leeuwen Sep 12 '12 at 11:48
2 Answers 2
up vote 2 down vote accepted
Here is an algorithm that produces for each such polynomial $q(X_1,\ldots, X_r)$ a natural number in an injective and reversible way:
Let $p_1$, $p_2$, $\ldots$ be the primes in ascending order, and let ${\mathbb N}^*:=\bigcup_{n=0}^\infty {\mathbb N}^n$ be the set of words over the alphabet ${\mathbb N}$. An element of ${\mathbb N}^*$ is a finite tuple of natural numbers. The function $$\psi: \ {\mathbb N}^*\to {\mathbb N}\,\qquad (x_1,x_2,\ldots, x_n)\ \mapsto \ p_1^{x_1}\ p_2^{x_2}\cdot\ldots\cdot p_n^{x_n}$$ is injective, by the fundamental theorem of arithmetic.
A polynomial $q:=q(X_1,\ldots, X_r)$ is a finite sum of monomials of the form $$a\ X_1^{x_1}\ X_2^{x_2}\ \cdots\ X_r^{x_r}\, $$ where $a$ and the $x_i$ are natural numbers. It follows that such a monomial can be encoded into the number $y:=\psi(a,x_1,x_2,\ldots, x_r)$. Do this for every monomial occurring in $q$, and you get a list of natural numbers, which you better arrange in decreasing order. Let $(y_1,y_2,\ldots, y_N)$ be the list so obtained. Then $$\Psi(q):=\psi(y_1,\ldots, y_N)$$ is the final code-number assigned to the polynomial $q$.
As an exercice we compute the code-number of the polynomial $q(X,Y):=3 XY +2 Y^3$. One has $$3XY=3X^1Y^1\,\quad 2 Y^3=2 X^0Y^3\ ;$$ therefore these two monomials determine $$y=\psi(3,1,1)=2^3\cdot3^1\cdot 5^1=120, \quad y'=\psi(2,0,3)=2^2\cdot 3^0\cdot 5^3=500\.$$ As $500>120$ we obtain $$\eqalign{\Psi(q)=&\psi(500,120)=2^{500}\cdot 3^{120}=\cr &588231663803252819851242468885657\cr &737281191157147698980407385320166\cr &4929501083470168424157628631200921241\cr &1106855928867093446243479502053445791\cr &03336519115831609224583871650969534711\cr &779898967116298434135013195776\.\cr}$$
share|improve this answer
For this question, I'm going to gloss over the question of whether or not $0\in\mathbb N$. There's a clear bijection between the two options in any case, so I'll only refer to positive integers and non-negative integers.
To understand how to do what you ask, it's probably easiest to understand how to encode finite sequences of non-negative integers as a positive integer, and then how to encode your polynomials as those.
The usual way of doing the former is in prime factorisations. Since prime factorisations are unique, if I have $a_1\dots a_n$ non-negative integers and $p_1 \dots p_n$ prime numbers, I can recover the $a_k$ from the prime factorisation of the positive integer $p_1^{a_1}p_2^{a_2}\dots p_n^{a_n}$.
With regards to the latter, you just need to pick an ordering of your terms and read off the coefficients. I might as well pretend you have infinitely many variables, and just all but finitely many have zero coefficients, but now there's some subtlety in how I order them so that I do eventually get to every one. I think what I'll do is call the variables $x_1, x_2 \dots$ and then define the combined degree of a term to be its degree plus the sum of the subscripts used in that term. That way, every term has finite combined degree, but crucially there are only finitely many terms of each combined degree, so if I just list the terms by increasing combined degree, any term will eventually be listed. Pedantically, I do also need to choose an ordering within each collection of terms of given combined degree, but that's not actually difficult - lexicographic order is as good as any. The listing would start $1, x_1, x_1^2, x_2, x_1^3, x_2^2, x_3, x_1^4, x_1x_2, x_2^3, x_3^2, x_4, \dots$
Under this correspondence, I encode $4 + 2x_3^2 + x_1x_2$ as the sequence $4, 0, 0, 0, 0, 0, 0, 0, 1, 0, 2$ and hence as the integer $p_1^4p_9p_{11}^2=2^4\times23\times31^2=353648$.
share|improve this answer
Your Answer


text:
I am intrigued by the world السماواتthat is often used in Holy Quran to describe God creation of skies and the earth. In arabic السماوات means skies, which is not the same as Universe. Sky is the region of the atmosphere and outer space seen from the earth. On the other universe is all existing matter and space considered as a whole. In short Sky is only part of the universe at best not the whole. From the verse below, Almighty Allah clearly treats لسماوات and Earth as separate entities. This gives a concept of a sky above and the Earth below. I also learned that the correct word for Universe is الكونnot samawat.
My question is did God ever mention Universe in Quran? Samawat clearly does no mean universe because if it meant universe, then Earth is indeed part of the Universe. But if sawamat means skies that makes sense because God is talking about Skies and the earth as two object. So my question is did the Holy Quran ever mention Universe? For reference
Sky سماء Skies السماوات Heaven الجنة Universe الكون
As you can see above, the Universe and sky have two different words in arabic.
Verses for references are below
6:1 Skies and earth are treated two separate objects.
3:190, To Allah is all that is in skies and in Earth. There is a lot more that we cannot see in sky but is part of universe.
2:22 Quran talks about Ski as canopy. This is clearly not universe.
4:132, says that to God belongs what is in Skies and what is on Earth.


Predicting and imagining language
Chiara Gambi, Martin Pickering
Research output: Contribution to journalArticlepeer-review
To what extent is predicting language akin to imagining language? Recently, researchers have argued that covert simulation of the production system underlies both articulation imagery and predicting what somebody is about to say. Moreover, experimental evidence implicates potentially similar production-related mechanisms in prediction during language comprehension and in mental imagery tasks. We discuss evidence in favour of this proposal and argue that imagining others' utterances can also implicate covert simulation. Finally, we briefly review evidence that speakers in joint language tasks cannot help but mentally represent (i.e., imagine) whether others are engaging in language production, and that they do so using mechanisms that are also implicated in preparing to speak.
Original languageEnglish
Pages (from-to)1-13
Number of pages13
JournalLanguage, Cognition and Neuroscience
Publication statusPublished - 3 Sep 2015
 - Speech imagery
 - prediction
 - forward models
 - joint tasks
Fingerprint Dive into the research topics of 'Predicting and imagining language'. Together they form a unique fingerprint.
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text:
A lever is a simple machine made of three parts: two load arms and a fulcrum. Sometimes the two arms are referred to as the force arm and the load arm, to distinguish which arm is initiating movement. Levers come in three classes.
Transmission of Torque
Levers are ancient lifting tools dating back thousands of years. An individual wedges a plank under a load, uses a fulcrum to give the plank a swivel point and lifts the load by applying force to the opposite end of the plank. The product of the force and the distance to the fulcrum is the torque applied. If the torque applied to the plank exceeds the load at the other end, the plank will lift the load.
A lever reaches equilibrium when the forces applied to each of its arms, in respect to its fulcrum, are the same. As a rule, the closer one force is to the fulcrum, the less force the lever needs at the other end to achieve equilibrium. Furthermore, a lever's power can be amplified or diminished by either changing the forces or by changing the position of the fulcrum, thereby lengthening one load arm and shortening another.
Position of Fulcrum
Class-1 levers have the fulcrum situated between the load and the force. A playground teeter-totter is an example of a class-1 lever. Class-2 levers have the load situated between the force and the fulcrum. A wheelbarrow is a common example of a class-2 lever, with the fulcrum at the wheel, the force at the handles and the load in the barrow between. Class-3 levers have the force situated between the fulcrum and the load arm. Fishing rods are a good example of a class-3 lever, with the fisherman's elbow as the fulcrum, the fisherman's hand as the force, and the lure the fisherman casts as the load.


text:
First of all, a Gcal resource file is a plain ascii text file. This text file may be created by any text editor or by redirecting the standard output channel to a file, e.g.:
|$ echo '_PHONE_ Text'>> resource-file |
A special —but simple— line structure is required so Gcal is able to interpret its contents. Each fixed date entry in a resource file must be split into two parts, namely a date part and an optional text part which must be separated by one whitespace1 character minimum. It is unnecessary to give a whitespace separator character if no text part is specified.
A line must always end with a '\n' (newline) character, except it is the
last line of a resource file. The maximum length of a line is limited to
INT_MAX2 characters. A newline character is
automatically appended to the line if the standard output channel is
directed to a file. A newline character is appended to the typed line in a
text editor window if it is completed by pressing the key. In case
the used text editor does not generate the newline character in this way, it
should be set to this mode of operation, otherwise this text editor is useless
for creating Gcal resource files.
The line structure of fixed date entries is:
date part [ whitespace text part ] newline
or more concrete, e.g.:
yyyy[mm[dd|wwwn]] [ whitespace text ] newline
or much more concrete, e.g.:
_PHONE_ Hi, I'm the text!
Besides fixed date entries, a resource file may contain further entries like:
; A remarked line ; A formatted and multi-line \ remark
_TAG_ _TAG_ "file name"
Date variable assignments respectively operations...
dvar=NOTHING dvar=mmdd dvar=mmwwwn dvar=*dn[www] dvar=*wn[www] dvar=dvar[[+|-]n[www]] dvar++ dvar-- dvar+=[+|-]n dvar-=[+|-]n dvar+=nwww dvar-=nwww
Text variable assignments respectively operations...
tvar=[text] tvar?[command] tvar:[command] tvar++ tvar-- tvar+=[+|-]n tvar-=[+|-]n
Text variable references...
Text variable references at the beginning of a Gcal resource file line may only be used if it is ensured that they are expanded to a valid Gcal resource file line.


Disaster in KZN Healthcare
If the KZN health department does not have its budget increased by R1.6 billion on the existing R28 billion it is allocated, elective procedures may need to be put on hold and state hospitals may only provide emergency services, reports The Witness.
"In the event the department received the funds, Zungu said, it would contain costs and use limited resources effectively, strengthen tender processes and identify savings, prevent fraud and corruption and ensure optimal use of its employees. But, if no funding was received, there would be no new employees except for critical posts, there would be delays in infrastructure projects that are under way and they would have to defer the decision to acquire new equipment and vehicles."
The department argues that if it receives additional funding, it would be able to identify savings, contain costs, and use resources effectively. However, the most certain way of forcing the department to identify savings, contain costs and use resources more effectively is to CUT its funding, not give it more money to blow.
This is a vision of what's to come if government goes ahead with the national health scheme. The more government control of the sector grows, the less services will be provided to the public at ever increasing prices.


text:
The white moss (Leucobryum glaucum)? Surely it is green? You actually need to see this moss close up to see why it is called white moss. The shoots are actually different colours, some are a dirty white, some a glaucous colour (see the glaucum in the scientific name) and some are pale green. From a distance it looks green but close up it looks more white.
This is a common moss in acid conditions, especially on damp soils in woods, heaths and bogs; the soil must be bare and very acidic. It forms tufted mats of closely packed shoots and it is sometimes called the pin cushion moss for this very reason. In favourable conditions these mats can be quite large and cover earth, logs, stumps and even tree trunks. It is very distinctive and cannot really be mistaken for any other moss species which, in moss identification, is a real treat for the novice!.


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Last week Canadians got a fresh look at their country's changing demographic pattern last week, thanks to the results of the 2011 national census. It revealed that a trend seen throughout the developed world is firmly entrenched in this country too: seniors now make up a higher proportion of the population (14.8%) than ever before. Though the population increase for the country as a whole sits at just under 6%, the number of seniors increased at more than double that (14%). The country's median age is now higher than ever before at 40.6 years.
The next age group - dubbed "near-seniors", or people between the ages of 60 and 64, grew faster than any other. The second-fastest growing age group was men and women over 100 years.
2011 Census: Age and Sex. Statistics Canada Census Data. Accessed May 30, 2012.


text:
ANTi-History in design research:
New applications and interpretations
In the postcolonial era, contemporary poststructuralist paradigm shift has provided alternative views of the past as well, especially in terms of new interpretations of regional histories and understanding of cultural contexts. One fairly novel strategy in this respect is ANTi-History, which is an approach to the study of the past drawing on the actor-network theory (ANT). The objective is to offer diverse readings of the largely Euro-America centralized history writing by revealing accounts that have earlier been overlooked. Contrary to the negative connotation of 'anti', ANTi-History does not, however, negate the significance of history, but aims to pluralize historical narratives. The view is based on Foucauldian poststructuralism and comprehension of the present as it relates to the past. In other words, ANTi-History focuses on the present, while seeking alternate connotations and (de)constructions of past events, particularly in relation to sociopolitical actants and actions. This links ANTi-History to the concept of Applied History, according to which presentday problems can be solved by knowledge of the past. As to design research, substitute readings of history are particularly relevant in the postcolonial contexts, in which 'place making' as part of recreating regional identities is the main concern and further related to Critical Regionalism. Hence, this paper examines the interrelationship between ANTi-History, Critical Regionalism, and decolonialization within the discourse on the design of built environment. To clarify ANTi-History as a theoretical framework in architectural research, a single-case study on the Jean-Marie Tjibaou Cultural Centre in New Caledonia is given as an example, in order to offer new interpretations of its architecture and design actions in one postcolonial context. Consequently, the paper argues that applications of this paradigm to precedent studies both in the education of architecture and in the practice-based research can be pertinent in the future praxis.


text:
The patients radiograph shows a left pleural effusion. Although egophony can sometimes occur just above a pleural effusion, diminished breath sounds are the most likely finding. Diminished breath sounds occur over the area of a pleural effusion because breath sounds are poorly transmitted through dense media, such as a pleural effusion.
Check our archives to test your knowledge in other clinical signs:
If you do not already have Acrobat Reader, simply click on the icon below, scroll down to the "Get the Free Acrobat Reader" heading and follow the instructions to install the program. Acrobat enables you to convert any document into an Adobe Portable Document Format (PDF) file for easy viewing.


text:
By Kim Walter
WOODSTOCK -- Even though the students were out of school for the day, Shenandoah County's elementary school teachers got their own chance at some hands-on learning.
Agriculture in the Classroom, a national program, led training exercises Friday morning at W.W. Robinson Elementary School. The program's mission is to bring agriculture into the education setting, and in every subject possible. Lesson plans and additional resources are provided to all teachers who participate, but the actual training isn't just a lecture.
Elizabeth Davis, fourth grade teacher at Sandy Hook Elementary School, said the hands-on activities were helpful from an educational standpoint, but also reminded her why the method of learning is important.
"It reminded me why we got so much out of it when we were younger and in school," she said. "We were able to use our hands... it's a given for what kids need to be engaged in learning."
Teachers were split into two groups -- kindergarten through second grade and third through fifth grades -- and were presented with activities depending on the grade they teach.
Davis said the lessons were even more helpful because each one was specific to a particular standard of learning.
While Agriculture in the Classroom has been to Shenandoah County Public Schools before, senior education programmer Tammy Maxey said it makes sense for them to visit divisions more than once.
"Each year we choose a different theme, and we're constantly updating our information, hand-outs and activities," she said.
Maxey was an educator for around 20 years, and is the wife of a farmer.
"I know how much responsibility, knowledge and commitment goes into being in the agriculture business," she said. "It is very important to me that children understand where their food and products come from, how much work went into making it, and how agriculture can be worked into any subject. It's not just science."
For instance, Maxey said teachers are provided with books perfect for Language Arts lessons. The books, however, are focused on agriculture topics.
She said students and teachers alike are often surprised when they realize everyday products aren't coming from far away.
"There's so much agriculture right here in Shenandoah County, and the kids need to be aware of that," she said.
Davis also said she felt the Agriculture in the Classroom program was particularly pertinent to the school division.
"This county is one of the top five agriculture producers in the state," she said. "This education shows kids that the home they live in could impact their future. We've got a great FFA program, good state colleges with agriculture programs... with enough knowledge on the subject, it could lead to a career for a lot of these kids."
"It really means something to kids when they can connect it to their lives," she added.
During training, teachers worked on an "Agrifiti" project, in which they put together a large poster depicting a local farm or garden. They also dug through soil, constructed a book and learned some songs.
"I think the teachers enjoy it... they're kind of like kids when they work on the projects, sitting together, coloring, talking, laughing," Maxey said.
Davis felt it was a good use of a professional development day.
"Professional development is integral to what we as teachers do," she said. "If we aren't learning, we become stagnant. We must stay current with research and the best teaching methods. It was also nice to be led by teachers who know exactly where you're coming from."
For more information on Agriculture in the Classroom, go to AgInTheClass.org.
Contact staff writer Kim Walter at _PHONE_, or _EMAIL_


How to measure stream flow rate
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Figure One: A flowing mountain stream
Flow is the total volume of a fluid that flows past a fixed point in a river or stream over time. It is comparable to the speed at which a volume of fluid travels as seen in Figure One. Volumetric flow rates can be measured in various units such as:
 - liters/sec (lps)
 - cubic feet/sec (cfs)
 - gallons/min (gpm)
 - cubic meters/sec (cms)
Household tools or specialized meters can be used to find flow rates for pipes, sewage systems, and household appliances. People use flow data for Microhydro systems, wastewater systems, rainwater catchment, water auditing, settling rates, water table statistics, and other water related information. To find the flow of larger water bodies such major rivers or behind dams, meters are used.[1].
The purpose of this page is to describe low technology methods to determine flow of small streams and rivers and briefly introduce meters.
Measuring Flow[edit]
There are numerous ways to measure flow rate, such as:
Bucket method[edit]
Figure Two: An example of the Bucket Method
The Bucket method is a simple way to measure the flow rate using household items. It requires a stopwatch, a large bucket, and preferably two to three people. To measure the flow rate using the bucket method:
 1. Measure the volume of the bucket or container. Keep in mind that a typical 5 gallon bucket is often actually less than 5 gallons.
 2. Find a location along the stream that has a waterfall. If none can be found, a waterfall can be constructed using a weir (see Figure Four).
 3. With a stopwatch, time how long it takes the waterfall to fill the bucket with water. Start the stopwatch simultaneously with the start of the bucket being filled and stop the stopwatch when the bucket fills. The bucket should not be filled by holding it below the surface of the stream because it is not the true flow rate.
 4. Record the time it takes to fill the bucket.
 5. Repeat steps two and three about six or seven times and take the average. It is a good idea to do a few trial runs before recording any data so that one can get a feel for the timing and measurements required.
 6. Only eliminate data if major problems arise such as debris from the stream interfering with the flow.
 7. The flow rate is the volume of the bucket divided by the average time it took to fill the bucket. [2]
Bucket Method Data for Flow
Trial Number Time (seconds) Bucket Volume (gallons)
1 13.2 5
2 14 5
3 14.5 5
4 13 5
5 13.4 5
6 13.1 5
Here is an example using data found for the flow rate of the Jolly Giant Creek on Humboldt State University grounds: Using this data, the volumetric flow rate (Q) is equal to the volume of the bucket (V) divided by the average time (t).
where t=\frac{13.2s+14s+14.5s+13s+13.4s+13.1s}{6 trials}=13.5 seconds
so t = 13.5 seconds and V = 5 gallons
Q = \frac{V}{t}= \frac{5 gallons}{13.5 seconds} = 0.37 \frac{gallons}{second}
So the flow rate is 0.37 gallons/second or Q = 0.37 gal/sec * 60 sec/min = 22.2 gallons/minute. Therefore the flowrate (Q) is 22.2 GPM.
Float method[edit]
Figure Three: Finding the flow rate using a float and a meter stick.
The picture on the right shows plebeian in its natural habitat. The float method (also known as the cross-sectional method) is used to measure the flow rate for larger streams and rivers. It is found by multiplying a cross sectional area of the stream by the velocity of the water. To measure the flow rate using the float method:
 1. Locate a spot in the stream that will act as the cross section of the stream.
 2. Using a meter stick, or some other means of measurement, measure the depth of the stream at equal intervals along the width of the stream (see Figure Three). This method is similar to hand calculating a Riemann sum for the width of the river.
 3. Once this data is gathered, multiply each depth by the interval it was taken in and add all the amounts together. This calculation is the area of a cross section of the stream.
 4. Decide on a length of the stream, typically longer than the width of the river, to send a floating object down (oranges work great).[3] (L. Grafman, personal communication, November 2, 2009.)
 5. Using a stopwatch, measure the time it takes the float to travel down the length of stream from step 4.
 6. Repeat step five 5-10 times and determine the average time taken for the float to travel the stream. Throw the float into the water at differnet distances from the shoreline in order to gain a more accuartate average.
 7. Divide the stream length found in step 4 by the average time in step 6 to determine the average velocity of the stream.
 8. The velocity found in step 7 must be multiplied by a friction correction factor. Since the top of a stream flows faster than the bottom due to friction against the stream bed, the friction correction factor evens out the flow. For rough or rocky bottoms, multiply the velocity by 0.85. For smooth, muddy, sandy, or smooth bedrock conditions, multiply the velocity by a correction factor of 0.9. [4]
 9. The corrected velocity multiplied by the cross sectional area yields the flow rate in volume/time. (Be sure to keep consistent units of length/distance when measuring the cross section and the velocity eg. meters, feet)
I got the city on my back because all i do i swish no matter what.
Figure Four: An example of a V-notch weir
Weirs are small dams that can be used in measuring flow rate for small to medium sized streams (a few meters or wider). They allow overflow of the stream to pour over the top of the weir, creating a waterfall, as seen in Figure Four. Weirs increase the change in elevation making the streamflow more consistent which makes flow rate measurements more precise. However, it is very important that all the water in the stream be directed into the weir for it to accurately represent the stream flow. It is also important to keep sediment from building up behind the weir. Sharp crested weirs work best. [5] There are many different types of weirs which include broad crested weirs, sharp crested weirs, combination weirs, V-notch weirs and minimum energy loss weirs. [6]
Meters are devices that measure the stream flow by directly measuring the current. There are many different types of meters by the most common is the Pygmy meter, the vortex meter, the flow probe, and the current meter: They are briefly described below.
Further reading[edit]
 1. Engineers Edge. (2000). Fluid Volumetric Flow Rate - Fluid Flow. Retrieved October 28, 2009, from Engineer's Edge website:
 2. Trimmer, W.L. (1994 September). Estimating Water Flow. Retrieved October 29, 2009, from Oregon State University website:
 3. Wikipedia. (2009, October). Streamflow. Retrieved October 28, 2009, from Wikipedia website:
 4. Harrelson, Cheryl C; Rawlins, C. L; and Potyondy John P. (1994, April). Stream Channel Reference Sites. Retreived December 11, 2009, from USDA website:
 5. Klunne, Wim Jonker. (2009, June). Hydropower Basics: Measurement of Flow. Retrieved November 4, 2009, from Microhydropower website:
 6. Wikipedia. (2009, October). Weir. Retrieved November 4, 2009, from Wikipedia website:
 7. Geo-Scientific Ltd. (2001). Flow and Current Meters. Retrieved November 7, 2009, from Geo-Scientific Ltd. website:
 8. Cahner Publishing Company. (1984, November 21). Liquid Flowmeters. Retrieved October 28, 2009, from Omega Engineering website:
 9. Geo Scientific Ltd. (2001). Global Flow Probe. Retrieved November 7, 2009, from Geo Scientific Ltd. website:
 10. Geo Scientific Ltd. (2001). Swoffer Current Meter. Retrieved November 4, 2009, from Geo Scientific Ltd. website:


text:
Two-Phase-Flows in Francis and Pump Turbines
Institute of Fluid Mechanics and Hydraulic Machinery, University of Stuttgart (Germany)
Local Project ID:
HPC Platform used:
Hazel Hen of HLRS
In the last decades, hydraulic machines have experienced a continual extension of the operating range in order to integrate other renewable energy sources into the electrical grid. When operated at off-design conditions, the turbine experiences cavitation which may reduce the power output and can cause severe damage in the machine. Cavitation simulations are suitable to give a better understanding of the physical processes acting at off-design conditions. The goal of this project is to give an insight in the capabilities of two-phase simulations for hydraulic machines and determine the range for safe operation.
Due to the integration of other renewable energies like photovoltaics or wind energy, hydro power plants play a key role in terms of electrical grid stability as the energy generation can be easily regulated. This comes across with operating the turbine at conditions away from the best efficiency point, and the consequences are strong swirling flows and phenomena like cavitation. Cavitation is the process from the evaporation of water due to the fact that the pressure is falling below the vapor pressure to the re-condensation in regions of high pressure. Typically, it is affecting the power output of the turbine and can lead to severe damage when occurring close to walls like the runner blades.
In this project, researchers from the Institute of Fluid Mechanics and Hydraulic Machinery at the University of Stuttgart focus on the numerical simulation of the cavitating flow in hydraulic turbines at various operating points. The aim is an accurate prediction of the occurring cavitation phenomena at different flow conditions and the determination of the acting pressure fluctuations.
Two-phase simulations are very challenging. Compared to single-phase simulations, where only the liquid phase is considered, the governing equations are more complex. For advanced modeling approaches, this results in an increased computational effort which is up to three times higher compared to single-phase simulations. Additionally, vortex induced cavitation phenomena like the inter-blade vortices in the runner at deep part load conditions or the vortex rope in the draft tube forming at full load conditions (see Figure 1) are very challenging for an accurate prediction of the flow phenomena. On the one hand advanced turbulence models need to be applied, and on the other hand highly refined computational grids are necessary to resolve the pressure minimum in the vortex core which is relevant for a correct prediction of the cavitation volume. Furthermore, for the simulation of water turbines at least 40 runner revolutions need to be simulated. All in all, this leads to a huge computational effort that requires the use of supercomputers like HPC system Hazel Hen at HLRS in Stuttgart.
The simulation results show that depending on the pressure level in deep part load, part load and full load conditions severe pressure fluctuations can be present. These results are now used as input for FEM-analyses (finite element method) to predict the stresses on the runner. With the structural analysis, critical operating conditions can be observed and a safe operation of the hydropower plant can be determined.
Institut für Strömungsmechanik und Hydraulische Strömungsmaschinen (IHS)
Pfaffenwaldring 10, D-70550 Stuttgart/Germany
e-mail: jonas.wack [@] ihs.uni-stuttgart.de


text:
Franklin Delano Blenkinsop
Franklin - His first name, forename, or given name. This would once have been his Christian name or baptismal name, but these terms have gone out of fashion in these multi-cultural times.
Delano - His middle name.
Blenkinsop - His surname, family name or last name.
The answer to a question about your name depends on who is asking the question, for example:
When he is making a table reservation: Blenkinsop
When booking an airline ticket: Blenkinsop - Franklin Blenkinsop, or Franklin Blenkinsop
When meeting new colleagues: Franklin Blenkinsop or Franklin
At the gym: Franklin or, perhaps, Frank/Frankie.
However, these are only general ideas. People say different things.


text:
While body language analysis isn't an exact science, looking at someone's gestures and movements can reveal a lot about them. BTS's Jungkook has a lot of body language habits that ARMYs find adorable—here's what some of them might possibly mean.
1. Tilting his head
Whenever Jungkook is contemplating or feeling unsure, he has a tendency to tilt his head to the side.
According to body language readings, when people tilt their heads, it means they're don't fully believe what they're saying. So, Jungkook tilting his head when he feels unsure about a statement or a challenge makes perfect sense.
2. Biting his nails
Like many people, Jungkook often bites his nails when he seems to be nervous or anxious.
Even people who aren't body language analysts know this as a common sign of nerves. You may even do it yourself.
3. Picking his face
Fans have also spotted Jungkook picking his face sometimes, usually when he's spacing out.
Body language analysis states that people most commonly touch their faces when they're nervous about answering questions or making factual statements. Perhaps when Jungkook seems like he's zoning out, he's actually just thinking of the right thing to say next.
4. Tucking hair behind his ears
Even when his hair isn't long, Jungkook likes to tuck it behind his ears.
According to body language analysts, when someone tucks their hair behind their ears, it often means they're nervous and feel the need to step things up.
5. Standing in the back
Ever noticed how maknae Jungkook tends to stand behind his hyungs during broadcasts?
Hiding behind elders is a common habit for children, too. As you may already know, it often means the person is feeling shy or lacking confidence.