Block chain technology is rooted in Kenya
nnnWhen the runaway is worthy of being digital gold, and the underlying technology of this digital currency is gradually being understood and more attention, the technology community is also looking for other potential applications of this technology. At present in Kenya, the development of block chain technology in private and public areas is irresistible. This article describes the progress made by the technology in the country from the aspects of transportation, health care, safety, insurance and finance, and introduces some obstacles to the technology. In general, block-chain technology has been deeply rooted in this country and has been widely recognized.n
nnTranslation: Clovern
nIn Kenya's private and public sector, the use of block-chain technology (BT) is developing rapidly, covering the safety, transportation, medical, insurance and automotive industries.n
nThe block chain is an unbreakable digital classified book of economic transactions that can be programmed to record not only financial transactions but also record almost everything with value.n
nThis is a clever invention – the crystallization of the idea of someone or a group of people who are known by the pseudonym "Satoshi Nakamoto".n
nThe block-chain technology enables digital information to be distributed but can not be replicated, thus forming a pillar of the new Internet. Initially this technique was designed for digital currency bitcoin, and now the technology community is looking for other potential use cases for this technology.n
nBitcoin is called digital gold, and this is well deserved. So far, the total value of the currency is close to $ 9 billion. And the block chain can also achieve other types of digital value. It is like the Internet (or your car), you do not need to know how the block chain works.n
nThis technology has revolutionized the way the transport service is available and can be used to determine the charges before the start of the itinerary, so that the mature taxi operators are squeezed out of the competition.n
nThe National Transportation Security Administration (NTSA) said Kenya will have an electronic vehicle identification service within a month, and all vehicles will have an electronic sticker on their windshields and can be tested with special parts, Thus helping to completely remove the Kenny's old cars on the road and retrieve the stolen vehicles.n
nNTSA's new service on the shared-block technology platform will link to a number of national institutions, including the Kenya Taxation Authority and the Kenya Police Service, and inform the security personnel of the insurance and inspection status and ownership of the vehicle in a timely manner.n
nKenya's public health department is also installing intelligent platforms in all 98 public hospitals, creating a shared block chain technology center, and monitoring critical data such as patient history, hospital management and the use of public resources from cloud-based databases.n
nToyota Shusho and Seven Seas Technologies in Kenya are also working on a modernization program that eliminates the need for doctors to re-write medical records each time a patient visits a different hospital.n
nIt will also facilitate the establishment of a medical professional center, the online platform to handle shared services, and nurses in a distant medical institution can obtain advice from other local doctors to determine the patient's treatment plan.n
nSpecialist services (such as X-ray diagnostic issues) will also be provided through a central location and save money by setting up multiple offices in Kenya. Radiologists with medical orthopedic expertise can use them to send them via e-mail Medical imaging techniques to diagnose and remotely treat diseases and injuries.n
nThe block chain technology medical portal will also conduct a detailed review of the doctor's medical records, which will help reduce the incidence of misdiagnosis.n
nIn terms of security, the government will soon associate the National Bureau of Personnel database with the Kenyan police cable closed-circuit television cameras installed in Nairobi and Mombasa to achieve real-time face recognition through block-chain technology.n
nHowever, in the financial sector, the technology has encountered a conflict, regulators mentioned for the technology may be used for money laundering, and cyber fraudsters use this technology for theft concerns.n
nPatrick Njoroge, the country's central bank governor, said Bitcoin's activity was in an unregulated system that would expose Kenyan residents to the risk of cybercrime and refused to accept digital money.n
nFinancial market adviser Ally-Khan Satchu, in an interview with reporters, called on the Kenyan government to reconsider its attitude towards the digital payment platform and block chain use cases, and said that the technology as a means of transfer of funds can not be ignored.n
nHe said:n
nn"In essence, the block chain platform payment and encryption money are gradually becoming mainstream, and this is why we see the price of the main chain chain platform provider bitcoin rises sharply."n
nnMr. Satchu, head of Rich Management Services, said Kenyan citizens need to understand how digital payments can help them get involved in block chain investments.n
n"Kenya's investors have undoubtedly have internalized the experience of encrypted money, and I think we need to reexamine our regulatory position and look for a way to reach the curve position that is commensurate with our mobile currency leadership," he said. Before the lead. "n
nIn terms of insurance, America Insurance Group (AIG) launched a global block chain technology pilot project, the joint banking group StanChat, runs a simulated insurance product, and through the unified platform to deal with its Kenya, Singapore and the United States insured Human needs, linking AIG and StanChat to agents and financial institutions in real time.n
nThis will ensure payment on time and automatically update the policy after payment of premiums. The project supporters say the process will help reduce the cost of the company while eliminating the need to open a physical store in individual countries.n
nThe four-year-old Kenya block-chain technology company, BitPesa, has so far raised $ 1 billion shilling to support its expansion plans in Africa, Europe and the Middle East, and said that the chain chain payments were paid by multinational companies And the local subsidiaries of the highly favored to help them save through the local banks to the multinational bank remittance and customers to charge a lot of transfer costs.n
nThe existence of block-chain currencies makes the world's currency no longer dominant, and its operation will also be determined by market forces, and does not depend on the whim of any regulatory system.n
nThe leading financial sector chain technology companies dealing with digital cash include Bitcoin, Ruibo and Ethernet.n
nSupplementary reportsn
nThe block chain database is not stored with any single location, which means that its saved records are truly public and easy to verify. This information does not have any centralized storage patterns, so that hackers can not destroy these records. The data is stored by millions of computers at the same time, and anyone on the Internet can access the data.n
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text:
9 divided by what equals 5?
9 divided by what equals 5? In other words, you have 9 and you divide it by something and then you get 5. What is that something?
We will call that something "X". Here is the equation to find the solution:
First, multiply both sides by X to get rid of the X as denominator.
Then, divide both sides by 5 to get X by itself as follows:
Thus, the answer to "9 divided by what equals 5?" is 1.8.
Note that our answers are rounded to the nearest thousandth if necessary. You can divide 9 by 1.8 to check that we got the right answer.

source: openbmb/Ultra-FineWeb


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Salem Witch Trials: Colonial Life
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Bibliographic Detail
Publisher Raintree Pub
Publication date October 15, 2008
Pages 32
Binding Library
Book category Juvenile Non-Fiction
ISBN-13 9781410931160
ISBN-10 _PHONE_
Dimensions 0.50 by 7.75 by 9.75 in.
Weight 0.65 lbs.
Availability§ Out of Print
Original list price $29.99
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Salem Witch Trials
Summaries and Reviews description: Product Description: What was life like in the colonies back in 1692? It was pretty scary if you lived in Salem, Massachusetts! That year, the town of Salem seemed to think everyone was a witch. Even children as young as four-years old were accused of being witches! These witches were harshly punished, too. It was even worse for them if they didnt confess. Why did the witch hunt happen? How did it finally come to an end? Each book in the 'American History Through Primary Sources' series delivers curriculum content by way of primary source material. Background knowledge of the subject matter is incorporated into the text. The books use clear, predictable text structures and have been leveled by a literacy expert to ensure accessibility. Vocabulary is defined at the point of use.
Book cover for 9781410931252
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9781410931252 | details & prices | 32 pages | 7.50 × 9.50 × 0.25 in. | Rec. grade levels 4-6 | 0.26 lbs | List price $8.29
About: What was life like in the colonies back in 1692?
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from Raintree Pub (October 15, 2008)
9781410931160 | details & prices | 32 pages | 7.75 × 9.75 × 0.50 in. | Rec. grade levels 4-6 | 0.65 lbs | List price $29.99


The Dihedral group makes sense, "Di" means two, and "hedral" means.. shape I think (I've just realised how much of what I think words mean are guesses based on experience) like a "polygon" is a 2d shape, a "polyhedron" I've always thought is just "any shape" (example 3 dimensions). So "Dihedral" means 2 dimensions, which it is. (Octagon and cube have different... reflection+rotation groups (I hope))
The symmetric group has nothing to do with symmetries of shapes, it instead is the group of all bijections from one set to another. I suppose this means symmetry as in "abc->acb" has the "symmetric" version "$abc\to bac$".
Now the alternating group... I have no idea.
Now I discovered these in "Algebra" and "Abstract Algebra" but I've peeked at the contents page of the Combinatorics book I am reading and the symmetric is discussed there, this makes a lot of sense really, combinatorics seems to be the study of finite functions and seems to be easier than functions on the reals and stuff (which felt odd as I was sketching $x^3$ before I was considering "discreet" functions, but if anything they're easier)
So I guess that they were named because Combinatorics got there first. How? What (general case) question was being faced that lead to the solution being called "The symmetric group" (or even set, I doubt combinatorics would care that it is a group).
Sometimes how and why are similar, like turning points, "how did we decide to call $\frac{dy}{dx}=0$ a turning point" and "why" are identical. However there may be many "whys" with these groups as they apply in many areas, there can be only one how. Where the term first cropped up would be a good starting point, but I've yet to find anything.
I'll answer this myself if my searching yields anything.
 - 1
 $\begingroup$ Just a guess: the map $S_n\to \pm 1$ alternates between $1$ and $-1$, and has kernel $A_n$, which may be the source of that name. $\endgroup$ – Alex Becker Mar 26 '14 at 1:48
 - $\begingroup$ _USER_ I hate to ask this (I may look daft) but what is that map? The map that assigns a permutation on n to + or -1? (how would it do it), I'm also not sure what a kernel would be in that case, unless 1 is the identity permutation. $\endgroup$ – Alec Teal Mar 26 '14 at 1:50
 - $\begingroup$ There are various ways to define it. The simplest is probably to write a permutation as a matrix and take its determinant. $\pm 1$ is just the group $\{1,-1\}$ under multiplication, so $1$ is the identity and the kernel is the preimage of $1$. $\endgroup$ – Alex Becker Mar 26 '14 at 1:58
 - 1
 $\begingroup$ I don;t think there's any reason to feel silly; everyone had to learn that at some point. But feel free to delete the comment if you wish. $\endgroup$ – Alex Becker Mar 26 '14 at 2:02
This is taken from Timothy Chow's answer at _URL_ which addresses your question:
In Burnside's book, Theory of Groups of Finite Order, when defining the symmetric and alternating groups, he puts an asterisk next to the word "alternating" and adds the following footnote:
"The symmetric group has been so called because the only functions of the $n$ symbols which are unaltered by all the substitutions of the group are the symmetric functions. All the substitutions of the alternating group leave the square root of the discriminant unaltered."
By "the square root of the discriminant," Burnside means the polynomial $$\prod_{r=1}^{n-1}\prod_{s=r+1}^n (a_r-a_s),$$ which of course is an alternating polynomial.
 - $\begingroup$ I did a small edit to add the name of the author of the answer you are quoting. $\endgroup$ – Andrés E. Caicedo Mar 26 '14 at 1:59
 - $\begingroup$ _USER_ Thanks for the helpful edit! $\endgroup$ – user122283 Mar 26 '14 at 2:00
 - $\begingroup$ @ sanath: good reference $\endgroup$ – Groups Jun 7 '15 at 5:09
Your Answer


text: Despite all of the modern games and toys available to children these days, they still find spinning objects inherently interesting. Boys and girls of all ages will spend hours, if given the chance, making and playing with tops and yo-yos. Watching a simple toy whirling on the floor or table can be delightful and engaging, and making a yo-yo do exactly what you want it to do can be very satisfying. The Spinning Toys project builds on this interest, giving children an opportunity to learn how to manipulate the materials that compose tops and yo-yos and to figure out and explain the physical principles that govern spinning things. As children work through the challenges in this Spinning Toys project, they will also learn about experimenting, testing, making observations, asking questions, and explaining what they did and why they did it-- the essential elements of critical thinking and the inquiry approach to engineering and science. In this project, children will be designing their own tops and yo-yos. The first two tops activities and the first two yo-yos activities are structured. The children are led through the beginning steps of making an effective spinning toy with a limited range of materials. The purpose of this process is to make sure that all the children have a common understanding of the principles of top or yo-yo making before they move on to the final, open-ended challenge for each toy.

source: HuggingFaceFW/fineweb-edu


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Here is how I understand the terminology, so that we don't talk past each other. Please let me know if I get it wrong.
A 'gene' has a 'name' and a 'value'. A set of genes values is a 'person'. This person has a single number for 'fitness'. Fitness can be computed from the values of the genes. The end result of evolution process is the most fit person.
In this problem a person represents an entire schedule. The genes are the individual schedule entries. There are stringent restrictions on the data types for the genes. One hard part of using a genetic algorithms is the work needed to map the problem space into the limited data types of the GA package.
The fitness evaluator looks at the person and sees how well it satisfies the student sign-ups and other constraints. Efficienty of the fitness evaluator is important. Any tests that disqualify a particular person can be checked first. In these cases the fitness is zero and the routine can use a short-cut return, without evaluating all the other fitness criteria.
I tried your first suggested solution, where the genes represent the timeslots for each classroom, and the values are the class for that slot. This way of doing it moves the complexity away from the mapping problem into the fitness evaluation function, where I think it is much easier to deal with.
In my trivial example a single instructor sequentially teaches two different classes out of a possible three classes. One class will be cancelled due to 'lack of interest'. The students can sign up for one or two classes and can optionally specify a priority of 1 or 2. The three classes are called 'genetic', 'neural', and 'fuzzy'.
use strict; use warnings; use AI::Genetic; my %signup; $signup{bob}{genetic} = 2; $signup{ted}{genetic} = 1; $signup{alice}{genetic} = 1; $signup{carol}{genetic} = 0; $signup{joe}{genetic} = 0; $signup{biff}{genetic} = 0; $signup{sneezy}{genetic}= 0; $signup{bob}{neural} = 0; $signup{ted}{neural} = 0; $signup{alice}{neural} = 1; $signup{carol}{neural} = 2; $signup{joe}{neural} = 1; $signup{biff}{neural} = 1; $signup{sneezy}{neural}= 0; $signup{bob}{fuzzy} = 0; $signup{ted}{fuzzy} = 1; $signup{alice}{fuzzy} = 0; $signup{carol}{fuzzy} = 1; $signup{joe}{fuzzy} = 0; $signup{biff}{fuzzy} = 0; $signup{sneezy}{fuzzy}= 2; my $generations= 0; sub fitness { my ($classes)= _USER_; my $class1= $classes->[0]; my $class2= $classes->[1]; return 0 if $class1 eq $class2; my $fitness=0; foreach my $student_name (keys %signup) { if ($signup{$student_name}{$class1} > $signup{$student_name}{$clas +s2}) { $fitness += $signup{$student_name}{$class1}; } else { $fitness += $signup{$student_name}{$class2}; } } return $fitness; } my $ga = new AI::Genetic( -fitness => \&fitness, -type => 'listvector', -population => 500, -crossover => 0.9, -mutation => 0.01, -terminate => sub { $generations++; return 1 if $generations > 100; return 0 }, ); $ga->init([ [qw/genetic neural fuzzy/ ], [qw/genetic neural fuzzy/ ], ]); $ga->evolve('rouletteTwoPoint', 100); print "Best score = ", $ga->getFittest->score, ".\n"; print "Best genes = ", join(' ',$ga->getFittest->genes), ".\n";
It should work perfectly the first time! - toma
In reply to Re: Looking for help with AI::Genetic and classroom scheduling by toma
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text:
The Wellcome Trust Integrated molecular, cellular and translational biology programme combines scientific excellence with a commitment to improving the working environment and transition support for trainees. This PhD programme, provided by world-renowned scientists from the School of Life Sciences at the University of Dundee, will train the next generation of scientists at the forefront of international science. Students will join our supportive and positive research culture with the opportunity to select research projects centred around four themes:
- Cellular Regulation
- Protein Modification
- Infection and Immunity
- Drug Discovery and Translation
Around 50 different potential supervisors will participate in this programme
Prof Ron Hay
Specificity in the SUMO system appears to be achieved by modification of large groups of proteins by a PIAS E3 ligase mediated SUMO spray. Our aim is to define the mechanism by which PIAS E3 ligases select multiprotein complexes for modification. Proteomic identification of sites of SUMO modification and SUMO ChIPSeq analysis provide evidence that the SUMO spray functions in human induced pluripotent stem cells. Our objectives are to establish the role of the "SUMO spray" in maintaining pluripotency. We will deplete SUMO globally, at specific genomic loci and at multiprotein complexes. Changes in cell fate, histone marks, chromatin accessibility, transcriptional output and the stability of multiprotein complexes will be followed. PIAS proteins can be recruited to substrates via DNA, SUMO and specific protein interactions. We will use structural, biochemical and single molecule approaches to reveal the mechanism of SUMO spray mediated substrate modification.


text:
Maurice and Jane O'Keeffe of Irish Life and Lore are pleased to announce the publication of the third and final part of the '_PHONE_: A Century of Change' oral history collection.
This significant and wide-ranging oral history project, comprising 287 recordings and conducted over three years, commemorates the centenary of the of the formation of the Irish Free State (Saorstát Eireann).
The interviewees include leaders in business and finance, in the arts and culture arenas, in media, agriculture, education, politics, engineering and architecture, health, the defence forces, and sport. These men and women, or their immediate family members, have all made a significant contribution to life in Ireland since the foundation of the state.
Hard Copy Illustrated Catalogue
The 135 page illustrated catalogue, detailing all of the recordings in parts 1, 2 and 3 the _PHONE_: A Century of Change can now be purchased for €60.
The catalogue is organised thematically and gives details of the 287 individual recordings as follows:
– Name, date of birth and image of the person recorded
– Date, Location and Length of the recording
– Key Words indicating content of the recording.


text:
Hybrids between Elepidote and Lepidote Rhododendrons
Research Station for Arboriculture at Boskoop
During the last few years many different crosses have been made between elepidote and lepidote rhododendron species or hybrids at the Research Station for Arboriculture at Boskoop, as part of the breeding work in Rhododendron. This may be a means to find new and interesting hybrids.
Since Dr. J. M. Cowan reported about the hybrid R. 'Grierdal' (The Rhododendron Year Book of the Royal Horticultural Society, London 1946: 48-54) which certainly is a hybrid obtained by crossing of the elepidote R. griersonianum with the lepidote R. dalhousiae, no further evidence is given in literature about comparable crossings.
At Boskoop, however, in crossing elepidote and lepidote rhododendrons in some cases a progeny was obtained and a few plants resulting from two crosses, carried out in 1967, flowered in the spring of 1969.
The seeds were harvested at the end of September 1967 and were sown in November of that same year. During wintertime the plants were grown in a greenhouse under strong artificial light. From the end of May until the end of September 1968 the plants were outside in a frame, under shelter, and during the following winter again in a greenhouse under strong artificial light. As a result of this treatment flowering was accelerated and a few plants were already flowering in June or July 1969. After such a short growing period, the plants were still rather small at the time of flowering and only a few flowers were formed.
In both cases it is highly probable that these plants are really hybrids, and it is interesting to observe that the shape of the scales on the leaves resemble those of R. 'Grierdal', clearly described in literature. The scales consist of a stalk and a rounded head, whereas the scales of the lepidote parents have a short stalk and a shield.
Fig. 27. R. 'Metternianum' x
Fig. 28. R. dauricum x
In crossing R. 'Metternianum' (R. metternichii var. kyomaruense) with R. pemakoense, elepidote x lepidote, many plants were obtained. Most of the progeny, however, show a strong resemblance to R. 'Metternianum', the seed parent, and probably are of apomictic nature. Only a few plants were clearly different: smaller, with small leaves and with scales. Three of these looked very similar and did already produce flowers. At the time of flowering these plants were about 15 cm in height. The flowers are funnel shaped, about 3.5 cm in diameter, having a very pale lilac-pink colour. On the young leaves, scales are to be found on both the upper and under surface with a few hairs on the upper surface. On the older leaves scales are observed only on the under surface. This proves the assumption that it is a cross between the elepidote seed parent and the lepidote pollen parent, since the hybrid is a lepidote.
The other cross from which only one plant flowered, is a cross between the lepidote R. dauricum (white form) as seed parent and the elepidote R. 'Elizabeth' as pollen parent. In this case too many plants were obtained, but during the raising period one after the other died, leaving only a few. The only flowering plant is of an erect type, at the time of flowering about 20 cm high. The flowers are funnel shaped, lilac pink (MCC: Solferino Purple 26/2). On the young leaves scales and a few hairs are to be found on the upper and under surface, whereas on the older leaves scales are observed only on the under surface.
In this case, the lepidote being the seed parent, it is interesting to note that the shape of the scales on the leaves resembles those of the above mentioned hybrids. Comparing them with the lepidote parents, the number of scales on the leaves of the hybrids is reduced. It is too early yet to give an exact description of the characters of the hybrids since the plants are still rather small and only flowered once.
As mentioned above, many different combinations of elepidote and lepidote crosses are tried, and only in a few cases seeds were obtained. However, a part of the progeny of certain crosses consists of very small and chlorotic plants which died at an early stage, which, as yet, can not be explained.
Summarizing it can be said that the common assumption that lepidote and elepidote Rhododendrons cannot be crossed, can no longer be sustained.


focus of archaeology should be academic research, and did not understand why the public should be involved.
Now, public archaeology has become a recognized step in the archaeological process.
"It turned out that we conducted archaeological excavations, and after the inspection, we moved to the house to sort out, and then issued a research report, and the matter was completed. But now, after the excavation, some suitable excavation sites will hold public open days to bring the public who are concerned about archaeology closer. The distance to visit the ruins and unearthed cultural relics has become the norm. If you don't let the people participate and don't do public archaeology, it feels like this is endless." Zheng Yuan said.
 With years of education and cultivation, coupled with the blessing of new media in the Internet age, the people's enthusiasm for archaeology has grown stronger.
In March of this year, the archaeology of the Sanxingdui site was broadcast live on CCTV, attracting 4 million people to watch online, 1 billion online reading and discussion volume, and six or seven hot searches every day.
Xi Muliang, a PhD from the School of Archaeology, Arts and Sciences of Peking University, believes that this is related to the efforts of the archaeological community for many years, but the main driving force is top-down.
 In February 2014, the General Secretary of the CPC Central Committee, Xi Jinping, said during an inspection of the Capital Museum: "Let the cultural relics speak and tell people the historical wisdom." After that, Xi Jinping repeatedly emphasized "Let history speak, and cultural relics speak".
In 2016, Xi Jinping gave instructions on cultural relics work, proposing that "party committees and governments at all levels should increase their awe of historical cultural relics and establish a scientific concept that protecting cultural relics is also a political achievement."
The government's attention has given the archaeological community confidence.
 In December 2017, the cultural exploratory program "National Treasure", which was co-operated by CCTV with nine national museums including the Palace Museum, Shanghai Museum, and Henan Museum, was launched. This program established a connection between cultural relics and people. Douban scored 9 points or more., The trend of cultural relics and archaeology has been driven by the whole.
 Local museums and archaeological research institutions have also made greater strides under this craze, forming a positive cycle with the entire cultural relics craze.
The first thing that received public attention was the cultural and creative products of the Forbidden City. Whether it was the "Xiaoquexun" notebook or the "I got it" tape, they succeeded in breaking the circle.
At the beginning of 2019, Shan Jixiang, then director of the Palace Museum in Beijing, published the 2017 cultural and creative "ledger". The sales revenue of the cultural and creative of the Palace Museum in 2017 has reached 1.5 billion yuan.
 Ma Xiaolin, the director of Henan Museum, believes that cultural relics must dig out the traditional cultural elements contained in them that are easy to be understood and accepted by the public, find the point of convergence between traditional culture and contemporary life, and get closer to the public, so that the public will be more motivated. Walk into the museum to see the display and understand the original background of the cultural relics.
The historical value, artistic value and scientific value of cultural relics can be maximized.
 This year's Spring Festival, Henan Museum, in cooperation with Zhengzhou Opera House and Henan Radio and Television Station, launched the "Tang Palace Night Banquet" on the Henan Spring Festival Gala. The cultural relics in the Henan Museum seemed to "live" on the stage. Heavyweight national treasures such as Jiahu Bone Flute have been played by the public in 2 billion times.
 The cultural relics boom has made more ordinary people interested in archeology. Some archaeological research institutes have opened part of the excavation site for ordinary people to visit, and at the same time recruited archaeological volunteers to give ordinary people a chance to experience it.
 The Shanxi Archaeological Research Institute has been trying to recruit and form a team of volunteers for archaeology in Shanxi since 2010. So far, it has officially recruited three batches of archaeological volunteers from the public, and the number of applicants reached 800 at most.
According to Zheng Yuan, deputy dean of the Shanxi Archaeological Research Institute, each group of volunteers come from different industries and have different professional backgrounds. They started from participating in the exchanges and discussions of the Archaeological Institute, the press conference of archaeological achievements, and the publicity of the public open day of the archaeological site. Gradually participate in field archaeological investigations, archaeological excavations and data compilation.
At the frontline excavation site, these volunteers ate, lived and worked with the archaeological team.
Zheng Yuan remembered that after completing volunteer work, a college student applied for a master's degree in archaeology.
 Although the development of public archaeology in China is not long, it has profoundly affected the society's understanding of archaeology and has also triggered more thinking in the archaeology industry.
In July last year, an important site, the United Site, was discovered around Sanxingdui, where a large number of pottery, porcelain and stone tools were unearthed.
Among them, the inscribed plate with dragon and phoenix patterns that means "dragon and phoenix is auspicious" is the focus of official propaganda. The pattern plate is indeed a rare masterpiece of this period, and this layout pattern surrounded by dragons and phoenix should be the first time to be discovered.
But the public's attention was completely attracted by a pottery pig that hit the green pig in "Angry Birds".
This pottery pig with a smile on the corners of his mouth was also on the hot search.
 Xi Muliang believes that the public's perspective and interpretation of archaeology also have very important participation value. They will remind archaeologists to reflect on the perspective and method of looking at problems, and the "dragon and phoenix" that symbolizes power and the emperor and generals lost to one. The naive piglet is a typical case.
"When we understand history, should we pay more attention to things other than emperors and generals? It can be said that the public's perspective has given us a good opportunity for reflection." Xi Muliang told China News Weekly.
 China News Weekly, Issue 21, 2021
Statement: The publication of the "China News Weekly" manuscript is authorized in writing


text:
Intra-National versus International Trade: How Stubborn are Nations in Global Integration?
This paper examines the home country bias in the goods market among OECD countries. An average country imports about two and a half times as much from itself as from an otherwise identical foreign country, after controlling for sizes of exporter and importer, their direct distance, geographic positions relative to the rest of the world and a possible linguistic tie. If one believes that the substitutability among goods produced in OECD countries is high, as it seems reasonable, the observed bias implies relatively small nontariff barriers. Over 1982-94, the home bias of OECD countries as a whole exhibited a slow but steady decline. The bias in a typical member country of the European Community relative to its imports from other member countries showed a fifty percent decline during the period.
Document Object Identifier (DOI): 10.3386/w5531
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text:
The Effects of Acute and Repeated Nicotine Doses On Spontaneous Activity in Male and Female Sprague Dawley Ratsanalysis of Brain Area Epibatidine Binding and Cotinine Levels
Previous research in this laboratory has shown that nicotine's effects on spontaneous activity are contingent on individual differences, attenuating activity in high active rats and increasing it in low active rats. This study was designed to further evaluate this phenomenon, and to compare it with nicotine's effects on nicotinic acetylcholine receptor (nAChR) expression in several brain regions. Male and female Sprague-Dawley rats selected for differences in baseline activity were administered nicotine twice daily for 14 days, and its effects on spontaneous activity were evaluated following 1, 13 and 27 doses. Furthermore, [3H] epibatidine binding and plasma cotinine levels were evaluated 24 h after the 28th dose. Contrary to previous findings, the effects of repeated nicotine on spontaneous activity were minimally contingent on baseline activity levels. Following an initial attenuation, males, but not females, exhibited sensitization to nicotine's effects on spontaneous activity. [3H] epibatidine was significantly increased in several brain regions in both male and female nicotine-treated animals, and in females selected for high activity at baseline. However, a clear relationship between these effects and spontaneous activity was not found, due to the lack of consistent effects of nicotine administration and baseline activity on spontaneous activity. Interestingly, significant correlations suggest that rats exhibiting higher spontaneous activity on the final test day were differentially marked by higher [3H] epibatidine. Cotinine levels were higher in low activity males than in high activity males, but no differences were observed between high and low activity females. Thus, no clear relationship between this variable and spontaneous activity could be discerned. Based on these data, no simple relationships between the effects of nicotine administration or baseline activity on [3H] epibatidine binding, nicotine metabolism, or spontaneous activity were observed. However, a relationship between [3H] epibatidine and spontaneous activity on the final test day is suggested.
MSU Digital Commons Citation
Pehrson, Alan; Philibin, Scott D.; Gross, Daniel; Robinson, Susan E.; Vann, Robert E.; Rosecrans, John A.; and James, John R., "The Effects of Acute and Repeated Nicotine Doses On Spontaneous Activity in Male and Female Sprague Dawley Ratsanalysis of Brain Area Epibatidine Binding and Cotinine Levels" (2008). Department of Psychology Faculty Scholarship and Creative Works. 493.


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AZIZA RESTU FEBRIANTO, _PHONE_ THE COMPARISON OF STUDENTS ACHIEVEMENT IN WRITING DESCRIPTIVE TEXT BETWEEN NATURAL SCHOOL AND REGULAR SCHOOL (A CASE.
Diterbitkan olehJuli GinanjarTelah diubah sekitar setahun yang lalu
Presentasi berjudul: "AZIZA RESTU FEBRIANTO, _PHONE_ THE COMPARISON OF STUDENTS ACHIEVEMENT IN WRITING DESCRIPTIVE TEXT BETWEEN NATURAL SCHOOL AND REGULAR SCHOOL (A CASE."— Transcript presentasi:
AZIZA RESTU FEBRIANTO, THE COMPARISON OF STUDENTS ACHIEVEMENT IN WRITING DESCRIPTIVE TEXT BETWEEN NATURAL SCHOOL AND REGULAR SCHOOL (A CASE OF SECOND GRADE STUDENTS OF SMP ALAM ARRIDHO SEMARANG AND SMP NEGERI 22 SEMARANG)
Identitas Mahasiswa - NAMA : AZIZA RESTU FEBRIANTO - NIM : PRODI : Pendidikan Bahasa Inggris - JURUSAN : BAHASA & SASTRA INGGRIS - FAKULTAS : Bahasa dan Seni - aziza_febrianto pada domain yahoo.com - PEMBIMBING 1 : WIDHIYANTO, SPd., M.Pd. - PEMBIMBING 2 : DRS. LA ODE MUSYARIDUN - TGL UJIAN :
Judul THE COMPARISON OF STUDENTS ACHIEVEMENT IN WRITING DESCRIPTIVE TEXT BETWEEN NATURAL SCHOOL AND REGULAR SCHOOL (A CASE OF SECOND GRADE STUDENTS OF SMP ALAM ARRIDHO SEMARANG AND SMP NEGERI 22 SEMARANG)
Abstrak This study entitled 'The Comparison of Students' Achievement in Writing Descriptive Text between Nature School and Regular School.' This study focuses on the comparison of the aspect of writing skill to find significant difference of the students' achievement in writing descriptive text from different schools. In this study, the researcher took the samples of the students' descriptive writings from SMP Alam Arridho Semarang as a Natural School and SMP Negeri 22 Semarang as a Regular School, then analyzed them by using Brown's theory and the Genre features. The objectives of this study are: (1) to find the significant difference found in the descriptive texts between the students of SMP Alam Arridho Semarang as a Natural School and the students of SMP Negeri 22 Semarang as a Regular School, (2) to find and show what kind of difference arises is. Related to the objectives above, the researcher found that the prominent differences are: (1) the students who have been studying in the Natural School get more freedom to explore their ideas in writing descriptive text. They are also more creative in writing Descriptive text. The factor that makes them become more creative is that writing is actually their habit. They are accustomed to being asked to write some certain objects in other subjects beside English. Hence, their writing is more developed and complete. (2) the descriptive writings of the students of SMP Alam Arridho Semarag are mostly better in the aspects of organization, content, Punctuation, spelling, mechanics, and style or quality of expression though the students from both schools almost have the same ability in using grammar. However, the students of SMP 22 Semarang have made better writing in the aspects of the communicative purpose of the text. Hopefully, the results of this study can be useful for English teachers as a guideline to compose Lesson plan and to consider several methods used in the natural school as an Alternative school in teaching. The method which is rarely implemented in the Regular school is thematic method in which the teachers use Realia such as outdoor media and Excursion. This method is really important to be considered by the other teachers. Besides, other further researchers may use it as a reference to conduct other research on the same field. They may also conduct such a related research to find the effectiveness of Alternative Schools in Education.
Kata Kunci Students' Achievement, Writing, Descriptive Text, Natural School, and Regular School.
Referensi Meyer, Alan Gateways to Academic Writing: Effective Sentences, Paragraphs, and Essays. New York: Pearson Education, inc. Burton, S. H Mastering English Language. Hongkong: The Mac millan Press. LTD Hartono, Rudi Genre Based Writing. Semarang: English Department, Faculty of Language and Art. UNNES. Bram, Barli Write well, Improving writing Skills. Yogyakarta: Sanata Dharma University Press. Hackett, Laura and Williamson, Richard Design for a composition. New York: Harcoutt, Brace & World, Inc. Hardey The Psychology of Written Composition. UK, Britain: Keely University. Hornby, S.H Oxford Advanced Learner's Dictionary of Current English. Oxford: Oxford University Press. Ramelan English Phonetics. Semarang: UPT UNNES Press. Harmer, Jeremy How to Teach English. Cambridge: Longman. Departemen Pendidikan Nasional Model Silabus dan Rencana Pelaksanaan Pembelajaran. Jakarta: Badan Standar Nasional Pendidikan. Soeparwoto, Hendriyani, Rulita and Liftiah Psikologi Perkembangan. Semarang: UPT UNNES Press. Tri Anni, Catharina, Rifa'I, Achmad, Purwanto, Eddy dan Purnomo Daniel Psikologi Belajar. Semarang: UPT UNNES Press. Sugandi, Achmad dan Haryanto Teori Pembelajaran. Semarang: UPT UNNES Press. Pardjowidjodjo, Soenjono Psikolinguistik: Pengantar Pemahaman Bahasa Manusia. Jakarta: Yayasan Obor Indonesia. Suparno, Paul Teori Perkembangan Kognitif Jean Piaget. Yogyakarta: Penerbit Kanisius. Septriana Novobiografi: Sebuah Novel Biografi, Lendo Novo. Bogor: Sou Publisher. Komunitas Sekolah Alam Menemukan Sekolah yang Membebaskan: Perjalanan Menggapai Sekolah Yang Mendidik Anak Menjadi Manusia Berkarakter. Tangerang: PT. Kawan Pustaka. Koentjaraningrat Metode – metode Penelitian Masyarakat. Jakarta: PT. Gramedia. Arikunto Prosedur Penelitian: Suatu Pendekatan Praktik. Jakarta: Rhineka Cipta. Kartono, Kartini Pengantar Metodologi Riset Sosial. Bandung: Mandar Maju Brown, R. Douglas Language Assessment. San Francisco: San Francisco State University. Characteristics of Good Descriptive Writing. Online at Good Descriptive text/edld/conf. html [accessed 02/16/09] Key. James P. Research Design in Occupational Education. Online at Module R13. Experimental Research and Design.html. [accessed 03/02/09] University of Otago. Student Learning Development. Paragraph and Sentence Structure. Online at [accessed 04/17/09] Reid, J.M. (1994). The Process of Paragraph Writing (2nd Ed.). Basic Paragraph Structure. Online at [accessed 04/17/09] The Indiana Department of Education. Descriptive Writing. Online at [accessed 04/18/09] Vancouver School District. Writing Mode Description. Online at [accessed 04/18/09]


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Serotonin (5-hydroxytryptamine, or 5-HT) is a monoamine neurotransmitter synthesised in serotonergic neurons in the central nervous system and enterochromaffin cells in the gastrointestinal tract..
For more information about the topic Serotonin, read the full article at Wikipedia.org, or see the following related articles:
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Curriculum innovation responds to the diversity and complexity of urban areas and gives local schools the flexibility to customize their educational programs to meet the unique needs of their students. The ultimate goal of curriculum innovation is to promote quality and equality for all students through curriculum, instruction, and assessment initiatives that are based on research and proven practice. Several examples of curriculum innovation include mathematics/science academies, Comer schools, foreign language academies, Afrocentric schools, Paideia schools, dual-language programs, and schools that emphasize home-school partnerships and integrated services.
In some districts, the emergence of curriculum innovation is linked to magnet schools as part of a districtwide desegregation and equity plan. In other districts, curriculum innovation is linked to a choice plan wherein schools are encouraged to develop a specialized focus and compete for students in an open market system. For example, in Indianapolis, the superintendent has launched the Select Schools Plan. Under this controlled choice plan, each school develops a particular focus; parents then are able to shop around the district and enroll their children in the school most suited to their needs. It is believed that the Select Schools Plan will reconnect the community and the schools and give parents a say in what programs are provided for their children. Yet another version of curriculum innovation, Charter Schools, is emerging in several cities and states (e.g., Philadelphia, Minnesota, and California) as an outgrowth of school choice. (For a discussion of Charter Schools, see the Policy Briefs on Charter Schools available from NCREL.)
Posted on April 26, 1995


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home > documentation > developing your first application, part 1
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Developing your First Application, Part 1
To demonstrate in detail how to develop an ARToolKit application, we will step through the source code for an existing example program: simpleTest (or simple according to your ARToolKit version). This program is found in the directory examples/simple/.
The SimpleTest Program
The file we will be looking at is simpleTest.c (or simple.c). This program simply consists of a main routine and several graphics drawing routines.
The functions which correspond to the six application steps previously described (see here) are shown in Table 1. The functions corresponding to steps 2 through 5 are called within the mainLoop function.
ARToolKit Step Functions
1. Initialize the application
2. Grab a video input frame arVideoGetImage (called in mainLoop)
3. Detect the markers arDetectMarker (called in mainLoop)
4. Calculate camera transformation arGetTransMat (called in mainLoop)
5. Draw the virtual objects draw (called in mainLoop)
6. Close the video capture down cleanup
Table 1: Function calls and code that corresponds to the ARToolKit applications steps.
The most important functions in the program are main, init, mainLoop, draw and cleanup. In the remainder of this section we will explain these function calls in detail.
The main routine of simple is shown below:
main(int argc, char *argv[])
 argMainLoop( NULL, keyEvent, mainLoop );
The init initialization routine contains code for starting the video capture, reading in the marker and camera parameters, and setup of the graphics window. This corresponds to step 1 in the development method. Next, we enter in the real-time state, with a call to the video starting function arVideoCapStart. Following, the argMainLoop function is called which starts the main program loop and associates the function keyEvent with any keyboard events and mainLoop with the main graphics rendering loop. The definition of argMainLoop is contained in the file gsub.c.
The init routine is called from the main routine and is used to initialize the video capture and read in the initial ARToolKit application parameters.
At first, the video path is opened and the video image size found:
/* open the video path */
/* find the size of the window */
The variable vconf contains the initial video configuration and is defined at the top of simple.c. In function of your platform the content can be really different: see video configuration page. For each platform a default string is defined, that generally open the first available video stream in your architecture.
After, we need to initialize the ARToolKit application parameters. The key parameters for an ARToolKit application are:
 - the patterns that will be used for the pattern template matching and the virtual objects these patterns correspond to.
 - the camera characteristics of the video camera being used.
These are both read in from file names that can either be specified on the command line or by using default hard-coded file names.
So, the camera parameters are read in with the default camera parameter file name Data/camera_para.dat:
/* set the initial camera parameters */
if( arParamLoad(cparaname, 1, &wparam) < 0 ) {
Next, the parameters are transformed for the current image size, because camera parameters change depending on the image size, even if same camera is used.
The camera parameters are set to those read in, the camera parameters printed to the screen:
arInitCparam( &cparam );
arParamDisp( &cparam );
After that we read the pattern definition with the default pattern file Data/patt.hiro:
patt_id is an identified pattern identification.
Finally a graphics window is opened:
/* open the graphics window */
The second argument of argInit defined a zoom function, set to 1.0 for matching video image format, set to 2.0 for double the size (e.g have a VGA AR display with a 320x240image input).
This is the routine where the bulk of the ARToolKit function calls are made and it contains code corresponding to steps 2 through 5 of the required application steps.
First a video frame is captured using the function arVideoGetImage:
/* grab a video frame */
The video image is then displayed on screen. This can either be an unwarped image, or an image warped to correct for camera distortions. Warping the image produces a more normal image, but can result in a significant reduction in video frame rate. In this example the image is non-unwarped:
argDispImage( dataPtr, 0,0 );
Then the function arDetectMarker is used to search the video image is searched for squares that have the correct marker patterns:
The number of markers found is contained in the variable marker_num, while marker_info is a pointer to a list of marker structures containing the coordinate information and recognition confidence values and object id numbers for each of the markers. The marker_info structure is detailled in the API documentation.
At this moment, The video image have been displayed and analyzed. So we don't need to use it more: we can ask the frame grabber to start a new grabbing in the same time we operates new functions. For this you have just to call arVideoCapNext:
Remark: when you called this function, using the last video image buffer can produce a bad result (dependant of your plaform). Be sure that you finish to deal with the video image buffer.
Next, all the confidence values of the detected markers are compared to associate the correct marker id number with the highest confidence value:
/* check for object visibility */
k = -1;
 if( k == -1 ) k = j;
if( k == -1 ) {
The transformation between the marker cards and camera can then be found by using the arGetTransMat function:
The real camera position and orientation relative to the marker object i are contained in the 3x4 matrix, patt_trans.
Finally, the virtual objects can be drawn on the card using the draw function:
Remark: a simple optimization step is done if no pattern are found (k==-1), we can directly swap the buffer without a call to draw and return:
if( k == -1 ) {
The draw functions is divided in initialize rendering, setup matrix, render object. You initialize a 3D rendering by ask ARToolKit to do rendering of 3D object and setup minimal OpenGL state:
argDraw3dCamera( 0, 0 );
glClearDepth( 1.0 );
You need after that to convert the computed transformation (3x4 matrix) to an openGL format (array of 16 values), using the function call argConvGlpara. These sixteen values are the position and orientation values of the real camera, so using them to set the position of the virtual camera causes any graphical objects to be drawn to appear exactly aligned with the corresponding physical marker.
/* load the camera transformation matrix */
argConvGlpara(patt_trans, gl_para);
glLoadMatrixd( gl_para );
The virtual camera position is set using the OpenGL function glLoadMatrixd(gl_para).The last part of the code is the rendering of 3D object, in this example a cube with a blue color under a white color light:
glLightfv(GL_LIGHT0, GL_POSITION, light_position);
glLightfv(GL_LIGHT0, GL_AMBIENT, ambi);
glLightfv(GL_LIGHT0, GL_DIFFUSE, lightZeroColor);
glMaterialfv(GL_FRONT, GL_SPECULAR, mat_flash);
glMaterialfv(GL_FRONT, GL_SHININESS, mat_flash_shiny);
glMaterialfv(GL_FRONT, GL_AMBIENT, mat_ambient);
glTranslatef( 0.0, 0.0, 25.0 );
And to finish, you reset to default some OpenGL variables:
glDisable( GL_LIGHTING );
glDisable( GL_DEPTH_TEST );
The steps mentioned above occur every time through the main rendering loop. While the program is running mouse events are handled by the mouseEvent function and keyboard events by the keyEvent function.
The cleanup function is called to stop the video processing and close down the video path to free it up for other applications:
This is accomplished by using the arVideoCapStop, arVideoClose and argCleanup routines.
You can compile this program and run it!
One limitation of this program is that used only the Hiro pattern: it seems really interesting to use others patterns or more than one! We will describe how do that in the next section.


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98th (Prince of Wales's) Regiment of Foot
|98th (The Prince of Wales's) Regiment of Foot|
|March||God Bless the Prince of Wales|
|Engagements||First Opium War, Second Anglo-Sikh War|
|Disbanded||1881, amalgamated with 64th Foot to become The Prince of Wales's (North Staffordshire) Regiment|
|HRH The Prince of Wales|
|Sir Colin Campbell|
The 98th (Prince of Wales) Regiment of Foot was an infantry regiment of the British Army. It was originally raised in 1824 as the 98th Regiment of Foot, before assuming the title of the 98th (Prince of Wales) Regiment of Foot in 1876. Later, in 1881, following the Childers Reforms of the British Army, the regiment was amalgamated with the 64th Regiment of Foot to become the Prince of Wales's (North Staffordshire) Regiment. As the 64th Foot was senior to the 98th, the 98th became the 2nd Battalion in the new regiment. Throughout the course of the regiment's existence it served mostly overseas in South Africa, China and India.
The 98th Foot was raised in Chichester in 1824 by Lieutenant Colonel Mildmay Fane. It was the sixth regiment to be numbered the 98th Foot. The first Colonel of the regiment was Major General Henry Conran. The first set of colours were presented by the Duchess of Richmond at a ceremony at Chichester on 6 October 1824.
In December 1824 the new regiment was posted to South Africa where for all bar two years of its 13 year tour it was based in Cape Town, the other two years being in Grahamstown. During the entire tour no active service was seen. Returning to England in 1837 the regiment was based for two years in Newcastle upon Tyne where it was frequently called out to support the civil powers during the Chartist unrests. At this point command of the regiment was taken over by its most famous commanding officer, Sir Colin Campbell who commanded the reigment for 12 years between 1835 and 1847.
In 1841 the regiment moved to Ireland but very shortly afterwards was sent to China during the 1st China or Opium War. Arriving in Hong Kong in 1842 it formed part of the 1st Brigade, commanded by Major General Lord Saltoun, along with the 26th Foot, the Bengal Volunteer Battalion and the grenadier and light companies of the 41st Madras Native Infantry. The brigade advanced on Chinkiang and after an ineffective pursuit of retreating Chinese forces took part in the final advance on Nanking. During this war very few battle casualties were taken but over 50 died from cholera with another 200+ unfit for duty. As a result of its participation in the Opium War, the regiment was awarded its first battle honour "The DRAGON superscribed CHINA". A move to Hong Kong followed where the appalling death rate from disease continued with over 500 dying and sick.
The next move was to India in 1846. Initially the regiment was based in Calcutta (Kolkata) and Dinapore, however, in 1848 it moved to the Punjab where, although not directly engaged in the Second Anglo-Sikh War, a second battle honour — PUNJAUB — was awarded. From here the regiment was one of the first British units to serve on the North West Frontier and spent 1849–1851 in and around the Kohat Pass area. By 1851 the regiment had been abroad for a total of nine years and in that time it had suffered over 1,100 deaths, mostly from sickness, with almost 200 invalided home. The last three years of the posting were spent in Calcutta before the regiment returned to England in 1854.
Following three years on home service the regiment returned to India and the North West Frontier. As a result it saw no service in the Indian Mutiny. Instead it was employed as part of the Sittana Field Force sent to deal with the so called Hindustani Fanatics.
The regiment returned home in 1867 and then in 1870 moved to Ireland for three years. During this time it dealt with minor disturbance including a mutiny by the Tipperary Light Infantry Militia. The Cardwell Reforms were introduced during this period and it was then that the regiment was linked with the 64th (2nd Staffordshire) Foot for the first time.
The next posting was to the West Indies from 1873 to 1880 followed by a move to Malta. It was in Malta following the presentation of what transpired to be the last set of regimental colours by HRH The Prince of Wales that the regiment became the 98th (Prince of Wales's) Regiment of Foot on 27 October 1876.
War broke out in Afghanistan in 1879 and in 1880 in response the regiment moved once more to India being based initially at Karachi. It was here that in 1881 the eventual conclusion of the Childers Reforms took effect and the regiment amalgamated with the 64th Foot to become the Prince of Wales's (North Staffordshire) Regiment. As the junior regiment the 98th Foot became the 2nd Battalion of the new regiment.
In its short life of 57 years, no less than 43 were spent on overseas postings.
Battle honours
The 98th Foot was granted the following battle honours:
- The DRAGON superscribed CHINA (1842);
- PUNJAUB (1848).
On 1 July 1881, the 64th and 98th Regiments of Foot were combined with militia and rifle volunteer units in Northern Staffordshire to form The Prince of Wales's (North Staffordshire) Regiment. The regiment was renamed The North Staffordshire (The Prince of Wales's) Regiment in 1920. In 1959 the North Staffordshire and South Staffordshire Regiments amalgamated to form The Staffordshire Regiment (The Prince of Wales's). In September 2007 The Staffordshire Regiment amalgamated with the 22nd (Cheshire) Regiment and The Worcestershire and Sherwood Foresters Regiment to form The Mercian Regiment, in which the Staffords became the 3rd (Staffordshire) Battalion.
The Dragon device is still carried on the colours and drums of the Mercian Regiment.
- Cook p.33.
- Historical Record p.1.
- Cook p.35.
- Historical Record p.2.
- Cook p.38.
- Cook p.58.
- Cook p.59.
- Cook p.60.
- Historical Record p.3.
- "Cardwell Reforms". Retrieved 30 July 2009.
- Cook p.62.
- "The Mercian Regiment: Regimental Devices and Badges". Retrieved 9 April 2009.
- Parliamentary Debates, House of Commons, 16 December 2004, column 1796.
See also
- Cook, Hugh (1970). The North Staffordshire Regiment (The Prince of Wales's). Famous Regiments. London: Leo Cooper. ISBN 0-85052-056-8.
- An Historical Record of the 2nd Battalion, The Prince of Wales' North Staffordshire Regiment. Mooltan, Punjab, India: F Bremner. 1908.


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Search results for: Classroom techniques
Page 7/10 97 items
Studying the Impact of the Lesson Analysis Framework on Preservice Teachers' Abilities to Reflect on Videos of Classroom Teaching
This study investigates the impact of the Lesson Analysis Framework (LAF) on preservice teachers' abilities to analyze lessons through an experimental design. The intervention was implemented as part of a course in the teacher preparation program for secondary teaching at a large public university in Italy. The participants were randomly assigned to LAF group and Teaching Rating Framework (TRF) group. The findings revealed that participants who used the LAF as a lens for reflecting on a videotaped lesson during an intervention improved their unprompted analysis of a novel lesson after the intervention, whereas the reflections of participants who used an alternative framework, the TRF, did not change over time.
Updated: Sep. 25, 2011
This article describes Te Kotahitanga which is a research and professional development project. This project aims to support teachers to raise the achievement of New Zealand's indigenous Māori students in public/mainstream classrooms. The article focuses on the professional learning opportunities developed for classroom teachers within this project to support the development of more effective classroom relationships and interactions with Māori students.
Updated: Jul. 26, 2011
'Lights, Camera, Reflection': Using Peer Video to Promote Reflective Dialogue among Student Teachers
The current article examines the use of peer‐videoing in the classroom as a means of promoting reflection among student teachers. The study examined the capacity for peer‐video analysis to facilitate student teachers to move from focusing on the technical aspects of their practice to an examination of the theoretical constructs underpinning their practice.
Updated: Jul. 26, 2011
The purpose of this study was to understand in what ways a teacher negotiated her relationship with a behaviorally challenging student throughout the school year. Four relationship phases, which are constantly revisited while establishing and maintaining relationships, were identified. Understandings of how relationships work, the effort required to maintain them and the support necessary for teachers are discussed.
Updated: Apr. 27, 2011
The purpose of this study was to investigate the effects of PORT, an intervention comprising explicit training and performance feedback for teachers on implementation of three critical classroom management skills: presentation of prompts, OTRs, and specific praise. The results indicate that there was not a functional relationship between explicit training and teachers' demonstration of classroom management skills; however, introducing performance feedback following training was functionally related to an increase in the level, trend, or stability of teachers' use of each skill.
Updated: Jan. 23, 2011
This article is a critical examination of the ideologies and practices that educators bring to bear on their classrooms in order to create inclusive, safe, and welcoming environments for all children, but particularly for children with gender variant behaviors and interests. Using a feminist perspective, this article offers a new conceptual lens with which to examine classroom practices that reinforce the heteronormative classroom and, as such, restrict and constrain alternate forms of gender expression. Finally, the authors contend that the classroom must be places where children with non-conforming gender interests and expression are given the opportunity to take risks and test their unique ideas and ways of being.
Updated: Jan. 11, 2011
In this article, the authors examine the content of reflective journals as written by Deaf pre-service teachers during their semester of student-teaching practicum in a general education classroom with hearing students. The authors found that these student teachers focused on many of the same issues mentioned in the literature on reflective teaching with hearing student teachers-pedagogy, teaching strategies, and relationships with students-and these student teachers often did so by incorporating key elements of Deaf culture into these categories.
Updated: Jan. 09, 2011
Conceptions of Effective Mathematics Teaching within a Cultural Context: Perspectives of Teachers from China and the United States
This study examines Chinese and U.S. teachers' beliefs concerning effective teaching within a cultural context. Nine Chinese teachers and 11 U.S. teachers were selected for the study.The findings from this study reveal that although sharing some common beliefs, the two groups of teachers think differently about both mathematics understanding and the features of effective teaching. These differences of teachers' beliefs are discussed in a cultural context. Finally, the findings of this study have a number of implications for future studies that examine cross-cultural beliefs of effective teaching from teachers' perspectives.
Updated: Dec. 21, 2010
Success and Near Misses: Pre-service Teachers' Use, Confidence and Success in Various Classroom Management Strategies
This study examines the management strategies which employed by pre-service teachers. 336 Canadian pre-service teachers were surveyed. It was found that pre-service teachers report most frequently employing initial corrective strategies (for example, physical proximity), even though preventative strategies (such as establishing regular routines) were reported to be as successful as these initial corrective strategies.
Updated: Nov. 29, 2010
The current study examined pre-service teachers' efficacy in relation to the utilisation of microteaching as an assessment tool for postgraduate education students in Australia. The qualitative data revealed that pre-service teachers enter teaching in order to positively impact on children, yet are concerned about behaviour management in the classroom. In addition, this data highlighted the positive impact that microteaching had on their developing teacher identity.
Updated: Oct. 12, 2010


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The institute has a long-standing heritage in infrared remote sensing and infrared laboratory spectroscopy for planetary surfaces. Infrared remote sensing instrument are integral part of numerous planetary missions. In combination with appropriate analysis techniques and supporting laboratory measurements they provide key information on surface composition and mineralogy. The institute has consolidated all visible and infrared spectroscopy in the Planetary Spectroscopy Laboratory group. Following a recent upgrade the laboratories allow obtaining spectral measurements of planetary analog materials from the UV to the far-infrared and support a wide range of current and future planetary missions.
Planetary missions to the inner terrestrial planets Mercury and Venus pose new challenges for infrared remote sensing. The Planetary Emissivity Laboratory (PEL) operates a planetary simulation chamber connected to a vacuum Fourier Transform Spectrometer (FTIR) that allows measuring sample under vacuum at temperatures up to 1000K. This worldwide unique laboratory facility provides new insights in the behavior of materials at Mercury surface temperature. It is recognized by the European Union since 2009 as a transnational access facility.
The group directly supports the development of new instruments by providing measurements on filter, coatings and materials. Calibration measurements for MERTIS on BepiColombo and MARA on Hayabusa II have been performed in the laboratory. The facilities are also open to industrial partners. In recent years measurements on ceramic powders for 3D printing and rapid prototyping for several industrial partners have been performed.
To handle the increased complexity and volume of hyperspectral datasets the department has focused on developing advanced data analysis and handling techniques including approaches using neural networks and modern data mining techniques.
Building on the infrared remote sensing expertise in DLR the Mercury Radiometer and Thermal infrared Imaging Spectrometer (MERTIS) has been developed and build. MERTIS is a state-of-the-art highly integrated instrument for the BepiColombo mission to Mercury. The flight model was delivered to ESA in July 2013. The group is home to the CoPI of MERTIS and responsible for the data processing, data analysis and science operation of the instrument. Calibration of the instrument using Mercury analog materials at Mercury surface temperatures has been performed successfully at PEL.
This group has received funding from the European Union's Horizon 2020 research and innovation programme under grant agreement No 871149.
This group partecipates to the Transnational Access (TA) and Virtual Access (VA) (VESPA, GMAP, Machine Learning) in the Europlanet 2024 Research Infrastructure (RI) framework and previously to the Transnational Access (TA) in the Europlanet 2020 Research Infrastructure (RI).


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IFA President John Bryan said the final CSO farm income for 2010 confirms the recovery in agriculture; however average farm incomes are still only €18,000.
Mr Bryan said, "The Single Farm Payment and the farm schemes continue to be crucial for all farm families and make up a very significant proportion of net farm income. Teagasc figures show that direct payments made up 94% of farm income last year."
He said the income increase indicates a recovery in the sector after two very difficult years in agriculture, where incomes dropped by over 40%. "Escalating fuel, feed and fertiliser costs are dampening the recovery and adding to volatility, which has the potential to undermine production as our model of family farming cannot absorb the impact of a 'boom-bust' cycle."
The IFA President added, "In the context of the EU budget proposals, and decisions on the public finances, the figures demonstrate the importance of direct payments and Government support for schemes in underpinning agriculture's contribution to the economy.
"It is vital that all existing supports are maintained to achieve the growth and export targets for agriculture and the food industry set out in Food Harvest 2020."


text:
Lord of the Forest
Tāne Mahuta is a giant Kauri tree (Agathis Australis) in the Waipoua Forest of Northland Region, New Zealand. Its age is unknown, but is estimated to be between 1,250 and 2,500 years It is the largest kauri known to stand today.
The tree is a remnant of the ancient subtropical rainforest that once grew on the North Auckland Peninsula. Other giant Kauri are found nearby, notably Te Matua Ngahere. Tāne Mahuta is the most famous tree in New Zealand, along with Te Matua Ngahere. It is thought it was discovered and identified in the 1920s when contractors surveyed the present State Highway 12 route through the forest. In 1928 Nicholas Yakas and other bushmen, who was building the road, also identified the tree


Sociology Index
Ascription is assigning some quality or character to a person or thing. Ascription in a sense is also the assigning to a cause or source. The principle of merit is consistent with liberal theory and assumes equality of opportunity and occupational advancement based on achievement rather than ascription. Meritocracy is rule by those chosen on the principle of merit. Open class ideology claims that society's status system is based on achievement and not on ascription.
What is ascription and third party ascription?
Ascription is the process whereby in the event of a parent failing to return the ethnic group collection form, the school can use its best judgement to determine the ethnic group of the pupil. This process is also known as "third party" ascription. If ascription is to be carried out, there are certain safeguards that need to be in place:
The information should be requested from the parent by post along with a letter that explains that the school will ascribe an ethnic group to their child if there is no response and parents do not formally refuse to provide this information.
If a formal refusal is made, schools must not ascribe an ethnic group.
Parents should be informed of the school's decision and given the opportunity to see, amend or remove the ethnic group record. After such ascription, the ethnic group record will be marked as "ascribed by the school."
When should schools decide if ascription is necessary?
To ensure that schools have a consistent policy on ascription for all pupils, we recommend that the decision to undertake ascription is taken before any correspondence to parents have been sent out. The letter to parents should then be amended to include a paragraph on ascription as shown on the model letter contained in the guidance document.
Why is ascription voluntary rather than compulsory for schools?
We want to give schools the option to carry out ascription if this is the only opportunity that schools will have to collect this data in order to make monitoring possible. Head teachers with the support of their staff are best placed to make the decision whether ascription is desirable or not in their schools. Therefore ascription is voluntary and schools should not be put under pressure to undertake ascription.
What if I am put under pressure to ascribe an ethnic group for those pupils whose parents have not returned the ethnic group data collection form?
Individual members of staff should not be put under pressure to ascribe. However, ascription, if properly conducted according to DfES guidelines, meets the requirements of data protection legislation and has the support the Commission for Racial Equality.


Religion Magazine
Moses as the First Apologist
By Sjbedard _USER_
Moses as the First ApologistWhen we talk about apologetics in the Bible, it is difficult because we think of apologetics as being very much like philosophy. But when we widen the definition to defending the faith by showing evidence that our God is real, there are many more examples.
One of those examples is Moses. No Moses did not have a debate based on Greek logic with Pharaoh. But when you look at Exodus 7-11, you see a contest between Moses and Pharaoh about which was the true god. Others have demonstrated that the various plagues are connected with different gods in the Egyptian pantheon. The problem with looking at Moses is that in our apologetic conversations, we can't (nor should we) call plagues down on the person we are talking to. So what principles can we draw from Moses the apologist?
1. We find earlier in the story that Moses did not feel qualified to do this. We will never feel qualified either. You can attend every conference, read every book and listen to every podcast, but never feel qualified to talk to a skeptic. At some point you just have to do it.
2. Moses was sent Aaron as a helper. Team ministry is always best. That does not mean it is always two people talking to a skeptic. But you can pray for each other, encourage one another, debrief one another and keep each other accountable.
3. Exodus 7-11 is more about what God does than what Moses does. God uses Moses' words but it is from God that the power takes place. The same is true with apologetics. We try our best with what we know, speak according to our knowledge and trust that God's power is at work.
4. Exodus 7-11 is a contest between two worldviews. Nothing much has changed. As apologists, we need to show the failure of other worldviews and the truth of the Christian worldview.
5. The Egyptian priests were able to duplicate the first few plagues but quickly failed. Non-Christian worldviews can explain some aspects of reality but soon fail. Only the Christian worldview can explain all of reality.
These are just a few of the principles from the experience of Moses.
Back to Featured Articles on Logo Paperblog


text:
About Our Research
Our research combines theoretical models and methods from social psychology, health psychology, behavioral economics, neuropsychology, and decision-sciences. At present, our work is centered in three basic areas:
Pre-Exposure Prophylaxis (PrEP)
A strategy that involves the use of anti-HIV medications (also called antiretrovirals, or ARVs) by HIV-negative individuals to reduce the risk of HIV infection via sexual exposure. In 2012, the US Food and Drug Administration (FDA) approved the drug, Truvada, for daily oral use as PrEP. At HART, we are committed to understanding the impact of this new biomedical prevention strategy on both individuals and communities. We are currently conducting two NIH-funded studies on this topic: one that focuses on developing public health messaging about PrEP that maximizes clear communication to potential users and another that works with a community-based health clinic to develop a PrEP Demonstration project in New York City. For more information about these studies, click on their individual project pages on the left.
Understanding Risk Behavior and Risky Decision-Making
other central focus of HART's work is to better understand the dynamics
and determinants of risk behavior and risky decision-making. Through
the integration of theoretical models and methods across disciplines,
our work explores social, cognitive, affective, contextual, and
biological factors that impact these processes. Studies include
NIH-funded investigations of the interaction between internal conflict
and alcohol use in risk behaviors, a project examining the association
between neuropsychological assessments of decision-making styles and HIV
risk, and an experimental investigation of specific factors driving
risk perception. For more information about these studies, click on the
individual project pages on the left.
The Laboratory for Applied Psychology and Health
The home of HART on the Hunter campus. The lab also conducts research projects focused on the intersection of cognition, affect, and social context - with special emphasis on the reciprocal relationship between identity and behavior. Current topics include gender perception, terror management theory, stereotype threat, and experiences on immigration. For more information, click on the lab link on the left.


text:
Definition of Orono
1. Noun. A university town in east central Maine on the Penobscot River to the north of Bangor.
Click the following link to bring up a new window with an automated collection of images related to the term: Orono Images
Lexicographical Neighbors of Orono
Literary usage of Orono
Below you will find example usage of this term as found in modern and/or classical literature:
1. A Bibliography of the State of Maine from the Earliest Period to 1891 by Joseph Williamson, Maine Historical Society (1896)
"Catalogue of the officers and students of the State College of Agriculture and the Mechanic Arts, Orono, Maine. 1868. Bangor: Benjamin A. Burr, Printer...."
2. Collections by Minisink Valley Historical Society, Connecticut Historical Society (1846)
"NOTICE OF Orono, A CHIEF AT PENOBSCOT. BY WILLIAM D. WILLIAMSON.... JOSEPH Orono, the subject of this sketch, was, for a long time, the well known chief of..."
3. Fifty Years in the Northwest: With an Introduction and Appendix Containing by William Henry Carman Folsom, Elijah Evan Edwards (1888)
"Orono, a post office, was established at Orono in 1850. Tfie office was merged into the Elk River post office in 1853. This post office, with the mills..."
4. Report by American Genetic Association (1907)
"The following contribution to this report was submitted by WM Munson, of the Agricultural Experiment Station, Orono, Me.: COOPERATIVE BREEDING OF SMALL..."


text:
The files in
$Dpkg::CONFDIR/origins/ can provide information about various vendors who are providing Debian packages. Currently those files look like this:
Vendor: Debian Vendor-URL: _URL_ Bugs: debbugs://bugs.debian.org
If the vendor derives from another vendor, the file should document the relationship by listing the base distribution in the Parent field:
The file should be named according to the vendor name. The usual convention is to name the vendor file using the vendor name in all lowercase, but some variation is permitted. Namely, spaces are mapped to dashes ('-'), and the file can have the same casing as the Vendor field, or it can be capitalized.
- $dir = get_vendor_dir()
Returns the current dpkg origins directory name, where the vendor files are stored.
- $fields = get_vendor_info($name)
Returns a Dpkg::Control object with the information parsed from the corresponding vendor file in
$nameis omitted, it will use
$Dpkg::CONFDIR/origins/default which is supposed to be a symlink to the vendor of the currently installed operating system. Returns undef if there's no file for the given vendor.
- $name = get_vendor_file($name)
Check if there's a file for the given vendor and returns its name.
- $name = get_current_vendor()
Returns the name of the current vendor. If DEB_VENDOR is set, it uses that first, otherwise it falls back to parsing
$Dpkg::CONFDIR/origins/default. If that file doesn't exist, it returns undef.
- $object = get_vendor_object($name)
Return the Dpkg::Vendor::* object of the corresponding vendor. If
$nameis omitted, return the object of the current vendor. If no vendor can be identified, then return the Dpkg::Vendor::Default object.
- run_vendor_hook($hookid, _USER_)
Run a hook implemented by the current vendor object.
Version 1.01 (dpkg 1.17.0)
New function: get_vendor_dir().
Version 1.00 (dpkg 1.16.1)
Mark the module as public.


Is board breaking important in martial arts? Part II
The simulation of being attacked and having to defend oneself is rarely, if ever, achieved in a controlled environment like a karate class. So how does a student know if that front kick will work when landed effectively in a self-defense situation? Board breaking.
Inspiring Discipline
Inspiring discipline is one of the roles of a great martial arts teacher. The quotes that follow will speak to just about every human being, from every walk of life and with varying interests.
Is board breaking important in martial arts? Part I
There is so much controversy and tons of opinions on this subject. How important board breaking is in the martial arts will also depend on what style you practice.
Why stretching is (still) important for weight loss and exercise


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. Quick Math Question.
 1. Dec 2, 2004 #1
 What is the x-intercept of y=tan(x)?
 there are multiple x-intercepts, how should i write it correctly?
 and the y-intercept is : y | where y is a set of real numbers right?
 2. jcsd
 3. Dec 2, 2004 #2
 ok is it:
 n(pi) where n is the set of integers?
 4. Dec 2, 2004 #3
 User Avatar
 Staff Emeritus
 Science Advisor
 Gold Member
 xLaser: That sounds right to me.
 - Warren
 5. Dec 2, 2004 #4
 lol i have some more questions.
 what is the domain and asymptotes of the tan graph?
 and btw, is the peroid of tan graph PI?
 6. Dec 2, 2004 #5
 how do u write the asymptotes, there are so many! is there a general way to write it?
 7. Dec 3, 2004 #6
 User Avatar
 Science Advisor
 Homework Helper
 Do you have a graph of this function? You can get a lot of information from it.
 For example: it's clear there is only one intercept with the x-axis every period.
 Since you already know the intercepts occur at [itex]x=n\pi[/itex], the period must be [itex]\pi[/itex].
 As for the domain and asymptotes. Use the definition of tanx:
 [tex]\tan x=\frac{\sin x}{\cos x}[/tex].
 Since the period is pi, if you have an asymptote, there's another one pi units to the left and right of it. From the graph it's clear there are only vertical asymptotes and precisely one every period.
 So you can write [itex]x=a+n\pi[/itex], where [itex]x=a[/itex] is an asymptote.
Have something to add?
Similar Discussions:. Quick Math Question.
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text:
Heart Attack: Patients Given Aspirin on Arrival
What does it mean?
Aspirin should be given to heart attack patients as soon as chest pain appears, but no later than on arrival to the emergency room.
Why is it important?
When aspirin is given after a heart attack, it increases a patient's chance to survive by over thirty percent (30%).
What does it measure?
This measure is used to determine the percentage of heart attack victims receiving aspirin at their arrival to the emergency room.


package DBIx::Class::InflateColumn; use strict; use warnings; use base qw/DBIx::Class::Row/; =head1 NAME DBIx::Class::InflateColumn - Automatically create references from column data =head1 SYNOPSIS # In your table classes __PACKAGE__->inflate_column('column_name', { inflate => sub { my ($raw_value_from_db, $result_object) = _USER_;... }, deflate => sub { my ($inflated_value_from_user, $result_object) = _USER_;... }, }); =head1 DESCRIPTION This component translates column data into references, i.e. "inflating" the column data. It also "deflates" references into an appropriate format for the database. It can be used, for example, to automatically convert to and from L objects for your date and time fields. There's a convenience component to actually do that though, try L. It will handle all types of references except scalar references. It will not handle scalar values, these are ignored and thus passed through to L. This is to allow setting raw values to "just work". Scalar references are passed through to the database to deal with, to allow such settings as C< \'year + 1'> and C< \'DEFAULT' > to work. If you want to filter plain scalar values and replace them with something else, see L. =head1 METHODS =head2 inflate_column Instruct L to inflate the given column. In addition to the column name, you must provide C and C methods. The C method is called when you access the field, while the C method is called when the field needs to used by the database. For example, if you have a table C with a timestamp field named C, you could inflate the column in the corresponding table class using something like: __PACKAGE__->inflate_column('insert_time', { inflate => sub { my ($insert_time_raw_value, $event_result_object) = _USER_; DateTime->from_epoch( epoch => $insert_time_raw_value ); }, deflate => sub { my ($insert_time_dt_object, $event_result_object) = _USER_; $insert_time_dt_object->epoch; }, }); The coderefs you set for inflate and deflate are called with two parameters, the first is the value of the column to be inflated/deflated, the second is the result object itself. In this example, calls to an event's C accessor return a L object. This L object is later "deflated" back to the integer epoch representation when used in the database layer. For a much more thorough handling of the above example, please see L =cut sub inflate_column { my ($self, $col, $attrs) = _USER_; my $colinfo = $self->column_info($col); $self->throw_exception("InflateColumn does not work with FilterColumn") if $self->isa('DBIx::Class::FilterColumn') && defined $colinfo->{_filter_info}; $self->throw_exception("No such column $col to inflate") unless $self->has_column($col); $self->throw_exception("inflate_column needs attr hashref") unless ref $attrs eq 'HASH'; $colinfo->{_inflate_info} = $attrs; my $acc = $colinfo->{accessor}; $self->mk_group_accessors('inflated_column' => [ (defined $acc? $acc : $col), $col]); return 1; } sub _inflated_column { my ($self, $col, $value) = _USER_; return $value unless defined $value; # NULL is NULL is NULL my $info = $self->column_info($col) or $self->throw_exception("No column info for $col"); return $value unless exists $info->{_inflate_info}; my $inflate = $info->{_inflate_info}{inflate}; $self->throw_exception("No inflator for $col") unless defined $inflate; return $inflate->($value, $self); } sub _deflated_column { my ($self, $col, $value) = _USER_; # return $value unless ref $value && blessed($value); # If it's not an object, don't touch it ## Leave scalar refs (ala SQL::Abstract literal SQL), untouched, deflate all other refs return $value unless (ref $value && ref($value) ne 'SCALAR'); my $info = $self->column_info($col) or $self->throw_exception("No column info for $col"); return $value unless exists $info->{_inflate_info}; my $deflate = $info->{_inflate_info}{deflate}; $self->throw_exception("No deflator for $col") unless defined $deflate; return $deflate->($value, $self); } =head2 get_inflated_column my $val = $obj->get_inflated_column($col); Fetch a column value in its inflated state. This is directly analogous to L in that it only fetches a column already retrieved from the database, and then inflates it. Throws an exception if the column requested is not an inflated column. =cut sub get_inflated_column { my ($self, $col) = _USER_; $self->throw_exception("$col is not an inflated column") unless exists $self->column_info($col)->{_inflate_info}; return $self->{_inflated_column}{$col} if exists $self->{_inflated_column}{$col}; my $val = $self->get_column($col); return $val if ref $val eq 'SCALAR'; _TAG_ would be a not-yet-reloaded sclarref update return $self->{_inflated_column}{$col} = $self->_inflated_column($col, $val); } =head2 set_inflated_column my $copy = $obj->set_inflated_column($col => $val); Sets a column value from an inflated value. This is directly analogous to L. =cut sub set_inflated_column { my ($self, $col, $inflated) = _USER_; $self->set_column($col, $self->_deflated_column($col, $inflated)); # if (blessed $inflated) { if (ref $inflated && ref($inflated) ne 'SCALAR') { $self->{_inflated_column}{$col} = $inflated; } else { delete $self->{_inflated_column}{$col}; } return $inflated; } =head2 store_inflated_column my $copy = $obj->store_inflated_column($col => $val); Sets a column value from an inflated value without marking the column as dirty. This is directly analogous to L. =cut sub store_inflated_column { my ($self, $col, $inflated) = _USER_; # unless (blessed $inflated) { unless (ref $inflated && ref($inflated) ne 'SCALAR') { delete $self->{_inflated_column}{$col}; $self->store_column($col => $inflated); return $inflated; } delete $self->{_column_data}{$col}; return $self->{_inflated_column}{$col} = $inflated; } =head1 SEE ALSO =over 4 =item L - This component is loaded as part of the C L components; generally there is no need to load it directly =back =head1 AUTHOR Matt S. Trout =head1 CONTRIBUTORS Daniel Westermann-Clark (documentation) Jess Robinson =head1 LICENSE You may distribute this code under the same terms as Perl itself. =cut 1;


text:
Thrush is common in babies mouth and infants. Oral thrush is also common in adults who are immune deficient or have severe nutrient deficiencies or heavy metal burden. Dr Ben recommends for infants ProBiota Infant at a dose of 1/4 teaspoon twice a day during feedings. For adults, Dr Ben recommends ProBiota 12 Powder taken at 1/2 teaspoon twice a day with meals. Adults should also take 15 mg to 30 mg a day of Zinc and 200 mcg of Selenium a day for a week.
Breast feeding moms should wash the breast between feedings with soap and water. Also ensure that the babies pacifier is boiled and washed frequently throughout the day to prevent recurrent thrush. Drink plenty of filtered water throughout the day to prevent mastitis.


text:
The Solling is a range of hills up to 527.8 m above sea level high in the Weser Uplands in the German state of Lower Saxony, whose extreme southerly foothills extend into Hesse and North Rhine-Westphalia.
Inside Lower Saxony it is the second largest range of hills and the third highest after the Harz (Wurmberg; 971 m) and the Kaufungen Forest (Haferberg; 581 m).
The Solling is a cultural landscape consisting mainly of spruce and beech forests.Oak also grows in some areas. The Solling forest is home of a number of animals and birds, for example Red deer or Common Chaffinch. They can best be observed in the Neuhaus wildlife park.
Together with the smaller and lower Vogler range and the little Burgberg to the north, the Solling is part of the Solling-Vogler Nature Park.
The main hills in the Solling include the following (heights given in m above Normalnull):
- Große Blöße (527.8 m)
- Großer Ahrensberg (524.9 m)
- Moosberg (513.0 m) – with Hochsolling observation tower
- Vogelherd (ca. 505 m)
- Dreiberg (493.5 m)
- Großer Steinberg (493 m) – with "Harzblick" observation tower
- Tünnekenbornstrang (490.1 m)
- Langenberg (484.6 m)
- Bärenkopf (473.0 m)
- Wolfsstrang (468.7 m) – with Gaußstein
- Schönenberg (457.1 m)
- Hasselberg (also called the Schrodhalbe; 452.5 m) – with TV tower
- Hahnenbreite (452.0 m)
- Alte Schmacht (447.5 m) – with transmission facility
- Eisernstieg (446.3 m)
- Strutberg (444 m) – with "Sollingturm" observation tower
- Großer Lauenberg (442.6 m)
- Wildenkiel (ca. 441 m)
- Auerhahnkopf (ca. 440 m)
- Hengstrücken (424 m)
- Buchholz (421.7 m)
- Sonnenköpfe (414.6 m; western peak)
- Sonnenköpfe (407.0 m; eastern peak)
- Junge Schmacht (388.0 m)
- Platte (379.7 m)
- Sommerberg (364.5 m)
- Kahlberg (224.7 m)
Villages and towns
Villages and towns in the Solling are:
Johannes Krabbe: Karte des Sollings von 1603, herausgegeben und eingeleitet von Hans-Martin Arnoldt, Kirstin Casemir und Uwe Ohanski, Verlag Hahnsche Buchhandlung Hannover 2004.
External links


text:
THE LIVING MUSEUM
Vol. 1. No.6 October, 1939.
Illinois State Museum Springfield, Illinois
Located on Fifth Floor of Centennial Building
A monthly guide to a keener understanding of the Illinois State Museum as a living thing--a Museum whose exhibits are planned for popular enjoyment without loss of scientific accuracy.
GEESE ON THE WING
October--and in the north there has been a growing exodus of flying things. Out of the vast Canadian marshes where, for a brief summer, geese nest and rear their young--out of here, on a night with a pushing north wind, come the geese, heading south.
Perhaps they flew over while you slept--the blue geese and snow geese from Baffin Land, or big Canadas from Saskatchewan. Perhaps, in a cold October rain, you heard wild honkings, and, if you looked up, maybe you saw silver-bellied birds circling over the city, picked out by lights below, confused by the lights and reflections on the clouds.
There is a strange, nostalgic longing in most of us when the geese go over. It is a longing which sometimes may be assuaged by a sight of geese--by those blue, snow, and Canada geese held captive forever in the Musoum.
Thorne Deuel, Chief. Virginia S. Eifert, Editor
The ownership of the content and images presented here is retained by the Illinois State Museum. Permission is granted for the use of these materials in non-profit, educational presentations. Queries for commercial or other uses should be made to the ISM editorial office (_EMAIL_)


text:
|Definition - A word, phrase, or clause that both follows a copula and modifies the subject of the sentence.|
The moon was a ghostly galleon.
(In the above, was is a copula which links the subject complement ghostly galleon to the subject moon.)
Oxford English Dictionary - The term's first citation is from 1939:
"A certain number of adverbs may be used as *subject-complements, i.e. as complements to … verbs of incomplete predication."
(H. E. Palmer Gram. Spoken Eng. (ed. 2) ii. 80)


Mismatch of "Baseline Usage" between PPM and DWH
Article ID: 5338
Updated On:
Clarity PPM On Premise
The "Baseline Usage" values in PPM and DWH do not match under certain circumstances.
Steps to Reproduce:
1. Create a Project
2. Allocate a team member
3. Assign this resource to a task, say Task 0
4. Assign this same resource to another task, say Task 1
5. Create a baseline
6. Lets say the "Baseline Usage" shown at this point is 250 (under the "Team" tab)
7. Running the Load Data Warehouse job will put Baseline Usage = 250, in the DWH
8. Go ahead and delete the assignment made on Task 1 at step 4
9. The PPM UI (under "Team" tab) will still report Baseline Usage at 250
10. But on running the Load Data Warehouse job, the Baseline Usage available in the DWH will be, say 150
11. This results in users seeing different values in the PPM UI (under "Team" tab) and in the DWH.
Caused by DE31586
Release: All PPM Releases
This happens because Load Data Warehouse job picks up Baseline Usage by filtering for "PRJ_BASELINE_DETAILS.OBJECT_TYPE" = "TEAM", but the Load Data Warehouse gets the Baseline Usage data by filtering for "PRJ_BASELINE_DETAILS.OBJECT_TYPE" = "ASSIGNMENT"


text:
The experience and lessons of the last two decades have shown that ignoring the key differences between the economics of peace and the economics of development has been a major reason why countries relapse into conflict. This paper briefly analyses such differences and their important implications for effective policymaking in war-torn countries, and against this background, it makes recommendations for the creation of reconstruction zones in Liberia. Reconstruction zones would have two distinct but linked areas to ensure synergies between them—an export-oriented reconstruction zone, consisting of any existing agricultural or mining foreign concession, and a local production reconstruction zone focusing on rural development, that would produce agricultural goods, food, light manufacturing and services for the domestic market, including for the concessions. The purposes of reconstruction zones are as follows. First, to create links between the concessions, operating as enclaves, and the domestic economy, particularly with the rural communities in their vicinity that have often been displaced or their livelihoods threatened by them. Second, to focus on rural development to improve food security and decrease dependence on imports. Third, to support business development through the creation of a level playing field in infrastructure and credit for micro and small enterprises, including small farmers. Fourth, to move away from the fragmented aid and investment strategies of the past, to a more integrated and effective aid strategy. Last but not least, to achieve more inclusive growth that could help to consolidate peace and avoid that Liberia relapses into conflict.
del Castillo, G. Aid, Employment and Inclusive Growth in Conflict-Affected Countries: Policy Recommendations for Liberia. UNU-WIDER, Helsinki, Finland (2012) 34 pp. ISBN 978-92-9230-510-9 [Working Paper No. 2012/47]
Aid, Employment and Inclusive Growth in Conflict-Affected Countries: Policy Recommendations for Liberia


text:
Editing Exercise 1: Acids and Bases
By Shobha Nandagopal
Directions: Edit the sentences below for errors. After typing your edited sentence in the box, click on "answer" to see if you are correct.
An acid have a sour taste while a base taste bitter.
Lemon juice which it contains citric acid tastes, sour while, soap which contains bases feels, slippery.
If litmus, which is a vegetable dye, is introduced into an acid, it changes color from blue to red.
An alkali too changes the litmus paper from red to blue.
Furthermore acids become less acidic when they combine with bases because bases become less alkaline when they combine with acids.