Etsy Launch: How To Open An Etsy Shop Like A Professional Seller | Tiffany Emery | Skillshare
Tiffany Emery, 7-Figure Etsy Seller & Etsy BusinesCoach
Tiffany Emery, 7-Figure Etsy Seller & Etsy BusinesCoach
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15 Lessons (1h 59m)
 - 1. Intro
 - 2. Welcome
 - 3. The Extraordinary Etsy Marketplace
 - 4. What Is The Etsy Algorithm?
 - 5. Why Launch?
 - 6. The 6 Rules of Etsy Engagement
 - 7. Rule 1: Create A Standout Marketable Product
 - 8. Rule 2: Create A Trustworthy Brand Image
 - 9. Rule 3: Take Scroll-Stopping Photography
 - 10. Rule 4: Write Descriptions That Eliminate Questions
 - 11. Rule 5: Set Competitive Pricing & Shipping Structures
 - 12. Rule 6: Understand Search & Research Your SEO
 - 13. LAUNCH! Part 1
 - 14. LAUNCH! Part 2
 - 15. Conclusion + Bonus Lesson Offer
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About This Class
Avoid the #1 mistake new sellers make and don't just OPEN your Etsy Shop, LAUNCH it!
Join 7-figure Etsy seller, Tiffany Emery, to learn step-by-step how to launch your creative business on Etsy. From creating a marketable product to branding and competitive pricing, Tiffany walks you through the ins & outs of how to find success on the Etsy platform.
This class provides a deep dive into the following topics:
 - Etsy Algorithm - The 2-step process that leads shoppers to your listing
 - Benefits of Launching - Why gradually opening can actually limit your success
 - The Rules of Etsy Engagement - How to create the most engaging, fully optimized listing for your shoppers
 - How to Set up Your Shop - Watch over Tiffany's shoulder as she walks you through a full tutorial of how to set up your first listing.
Follow along in your Pre-Launch Workbook, where you'll learn exactly where to focus for your best chance at Etsy success! After you complete this class, you'll be well on your way to building a successful online business on Etsy with an actionable punch list to get it done.
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Tiffany Emery
7-Figure Etsy Seller & Etsy BusinesCoach
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1. Intro: Hi, I'm Tiffany. I'm a small business owner, creative entrepreneur, and seven figure Etsy seller. In this class, I'll help you to bypass the number one mistake I see most new shop owners make. Not just open your shop, but instead launch your Etsy shop in each of your Etsy listings to their fullest potential. Etsy as a marketplace provides an incredible opportunity to launch a business. When I started my business, I was a new mom working my day job full-time and working on my Etsy shop in the market creating digital nursery artwork. I had no idea the power of this platform, but it has completely changed my life. There are so many items you can sell on Etsy, everything from handmade ceramics, jewelry, personalized items, vintage items, praecipes, even digital downloads, and so much more. I know that right now is non-pristine time so many people who need to pivot into a new career or extended online arm for their business. Or maybe they have this amazing skill, but they just didn't know how to leverage it into a business and have no idea where to start. Whether you're a maker, an artist, designer, or illustrator, there's plenty of room for you on Etsy. Etsy can be the perfect launching ground for a new business. As a seasoned seller, I'm going to teach you exactly where I would focus today in opening a shop or publishing a new listing. I'll break down what matters most when it comes to getting sales on Etsy, and that is engagement. What is it and how do we get it? I'll share my six rules of Etsy engagement and teach you how to engage with the human shoppers who are trying to find you and me, Etsy machine that will bring them right to your virtual front door. Then come look over my shoulders as I actually opened a shop and follow along with my punch list of items to get it done in your pre-launch workbook. It's your dream to work for yourself, make your own hours and spend more time with your family. While creating what you love, Etsy offers you an enormous opportunity to launch the career of your dreams as a creative entrepreneur. If not now, then when? I believe in you and I'm here to show you how to put your best foot forward into the extraordinary empty marketplace. Come along with me, let me take you by the hand and let's launch an Etsy shop. 2. Welcome: Welcome to the class. My name is Tiffany Emery, and I'm a full-time Etsy seller, and have been selling on Etsy for the last six years through my shop, Adorn Studio. I am so thrilled that you're here. You've made a really important decision, getting educated about Etsy, and that's going to pay off for you in the long run. But before we get started, I did want to be sure to draw your attention to the projects and resources tab where you'll find your pre-launch workbook. This workbook is going to be your class project, that you'll be working through as you prepare to launch your Etsy shop. Now, we do have some work ahead of us, but don't let that sway you from digging in and getting started. I want to share with you the number one mistake that most new shop owners make, to encourage you as you prepare for your launch. What most of new shop owners do, is they basically have no idea how to launch a shop. The path that they usually take, is to gradually open their shop. They figure out their shop name and, then they open their shop. They wait a little while, and then decide to start working on a listing. Then they come up against listing items that they aren't familiar with, or maybe they just don't understand the importance of them. They half fill out a listing. Maybe they have some good photos, or maybe not, but they figured they can upload what they have, and then come back and keep working on their photos later. They usually have no idea what SEO is, which we'll cover in this course. That's completely left out, and then they publish their listing. Then after some time passes, they realize that their shop isn't doing so well. They'll do some research and figure out that they needed to work on their photography. To do that for a little bit, or they needed to optimize [inaudible] for the Etsy search engine so they work on that for a little bit, and little by little, by little, they gradually open the full door to their Etsy shop. Friends, this is a huge mistake. There are a number of reasons why you shouldn't gradually open your shop, and instead launch your shop strong and fully optimized. I'm going to explain them to you throughout this course. But just note that your pre-launch workbook will take you some time, and that's okay. In fact, it's a good thing. It's going to give you an edge over what most sellers do incorrectly. Just remember, it's not a race, it's a strategic launch. You need to prepare to fully throw the doors of your shop open, and launch for the highest probability of success on Etsy. Your pre-launch book is designed to walk you step-by-step through how to prepare for your launch. You'll be ready to launch your shop, and your first listing when you've completed all six sections of the workbook for at least one listing. You'll work through your workbook for each listing that you launch. The workbook includes the following sections: Section 1, Market Research; Section 2, Branding Basics; Section 3, Photography; Section 4, Descriptions; Section 5, Pricing and Shipping Structures; and Section 6, SEO Basics. Once you've completed all the items in your workbook, you're ready to launch your shop. In the last two lessons of this class, I'll walk you through exactly how to do that. So take your time and get it right for the highest payoff possible for all of your hard work. Now let's get started. 3. The Extraordinary Etsy Marketplace: In this lesson, I want to talk about what sets Etsy apart as a marketplace, because it's truly an extraordinary place to sell. Etsy touts itself as a global marketplace and community of sellers empowered to make a living doing what they love, while allowing buyers to find the unique items that


A parametrization of matrix conjugacy orbit sets as unions of affine planes Peteris Dauguis Department of Mathematics Daugavpils University Daugavpils Paredes 1 Latvia Abstract. The problem of finding a canonical form of complex matrices up to conjugacy with the set of canonical matrices being a union of affine planes in the matrix space is considered. A solution of the problem is given producing a new canonical form for matrices over algebraically closed fields. Key words. Jordan form, rational form, eigenvalue, Weyr characteristic, affine plane. MSC 15A21.


text:
||History Department Encyclopedia of Southern Jewish Communities
Bogalusa has always been defined by its foremost industry: first lumber and then paper. Located in the heart of the Pinelands region of Southeastern Louisiana, Bogalusa was founded in 1906 as the site of a massive sawmill. The Great Southern Lumber Company, owned by the Goodyear family of Buffalo, New York, incorporated the town and opened the sawmill in 1908. Within several months, the population of this settlement among emerald swamps and endless forests had grown to 8,000. Jews and non-Jews alike relocated to Bogalusa in order to fill thousands of available jobs at the sawmill or to open businesses catering to this rapidly expanding economy. By the mid-twentieth century, over fifty Jewish families resided in Bogalusa. They operated successful businesses, organized a congregation, and filled integral roles in the growth of the city's booming lumber industry. Jewish residents also played a major part in the city's civic life, joining fraternal and charitable organizations and serving on the board of the local bank.
At the turn of the twentieth century, Bogalusa was a frontier town, lacking the amenities of more established cities. With the construction of a sawmill and a railroad connecting it with New Orleans and Jackson, Mississippi, however, Bogalusa soon emerged as one of Louisiana's chief industrial hubs. Over ten thousand people moved to the city within ten years of the sawmill's opening, many of whom worked in what was then the largest yellow pine sawmill in the world. Many Jews, especially Polish and Russian immigrants, left their homes in New York and New Orleans after hearing about auspicious opportunities in Bogalusa.
Multimedia: Sara Stone, daughter of Eva and Meyer Berenson, talks about her family's experiences in Bogalusa, Lousiana.
Shortly after the Great Southern Lumber Company founded its mill in 1906, Jews such as Polish immigrant Meyer Berenson arrived in Bogalusa to make their fortunes. Meyer came to Bogalusa at the age of sixteen and shortly after opened a store with a fellow Jew. The store did not prove to be a success, so when his brother Elias arrived several years later, they opened Berenson Brothers department store on Columbia Road. The store thrived as Bogalusa experienced a massive influx of mill workers and, in turn, the Berenson family acquired a great deal of wealth. In 1929, the Berenson family built a large theater in downtown Bogalusa. The State Theater served as a community-gathering place featuring shows, orchestras, and, of course, movies. Each Saturday night, the theater screened a current film to a packed crowd. In the next few years, the overwhelming popularity and success of movies in Bogalusa allowed the Berenson family to purchase two more movie houses. They even owned a 9-hole golf course where mill workers relaxed on their days off. In 1945, Elias Berenson retired and the department store became known simply as Berenson's, featuring men's and women's clothing, shoes, and dry goods. While this hometown department store closed almost fifteen years ago, its building is still standing with the Berenson name printed neatly on the façade.
Several other Jewish-owned businesses were located in downtown Bogalusa. Abraham Goldman, a Polish immigrant who came to Bogalusa from New Orleans, opened a department store adjacent to Berenson's. To avoid fierce competition with their neighbor, Goldman's specialized in ready-to-wear clothing, with a special emphasis on perfumes and ladies' clothing. On the other side of Berenson's department store was M. Marx Sons, a hardware store. Max Marx, a Russian immigrant who had been operating a store in New Orleans, arrived in Bogalusa soon after the opening of the sawmill and set up his family-run store. David Marx, Max's son, remembered that his father's store "had anything for anybody! It was a million-article store." Other stores along Columbia Street included Cohen's, a furniture store run by two Cohen brothers, and Greenburg's, a drug store operated by Russian immigrant Henry Greenberg. On the eve of the Second World War, many of the businesses along Bogalusa's main strip were owned and operated by Jews.
These families did not wait long after their arrival in Bogalusa to establish a congregation. William Henry Sullivan, the town's first mayor and resident manager of the sawmill, donated some of the Great Southern Lumber Company's land to the Jewish families in 1920 to build a synagogue. Two years later, the charter members of Congregation Beth El assembled in the home of Morris Berenson and began to raise funds to construct a temple on the donated land. A brick building with seating for 160 went up over the next year and on a cold February day in 1925, the Jewish community gathered in the sanctuary for the temple's dedication. At the dedication, speeches were given by Rabbis Max Heller, Moses H. Goldberg, Mendel Silber, and H. Raphael Gold, all renowned leaders from various congregations in New Orleans. Visiting rabbis officiated on high holidays and the occasional Shabbat for the next twenty-five years of Beth El's existence; no full-time rabbi ever served the congregation. Occasionally, Jewish merchants would gather informally for yahrzeit minyans in the back of someone's store.
Beth El was traditional in its worship, and unlike many other small-town Jewish congregations, never joined the Union of American Hebrew Congregations, the national organization of Reform Judaism. By 1940, the congregation boasted a membership of ninety people under the leadership of congregation president Abraham Goldman. Members sponsored a religious school where children were taught Hebrew by Abraham Hershberg of New Orleans. The Beth El Sisterhood became a member unit of the national Hadassah, reflecting the Zionist sentiment of Bogalusa Jews. Organized soon after the first assembly of the congregation and under the leadership of Fay Berenson, the sisterhood was "active in the charitable work of the congregation."
The Great Southern Lumber Company closed its doors in 1938, but was soon replaced by Gaylord Container Company, the first in a succession of companies to operate a paper mill and chemical plant at the site of the former lumber mill. Though the paper mill employed thousands of local residents at its post-war peak, changes in ownership and repeated workforce reductions have taken a toll on the local economy. Many Jews left for greater opportunities in Shreveport, New Orleans and other major cities. While some families stayed, especially those who operated major business along Columbia Road, the Jewish community went into decline. Congregation Beth El became largely inactive in the 1950s. The remaining Jewish families occasionally met in the temple, which they sustained until ten years ago when the land and building were transferred back to the city. Today, the temple building belongs to the Washington Economic Development Foundation, a parish-wide organization. Few modifications have been made to the building. The stained glass Star of David, which dates back to the temple's construction in the 1920s, still fills the sanctuary with a warm spectrum of colored light beaming in from Georgia Avenue.
Those who grew up Jewish in Bogalusa experienced occasional anti-Semitism, but they also earned respect and acceptance among their peers and were often counted among the top students in their schools. Gerald Berenson, like most Jews, grew up in what came to be known as "Jewtown," the area of Bogalusa north of the Jewish-owned stores on Columbia Street. As a schoolboy, children bullied him and called him and his Jewish friends "Jewboys." After getting in a fight, however, Gerald learned how to box and joined his high school's football team; no one picked on him afterward. Today, Gerald Berenson is a cardiologist and professor of medicine at the Tulane School of Medicine in New Orleans. Though he moved to New Orleans to pursue his career, he never forgot his childhood in Bogalusa. Dr. Berenson has studied the health of Bogalusa residents for decades as the principal investigator for the Bogalusa Heart Study, an internationally renowned study of the early natural history of heart disease.
The differences between non-Jews and Jews were exacerbated during the 1960s civil rights movement. Jewish civil rights workers from the North started to target Jewish-owned stores in Bogalusa, appealing to the recent history of the Holocaust to convince the merchants to integrate their stores. Like many other southern Jews, members of the Bogalusa Jewish community were ambivalent about the civil rights movement, and most of all sought to avoid confrontations over the issue. Yet the involvement of many Jews in the nationwide movement, as well as progressive stances taken by a few Jewish locals, made Bogalusa Jews a target for extremist groups. Wally Rosenblum, a Bogalusa native and son of the owner of a department store, remembers when the Ku Klux Klan burned a cross on his front lawn and his family received anti-Semitic hate mail. At the same time, boycotts and picket lines organized by civil rights activists deterred area residents from shopping on Columbia Road.
The events of the civil rights era combined with a general economic decline to spell the end of Jewish retail in Bogalusa. Though the paper mill employed thousands of area residents during its postwar peak, that number has dropped to around one thousand. The city's population is also down, decreasing from nearly 17,000 in 1980 to just more than 13,000 in 2000. Despite the efforts of city leaders, including civically minded Jewish businessmen, new industries have not elected to move to Bogalusa.
Few remnants of Jewish life in Bogalusa exist today. Only a

source: HuggingFaceFW/fineweb-edu


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Fast emission and high color purity are essential characteristics of modern opto-electronic devices, such as organic light emitting diodes (OLEDs). These properties are currently not met by the latest generation of thermally activated delayed fluorescence (TADF) emitters. Here, we present an approach, called "hot exciplexes" that enables access to both attributes at the same time. Hot exciplexes are produced by coupling facing donor and acceptor moieties to an anthracene bridge, yielding an exciplex with large T1 to T2 spacing. The hot exciplex model is investigated using optical spectroscopy and quantum chemical simulations. Reverse intersystem crossing is found to occur preferentially from the T3 to the S1 state within only a few nanoseconds. Application and practicality of the model are shown by fabrication of organic light-emitting diodes with up to 32 % hot exciplex contribution and low efficiency roll-off.
Thermally activated delayed fluorescence (TADF) has emerged as a powerful approach to improve the performance of optoelectronic devices by converting passive triplet excitons into fluorescent singlet excitons1,2,3,4,5. This way, the internal device efficiency can be improved theoretically from 25% to 100%, by harvesting virtually all generated excitons. Conventional TADF luminophores make use of geometrical confinement of the HOMO and LUMO, and precise interplay of electron donor and acceptor moieties. This geometry evokes a charge transfer type excited state (CT) allowing a small energy gap ∆EST between the lowest excited singlet state (S1) and the lowest excited triplet state (T1). The small ∆EST allows reverse intersystem crossing (RISC) in combination with vibronic coupling from T1 to S1 and fluorescence from there (see Fig. 1a). Following this approach, TADF-based OLEDs with internal quantum efficiencies of ~100% and high external quantum efficiencies (EQEs) of ~40% could be obtained6,7,8. Alternatively, charge transfer can also occur in exciplexes formed by individual electron donor and acceptor molecules. While both donor and acceptor possess locally excited singlet states (1LE), the emission occurs from the generated exciplex charge transfer singlet state 1CT (see Fig. 1b)9. Connecting donor and acceptor by a molecular bridge increases the yield of exciplex formation10,11. However, the involvement of a CT as the emissive state entails low oscillator strengths f and therefore inferior radiative relaxation efficiency and poor color purity. One strategy to overcome this problem is via hot triplet excitons that enable upper-level RISC, evading limitation to emissive 1CT states of conventional TADF materials (see Fig. 1c)12,13,14. These emitters often incorporate anthracene with its low lying T1 state, making it an obvious candidate for hot exciton TADF15,16,17,18,19. However, bilateral functionalization with electron donor and acceptor groups on opposite sides of the anthracene core leads to a mixture of LE and CT states, generating hybridized local and charge transfer states (HLCT)19,20,21,22,23. Unfortunately, the emission characteristics of such HLCT geometries exhibit strong dependence on the polarity of the environment, thus limiting the choice of matrix and the OLED device architecture24,25,26. Moreover, hot exciton luminophores with HLCT states show detrimental roll-off behavior in current efficiency and low EQE27,28,29.
New molecular designs that make use of precisely localized 1LE states for emission, while utilizing hot excitonic states for fast transfer to these 1LE states, would advance the field and understanding of TADF and enable the development of emissive materials with superior device performance in view of efficiency and color purity. Energetic alignment of these emissive 1LE states with 3CT states should boost RISC rates, leading to increased long-term stability and low efficiency roll-off30,31.
Here, we present and characterize a new class of TADF materials, where we achieve precise matching of LE to CT states. To accomplish this, we utilize a bridged exciplex geometry, which aligns donor and acceptor moieties maximizing the yield of contributing CT states. As bridge, we employ the anthracene motif, which gives access to hot exciton states and its innate fast upper-level RISC pathway and a 1LE singlet state for emission (see Fig. 1d). This new "hot exciplex" design suppresses HLCT behavior, even in strongly polar environment, allowing high RISC rates and emission with high oscillator strength f from the 1LE state. Emission from this 1LE state leads to short fluorescence lifetimes and high color purity in the blue spectrum24,32. We compare four different donor substituents and characterize our molecules by density functional theory (DFT) simulations and transient spectroscopy.
Results and discussion
In our molecular design, we aim at aligning CT and LE states to enable spin–orbit coupling between excited triplet and excited singlet states and to promote fast RISC33,34,35. However, CT and LE must not mix in such a way that they form HLCT states. To avoid HLCT formation, we devise a molecular architecture by unilateral functionalization of anthracene with electron donor and acceptor units (U-shaped, as depicted in Fig. 1e). This U-shaped molecular design aligns donor and acceptor to enable through-space charge transfer, like in an exciplex. The non-polar anthracene bridge that accommodates LE states connects donor and acceptor units hosting the CT states (see Fig. 1d, e). This molecular design confines CT and LE states to separate hemispheres of the molecule, thus avoiding mixing of CT with LE and HLCT behavior. As an acceptor we opt for isophthalonitrile, which has demonstrated excellent performance in various TADF active materials3,4. We compare four different donor units, namely methylfuran (MeFuPAI), benzofuran (BeFuPAI), methylthiophene (MeThPAI), and benzothiophene (BeThPAI). The opposite anthracene hemisphere is decorated with a phenyl ring, which is twisted with respect to the anthracene, to increase solubility and obviate crystallization.
To develop a rationalized synthetic approach towards these molecules, we first convert commercially available 1,8-dichloroanthraquinone (1) to 1,8-dibromo-anthraquinone (2) to increase reactivity during subsequent coupling reactions36. 2 is selectively reduced to 1,8-dibromo-10-anthrone (3) before introduction of the phenyl ring to the anthracene core, giving 1,8-dibromo-10-phenylanthracene (4)37,38. As 4 is symmetrical, it is not possible to address the two halide groups individually during Suzuki coupling of the acceptor or donor moieties39. We first introduce the donor moiety to give compounds (5-8), and then the acceptor moiety to give the target hot exciplex molecules (see Fig. 2 and Supplementary Note 5).
We perform absorption and photoluminescence experiments to characterize our synthesized molecules. All four molecules exhibit absorption in the near UV to violet spectrum and emission in the blue to green spectrum, which is typical for emission from an anthracene moiety (see Fig. 3a). To corroborate our claim that the S1 is an LE state located on the anthracene moiety, we investigate solvatochromism of our four molecules. Strong solvatochromism is expected for emission from a CT or HLCT state, while the solvent should only have a small effect on the emission from an LE state. We record absorption and photoluminescence spectra of our emitters in various solvents with different polarity. We observe that BeFuPAI, MeThPAI, and BeThPAI show narrow emission bands in polar as well as non-polar solvents with the smallest full-width at half-maximum (FWHM) in n-hexane (see Fig. 3b and Supplementary Fig. 1). Both, the small solvatochromic effect and the high color purity, substantiate that emission occurs from an LE state, which is beneficial for the photoluminescence quantum yield (ηPL) with values between 26 and 55% (see Table 1). Interestingly, the emission spectrum of MeFuPAI reveals higher dependence on the relative polarity of the solvent than the other three molecules (see Fig. 3b)40. In non-polar solvents MeFuPAI demonstrates satisfying color purity and acceptable ηPL of 41% (see Fig. 3c and Table 1). To further exclude HLCT contributions in our compounds, we plot the Stokes shift (νa−νe) in each solvent against its orientational polarizability α(ε,n) to obtain Lippert–Mataga plots. Our compounds display only one component with constant slope for increasing solvent polarity (from non-polar n-hexane to polar acetonitrile, in Fig. 3c). By contrast, two linear components of different slope would be expected for HCLT states in this polarity range41. Furthermore, Lippert–Mataga plots allow estimation of the change in dipole moment upon excitation ∆µ = (µg

source: openbmb/Ultra-FineWeb


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How Does Baby Feel?
Karen Katz, Author, Karen Katz, Illustrator
Karen Katz. Little Simon, $6.99 (14p) ISBN 978-1-4424-5204-6
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Readers can guess the emotions that six rosy-cheeked babies are feeling in various situations in this characteristically well-executed lift-the-flap book from Katz. "Baby wants milk and crackers," Katz writes in the first scene, as an African-American baby in a floral top and diaper reaches for her bottle and a tray of goodies. "How does baby feel?" The answer appears underneath a large flap that lifts vertically and shows the same baby happily chowing down in her high chair. The formula repeats as Katz's babies demonstrate feeling happy, sad, silly, sleepy, and loved. A tidy and effective introduction to familiar emotions. Ages 1–4. (Jan.)
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Mental nerve is a general somatic afferent (sensory) nerve which provides sensation to the anterior aspects of the chin and lower lip as well as the buccal gingivae of the mandibular anterior teeth and the premolars. It is a branch of the posterior trunk of the inferior alveolar nerve, which is itself a branch of the mandibular division of the trigeminal nerve (CN V). The nerve emerges at the mental foramen in the mandibula, and divides beneath the Depressor anguli oris muscle into three branches:
- one descends to the skin of the chin.
- two ascend to the skin and mucous membrane of the lower lip.
These branches communicate freely with the facial nerve.
The mental nerve can be blocked with local anesthesia, a procedure used in surgery of the chin, lower lip and buccal mucosa from midline to the second premolar. In this technique, local anesthetic is infiltrated in the soft tissue surrounding the mental foramen.
What is mental nerve neuralgia?
Mental nerve neuralgia is a painful disorder of the mental nerve, which may be damaged or not function properly.
Mental nerve neuralgia can have many different causes. The most common cause is a complication of dental treatment. If this is not the cause, the disorder may be the first sign of a (general/systemic) malignancy.
Mental nerve neuropathy (MNN) or "numb chin syndrome" is a clinical symptom of metastatic carcinoma to the mandible. MNN is defined as numbness or paresthesia localized to the chin or lower lip, and it is often accompanied by an abnormal sensation of "thickening" of the lip similar to the experience of dental anesthesia. Most cases that are not dental in origin are associated with diffuse metastatic disease, particularly with underlying lymphoproliferative disorders. The mandible is an uncommon site for metastatic carcinoma but when it is involved, the primary tumour commonly originates in the breast, lung, prostate, kidney, thyroid, ovaries or testicles. In 47% of cases, MNN precedes diagnosis of the primary tumour, and in patients with a history of cancer, MNN often indicates recurrence or progression of the disease. When MNN develops in patients with underlying carcinoma, survival is typically less than one year.
MNN is a symptom caused by dysfunction of the terminal sensory branch of the mandibular division of the trigeminal nerve. MNN is commonly due to compression of the mental or inferior alveolar nerve from a lesion present in the mandible or skull. Initially, the altered sensation is unilateral, but this may progress and cause bilateral mandibular symptoms. Glaser and colleagues described anesthesia and pain as the main symptoms of metastatic mandibular disease, and patients generally report paresthesia or dysesthesia in the peripheral distribution of the inferior alveolar and mental nerves. This symptom is the most consistent finding when a neoplasm is located in the ramus and body of the mandible, as was the case with our patient. The pain associated with a metastatic mandibular lesion can be severe and intense, and it may mimic a toothache, temporomandibular joint discomfort, osteomyelitis or atypical trigeminal neuralgia.
MNN may also be associated with local trauma, cysts, inflammatory disorders, mandibular atrophy or iatrogenic nerve injury by dental anesthesia. Other systemic causes of MNN include neurological disorders, diabetes mellitus, sarcoidosis, amyloidosis and sickle cell anemia. The literature review by Laurencet and coworkers suggests that lymphoma and adenocarcinoma of the breast are the primary tumours most likely to metastasize to the mandible. In patients with suggestive symptoms, mandibular x-rays or panoramic films may be diagnostic. A standard mandible series includes a right and left lateral oblique, posterior-anterior (PA) view, reverse Towne's and submental vertex radiographs. The panoramic view is a valuable screening method because it has tomographic effects and visualizes the entire mandible, both temporal-mandibular joints, and maxillary sinuses on one film, allowing for more reliable comparison of anatomic structures. In patients with a history of carcinoma, radiographic evaluation should include a CT scan of the mandible, basal skull, head and neck if possible. CT provides images of thin sections of both hard and soft tissues without superimposition.
If no traumatic etiology or systemic disease is apparent, physicians should look for dental disease. Odontogenic infections and abscesses can present as intra-oral or facial swelling, which may be firm or fluctuant, with or without discharge, erythema and heat. Patients will often complain of spontaneous and increasing pain that is aggravated by heat, cold or chewing. Clinical exam may reveal tooth decay, dental restorations or both in the affected tooth. Periodontal infections may present with similar symptoms. In such cases, the gingiva may appear erythematous and edematous with deposits of plaque (white, thin) or calculus (yellow to brown or black) around the necks of the teeth.
Patients with temporomandibular joint dysfunction or myofascial pain syndromes often present with intermittent or constant dull pain that may be associated with mastication (e.g., temporalis or masseter use). In these cases, cheek, temporal and periauricular pain are common, and patients may report a history of grinding, clenching and reduced jaw excursion. Patients may also have experienced their jaw "locking" open or closed in the past.
Trigeminal neuralgia is characterized by sharp, often excruciating pain that is stimulated by a trigger; the patient often identifies the specific area and action that stimulates their discomfort.
Signs and symptoms
Patients complain of numbness of their cheek and lower lip, in combination with neuropathic pain.
How is mental nerve neuralgia diagnosed?
The first thing that must be done is a neurological examination of the cheek and lips. You will always be given a thorough examination by a dentist. If necessary, and if the problems did not result from dental treatment, further examinations are done to exclude other causes.
Do I need additional examinations?
- Diagnostic examination for other non-physical factors important for your pain, have already been done by yourself trough filling out your pain questionnaires.
- If the doctor suspects other causes, he or she will refer you to an internist.
What are my treatment possibilities?
Depending on the cause of your pain, your pain specialist will decide whether or not to embark on physical treatment. Based on the results of the completed pain questionnaire, additional examinations can be carried out and, apart from physical treatment, other methods of treatment will be suggested.
If the results of your pain questionnaire are abnormal, your pain specialist will offer you one of the non-physical treatments listed below:
- Psychological Treatment
- Depression Treatment
- Cognitive-Behavioural Treatment
- Rehabilitation Treatment
- Neuropathic pain medication
Interventional Pain Treatments
- Local infiltration of the mental nerve
- PRF treatment of the mental nerve


The name Nye is a baby boy name.
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Welsh Meaning:
The name Nye is a Welsh baby name. In Welsh the meaning of the name Nye is: Uncertain origin, but may be derived from the Latin Honorius meaning man of honour, or from the Welsh eur meaning gold.
English Meaning:
The name Nye is an English baby name. In English the meaning of the name Nye is: Island.
SoulUrge Number: 5
Expression Number: 8
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Home > Articles > How Cops can Stay 'Left of Bang' in a Critical Incident
"Left of bang" is a concept (and a book by Patrick Van Horne and Jason Riley) which can be described as a timeline. It's the time before a critical incident can no longer be contained. As soon as the IED goes off, the shot is fired, or the crash takes place, you are at bang. "Right of bang" is where police officers do not want to be. Left of bang is about situational awareness and keeping things from getting to bang.
I have recommended Gavin de Becker's book The Gift of Fear to cops and civilians for years and now must recommend Left of Bang as a companion book. The more training and experience people have in developing situational awareness, the better adept they are at staying left of bang. Here are some key ways cops can stay left of bang.
1. Treat people with respect
2. Use contact/cover and backup
3. Sharpen your situational awareness
4. Remember "Ask, Tell, Make"
5. Prepare to use force without hesitation or fear
For more on each of these recommendations, view the full article at: _URL_


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As a follow-up to a post about sugar, here's a quick reference guide about veganism and sugar…
Why is some sugar not vegan?
Some sugar is refined through a process that uses dead animal parts: bones (bone char). The dead animal parts aren't in the final sugar product, but using dead animals to make something makes that something nonvegan.
Why do some vegans eat sugar?
Many vegans try to avoid nonvegan sugar, but they will use vegan sugar.
Other vegans don't worry about sugar at all. They simply avoid eating the obvious animal products like meat, cow's milk, and eggs.
What is vegan sugar?
Vegan sugar is sugar that has not been made through the use of animal products.
Labels that indicate sugar is vegan:
- unrefined cane sugar
- evaporated cane juice
- beet sugar
- raw sugar
Why do some vegans avoid sugar?
Some vegans will omit sugar entirely because it's easier than reading labels.
Other vegans avoid sugar because a diet without sugar is healthier.
- agave nectar
- maple syrup
- rice syrup
- fruit juice


Google Adds Easy Rewind to YouTube
Say what you don't say, but YouTube, which is constantly polished and polished, has its drawbacks. Some people think that he is slowly loading videos, others complain that ads are constantly appearing, and others do not like playlists. As in any other business, there is always someone who will be constantly dissatisfied. To prevent this from happening, the development team is trying to release something new. This time, such a new feature is the ability to rewind videos, which will make viewing them even more convenient. At the same time, not only those who use devices on Android will be able to try the update, but also those who have chosen to view iOS and even the browser.
Google Adds Easy Rewind to YouTube
YouTube rewind has become more convenient.
If you've ever had to flip through a long YouTube video to get to a 'good' place, you'll appreciate the new feature that YouTube has prepared. Now you can view not only the full video, but also chapters from it. This feature uses timestamps that creators apply to their videos, allowing viewers to easily jump to a specific portion of a video or view a portion of a video.
The function of chapters, which was called "Video Chapters", was tested by the service back in April, but now it is available to all users of mobile devices and browsers.
In order for you to be able to navigate the tags, content authors must prepare everything. To do this, they will need to add chapter information to the video description.
The first mark must necessarily coincide at the beginning of the video and be at the time stamp 0:00. The name of this piece of video should be separated by a space from time to time. Then one more mark is put on an arbitrary fragment indicating what is in this place, and so on. When you finish adding chapters, you will save your changes and the video chapters will be listed as you watch the video.
Google Adds Easy Rewind to YouTube
This is how a quick jump to fragments looks like.
Here is an example of how chapters work
There is only one limitation that must be met in order for this feature to work properly. Videos must have at least three timestamps of 10 seconds or more each. This will make them appear normally in the video description before the "more" button.
To make it easier to navigate through chapters of videos, YouTube has built-in tactile feedback on mobile devices, so users will feel the vibration informing them that they are moving into a new chapter. On platforms where tactile feedback is not available, you can simply see a thickening of the timeline and a slight sticking of the slider to its joints. That is, the chapters will be clearly visible. The chapter you're inside will be highlighted on mobile devices as well.
When I tried this service opportunity, I really liked it. This is also the case for YouTube, who said the feature received a lot of positive feedback during testing. However, apparently, the final version is slightly different from what was initially tested.
One of the changes is the ability to adapt the number of chapters displayed on screens of different sizes. This is done for the convenience of users who watch videos either in different orientations, or on different platforms. Even if there are many chapters in the video, everyone should be comfortable.
Google Adds Easy Rewind to YouTube
The chapters are clearly visible.
Despite all the convenience of the function, not all users will be able to use it yet. This is due to the fact that not all authors know how to use it yet, and not everyone has managed to adapt their videos, because this does not happen automatically. Over time, more and more videos with support for this function will appear. Therefore, if you are engaged in content production, pay attention to this and use it in your videos. Most likely, Google will even change the algorithm for evaluating the quality of videos. It used to be considered a good indicator if the video was watched to the end. This meant that the content was good and could be served in recommendations. Now, with such hints, videos will often be watched to the end, but skipping the beginning. Although, YouTube assures that the use of this feature will not affect the recommendations.
The new feature is positioning YouTube as the best resource for long content, as video navigation becomes more convenient. This feature can even boost users' interest in some videos. They won't be frustrated by having to scroll through parts they don't want to watch and poke at random places in the hope that it will be more interesting there. As a result, fewer viewers will simply leave. On the other hand, it can reduce the overall viewing time, as viewers only watch specific sections of the video instead of the entire video.
It's always nice to get new opportunities for familiar products. Especially considering that it doesn't affect old features. The convenience of this function can be compared to trying to find something in a thick book without a table of contents. It's somehow easier with him.
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Build a new dataset that only yields examples with a particular label.
This can be used for creating pathological non-iid (in label space) datasets.
dataset the base that yields examples that are structures of string key -> tensor value pairs.
label_key the str key that holds the label for the example.
desired_label the label value to restrict the resulting dataset to.
A that is composed of only examples that have a label matching desired_label.


text: Factors influencing nutritional supplement use by high school students were assessed. Comparisons were made between various groups of sports participants and non-sports participants. The Nutritional Supplement Use and Knowledge Scale was administered to 509 students. Mean supplement use score was 10.87 (SEM = 0.50, range 0-57). Mean knowledge score was 13.56 (SEM = 0.16, range 1-21). Significant relationships (p <.01) were obtained for supplement knowledge with use, and supplement use with gender. ANOVA found significant differences between supplement use by gender (p <.01), supplement use by sports category (p <.05), and knowledge scores by sports category (p <.01). Discriminant function analysis indicated knowledge, supplement use, and subscores for protein, vitamins/minerals, and carbohydrates were best discriminators of sport group membership. Greater knowledge about supplements was associated with less use; hence, education about supplements can be a deterrent to use. This study may help coaches, athletic trainers, athletic directors, teachers, physicians, and parents identify nutritional misconceptions held by adolescents.


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In computer science and logic, a dependent type is a type that depends on a value. Dependent types play a central role in intuitionistic type theory and in the design of functional programming languages like ATS, Agda and Epigram.
An example is the type of n-tuples of real numbers. This is a dependent type because the type depends on the value n.
Deciding equality of dependent types in a program may require computations. If arbitrary values are allowed in dependent types, then deciding type equality may involve deciding whether two arbitrary programs produce the same result; hence type checking may become undecidable.
The Curry–Howard correspondence implies that types can be constructed that express arbitrarily complex mathematical properties. If the user can supply a constructive proof that a type is inhabited (i.e., that a value of that type exists) then a compiler can check the proof and convert it into executable computer code that computes the value by carrying out the construction. The proof checking feature makes dependently typed languages closely related to proof assistants. The code-generation aspect provides a powerful approach to formal program verification and proof-carrying code, since the code is derived directly from a mechanically verified mathematical proof.
 Systems of the lambda cube
Henk Barendregt developed the lambda cube as a means of classifying type systems along three axes. The eight corners of the resulting cube-shaped diagram each correspond to a type system, with simply typed lambda calculus in the least expressive corner, and calculus of constructions in the most expressive. The three axes of the cube correspond to three different augmentations of the simply typed lambda calculus: the addition of dependent types, the addition of polymorphism, and the addition of higher kinded type constructors (functions from types to types, for example). The lambda cube is generalized further by pure type systems.
 First order dependent type theory
The system of pure first order dependent types, corresponding to the logical framework LF, is obtained by generalising the function space type of the simply typed lambda calculus to the dependent product type.
Writing for -tuples of real numbers, as above, stands for the type of functions which given a natural number n returns a tuple of real numbers of size n. The usual function space arises as a special case when the range type does not actually depend on the input, e.g. is the type of functions from natural numbers to the real numbers, written as in the simply typed lambda calculus.
 Second order dependent type theory
The system of second order dependent types is obtained from by allowing quantification over type constructors. In this theory the dependent product operator subsumes both the operator of simply typed lambda calculus and the binder of System F.
 Higher order dependently typed polymorphic lambda calculus
The higher order system extends to all four forms of abstraction from the lambda cube: functions from terms to terms, types to types, terms to types and types to terms. The system corresponds to the Calculus of constructions whose derivative, the calculus of inductive constructions is the underlying system of the Coq proof assistant.
 Object-oriented programming
|Language||Actively developed||Paradigm[fn 1]||Tactics||Proof terms||Termination checking||Types can depend on[fn 2]||Universes||Proof irrelevance||Program extraction||Extraction erases irrelevant terms|
|ATS||Yes||Functional / imperative||No||Yes||Yes||?||?||?||Yes||?|
|Cayenne||No||Purely functional||No||Yes||No||Any term||No||No||?||?|
|Coq||Yes||Purely functional||Yes||Yes||Yes||Any term||Yes[fn 5]||No||Haskell, Scheme and OCaml||Yes|
|Dependent ML||No[fn 6]||?||?||Yes||?||Natural numbers||?||?||?||?|
|Epigram 2||Yes||Purely functional||No||Coming soon[dated info]||By construction||Any term||Coming soon[dated info]||Coming soon[dated info]||Coming soon[dated info]||Coming soon[dated info]|
|Guru||No||Purely functional||hypjoin||Yes||Yes||Any term||No||Yes||Carraway||Yes|
|Idris||Yes||Purely functional||Yes||Yes||Yes (optional)||Any term||No||No||Yes||Yes, aggressively|
|Matita||Yes||Purely functional||Yes||Yes||Yes||Any term||Yes||?||OCaml||?|
|NuPRL||No||Purely functional||Yes||Yes||Yes||Any term||Yes||?||Yes||?|
|Twelf||Yes||Logic programming||?||Yes||Yes (optional)||Any (LF) term||No||No||?||?|
 See also
- This refers to the core language, not to any tactic or code generation sublanguage.
- Subject to semantic constraints, such as universe constraints
- Ring solver
- Optional universes, optional universe polymorphism, and optional explicitly specified universes
- Universes, automatically inferred universe constraints (not the same as Agda's universe polymorphism) and optional explicit printing of universe constraints
- Has been superseded by ATS
- Anton Setzer (2007). "Object-oriented programming in dependent type theory". In Henrik Nilsson. Trends in Functional Programming, vol. 7. Intellect. pp. 91–108.
- "Agda download page".
- "Agda Ring Solver".
- "Announce: Agda 2.2.8".
- "ATS Changelog".
- "email from ATS inventor Hongwei Xi".
- "Coq CHANGES in Subversion repository".
- "Epigram homepage".
- "Guru SVN".
- Aaron Stump (6 April 2009). "Verified Programming in Guru". Retrieved 28 September 2010.
- Adam Petcher (1 April 2008). "Deciding Joinability Modulo Ground Equations in Operational Type Theory". Retrieved 14 October 2010.
- "Idris git repository".
- "Idris, a language with dependent types - extended abstract".
- Edwin Brady. "How does Idris compare to other dependently-typed programming languages?".
- "Matita SVN".
- "Xanadu home page".
 Further reading
- Martin-Löf, Per (1984). Intuitionistic Type Theory. Bibliopolis.
- Nordström, Bengt; Petersson, Kent; Smith, Jan M. (1990). Programming in Martin-Löf's Type Theory: An Introduction. Oxford University Press.
- Barendregt, Henk (1992). "Lambda calculi with types". In S. Abramsky, D. Gabbay and T. Maibaum. Handbook of Logic in Computer Science. Oxford Science Publications.
- McBride, Conor; McKinna, James (January 2004). "The view from the left". Journal of Functional Programming 14 (1): 69–111.
- Altenkirch, Thorsten; McBride, Conor; McKinna, James (April 2005). Why dependent types matter.
- Norell, Ulf. Towards a practical programming language based on dependent type theory. PhD thesis, Department of Computer Science and Engineering, Chalmers University of Technology, SE-412 96 Göteborg, Sweden, September 2007.
- Oury, Nicolas and Swierstra, Wouter (2008). "The Power of Pi". Accepted for presentation at ICFP, 2008.
- Norell, Ulf (2008). Dependently Typed Programming in Agda.


1. Specify piston and gland bearings which are adequately proportioned to support the cylinder loads.As a result of mounting misalignments and / or the working action of the cylinder, piston and gland bearings will be subjected to side-loading, causing damage to the rod or the tube surface and hence the seal, if the bearings are inadequate.
2. Ensure that seals are stored distortion free in a cool, dry and dark place prior to fitting.
3. Check that the seal housing is free from damage likely to harm the seal. Remove all sharp edges and burrs from metal parts, paying particular attention to ports, grooves and threads over or through which the seal passes during assembly.
4. Clean all seal housing areas, ensuring that all metallic particles and other contaminants have been removed. Check that other surfaces adjacent to the passage of the seal on fitting are also free of dirt, swarf or other contaminants. Check that both static and dynamic housing surface finishes meet specifications.
5. Where the difference between a thread diameter over which the seal must pass and the seal diameter is small, use some form of protection over the thread, such as a fitting sleeve made of hard plastic.
6. Check that the seal is of the correct type, part number and size, and that the specified material is correct. If there is any doubt regarding the material contact your local Hallite sales office.
7. Lubricate all seals and metal components liberally with clean operating fluid or a compatible grease prior to assembly. N.B. Silicone grease should not be used in normal hydraulic applications.
8. Where seals fitted to sub-assemblies, such as pistons, are awaiting further fitting operations, ensure that the seals are not subjected to any misaligned or localised loading which will cause local deformation. Ensure that sub-assemblies remain clean.
9. The use of metal levers is not recommended but should they be used it is imperative that they are completely smooth and free from nicks and burrs. When using them ensure that the metal surfaces adjacent to the seal are not damaged.
10. Flush the hydraulic system thoroughly before connecting the cylinder to it.


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See other NCLB Success Stories
Research suggests that students who study a second language early on develop better critical thinking skills. Learn how Dearborn, Michigan's Iris Becker Elementary is using grant funds from the Department's Foreign Language Assistance Program to teach Arabic to all its students-- Kindergarten through fifth grade--with the goal of making all of them fluent in that language and ready for the complex challenges of the 21st century.
Real Player (16.5MB; 5 minutes, 19 seconds)
Note: Your computer must have Real Player, which is free from Real, to view this captioned video.


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Pizza Protips: Additions to Your Dough
While pizza purists among us might say that adding anything except the basic ingredients to pizza dough is wrong, sometimes the urge to experiment gets in the way of tradition. Next thing you know, there's a Reuben pizza with a rye crust or a sweet-crusted deep-dish dessert pizza on the table.
Not that I'm encouraging that sort of aberrant behavior, but if you're going to start flinging things into your pizza dough, you might as well do it armed with a little bit of knowledge about what might happen. This is also a handy list to have on hand if your dough has somehow gone awry and you want to try to salvage or repurpose it.
While many possible additions, such as seeds, are mostly benign when it comes to the behavior or structure of dough, others can have a dramatic impact on the yeast or gluten in your dough and thus, your finished product.
This is by no means a complete list of the things you might throw into a dough in a moment of whimsy, but here, in alphabetical order, are some fairly common items you can add, and how they affect your dough.
Ascorbic acid: Strengthens the gluten. Dough can be baked at a higher proof level when ascorbic acid is added. Typically recipes that call for ascorbic acid use about a teaspoon per average loaf.
Baking powder: Some breads include this as a secondary leavening agent. A teaspoon per cup of flour is about the maximum you'll find in most recipes.
Beer: Creates a supple dough. Depending on the recipe, beer can be substituted for just some—or all—of the liquid in a bread recipe.
Butter, oil: Lubricates the gluten and increases loaf volume. Bread will have a softer crumb and crust, and a longer shelf life. You get a better gluten development if the fat is added after the dough has been kneaded. If fat (particularly solid fat) is added to the dough too early, it can coat the flour and keep the gluten from forming. Too much fat will result in a compact loaf because the fat over-tenderizes the dough and retards yeast.
Buttermilk: Strengthens the dough. Like beer, this can be used as some or all of the liquid in a recipe.
Cinnamon: Increases yeast activity in small amounts; retards yeast in larger amounts. The amount used in bread dough depends on how much flavor is desired, but when a strong cinnamon flavor is required, it's usually incorporated into the recipe in the form of a cinnamon-sugar swirl rather than being mixed into the bread. Recipes tend to use anywhere from 1/4 teaspoon up to a tablespoon of the spice per average loaf of bread.
Cardamom: Increases yeast activity. Since it adds a distinct flavor to the bread, the amount depends on the flavor desired, but typically it's about a teaspoon per loaf of bread.
Diastatic malt (malted barley flour): Converts starch to sugar; helps feed yeast. Too much will result in sticky gummy bread, and an overbrowned crust. About a tablespoon per loaf of bread is typical.
Dry mustard: Inhibits yeast activity. Like any spice, the amount used would depend on the recipe, but since it inhibits the yeast, it should be used sparingly.
Eggs, whites only: Lighter texture. Can be used to replace some of the liquid in a bread recipe—one or two whites per loaf.
Eggs, whole: Enriches dough. Also, dries dough out; egg-rich doughs usually have a lot of sugar, which retains water to counteract the drying effect. The use depends on the recipe, but adding one egg to a typical loaf of bread adds enrichment without requiring the added sugar.
Garlic: In small amounts, helps the yeast, and make dough easier to roll. Acts as a preservative, and deters mold and bacteria. Since garlic is a strong flavor, use is more dependent on what the finished pizza or bread is supposed to taste like.
Ginger: Boosts yeast, keeps bread fresher longer, deters mold and bacteria. Just 1/4 teaspoon per loaf is enough to affect the dough without a noticeable flavor.
Gelatin: Helps texture and moisture. One teaspoon per loaf is enough.
Honey: Adding honey instead of sugar results in a more golden crust, keeps bread moist. Honey has antibacterial properties and retards mold. Some honeys can kill yeast, so it's wise to proof the yeast with any new jars of honey. A tablespoon per loaf, replacing the sugar, is enough to detect the honey in the bread.
Lecithin: Extends shelf life, preserves flavor. More lecithin softens the crumb; and produces a finer texture and more tender crust. Lecithin is in egg yolks and can be purchased as a powder or granules. As an add-in to bread, it's typically used in small amounts—just a teaspoon or so per loaf.
Mashed Potatoes: Left over mashed potatoes or instant mashed potatoes are one of my secret ingredients in bread. They make the bread soft and fluffy. I keep the instant on hand at all times, and when I buy, I look for the ones with the fewest ingredients. I've been lucky enough to find some that are nothing more than dried potatoes. One-quarter cup per loaf of bread is enough to make the dough fluffy.
Milk (liquid): Strengthens gluten, helps crust brown, softens the crumb. An enzyme in milk slows the growth of the yeast and it can break down the protein in the flour and weaken the dough. Scalding the milk destroys this enzyme. Like beer or buttermilk, it can be used to replace some or all of the liquid in a bread recipe.
Milk (dry, powdered): Improves crust browning, adds moisture. Helps the dough relax. About 1/4 cup per loaf of bread is typical.
Non-diastatic malt (barley malt syrup): Flavor and sweetness only. Does not affect the yeast. Used to replace sugar in a recipe, about 1 tablespoon per loaf is typical.
Nutmeg: Increases yeast activity. Another strong-flavored spice, use depends on the flavor desired, starting at about 1/4 teaspoon per loaf.
Pectin: Adds moisture and can replace fat in bread. 1 teaspoon per loaf is enough.
Potato water: Keeps bread moist. This can be used as a substitute for some or all of the liquid in a recipe.
Salt: Regulates yeast, strengthens and tightens gluten. Too much kills yeast; tight gluten can make dough harder to knead, so some people add the salt after the dough has been kneaded for a while; others think that it's too hard to distribute the salt if it is added too late. On average, one teaspoon per loaf of bread.
Sour cream: Strengthens the gluten, and tenderizes crumb. Can be used to replace some of the liquid in a recipe. About 1/4 cup per loaf is typical.
Soft cheeses: Adds moisture and flavor. Up to 1/2 cup per loaf is typical.
Sugar: Feeds yeast, holds in moisture, keeps crumb softer, keeps bread fresher. Too much can retard the yeast. About 1 tablespoon of sugar is typical. It's not necessary to use any sugar, and more can be used for sweeter breads.
Thyme: Increases yeast activity. Like other spices, the amount used depends on the amount of flavor desired. Herbed breads might have as much as a tablespoon of herbs in a loaf.
Vinegar: Strengthens gluten and helps dough to rise higher. May enhance yeast activity in small amounts, or is at least unharmful. Retards yeast in large quantities. From a teaspoon to a tablespoon per loaf is typical, depending on the flavor desired and the vinegar being used.
Vital Wheat Gluten: Can be added to non-wheat flours. One tablespoon per cup of flour is enough. You don't want to add too much gluten or it will adversely affect the texture of the dough. It's generally not needed in breads that are made primarily of wheat flours.
For any of these additions, the amount used depends on what you're trying to achieve and also on what other ingredients are involved. If you're experimenting, it's best to start with smaller amounts and work your way up.
About the author: Donna Currie has been cooking for fun and writing for pay since the days when typewritten articles traveled by snail mail. When she combined those talents in a food column for a newspaper in her area, she realized that writing about food is almost as much fun as eating. She launched the blog Cookistry and has now joined the Serious Eats team with a weekly column about baking.


Use SUMPRODUCT to find the last item in an Excel list
image Today's author is Charley Kyd, an Excel MVP, who describes how to use the SUMPRODUCT function to find the last sequential item in an Excel list.
Charley has worked with spreadsheets in business since 1979, and has written books on spreadsheet use for McGraw-Hill and Microsoft Press. You can find more useful tips and posts from Charley and other Excel MVPs at his website,
Suppose you have a Sequential List of items, as in the second table here. And suppose you want to show the date of the first and last entry in the list. How would you do it?
This question isn't limited to dates, by the way. The Sequential List could display numbers or text instead. How would you write the formulas used in the range B4:C6 to return the dates of the first and last items?
Many Excel users could quickly write a formula that returns the first date for each item in the list. They would use an INDEX-MATCH formula like this for the cell shown:
B4: =INDEX(Date,MATCH(A4,Item,0))
However, INDEX-MATCH won't help us to find the last occurrence of each item in the list. This is because MATCH (with a match-type equal to zero) returns the first item in an unsorted list. There's no version that returns the last item.
However, as the title of this short article suggests, Excel's SUMPRODUCT function provides just the power we need. Here's the formula for the cell shown:
Even if you use SUMPRODUCT a lot, you might find it difficult to understand this formula at first glance. So let's take it one step at a time…
SUMPRODUCT works with arrays of data. But it's not limited to mere multiplication, as the "PRODUCT" part of the name implies. In fact, here's how I tend to think of SUMPRODUCT:
SUMPRODUCT = (do stuff as though the formula were entered as an array, and then return the results)
I know, that's not a very scientific explanation, but it's not a bad rule of thumb.
Looking inside the SUMPRODUCT formula above, let's start with: (Item=A4)
Here, the function compares the value of each cell in the Item range (cells A10:A19) to the text in cell A4 ("Hats"). In its memory, Excel sets up an array with TRUE where an Item equals "Hats" and FALSE where it doesn't.
Now consider: (Item=A4)*ROW(Item)
Here, I've told the function to multiply the row number for each item by the corresponding value in the TRUE/FALSE array.
Because TRUE evaluates as 1 in a formula and FALSE as 0, this product returns an array of numbers. Most of the numbers equal zero, where the Item doesn't equal "Hats." But where an Item does equal "Hats," the array contains the row number where the item is found.
The next step: MAX((Item=A4)*ROW(Item))
This is simple. MAX returns the value for the largest row number in the array of numbers and zeros, which is where "Hats" occurs last in the list.
And the next step: SUMPRODUCT(MAX((Item=A4)*ROW(Item)))
SUMPRODUCT is merely the function that tells Excel to handle the earlier calculations as arrays. We use this section of the formula to return one simple number: The number of the row in your worksheet where "Hats" appears last.
Here's the whole formula again:
This formula now should start to make more sense. There's only one step left to go:
INDEX(B:B, [the last row number for "Hats"])
Here, INDEX is looking at all of column B in the spreadsheet. Among other information, column B includes the date information in the Sequential List. INDEX returns the date found in the row number specified by the SUMPRODUCT function. And that row number is where the last occurrence of "Hats" can be found.
Finally, you might consider a variation of the formula, a variation that eliminates one risky aspect of this approach: The formula shown above for cell C4 references an entire column.
Referencing an entire column is a problem in this case because if you cut and paste the Sequential List to some other location, the formula still will reference column B, but the list won't be in it. And the formula will fail.
A modified formula corrects this problem:
C4: =INDEX(Date,SUMPRODUCT(MAX((Item=A4)*ROW(Item)))
Rather than referencing column B, this formula references the range named Date. To get the index value we need for this range, we subtract the row number of its first row, and then add 1. (Because the Item and Date ranges always must be in the same rows, we also could have used the first row number of the Item range.)
Enter the formula in cell C4 and then copy the range B4:C4 down two rows. When you do so, the new formulas will return the first and last occurrences of Shoes and Socks, respectively.


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Color-code production control items in the IFC model
To color-code items in the IFC model according to their properties, use the Colorize command in the Model Viewer Interface dialog box. For example, you can color-code items according to their production status or sequence. You can also set filters to only color-code particular items in the model. By using a filter, for example, you could first filter the items by their sequence, and then color-code the items in that sequence by their production status.
- In the Production Control dialog box, right-click anywhere in the display area.
- In the context menu, click Model Interface.
If necessary, in the Model Viewer Interface dialog box, filter the items that you want to color-code:
- Click Set Filters.
- In the Estimating Filters dialog box, select a filter type in the Type list, and click Select.
In the Filter dialog box, do one of the following depending on the filter
Click the arrow buttons to move the items that you want to display in the model to the Included list.
Type the maximum and minimum values for the items that you want to display in the model.
Repeat steps b to d for all filter types that you want to set.
- Click Apply Filter.
- Click the arrow on the right side of the Colorize By list and select a property in the list.
- Click Colorize.
The items in the IFC model are color-coded according to the selected property.
To revert to the original colors in the IFC model, click Reset in the Model Viewer Interface dialog box.


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Examination of extensive data sets reveal patterns...
|Title||Examination of extensive data sets reveal patterns of sea lice abundance in Scotland|
|Author(s)||J. Treasurer, C. Revie, G. Gettinby|
|Abstract||A database of sea lice counts from 33 sea water farms in Scotland, UK from the Firth of Cyde to Loch We, Sky and the Western Isles, was compiled. Data were assimilated for a 5-year period (_PHONE_), involving counts on 70 824 fish (salmon). The pattern of abundance is reported for Lepeophtheirus salmonis. Lice numbers had strong seasonal and annual patterns. When stocking took place, after fallowing, sea lice numbers were very low and increased slowly to a level of around 7 lice per fish by the end of the first year of production. In the second year, a decline in counts was noted in the early spring but thereafter lice numbers increased throughout the year with fluctuations due to treatments with sea lice medicines. Mean lice abundance was not significantly influenced by coastal exposure or geographical region.|
Using APA 6th Edition citation style.
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Bedside Teaching • Nerissa A. De Jesus, MDFPOGS • HP223 Clinical Teaching and Evaluation • UP-NTTC-HP, Manila
Objectives • 1.Define bedside teaching. • 2. Discuss the objectives of bedside teaching. • 3.List bedside teaching pearls.
4.List the advantages and disadvantages of bedside teaching. • 5.Describe the strategies of bedside teaching.
Bedside Teaching • Teaching in the presence of a patient. • "No teaching without a patient for a text, and the best is that taught by the patient himself" Sir William Osler
Bedside teaching skills application -hospital -long-term care facility -out patient -office/clinic setting -community
Objectives: Bedside Teaching • 1. Base all teaching on data generated by or about the patient. • "My method …is to lead my hand to the practice of medicine, taking them everyday to see patients in hospital, that they may hear the patients' symptoms and see their physical findings." Linfors and Neelon, 1980
Teaching should focus on history, PE findings, or psychomotor skills being taught • "The time physician-students spend with patients should be devoted entirely to the patient. What is unique and what each says and reveals must be listened to and studied carefully" (Hurst, 1971).
2. Conduct bedside rounds with respect for the patients' comforts and dignity. • "Ward round teaching when conducted sympathetically…is not a traumatic emotional experience to patients for it educates and reassures them." Romano, 1941
"He has this very deep concern for people's total well-being: physical, emotional, psychological and spirit that you have, and can develop, but it can't be taught except by example." Mattern et al., 1983
3. Critical time for teaching psychomotor skills -diagnostic and therapeutic procedures -physical examination skills -problem solving skills
4. Provide feedback to learners. - give both positive and negative -both formative and summative purposes
Bedside Teaching Pearls • 1.Establish rules of conduct for bedside presentation early in the rotation. • -students should not whisper in the patient's room • -calls should be made directly outside the room
-laughing at a patient and the patient's responses is never appropriate • -describing the patient's sex and race in front of the patient is awkward • -behavior should be proper and respectful-never flippant!
3. Insure that the setting of the room is suitable for learning. • -pull the patient's bedside curtain • -shut the patient's door for privacy • -invite family members and friends to wait in the lobby • -ask the patient for permission to shut off the television
4.Demonstrate appropriate communication techniques and allow the patient the opportunity to clarify the case presentation.
5.Teach in the presence of the patient. • -gives the patient the opportunity to learn about his/her disease & the patient receives confirmation that the team is actually considering every aspect of the case. • -prompts new information from the patient.
6.Be careful about asking the student or resident who is caring for the patient a question that they are unable to answer. - can lead to undermining the patient's confidence in the team's knowledge.
7.Avoid shoptalk. • Using medical jargon without including the patient in the discussion can lead to apprehension in the patient. • -use "education-level appropriate"language
8.Find out from the team what portions of the physical exam give them difficulty then discuss and demonstrate proper techniques. • -patient should be appropriately draped and that the patient's dignity is protected!
Added value of bedside teaching rounds: • -history, PE, assessment/plan • All can be reviewed in the presence of patient • Give appropriate Medicare documentation
9.As the bedside presentation closes… • Leave the patient with an overview of his/her disease process. • Always give the patient an opportunity to ask remaining questions. • Make and discuss plans in the patient's presence
Advantages: Bedside Teaching • 1.strengthens learning. • -use of all senses like hearing, vision, smell • Touch-to learn more about the patient/problems • i.e. diabetic ketoacidosis • -Kussmaul respiration • -decreased skin turgor
2.allows clarification of history and physical in presence of learners • -case presentation is the result of a great deal of processing and interpretation by the learner. • -bedside visit allows the teacher to clarify & confirm key aspects
3.Allows role modeling. • Helps preceptors model effective ways of asking questions and demonstrating sensitivity to patient's comfort and concerns.
Disadvantages: Bedside Teaching • 1.takes time.- additional time • -start using small group • 2.potential patient discomfort • 3.requires specific skills and techniques
Patient Comfort Issues • 1.Ask for permission from the patient. • 2.Limit length of teaching session in front of the patient. • 3.Explain all examinations and procedures to the patient. • 4.Make sure the patient understands all discussions.
Strategies • 1.Go to the bedside with a specific purpose. • -list issues you want to review with patients or physical findings you want to confirm. • 2.Teach history & physical exam skills. • -enhance learner's observational skills • -clues to patient's illness
3.Teach observation. • -time to teach & practice careful observation.
4.Maintain a comfortable & positive environment for the patient, learners and you! • -Not a place for pointed questioning or criticism of learners. • -provide positive learning experience.
Bedside teaching is a form of interpersonal communication between two persons: the teacher and a learner. It is an intense personal and interpersonal experience.
This educational "drama" is complex, requiring considerable enthusiasm and commitment on the part of both teacher and learners.
Principles guide this intense relationship and are equally applicable to inpatient teaching rounds, morning report, preceptorships and ambulatory teaching.
"The teaching-learning process is a human transaction involving the teacher, learner, and learning group in a set of dynamic interrelationships. Teaching is a human relational problem." Bradford, 1989
Thank You • References: • 1.Schwenk,T & Whitman,N. the Physician as a Teacher. Wilkins & Wilkins. • 2.Irby DM. What clinical teachers in medicine need to know. Acad Med. 1994 • 3.Ramani S.Whither bedside teaching? A focus-group study of clinical teachers. Acad Med. 2001


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49 ft 3 in
Bertha has a tonnage of 60 and is constructed of riveted iron with a timber superstructure.
The steam engine is a single cylinder double action engine and operates at a pressure of 40 pounds per square inch, steam is raised in a coal fired boiler of unknown vintage, the motion is transferred to the main drive shaft which can be recognised by the large flywheel by means of a single reduction spur wheel drive.
Sometimes mistakenly referred to as a dredger, Bertha is in fact a drag boat. Where as a dredger operates by lifting the mud and silt out of the water, a drag boat is rather like a floating bulldozer with a submerged blade which scrapes the material along the bottom.
Although steam powered Bertha has neither screw propeller nor paddle wheels but is moved by hauling herself along a chain, the ends of which are secured to quayside bollards.
Bertha is believed to have been designed by the eminent Victorian engineer Isambard Kingdom Brunel and has the distinction of being the oldest operational steam driven vessel in Britain - possibly the world.
Bertha was probably designed in Bristol and assembled in Bridgwater where her role was to keep the docks clear of mud and silt. To do this, the blade, mounted on a sliding pole, was lowered by means of a chain. The vessel then hauled herself along the main chain bringing with it the mud and silt which was dragged out into the river Parrett where it was carried away by the tide. The vessel then hauled herself back along a lighter chain and the procedure repeated.


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can not be deleted, because it is needed for statistcs. It stays in the "done orders" till a peak assignment is done. If the user does not want to do a peak assignment, he can view the order by clicking it and choose "I do not want to assign the spectra", having checked "confirm" before, which will take the order from the list as well. If the user wants to see the the orders which either have a peak assignment or where the user decided not to do it, he can choose "Also show orders already assigned" and press "Change dates/show alreayd assigned". With "I want to measure this sample again" the order is marked as not to be assigned and the user gets the submit order form, with the data of the order filled in. There is also a direct link to the Faces Scheduling System on the page, which only works, if user name and password are the same in Faces as in nmrshiftdb2
An operator, when logged in, also has the "NMR lab administration" tab. He sees a list of open orders. When clicking on one, he can assign raw data files to it and declare the order to be finished. The operator can also delete "operator"-orders. It will then disappear from the list. The worker can also view orders, which have been done by users or sample changer for a certain period. These orders can be made an "operator"-order by the operator. This is helpful in case the automatic assignment does not work (e. g. misspelled ID), it can then be processed manually. Furthermore, operators can generate statistics in pdf format.
One operator is designated as group leader; he can admit users to the group and administer the spectrometers and experiments.
In order to create a new labgroup on a machine (which must be under the administration of the group. which wants to use the feature), an entry into the labgroup table must be done manually.
Further lab system topics can be found in the nmrshiftdb2 wiki.
There are some miscellaneous services offered by nmrshiftdb2. These are listed here:


Question: Can An Eagle Kill A Bear?
What animal can eat a bear?
Most other animals have more to fear.
Scavengers in numbers are also a threat..
Can an eagle pick up a human?
"There used to be stories about eagles carrying off babies and little kids, and none of that has ever been documented," he said. "They can pick up and carry four or five pounds, maximum, and actually fly off with it. They can lift a little more and hop it along, but they can't carry it off."
Who would win eagle or wolf?
Golden eagles can kill mammals bigger and heavier than wolves by a powerful strike directed at the back of the skull, a trained eagle would in fact be able to kill even an adult wolf if it approached quickly enough and struck the wolf, from behind, in the right place.
What is toxic to bears?
Theobromine can, at high doses, be toxic to bears and other species. Its effects have been studied and documented in dogs, cats, rodents and humans, but its impact on bears and other wildlife species is largely unknown, according to Fish and Game.
Can a hawk pick up a 20 pound dog?
Large raptors, such as Red-tailed Hawks and Great Horned Owls, can attack and kill small pets. We have received dozens of inquiries about dogs and cats weighing anywhere from 6 to 60 pounds. … A large female Cooper's Hawk can weigh just over one pound; thus the most it could pick up would be a one pound animal.
Can an owl pick up a 20 pound dog?
Great horned owls, northern goshawks, and red-tailed hawks are three of the most common birds-of-prey to lash at small dogs and cats, typically those under 20 pounds. … Oftentimes the answer is as simple as knowing if your yard is also viewed by a hawk or owl as its own home.
Will a bear attack a human?
Generally, bears only attack humans to protect their food, cubs, or space so fighting back against a grizzly bear will typically only worsen an attack whereas playing dead may help the bear believe you are no longer a threat. "To effectively play dead, you should wait until the bear has actually touched you.
Can an Eagle kill a wolf?
Can an eagle crush a human skull?
Males weigh an average of 10 pounds while females clock in closer to 20 pounds. Their rear talons are 3 to 4 inches long – the same length as a grizzly bear's claws. They have a grip strength of appproximately 530 psi – more than enough to crush the human skull & squash your brain like a grape.
Do bears eat humans?
Bears. … Truly man-eating bear attacks are uncommon, but are known to occur when the animals are diseased or natural prey is scarce, often leading them to attack and eat anything they are able to kill. In July 2008, dozens of starving brown bears killed two geologists working at a salmon hatchery in Kamchatka.
Can I shoot a bear if it attacks me?
Bears wounded with an arrow, knife, or firearm may intensify the attack, and killing a bear charging at full speed is difficult at best. If you shoot a bear in self-defense, leave the scene as soon as it is safe, and report the incident to Fish, Wildlife & Parks immediately. … If attacked, use your bear spray.
How big of an animal can an eagle kill?
However, attacks on animals that weigh more than 30 to 40 pounds (14 to 18 kg) are uncommon. Where golden eagles prey on domestic animals, they usually take lambs and kids, but some become persistent predators of domestic livestock as large as 500 pounds (227 kg).
What is the deadliest Eagle?
Harpy eagleHarpy eagleGenus:Harpia Vieillot, 1816Species:H. harpyjaBinomial nameHarpia harpyja (Linnaeus, 1758)15 more rows
What eats an eagle?
Though eagles are considered to be fierce and dangerous organisms, other organisms consider eagles to be a vital delicacy. Examples of organisms that eat eagles (at the different life cycle stages) include raccoons, coyotes, great horned owls, ravens, squirrels, foxes, and wolves.
Can a bear catch a deer?
What animal has killed the most humans?
How do you tell if a bear is stalking you?
10 Signs a Bear is Stalking You#1. It takes a second look. … #2. Check for paw prints or fresh droppings in your vicinity. … #3. Constant Gifts. … #4. You keep "running into" each other when you're out of the house. … #5. Constant phone calls. … #6. It keeps "accidentally" leaving things at your house. … #7. Your dog is dead. … #8.More items…•
What animal can kill an eagle?
What food kills bears?
The worst offenses are caused by unprocessed chocolate, baker's chocolate and dark chocolate. Unprocessed chocolate and other chocolates used in commercial baking and manufacturing have large amounts of theobromine, but is not palatable because it's very bitter. The bears simply won't eat it.
Do eagles eat cats?
Yes Eagles do eat cats, albeit infrequently. Although eagles are meat eaters they are also carrion eaters. Their preferred dish is fish, followed by other birds and wildfowl.
Why do bears bury their kill?
It is clear from these data that the bears are more likely to bury whole carcasses of animals rather than their remains left after other predators. A brown bear may cover its prey after he had already started to eat it (Matyushkin, 1974), or after burying the carcass, may wait for some time without eating it.


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Harriet S. Meyer
(pp225-226)The letters in this expression indicate obstetric history as follows:Often, 4 numbers separated by hyphens are recorded, eg: TPAL: 3-1-1-4 or 3-1-1-4which would indicate 3 term deliveries, 1 premature delivery, 1 abortion, and 4 living children. However, the text of a manuscript should define the numerical expressions and not give the numbers alone.
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Preparation, proton conduction, and application in ammonia synthesis at atmospheric pressure of La0.9Ba0.1Ga1–xMgxO3–α
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La0.9Ba0.1Ga1–xMgxO3–α (0 ≤ x ≤ 0.25) was prepared by the microemulsion method. A single phase of LaGaO3 perovskite structure was formed when x was ≥0.15. Electrochemical hydrogen permeation (hydrogen pumping) proved that La0.9Ba0.1Ga1–xMgxO3–α had proton conduction, and the proton conduction was measured by AC impedance spectroscopy method from 400 to 800 °C in hydrogen atmospheres. Among these samples, La0.9Ba0.1Ga0.8Mg0.2O3–α has the highest proton conductivity with the values of 9.51 × 10−4 to 4.68 × 10−2 S cm−1 at 400–800 °C. Ammonia was synthesized from nitrogen and hydrogen at atmospheric pressure in an electrolytic cell using La0.9Ba0.1Ga0.8Mg0.2O3–α as electrolyte. The rate of NH3 formation was 1.89 × 10−9 mol s−1 cm−2 at 520 °C upon imposing a current of 1 mA through the cell.
KeywordsProton Conduction Electrolytic Cell Hydrogen Atmosphere Ammonia Synthesis Ammonia Formation
This work was supported by the National Natural Science Foundation of China (No. 20771079).
- 2.Feng M, Goodenough JB (1994) Eur J Solid State Inorg Chem 31:663Google Scholar
- 5.Zhu JL, Zhang F, Chen C et al (2007) Chin J Inorg Chem 23:1621Google Scholar
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- 11.Lemos FCD, Melo DMA, Silva da JEC (2005) Mater Res Bull 40:187. doi: _URL_ CrossRefGoogle Scholar
- 19.Wang JD, Xie YH, Li RQ et al (2005) Mater Res Bull 40:1294. doi: _URL_ CrossRefGoogle Scholar


Posted in | News | Microbotics
New Artificial Swimmers Developed Using Oil and Water
Researchers mixed oil drops with water containing a detergent-like substance and found that it was viable to produce artificial swimmers capable of swimming separately and also harness energy to recharge.
New Artificial Swimmers Developed Using Oil and Water.
Image Credit: nexus 7
The oil droplets harness the variable temperature changes in their surrounding environment to store energy and swim. Upon cooling, the droplets emit thin "tail-like" threads into the environment.
The friction produced between the tails and around the fluid forces the droplets making them move. Upon being heated, the droplets further retract their tails going back to their original state, and harvesting the heat from their surroundings to recharge.
The team demonstrated that the droplets recharge several times and can swim for up to 12 minutes at once.
In biology, research shows that to create even the simplest artificial cells we need over 470 genes. However, through this international collaboration, we show that just by using a few simple and inexpensive components we can create a new type of active matter that can change shape and move just like a living thing.
Dr. Stoyan Smoukov, Study Author and Reader in Chemical Engineering, Queen Mary University of London
We hope that this study will open up the opportunity for people to engage in cutting-edge science. As the only equipment needed is a simple optical microscope, people could create these microswimmers with the most basic laboratory set-ups, or even at home. With thousands of swimmers per drop of water, it's a world in a drop situation. And when it costs 7p per teaspoon, there's plenty for everyone," added Smoukov.
There are also other kinds of artificial swimmers, but their movements are either powered by chemical reactions, which form bubbles that push the swimmers via fluids, or by physical forces like electric or magnetic fields. Rather, this new family of swimmers, measuring around the size of a red blood cell, can voluntarily assemble and shift without the need for external forces.
The swimmers are not detrimental to other living things, and so the researchers believe that they could be utilized to study the fundamental interactions between living organisms like algae and bacteria.
In nature we often see large numbers of organisms such as bacteria, grouping together but our understanding of how these organisms interact with each other is incomplete. By mixing our simple artificial swimmers with groups of living organisms we could develop a clearer picture of how biological microswimmers communicate with each other.
For example, do they only communicate due to the physical act of 'bumping' into each other, or are there other chemicals or signals released into the environment essential for their interaction," added Smoukov.
Journal Reference:
Cholakova, D., et al. (2021) Rechargeable self-assembled droplet microswimmers driven by surface phase transitions. Nature Physics.
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