odeling loon is certainly a male.
Source: McIntyre 1988; Jukkala and Piper 2015
21) How many eggs are laid by common loons?
Over 70% of all common loon clutches usually consist of two eggs, but one-egg clutches also occur commonly. In some cases, one-egg clutches occur because an egg predator consumes the first egg before the second one can be laid. Breeding females occasionally lay three eggs; although, three-egg clutches make up less than 1% of all clutches laid. Four eggs have been reported in loon nests in multiple populations, but these typically occur when a pair abandons a first nesting attempt and then reuses the nest without dumping out the first two eggs.
Source: Nelson 1983; Zicus et al. 1983; McIntyre 1988
The eggs are large, approximately 2.08″x 3.52″and can weigh 4.94 oz to 5.64 oz. The second egg is somewhat smaller than the first. Loon eggs are sub-elliptical to ovoid in shape. Their color varies from a deep olive to a light brown. Most eggs are olive brown and have dark brown or black irregular spots.
Source: McIntyre,1988
Males select the nest location, usually on an island or along a marshy or boggy shoreline, and females typically lay two eggs, incubated jointly by the pair for about 28 days. Parents feed the chicks most of their food through the first several weeks and continue to feed and defend them through week 11.
Source: Walter Piper, et al. 2018
21-1) Which of the pair of loons selects the nesting site?
Males choose the nest location for reasons we do not totally understand, even though females of course lay the eggs. Male choice of nest location has important ramifications for loon behavior ecology. Since males select the nest location, they have a stronger stake in remaining on a territory once they settle.
Source: Walter Piper, et al. 2008
22) Loon nesting patterns: Do both sexes incubate the eggs?
Loon eggs are seldom left alone, as predators relish an easy tasty meal. A study done in 2005 shows that both males and females spend almost equal time incubating nesting eggs. The daytime effort however varies greatly with males covering 68.8% of the day-time duty, and only 3.7% of the nighttime duty. Females spent 23.8% of the day-time duty, and 95.8% of nighttime duty. The balance of the day, 5.1% of the time, the nest was empty of adults. It is believed that the males are ready to defend the territory and nest during the day, while less so at night.
Source: Goodale et al. 2005
22-1 Why are male loons protective of territories and nesting sites?
If a male loon is evicted from a territory he not only loses the territory, but also the knowledge of where to nest on that territory. He must settle on a new territory and learn by trial and error where to nest. Females on the other hand, do not choose nest locations, so they have less to lose by being evicted from a territory. This may explain why males have an extra stake in remaining on a familiar territory and helps explain why males often fight to the death for territory ownership, whereas females rarely do so.
Source: Walter Piper, et al. 2008
23) At what age do common loons first breed?
Based on long-term studies of loons in Wisconsin and New England, we have learned that the youngest age at which Common Loons settle on breeding territories is 4 years old, though most loons settle at age 5 or later. Females are usually older than males when they settle. Young males and females typically spend at least 2 years looking for a territory before settling.
Source: Walter Piper et al. 2015
24) Do common loons mate for life?
No, loons do not mate for life. Their mating system could be described as serially monogamous. Loons form a strong attachment to their breeding territory and try hard to hold on to it. When evicted from their territory by a competitor, a male or female retreats to a nearby lake, recovers, and looks for a new territory (and mate). For their part, loons whose mate is evicted do follow that mate to a new lake. Instead they quickly form a pair bond with the loon that evicted their mate. Since eviction is a common occurance and loons are long-lived animals, most adults are paired with two or three different mates during their lifetimes.
Source: Walter Piper et al. 2015
25) What is the incubation period of common loons?
Copulation can occur 2 or 3 times before egg production. Generally, one egg is laid, followed by the second egg, typically one day later. Incubation of these eggs is 26-31 days. The first egg may hatch one day earlier than the second, but occasionally they will hatch on the same day. Both the male and female incubates the eggs.
The chicks hatch in late May to early July. Chicks can swim right away, but spend time riding on a parent's back to rest, conserve heat, and avoid predators. After the first day or two of life, the loon family moves to a "nursery" area to raise their young. They usually do not return to the nest after 2-3 days of age.
Source: McIntire, 1988
26) Why the red eye?
Like many animals, common loons use their appearance to signal that they are in a breeding condition. Although there has been much speculation about the reason for the red eye, it is likely that the red eye, like the bright black and white plumage, is simply part of their breeding condition. Loons have eyes that are chocolate brown during the winter.
Source: Walter Piper, Chapman University
The red coloration is thought to help it identify other loons from far away, and may aid seeing underwater. The red eye color may filter out blue and green light. The eyes are cinnamon to walnut brown at hatching, starting to turn red in the first winter and spring.
Source: Evers et al. 2010
27) What is a common loon territory?
Male and female common loons must acquire a breeding territory in order to reproduce, either by eviction and becoming an established territory owner, replacing a dead territory owner or founding a new territory on a vacant lake. Loons are territorial birds, and a mated pair of loons will defend an area of water from other loons. Small lakes, generally those between 13 and 125 acres, can accommodate one pair of loons.
Source: Walter Piper et al. 2000
Territory holders seldom desert a territory. Instead, they defend the territory from a parade of intruders seeking to evict them. At such times, males often emit the loud, complex yodel call, which discourages landing of flying non-breeders. Aggression by male and female breeders towards intruders includes lunges, chases on the water's surface, and battles in which two opponents grasp each other's heads, beat each other repeatedly with their wings, and dunk each other's heads underwater. While male evictions sometimes culminate in the death of the former resident, female battles rarely do.
Larger lakes may have more than one pair of breeding loons, with each pair occupying a bay or section of the lake. A territory is a place where a pair raise their young. Typically, it is located in a shallow protected bay out of the wind, with open water and small fish for food.
Source: Walter Piper et al. 2008a
28) How do common loons claim a territory?
One-year old common loons and many two year-olds do not visit their natal breeding grounds at all, but instead migrate northwards up the Atlantic coast, summering anywhere between the Carolinas and the Canadian Maritimes. About 20% of all young loons do not return to the breeding grounds until age 3 or 4. Once on the breeding ground, young loons search for a territory, preferring to settle on one that closely resembles their natal lake in size and pH. However, they spend more than 2 years on average searching for a territory before settling.
Source: McIntyre 1988; Piper et al. 2013; 2015
Most loons acquire breeding or alternative plumage in their third year. At which point they return to the breeding ground. Age at first breeding ranges from 4-11 years. Hence, young adults, especially males, typically spend 2 or more years wandering in the vicinity of their natal lakes before establishing territories. Clearly, young loons in search of territories, focus their intrusions within a small area in the vicinity of their natural lake.
Source: Walter Piper et al. 2000; Walter Piper, unpublished data; Evers et al. 2000
29) Why do common loons behave so aggressively towards territorial intruders?
Both female and male common loons face two threats from territorial intruders. First and foremost, the intruders – usually young males or females between 3 and 10 years of age – are looking for territories and often try to evict breeders by defeating them in violent battles.


to using resistivity contrast instead of acoustic impedance contrast.
 direction at right angles to this axis. On real, logs check heading carefully, as travel time and amplitude images can be interchanged in position, and North may be on the right or the middle of the track.
Determining Fracture Orientation
As mentioned above, when formation pressure is isotropic (equal in all directions), the tectonic stress is zero and Pfrx equals Pfry. In this situation, the borehole is round and spalling of the formation is either non-existent or equal in all directions. In stressed regions, such as in the Rocky Mountains, the borehole will erode to an oval shape. The minimum diameter shows the direction of maximum stress and the maximum diameter shows the direction of minimum stress..
Borehole shape indicates stress direction – maximum stress in direction of minimum hole
 diameter. Formation microscanner and dipmeters have oriented caliper data.
Many modern logs have an X and Y axis caliper, but not all of them are oriented to true north. When directional data is recorded, as with dipmeters and many modern resistivity tools, the X and Y orientations are known, Statistical plots are helpful in choosing the dominant direction).
Borehole diameter indicates stress direction - this example is from India where the minimum
 stress direction is NE - SW.
A hydraulic fracture will usually penetrate the formation in a plane normal to minimum stress, or parallel to the plane of maximum stress. Any stress anisotropy (tectonic stress) will cause the fracture to be other than vertical.
Natural fractures take the same directions as hydraulic fractures, indicated again by the borehole shape. In addition, the high angle dips seen on an open hole dipmeter or image log, will also indicate this preferential direction. Since most hydraulic fracture jobs are run in casing, it is not possible to run a dipmeter or caliper survey to find the orientation of a hydraulic fracture. The preferential direction can be predicted from previous open hole data. Dipmeter and caliper data can be displayed on rose diagrams to illustrate preferential directions.
If an azimuthal gamma ray log existed, the fracture orientation could be located by a tracer survey. I am not aware that such a tool exists, but it would not be difficult to design one..
<== Azimuth frequency (rose diagram) plots show direction of dips seen on dipmeter and image logs. When steep dips caused by fractures are isolated from lower angle bedding dips, the direction of maximum stress xan be determined. In this case, the direction is N30E.
Stress direction is not constant over geological time scales. Differences in the direction of induced fractures (present day stress direction), open fractures (some time ago), healed fractures (older than open fractures), and small faults (could be any age) will help to show the stress history of a region. An example log and rose diagrams are shown below.
Image log in fractured reservoir: gamma ray (left track, shaded red), image track (middle) with open fractures (red sine waves and healed fractures (yellow sine waves), dip track (right) shows red amd yellow dip angle and azimuth. There are no induced fractures in this short interval. Bedding planes are near horizontal. Imagine trying to locate these steep dips without the aid of a computer.
Induced fractures (top left) show current stress direction. Open fractures (top right) show stress direction when fractures were created, healed fractures (lower left) show different direction at an earlier phase in geological time, and micro faults (lower right) shows another stress regime was present when the faults occurred.
The newest dipole shear sonic log is also an azimuthal tool with dipole sources set at 90 degrees to each other. The example below shows the shear images for the X and Y directions. This log can be run in open or cased hole.
Dipole shear image log shows directional stress - the Fast Direction is centered on
90 degrees (east - west) which is also the maximum stress direction.


Bypass MFA
How to bypass MFA for users when they are within the corporate network or on a managed device.
MFA is optional but strongly recommended for organizations. Under certain conditions, organizations may choose to bypass the default multi-factor authentication behavior. Akamai provides customers with configuration options that allows an administrator to bypass its MFA capabilities in the following circumstances:
Use bypass MFA only if you understand the risks and agree to assume responsibility for them.
Bypass MFA only applies to MFA factors like SMS, Email, TOTP, DUO and does not apply to certificate-based authentication of IdP. Bypass MFA cannot be used with PCI DSS MFA.
The workflow is:
STEP 1: If you've configured an MFA policy in Akamai identity provider (IdP), then also add one or multiple bypass MFA criteria in the IdP. By default, the bypass MFA criteria will apply to all applications using this IdP.
STEP 2: Use the identity provider as the authentication source for the application you want to bypass MFA. Assign the directory the user belongs to this identity provider.
STEP 3: When the user accesses the application or the identity provider, and the bypass criteria is met, MFA is not prompted for the user. If any of the bypass MFA criteria is not met, the user is prompted for MFA.


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Cement Patching and Sill Restoration
For the cement patch, stone and concrete restoration specialist Keith Harris uses a straight edge to smooth the patch so that it matches the shape of the sill.
- Before preparing any cement patch, you may need to actually chip away at the hole in your sill to get its edges closer to 90 degrees. The reason for this is that a shallower edge is more likely to let moisture work its way under your patch. A sharper edge will help prevent that.
- Next, moisten the substrate that you're patching. Moistening will eliminate dust and particles. It will also ensure that moisture from your patching material won't wick into the substrate too fast, thereby drying it out.
- With the substrate moistened, the next step is to put down a slurry coat, which is a wet mixture of Portland cement and water. You want the slurry coat wet enough to be spread, but not so wet that it will run. The slurry coat will help bond the patch material to the sill. Use a paintbrush to apply the slurry, and cover the 90-degree edges with slurry as well. It's also important to apply the patch material before the slurry coat dries.
- Next, mix the patching material. In a bucket, dry mix 3-1/2 parts mason sand to 1 part white Portland cement. Stir until the mixture is uniform.
- The color of sand that you use in your mix will affect the color of your patch, so try to find sand with a color and texture similar to that of your sill. The odds are good that if you use a local sand in your mix, then it will be the same as what was used in the original cement.
- Keep a second bucket with water nearby. Dip a sponge into the water bucket, and then squeeze it out into your dry-mix. This will give you a more controlled method of mixing in the water. You'll want the mix to be fairly dry (it should have a consistency of putty), so that it will better stick in the patch. If it's too wet, then you'll have to wait a long time for it to dry.
- Next, start working the mixture into the patch with a margin trowel. Work the mix from the center to the edges, which will prevent moisture from later working its way under the patch. Don't worry about making your patch look perfect, since you will smooth it out later.
- Once the patch has been added, you'll want to use a straight edge to smooth out the patch, so that it matches the shape of the sill. Slowly drag the straight edge over the patch toward you, being careful to follow the sill's angles. When you're finished, the patch should be relatively level with the rest of the sill, but be sure to leave a little bit of material left over for the next process, sponging.
- Take a stiff sponge and lightly dampen it with water, then run the sponge gently over the patch. As you work, rub the sponge towards you, not away, and work the sponge from the corners back. The goal is to blend the edge between the patch and the sill, while also exposing the grain of the sand to mimic the sill's texture.
- If you do happen to work the patch down too much, or any material comes loose, you can reapply the patch over that portion, then use the straight edge and sponge over it again.
- The patch will take about 28 to 30 days to cure. You can use a breathable sealer on the sill after the patch has cured, which should prevent additional moisture from getting into the patch since much of restoration is all about repairing moisture damage.

source: openbmb/Ultra-FineWeb


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Helping Business Leaders Create Engaged Teams and Happy People
Humanity and Profits are Not Mutually Exclusive. In this insightful book, Kavitha Chahel explores the tell-tale signs of a toxic work environment and the impact on business. Explore concepts, ideas and practical exercises you can use to improve your own workplace and in so doing increase your profits. Tap into your compassion through practical advice and stories to improve your ability to communicate with compassion. Create strong cohesive teams that are effective, efficient and productive. Develop your ability to be a compassionate leader through self awareness. Create and sustain a culture of trust, loyalty and commitment. Work practices are changing and today's worker is looking for more than just a decent salary. Create a sense of belonging, being part of something bigger than one's self, starting with humanising the way we communicate with one another.


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Home School Agreement
Collaborative Commitment: Home School Partnership
At Gable Hall, we recognise that the journey to success is a shared endeavour involving parents, students, and the school. Each of these stakeholders plays a crucial role in fostering achievement, and our partnership thrives when we collectively commit to the best interests of all. This agreement outlines the roles and responsibilities of the school, parents, and students to ensure a harmonious and effective collaboration.
Discover Our School - Gable Hall School is dedicated to cultivating a secure, nurturing, and joyful environment, where our students acquire the skills and resilience to confidently embrace their future challenges. Our mission is to provide a caring community that nurtures intellectual, physical, creative, moral, and social growth.
We empower students to cultivate self-awareness and confidence, equipping them to actively engage as responsible contributors in an evolving society. The value of education remains at the core of our ethos, underpinning the connections we forge amongst all members of our school community.
Fostering Communication - Parents seeking to connect with our staff are encouraged to schedule appointments by contacting the school: 01375 400800
Our Commitment - The School is committed to:
- Providing a safe and conducive environment for optimal learning and development.
- Fostering a supportive and nurturing community for students to flourish.
- Nurturing a holistic approach to growth, encompassing intellectual, physical, and moral dimensions.
Expectations of Parents - Parents commit to:
- Actively engaging in their child's education, partnering with the school to support their journey.
- Encouraging a positive attitude towards learning and the school community.
- Upholding open communication and seeking collaboration to address concerns.
Expectations of Students - Students commit to:
- Engaging earnestly in their learning, striving for personal growth and academic excellence.
- Respecting themselves, their peers, and the school community.
- Demonstrating responsibility and accountability for their actions and learning journey.
By aligning our efforts and aspirations through this partnership, we ensure a nurturing and empowering environment for our students to thrive.


Whenever a mystical atmosphere will always exist in Bali. Both in terms of culture and in terms of society. Mystical culture has been passed down from generation to generation by Balinese ancestors.In Bali there are hundreds of lontar inscriptions which contain a lot of mystical knowledge, either black magic or white.Modern eras like now there are still many people who still have and practice it.In addition to spiritual knowledge in Bali, there are also many magical art performances in the form of dances
The original purpose for this dance was to ward off disease outbreaks that were hitting an area at that time. And to this day it is still preserved and believed
Some of the dances are:
Those who have been to Bali must be familiar with this dance. In fact, it is classified as a sacred dance. There is a time, place and special people who can dance it. Usually this dance only in the temple. However, along with the development of tourism, a barong dance is made which is not sacred. It can be danced anywhere, by anyone and without magical elements.There are many types of barong, such as barong ket, barong macan, barong landung and barong bangkung.
Barong is a symbol of good or positive energy and Rangda is a symbol of evil or negative energy. In the battle between barong n rangda no one wins or loses. Good and evil Positive and negative will always coexist until the end
Sanghyang jaran comes from the words Sanghyang and jaran. Sanghyang means holy spiritual spirit and jaran means horse.The Sanghyang jaran dancer will carry a tool decorated to resemble a horse. This dance includes a sacred dance that is performed in certain temples. When dancing will be accompanied by chanting of a a typical song that can cause the dancer to be possessed.In a state of possession the dancer will dance while running and kicking the flames in front of him.
Sanghyang Dedari comes from the words Sanghyang and dedari. Where Dedari means angel.Usually danced by a group of young girls who are still not yet pubescent. Just like the Sanghyang Jaran dance, this dance will be accompanied by typical song that can cause the dancer possessed.After being possessed, the dancer will dance to climb a bamboo pole with his eyes closed and then dance on the bamboo
Sanghyang penyalin comes from the word Sanghyang and penyalin. Where penyalin means rattan.The dancers will bring the rattan whose ends are decorated with leaves. After being accompanied by a special song, the rattan will move by itself. The dancers will carry the rattan wherever the direction of movement is.
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A stop order is an order to buy or sell a stock when the stock price reaches a specified price, which is known as a stop price. When the specified price is reached, the stop order becomes a market order.
- (a) A Sell Stop Order is used by investors and traders long a stock to protect an existing profit or avoid further losses if the stock price drops. A stop order to sell must be placed below the current market price.
- (b) A Buy Stop Order is used by investors and traders short a stock to protect a profit or limit a loss if the stock price increases. A stop order to buy must be entered at a price above the current market price.
Stop orders may be placed as "Day" orders which are good for the day only, or as "GTC" orders, which are good until canceled.
For example, if you own 100 shares of IBM at $100/share and you want to sell it if the stocks goes up to $110, that would be a limit sell order; but, if you wanted to sell if the stock price drops to $95 so as to limit your losses, that would be a stop sell order.


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Preparing to Teach
OverviewTeaching: 20 min
Exercises: 30 minQuestions
How should I prepare to teach?Objectives
Use a learner profile to think about someone likely to attend a workshop you will teach.
Classify the level of a learning objective in terms of Bloom's taxonomy.
Critically analyze a Carpentries lesson's objectives.
Describe reverse instructional design and explain why this is useful when preparing to teach.
Identify checkpoints in a lesson for formative assessment.
Recognize instructor notes as a resource for preparation.
Yesterday we started a discussion of the importance of lesson study. We started out by focusing on the lessons we can learn as instructors from watching others teach, having others observe our teaching, and giving and receiving feedback based on these observations. In this section, we will switch our focus to another important part of lesson study: detailed discussion of curricular components (including lesson objectives, contents, and exercises) with an eye toward actively preparing to teach a workshop.
To teach effectively, you have to know who you are teaching. Your audience can be identified in many ways. Frequently people who are hosting a workshop have a specific audience in mind, based on their own experience.
One "creative" way to think deeply about the audience for a workshop is to take a few moments to write learner profiles. Learner profiles have three parts: the person's general background, the problem they face, and how the course will help them. One example of a learner profile for a Software Carpentry workshop might be:
João is an agricultural engineer doing his masters in soil physics. His programming experience is a first year programming course using C. He was never able to use this low-level programming in his activities, and never programmed after the first year.
His work consists of evaluating physical properties of soil samples from different conditions. Some of the soil properties are measured by an automated device that sends logs in a text format to his machine. João has to open each file in Excel, crop the first and last quarters of data values, and calculate an average.
Software Carpentry will show João how to write shell scripts to count the lines and crop the right range for each file, and how to use R to read these files and calculate the required statistics. It will also show him how to put his programs and files under version control so that he can re-run analyses and figure out which results may have been affected by changes.
Read Software Carpentry's learner profiles. Note that these example profiles contain more information than you will ever know about a learner; this is a creative exercise in imagining (and empathizing with) the whole people behind the faces. Now, sketch out a profile of someone you might expect to attend your first workshop. Who are they, what problems do they face, and how might this training help them? Be as specific as possible.
Enter your learner profile into the Etherpad.
This exercise should take about 10 minutes.
Reverse Instructional Design (and Preparation!)
When sitting down to plan a course or workshop, it might be tempting to dive into reviewing the content, questioning your understanding, and anticipating questions that learners might have for you. While it is good to prepare your content, this approach can take you down extended rabbit-holes in which you anticipate and research questions that only an expert would think to ask, and never get around to thinking about how to get your learners from one point to the next, and how to know when they have gotten there.
This is a problem with curriculum design as well as preparation. When writing curriculum, it is easy to allow content objectives to distract from learning objectives. One way to prevent this is to take a "reverse" approach to instruction, as advanced in Wiggins and McTighe's Understanding by Design, that keeps the focus firmly on learning outcomes. The order of preparation in this case becomes
- Determine your learning objectives
- Decide what constitutes evidence that objectives have been met, and design assessments to target that evidence
- Design instruction: Sort assessments in order of increasing complexity, and write content that connects everything together
In the context of preparing for a Carpentries-style workshop, the lesson design has already occurred, and many lessons include pre-written exercises to use for assessment. In this context, reverse instructional design principles might be applied as follows: 1) review the lesson's learning objectives carefully, thinking about how they will work for your audience, 2) scan the lesson to identify promising points to check in with your learners, using formative assessment to verify that objectives have been met, and then 3) review the connecting content in detail to be sure everything works and you have anticipated likely problems and questions.
Working With Learning Objectives
Once you have an idea of your intended audience, the next step is to think through the goals for your workshop. These goals are usually communicated through learning objectives.
The "learning objectives" section is an easy thing to pass over when you are preparing to teach. It may seem obvious or unnecessary. However, good learning objectives are quite specific about the intended effect of a lesson on its learners. We aim to create learning objectives that are specific, accurate, and informative for both learners and instructors.
Bloom's Taxonomy is a framework for thinking about learning that breaks progress down into discrete, hierarchical steps. While many ideas have come and gone in education, Bloom's has remained a useful tool for educators, in particular because the hierarchy seems to be reasonably valid: outcomes at the top of the hierarchy cannot be achieved without mastery of outcomes at the bottom. In the long term, everybody wants to be at the top. However, in aiming to meet learners where they are, we also need to be mindful about helping them to "grow a level," helping them to recognize when they have achieved that growth, and guiding them to look ahead to where we might not be able to take them.
Image credit: Vanderbilt University Center for Teaching
Evaluate Learning Objectives
Select one learning objective from the episode you've used for teaching practice, then complete the following steps to evaluate it.
- Identify the learning objective verb. How specifically does this verb describe the desired learner outcome?
- Where does this verb fit on Bloom's taxonomy? Do you think this is an appropriate level for your learners?
- In your opinion, does the lesson do an effective job of meeting the stated objective?
- What would the next level on Bloom's taxonomy look like for your learners? How might you be able to help them think ahead to the next level without attempting to get them there during your workshop?
This exercise should take about 10 minutes.
Using Formative Assessments
When assessments are created in a reverse-design setting, their primary purpose is to inform the instructor about whether objectives have been met. But, as noted in previous lessons, these assessments are good for everyone! For learners, becoming more aware of their progress is motivating and helps to transfer learned content to long-term memory. Awareness of the learning process, also known as "metacognition," will also help them to identify appropriate next steps after a workshop has completed.
Where are your checkpoints?
Have a look at your learning objective again and identify where in the lesson that objective should reasonably be achieved. How will you know that that objective has been met for all learners? Will this be clear to them?
Make a plan for where in your lesson you will use different types of formative assessment to help everyone in the room monitor their progress. Keep in mind that formative assessment can take many forms, including multiple choice questions, faded examples, spontaneous questions and calls for sticky notes. Write some notes or thoughts about this process in the Etherpad for discussion.
This exercise and discussion should take about 10 minutes.
You Cannot Just Ask
Self-assessments of skill level are usually inaccurate because of the Dunning-Kruger effect: the less people know about a subject, the less accurate their estimate of their knowledge is. This is one reason why assessments should be specific, as opposed to asking if everyone understands.
Many of The Carpentries lessons have instructor's notes, with information from instructors who have already taught the material. This can be a valuable resource when preparing lessons, especially when teaching a lesson for the first time.
The instructor notes are linked on each lesson page under the "Extras" pull down menu. In addition, configuration problems and other technical hurdles common across multiple lessons are detailed here along with suggested solutions. This link is on the workshop page as well for easy access by learners and during workshops. We will see more about workshop pages this afternoon.
Feedback On Your Challenges (Optional)
With these goals in mind, pair up with a partner to discuss the MCQ and faded example problems that you wrote yesterday. Give each other specific, actionable feedback that follows our 2x2 framework. Use that feedback to make at least one modification to your exercise(s). Discuss in the Etherpad the change you made and how it will help you get more useful information about your learners.
This exercise and discussion should take about 15 minutes.
To teach effectively, you have to know who you are teaching.
Good learning objectives communicate the intended effect of a lesson on its learners.
A good exercise provides useful guidance to instructors about next steps needed in teaching.


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Chemistry Department, has focused on catalysts used for the production of clean, efficient, renewable fuels and the control of environmental pollution. His research, which couples sophisticated experimental studies with state-of-the-art theory, has established him as a world leader in catalysis research and has earned him his current recognition at BNL.
Rodriguez has made significant contributions to the understanding of surface catalytic processes, particularly in metals and metal alloys. Early in his career he pursued a highly productive research program in hydrodesulfurization catalysis — a process for the removal of sulfur from petroleum feedstocks to control pollution and produce cleaner fuels.
In critical research performed at the National Synchrotron Light Source, Rodriguez and his colleagues have shown that nanoparticles of either gold or copper, supported on a metal, can perform an effective catalytic role in the "water-gas shift" reaction, a process that purifies hydrogen feed streams, thereby improving the performance and lifetime of fuel cells used to convert hydrogen into electricity.
Born and raised in Venezuela, Rodriguez earned his undergraduate degrees from the Simon Bolivar University in Caracas, and he received a Ph.D. in physical chemistry from Indiana University in 1988. After pursuing postdoctoral studies in chemistry at Texas A&M University, he joined Brookhaven as a research associate in 1991, rising through the ranks to become a senior chemist in 2002. While at BNL, Rodriguez authored or coauthored more than 300 peer-reviewed papers, which have been cited often in scientific literature. He is an adjunct professor of chemistry at Stony Brook University.
2011-2448 INT/EXT | Media & Communications Office


Yahoo Obtains U.S. Patent For Human-Aided Search Ranking Method
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Public Enemy Cuts Its Next Album With Sellaband's Crowd-Funding
Remember when Yahoo was nothing more than a directory of the best links on the Web as determined by human editors? The Web is too vast for any humans to keep track of, but what if you could combine the heavy lifting of computers with the smarts and expert knowledge of humans? Well, Yahoo now has a patent for that.
Yahoo today was awarded a U.S. patent for a "Method and apparatus for search ranking using human input and automated ranking", which was originally filed more than 7 years ago. The patent, numbered 7,599,911, can be viewed on the USPTO website.
The patented method described in the documents calculates search rankings based on a combination of automated algorithms and human editor input. In the patent, Yahoo describes a way that previously-collected input from human editors can be mixed in ("blended") with what its search algorithms return, essentially resulting in better search results.
In the description, Yahoo admits there are disadvantages to human editors (mainly caused by the sheer volume of information available on the Web), but says the benefits are clear:
Ranking by human editors reviewing search results provides more relevant ranking than automated processes and even search users, because human editors possess better intelligence than the best software and more clearly understand distinctions in pages, and human editors focus on areas of their expertise. For example, a human editor would more easily spot a page that is irrelevant but contains terms designed to get a high ranking from an automated process.
I wonder about two things. First, since the patent application was filed back in August 2002, is it still relevant for Yahoo considering the advances that have been made in search technology over the past few years? And second, how does it feel about being awarded the patent now that it has basically sold off its search business to Microsoft? Too little, too late.
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Why Choose to Cycle in a Middle-Income Country?
Research on the adoption of the bicycle as a means of transport has been booming in high-income countries. However, little is known about bicycle adoption in lower-income countries where air pollution is high and cycling infrastructure is poor. Understanding the drivers of cycling adoption in developing economies can increase the efficiency of transport policies while reducing local air pollution, improving health, and cutting greenhouse gas emissions. The objective of this study is to identify the factors affecting cycling uptake in a low-income country using the city of Bishkek in Kyrgyzstan as a case study. The analysis is based on the Theory of Planned Behavior, a questionnaire-based survey of 900 respondents, factor analysis, and a logit model. In contrast to studies carried out in developed countries, this study finds that students are less likely to adopt cycling than other population groups. Other findings suggest that support for public transport, a desire for regular exercise and perceptions of the environmental benefits of cycling increase the probability of the use of cycling as a mode of transport in a low-income country. The paper also identifies positive and negative perceptions of cycling among cyclists and non-cyclists.


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I designed and 3D printed some interesting containers based on geometric shapes influenced by my interest in sacred geometry. The exploration of blending organic and inorganic shapes and empty space is at the heart of these pieces. As follows are some images of the process of creating these pieces. CAD file support provided by my friend Aaron Porterfield.
Step 1: Design and 3D Print "containers"
I created little "buckets" based on some sacred geometry shapes I like and printed them 3-4" wide and 2" tall. The printer I used was a Stratasys 500 on fast print (60 micron resolution) using Vero Clear compound. Attached are the STL files - enjoy :)


Wednesday, December 9, 2009
Rule 1: State Your Grain
Make sure you have a statement of grain for each fact table or cube in your dimensional design.
I receive lots of questions from people who are working through an issue with a star or cube. Most of the time, I must counter with a question of my own: "What is the grain?" Without this basic information, it is usually impossible to comment on whatever design issue the person is facing.
Being able to state grain is important, and not just for its value as a conversation starter. Here's a brief look at what grain is, how to define it, and what happens if you don't.
What is Grain
A statement of grain identifies what is represented by a single, granular row in a fact table (or an un-aggregated measure in a cube.) Each and every row in the fact table should meet this definition, with no wiggle-room.
When grain is not explicitly defined, or is defined in an ambiguous way, all manner of problems may arise. In addition to hampering your ability to talk about the design with someone else, ill-defined grain can cause to severe technical challenges in the reporting process. It may even lead to reports that are just plain wrong.
Defining Grain
There are two ways to state the grain of a fact table. The first way is to use business language, referencing a specific, well-understood artifact of the activity described by the star. For example, a star that describes orders may have the following grain: "Order measurements at the order-line level of detail." That sums things up pretty well. Each row of the fact table corresponds to a single order line.
Sometimes it is not easy to state grain in this manner. When that's the case, you use the dimensions in a star to indicate what each unique row in the fact table represents. For example, a star that tracks the processing milestones of mortgage applications might have the following grain: "Processing measurements by application and status." This fact table will have a new row each time an application (one dimension) undergoes a change in status (another dimension.)
When using dimensional terms to define grain, do not simply rattle off all the dimensions present in the star. Instead, list only those that are necessary to define a unique row. In the mortgage status change example, it is not necessary to mention that the star will also contain dimensions for date, customer, mortgage officer, mortgage product, and so forth.
Business definitions of grain are usually used for transaction fact tables. Dimensional grain definitions are commonly used for snapshots, accumulating snapshots, derived schemas and aggregates.
Fuzzy Grain
Poorly defined grain can lead to trouble. Ill-defined grain can mask a situation where a fact table is actually being used to track two or more processes. It can also lead to situations in which the fact table contains two or more levels of aggregation. In the former case, single-process reporting will be hampered. BI developers will be bending over backwards to focus on the relevant subset of data. In the latter case, double-counting, triple-counting or worse is possible.
This is why "sate your grain" is rule #1 in any dimensional design.
Image by GravityX9 licensed under Creative Commons 2.0


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loop: A trace-based emulator for Vehicular ad hoc networks
loop: A trace-based emulator for Vehicular ad hoc networks, Proc INSTICC 8th International Conference on Simulation and Modeling Methodologies, Technologies and Applications SIMULTECH 2018, Porto, Portugal, Vol., pp. -, July, 2018.
Digital Object Identifier: 10.5220/0006854503910402
In this paper we present loop (loop over orderly phases), a trace-based emulator for Vehicular ad hoc networks (VANETs). This is an alternative and novel method to evaluate improvements on VANET protocols, which relies and takes advantage of real data samples collected from an existing network. Those samples are vehicles' geographical locations and radio reception events, which represent mobility and communication patterns of the VANET. From those samples, loop creates a synthetic environment to simulate and evaluate communication protocols on the target VANET. loop also includes an interactive mode to manage the emulation process and a visualization mode that shows different time and geographical-dependent aspects. The development of loop was motivated by the need of an non-intrusive methodology to intensively analyse and deterministically compare the impact of several strategies for communication protocols and all their possible variations in a realistic scenario, both in terms of mobility and radio communication opportunities. Namely, we created loop to evaluate the impact of adding security features to the routing control plane of an VANET. Since the VANET includes hundreds of vehicles, the computational performance is critical to speed-up evaluations. With loop we were able to perform complex, multi-variable performance evaluations of 24 hour periods in durations ranging from 6 up to 30 minutes.


Finance Retirement Here's to a long life: Aussies living longer than ever
Here's to a long life: Aussies living longer than ever
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Australians are living longer than at any time, the Australian Bureau of Statistics (ABS) says, as death rates fall to a record low.
According to the ABS, Australia's life expectancy estimates are at their highest level, and remain among the highest in the world.
The combined male and female figure of 82 years, while a little lower than Japan and Hong Kong, is higher than Canada, New Zealand, the United Kingdom and the United States, says the ABS Director of Demography, Bjorn Jarvis.
Life expectancy Australia
Source: ABS.
"A boy born today could expect to live 79.9 years, while a girl could expect to live 84.3 years," he said.
The Australian Capital Territory has the highest life expectancy at birth, with 81.2 years for males and 85.1 years for females.
The lowest life expectancy is in the Northern Territory, at 74.7 years for males and 80 years for females.
"For those approaching retirement age, say 65 years, males could expect to live a further 19 years and females a further 22 years."
While there were 147,098 deaths registered in Australia in 2012, the standardised death rate fell to 5.5 deaths per 1,000 people, the lowest rate ever recorded in Australia.
In 2002, the death rate was 6.8 deaths per 1,000 people.
This decrease over the past 10 years was greater for males (around two deaths per 1,000 males) than for females (around one death per 1,000 females).
Over the past 10 years, life expectancy at birth has improved by 2.5 years for males and 1.7 years for females.
Standardised death rates enable the comparison of death rates between populations with different age structures by relating them to a standard population (currently, the age distribution of all persons in the Australian population at 30 June 2001).


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You are here
Coarse sea salt
Guérande coarse sea salt has always been hand-harvested using traditional methods and is well known for its culinary virtues. It is naturally grey as it crystallises on contact with the clay from which it takes its high trace element content. Less salty than Mediterranean salt, Guérande salt is softer on the palate and richer in flavour which makes it the salt that cooks prefer for salting stocks and the water used for cooking vegetables, and also for barbecues and meat and fish cooked in a salt crust. Unwashed, unrefined and additive-free, it adds flavour to traditional family cooking.
Coarse salt is harvested every day in summer when mild weather combines wind and sun on the Guérande peninsula. In the late afternoon, under the effect of evaporation, the salt is concentrated to a level of to 250 g/l, when it then crystallises and is deposited on the clay in the "œillets". The salt worker uses a wide wooden rake known as a "las" to push the salt to the edges of the pond. He then pulls it on to the "ladure", a round platform made of clay, where it is left for the night to drain. Next day, the salt worker uses a wooden wheelbarrow to carry the 60 kg of salt per "œillet" to the large stockpile of salt known as the "mulon".


The BioCASE Provider Software (BPS), an xml data binding middleware, is used as an abstraction layer in front of a database. After local configuration the database is accessible as a BioCASE service - as defined by the BioCASE protocol - and can be used to create distributed heterogenous information systems. The BPS is agnostic to the kind of data being exchanged and any conceptual schema, such as ABCD for the BioCASE network, can be used to set up distributed networks.
The provider software is a collection of tools to be installed on the data provider's webserver. The core part of the provider software is the PyWrapper software. It is an XML/CGI database interface written in object-oriented Python, which allows a standard access to a variety of database management systems and arbitrarily structured databases. This software therefore "wraps" the database into a standard XML format. Since version 2.0 the core PyWrapper libraries are bundled with this package. The configuration assistant includes since version 2.0 a so called Concept Retrieval Interface (CRI) to find appropiate concepts to map your data to.
The connection to the database is done by different database modules that use SQL templates. This way it is easy to build new DB modules for different DB vendors. Non SQL capable databases will not be supported. There are a variety of DBMSs already supported by the wrapper - for a list of supported databases see the documentation.
PyWrapper Wiki Take a look at the brand new PyWrapper Wiki and the links provided on this site to find the documentation of the Provider Software: Tutorials on installation, configuration, mapping, debugging, the version history and the FAQ.
provider_software_3.5.3.tar.gz (10M)
For the additionally required database modules (depending upon your DBMS) see the example installation of the provider software library test: Additional Python modules.


set is cubical if it can be written as a finite union of elementary cubes. For example, one may consider pixels as elementary cubes. More precisely, let be a pixel of a 2D binary image. We view as an elementary cube. Binary images are unions of cubes of types, and hence, binary images are cubical. By way of notation we define the set. Now that we have a basic topological framework, we seek to provide a complementary algebraic framework. For this, we fix a ring and cubical set. We define the -th chain module over, denoted to be the formal span of its elementary cubes of dimension. In other words, by defining, where is the number of non-degenerate intervals in, we see
Note that since is finite, this defines an -module for each. Each element of a chain module is called a chain. The support of a chain is simply the elementary cubes with nonzero coefficients. Naturally then, we would like some way to connect these chain modules over all dimensions. To do this, we need the algebraic boundary map,. We define this map in pieces. For any interval, and for every degenerate interval. Now that we understand the map for intervals, we define for elementary cubes:
where if we have
and in the case is degenerate, we obtain. A fundamental proposition of boundary maps is the following.
Proposition 1.
[24] For any elementary cube, one has.
In fact, this operator extends naturally to a linear operator on the chain modules. In particular, given a chain [24] we see
Thus we see = 0. Notice also a single application of reduces the embedding dimension by at least 1. This means now is a map from the -chain module to the -chain module. Thus given a cubical set we can construct the chain complex which is the collection of all -chain modules along with their boundary maps along with the zero space. To avoid notation overload, we will write for when the context is clear. We can realize a chain complex as the following sequence
Now we call the kernel,, of the -th boundary map to be the -cycles or just cycles and the image to be the -boundary or just boundary. Notice that because we have is a normal additive subgroup of. Hence we define the homology group of to be
This gives rise to the mantra: "homology equals cycles mod the boundaries." We call the rank (or order) of the -th homology group the -th Betti number and write. Intuitively, the -th Betti number tells us how many -dimensional holes our underlying space has. The -th level Betti number counts the number of connected components, the first level Betti number counts the number of "circles" we have and the second level Betti number counts the number of "air pockets" or "spheres" the space has and so on.
4.3 Persistent Homology
At this point, we see the formal definition of Betti number and how to count them for a given set. The main application in this paper is to analyze texture images. However, we cannot directly compute or define the homology of a grayscale or color image, since grayscale or color images are functions rather than sets. This naturally leads to the development of the persistent homology.To study the shapes of functions, one common way is to consider sublevel sets (4.1) [20, 21]. There is a parameter that one may have to make the choice of. In general, selecting a parameter (such as in (4.1)) can be a difficult task. Persistent homology removes the need for choice and considers many parameter values at once, thereby creating a robust theory.
Figure 2: A grayscale image from Outex and a filtration representing the image
We need to be careful about the way we consider many threshold values. Suppose represents a cubical set and let represent the corresponding cubical complex. We define a function and require that whenever, we have. Such a function is called a filtering function. Let be a finite increasing sequence of real numbers where. Then a filtration of is the corresponding sequence. An image has a natural filtration associated to it by considering the sequence. We create a filtering function for by the function.
Suppose that we have a filtration of a cubical complex,
The inclusion induces homomorphism between the homology groups so that for each we have
where each is a homomorphism. We say a homology class is born at if we have and. We say dies at if and one of the following hold:
 - is trivial; or
 - if is born at and is born at and.
In the last condition we employ the elder rule, which allows us to uniquely define the death of a class. This rule says in the choice between two classes, we choose to keep the "oldest" class. We can guarantee that every homology class for some has a birth time. We cannot guarantee that each class has a death time. For such classes, we assign the "death time" as. This procedure allows us to define a unique set of points for each homology class where is the birth time of the class and is its death time. We will define the persistence diagram, but first let us recall the concept of a multi-set. A multi-set is a set along with a multiplicity function, we denote a multi-set by the tuple. Suppose we have a filtering function of a cubical set. A persistence diagram is a multi-set where consists of all unique birth-death pairs along with the diagonal and assigns the multiplicity of the birth-death pairs and for each diagonal element. An example of a diagram can be found in Figure 3(c)-(d). We will often denote by when the context is obvious. Figure 3 shows an example of persistence diagrams of a grayscale image. Although Figure 3(a) is a grayscale image, visual inspection suggests that there are "white" pieces and "black" holes. Its persistence diagrams as shown in Figure 3(c)-(d) confirms the intuition. There are () points that are away from the diagonal line in (), and that suggests they persist for a long period of thresholds. Hence, they are likely the robust features.
We would like to know that this summary of our data is stable in some sense. For us, this means that if we perturb the original points by a small amount, we want the diagrams to different by a small amount. This so-called stability theorem is the cornerstone of persistent homology. A natural question arises: how can one measure the difference of persistence diagrams?
To answer this question we turn our attention to the Wasserstein p-metric for, which we define as follows. Given two diagrams and
for and
The Wasserstein -metric is also known as bottleneck distance. The Wasserstein distance searches over all possible pairings to find an optimal one. It should be noted that an optimal pairing is not necessarily unique. Given the necessity of the bijections, it now becomes apparent, why we need the diagonal to have infinite multiplicity. Otherwise, a pairing would not be possible. This brings us to the popular stability theorem that states that the bottleneck distance is 1-Lipschitz with respect to the -norm on the filtering functions. That is to say if is a cubical set then
The proof of which first appeared in [12]. We end this section with a note that cubical homology and sublevel sets are just one example of many processes by which persistence diagrams arise. In the following section, we will present persistence curves, which rely on persistence diagrams and not the process by which they were created.
(a) Original image.
(b) Binary image thresholded at.
(c).
(d).
Figure 3: A toy example of persistence diagrams of a grayscale image. (a)By visual inspection, one expects the Betti numbers are. (b) Binary image is obtained from thresholding the at. Betti number of this binary image are. (c)-(d) Persistence diagrams of. The rectangular boxes enclosed by the pink dotted and solid line are the fundamental boxes defined in (1). and.
5 Persistence Curves and Stability
This section contains the main idea to construct the persistence curves. The essential idea is the Fundamental Lemma of Persistent Homology [17] which is derived from the elder rule. This lemma states that given a filtering function on a space, one has the following calculation for the corresponding -dimensional diagram,
where represents the counting measure. Figure 3(c)-(d) shows an example of (1). In particular, the rectangular boxes in (c)-(d) enclosed by the dotted line represents the set for, respectively. It is straightforward to observe that and, which are the Betti numbers of Figure 3(b) by visual inspection. However, (1) does not fully utilize the information of the set. Thus we seek to generalize (1) in the following way. Let represent the set of all persistence diagrams. let represent the set of all functions so that for all. Let represent the set of statistics or operators on multi-sets; more precisely, any is a map that takes a multi-set into a scalar. Finally let represent the set of functions on.
Definition 1.
We define a map where
The function is called a persistence curve on with respect to and.
To better understand persistence curves, we begin by discussing examples.
Example 1.
Let if and otherwise. Let be the summation operator,. By Definition 1, we have
Furthermore, if are the -dimensional diagrams associated to a given filtration. Using the Fundamental Lemma of Persistent Homology, we may define the Euler Characteristic of the space corresponding to a threshold is the alternating sum of the space's Betti numbers


text:
Answer (Detailed Solution Below)
Detailed SolutionDownload Solution PDF
Data is a collection of numbers gathered to give some information. To get particular information from the given data quickly, the data can be arranged in a tabular form using tally marks. The following are the points related to data:
- Data can be organized using (I) marks in a group of five such that four can be represented as (IIII) while for each 5th mark a line slash (/ or \) is drawn across these four lines as shown in figures.
Hence, we conclude that the above pictures represent '5'


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This document presents data mapping on our Platform and provides a detailed description of the new mapper UI.
Components that receive data from previous steps must be mapped to those steps for proper data processing. Data mapper matches the data from trigger Component to the corresponding fields in the action Component, and that's what we call mapping. You can read all about our current way of data mapping here. The process remains basically the same, but there is a different UI for it.
You will arrive at Step Configuration, which presents some of the following settings in tabs, depending on the Component. You may be familiar with them, but to be sure, let's go over each one.
In this tab you select the Component for this step.
Here you can select the required Component version. As versions may differ by functionality, sometimes it is essential to use the most recent or a bit older one, depending on the task requirements.
Some Components have more than one way of operation, so you are prompted to select one.
Some Components allow you to configure Local Agent.
Credentials hold authentication data for Components. In this tab you can select from the available credentials, add new ones, verify and save them. Also you can edit and delete existing credentials.
The actual mapping tab. Here you provide data input for fields required by the Component. There are three methods of mapping: Integrator view, JSONata view, and Developer Mode.
Integrator view is the standard mapping view, where you can see all the data fields:
JSONata view is intended for JSONata expressions in fields. You can switch to this view like this:
In both views you can evaluate the expressions and see which data will be seen as the result. As you can see, our
First Name and
Last Name in the field resulted in the complete name:
If you want to code your mapping manually, you can use the Developer Mode:
Data is evaluated the same way in Developer Mode, with green light showing that everything works, and red, if not:
Then, you can switch back to Integrator view:
This is where you retrieve a data sample. A data sample is an example of Component output data. It is essential in building integration flows, because it allows you to see what sort of data the next component in the flow will receive from the previous one. With this information you can configure the next component to act properly on the input it receives.
Tab for Step description. This is optional, but consider adding detailed descriptions to your Steps. This way Flow users won't have to nag you with questions. Additionally, there may be Credentials here, and a passthrough switch to turn passthrough on and off for this step.


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To graduate with a major in Teaching and Learning or Physical Education, students must have:
- Completed a minimum of 128 credits with an overall GPA of at least 2.67 and a TLL GPA of at least 3.0
- Completed all TLL program requirements including student teaching and a passing score on the LAST
To obtain initial certification, students must:
- Complete all TLL degree requirements including student teaching
- Complete state-mandated training in child abuse identification and reporting, school violence prevention, fire-safety, substance abuse prevention, and abduction prevention.
- Complete all required portions of the NYSTCE.
The following portions of the NYSTCE are required for initial certification:
- Liberal Arts and Sciences Test (LAST)
- Assessment of Teaching Skills-Written (ATS-W)
- Content Specialty Test (CST) in the certification area
- For students seeking a Bilingual Extension: The Bilingual Education Assessment (BEA) in the target language of instruction.
After granting initial certification, the NYSED allows five more years for candidates to complete requirements for professional certification, which include the following:
- Masters degree in Education or in a related liberal arts and sciences subject
- One year of full-time mentored teaching experience and two additional years of teaching experience
The SOE Certification Officer helps students apply for certification once all requirements are met.


Explore highlights
Great Qing Treasure Certificate
CM 1996-2-17-2436
Room 33: Asia
 Great Qing Treasure Certificate
 From China
 Qing dynasty, issued AD 1857
 The four Chinese characters arranged right to left across the top read Da qing bao chao ('Great Qing Treasure Certificate'). The serial number is printed in blue down the right-hand side. The denomination ('1000 cash coins') is printed down the centre, and the date down the left-hand side. The blue block of text below gives instructions for use. This note is modelled on earlier notes such as the Great Ming Circulating Treasure Note.
 This note was produced at a time of political turmoil in the history of China. The 1850s were disastrous for the ruling Qing dynasty. The Taiping Rebellion posed a serious threat to the dynasty, and Taiping rebels succeeded in cutting off the route to Yunnan province, the main source of copper for Chinese coins. On top of this, costly military operations and natural catastrophes, such as flooding, caused the government to suggest issuing paper money.
 Initally the emperor Xianfeng (1851-60) refused to allow this, fearing it would lead to rampant inflation as it had done in the Ming dynasty. However, in 1853 the worsening financial situation forced him to agree to issue paper money. But people did not trust it. The government issued paper money at 100% value, but only allowed people to pay 50% of their taxes in paper. So for most people, paper money was only worth half of its face value.
 Browse or search over 4,000 highlights from the Museum collection
 On display: Room 33: Asia
 Shop Online
 A history of Chinese silk, £29.95
 A history of Chinese silk, £29.95


Top Locations for Crime Scenes in Pittsburgh
Top Locations for Crime Scenes in Pittsburgh
The Pittsburgh Police is the biggest law enforcement group in Western Pennsylvania, and the third in the state. It's no wonder with the historic crime that has been present throughout the city. As of now, there are about 1,000 sworn officers on the police force.
The rate of various crimes in Pittsburgh is well over the national average in many cases, including violence, theft, and assault. Since the 1910s, there has been criminal activity from one particular group that has dominated the city.
The Pittsburgh crime family
The Pittsburgh crime family, also known as the LaRocca's has been around for over one hundred years. They came out of the prohibition era, the same time period as Al Capone. Their beginning acts were to illegally make and sell alcohol. Since this time, the crime family has been linked to gambling rings, drugs, and suspected murders.
The group is fairly transparent about their actions, to an extent. Their members are known, although since the 1990s their numbers have fallen drastically due to conviction and death. There are murders that members have been accused of, but denied.
Photo by US Army, from _URL_
The areas
There are different areas around Pittsburg that have higher levels of crime. No matter the area you live in, crime is possible. Even though there are areas that have had long histories of crime that are more prone to criminal activity. It doesn't matter where you are, criminal activity can happen.
Many areas of Pittsburgh have above average home prices, even though they also have above average crime rates. The most dangerous area of the city prone to crime scenes is between Mcneilly Road and Sussex Avenue. The area is known for its unique characteristics. The neighborhoods are a unique mix of cultural groups.
Related Article: How Used Shipping Containers are Continuing the Freight Storage Revolution
Upper St. Clair is a part of the south most tip of Pittsburg. Although it may not be the most dangerous part of Pittsburg, it is no stranger to crime scenes. The Whiskey Rebellion in 1791 started out in Upper St. Clair. Although this wasn't necessarily a crime scene, at the time it was illegal, and it caused a big mess. Which is basically the same thing as a crime scene right?
The police force
A large majority of the Pittsburg police force, over seventy percent, are male. They have the Pittsburg are divided into six zones. Each zone is required to have a certain number of officers present, based on the crime scenes that have been seen in the area. The first four zones require the highest number of officers while the last two zones are a bit safer. This is to ensure the rate of crime scenes diminishes.
A commander, who maintains the peace in their geographic area, leads each zone. Between the six zones, here is a breakdown of what law enforcement officers are present at all times:
 - Thirteen police officers
 - Three detectives
 - One sergeant
 - One lieutenant
This is simply an average across the six zones, but is a good representation of the steps taken to reduce crime in Pittsburgh.
Crime scenes are something you never want to come across. Through proper enforcement, and prevention, crime in Pittsburgh can be reduced. The areas that have become famous as crime scenes can now become known for something else.
How to Decorate a Room Using a Stylish Rug
Safety Driving Tips for Teenagers


text:
- Press Release
- About Journal
Eco-Friendly Treatment for Blue Jeans Offers Alternative to Controversial 'Sandblasting'
Blue denim jeans are one of the most popular and iconic fashion items in the world; now a study published in Biotechnology Journal reveals a cheaper, more efficient and eco-friendly method for treating dyed denim. The process of 'surface activation' used to wash-down the denim following dyeing could also offer an alternative to the dangerous, and internationally banned, sandblasting technique.
"The global production of denim is estimated at 3 billion linear meters and more than 4 billion garments per year," said Thomas Bechtold, from the Research Institute for Textile Chemistry and Textile Physics at the University of Innsbruck. "To create blue jeans denim is dyed with indigo an organic compound which is estimated to be produced in quantities of over 30.000 tons per year."
Controversially a process of sandblasting is often used for some jeans which are styled with a worn or torn look. The technique is banned in many countries as it can lead to lung disease; however, it is still used in denim workshops in Bangladesh, Egypt, China, Turkey, Brazil and Mexico. Many of the jeans sold in Europe are produced in these countries.
Dr Bechtold and his team focused their research on alternative treatment processes, studying the use of chemicals used to bleach the denim.
"A central step in the processing of indigo dyed textiles such as blue jeans are the wash and bleach processes used to create a final wash down effect," said Bechtold. "To remove the ring dyed indigo dyestuff manufactures use a combination of drum washing machines and chemical treatments."
Oxidising agents are an essential part of this bleach process, with chemicals such as Sodium Hypochlorite (NaOCl) used to reduce the amount of dyestuff. Due to its low cost and the broad amount of bleach effects it can produce NaOCl is currently used in 80% of jean production.
Because indigo dyeing is concentrated on the outer layers of fabric Dr Bechtold's team turned to a surface activation technique which could lead to a reduction in the amount of chemicals needed to achieve the same effect.
The surface activation technique presents several advantages including preventing the decease of fabric strength, shortening the duration of the wash-down process and reducing the concentrations of costly chemicals.
"This method also offers a replacement of the sandblasting of denim, which is an extremely unhealthy process for which, until now, there have been few alternatives available", concluded Bechtold. "The surface activation method also allows for more eco-friendly processing of jeans in the garment industry which is approximately 10% of the total cotton market worldwide."
Full citation:Schimper. C, Ibanescu. C, Bechtold. T, Doppler. C. 'Surface activation of dyed fabric for cellulase treatment', Biotechnology Journal, Wiley-Blackwell, April 2011, DOI: 10.1002/biot.201100002
URL Upon publication: _URL_


Energy-harvesting Playground Equipment
Woman on playground merry-go-round
Imagine if every rotation of the merry-go-round produced power for nearby streetlamps. It could be a reality in the not-so-distant future.
Energy-harvesting playground equipment is pretty much exactly what it sounds like -- playground equipment that is capable of collecting and storing energy. The kinetic energy from your movements could be used to power everything from outdoor playground lighting to possibly even nearby buildings, depending on how many people use the energy-harvesting equipment (the more people working out, the more electricity generated and collected).
Does this sound far-fetched and futuristic? Designers and engineers are already hard at work on the technology. And just how much electricity can you generate while you're on the playground? When you're engaged in moderate-intensity exercise, you generate about 50 watts of electricity in one hour [source: California Fitness]. In the future, the answer to an energy crisis could be as simple as child's play -- literally.


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I recently produced a project design for an ecosystem approach to conflict early warning and early response. The study was commissioned by a donor of ours at the Harvard Humanitarian Initiative (HHI). The donor is interested in implementing alternative approaches to conflict early warning/response and suggested an ecosystem approach based on some of our previous deliverables. We were thus asked to develop a project design to move the ecosystem concept from vision to implementation.
As a theory of change, the ecosystem concept is certainly a departure from conventional conceptual frameworks—most of which have not worked. An ecosystem approach implies a networked, top-down, bottom-up, multi-sector approach to conflict early warning/response. The core rationale behind this theory of change is that linking a range of diverse actors to foster the development of an integrated network increases the overall capacity for, and effectiveness of, operational conflict early warning/response.
Linking diverse actors requires that the right incentives, sequencing and communication technologies be in place for the "nodes" or actors of the network to link and engage in self-organized "peer-to-peer (P2P) capacity building." P2P capacity building is defined as the transfer of knowledge and skills between two or more actors. This transfer is facilitated by communication and information sharing between two or more nodes in the network.
To this end, an ecosystem approach seeks to create the necessary incentives and communication platform(s) for actors to self-organize, create new linkages and strengthen existing linkages to improve operational response to conflict.
What are the building blocks, or DNA, of an early warning/response ecosystem? As mentioned above, an ecosystem implies a multi-sector strategy. The "nodes" or actors in the ecosystem should thus represent different sectors such as the public, social and private sectors..
Actors from each of these sectors can be grouped into three general clusters: Warning Cluster, Response Cluster and Technology Cluster. Each cluster thus represents a mix of actors from different sectors. The common element between actors within each cluster relates to their overlapping mandates. When these actors are networked, they form a cluster.
- Warning cluster: a network of actors from all four sectors engaged in information collection, monitoring, analysis, alerts and/or providing recommendations for response.
- Response cluster: a network of actors from all four sectors engaged in various forms of operational response.
- Technology cluster: a network of actors from all four sectors engaged in communications technology and related software/hardware development. Technology actors provide the communication links between all the nodes of the network.
Actors, sectors and clusters are thus the suggested building blocs the ecosystem—which can be defined as a highly connected and overlapping network of warning, response and technology clusters. The goal is to help develop and/or strengthen linkages within the ecosystem, i.e., facilitate linkages between the Technology, Warning and Response Clusters to develop the early warning/response ecosystem.
The capacity of the overall ecosystem is dependent upon the communication kinetics between actors within and between the three clusters. Indeed, strengthening and creating communication links between actors is expected to increase the capacity of individual nodes (via P2P capacity building) and the ecosystem's overall capacity for accurate early warning and effective response.
The figure above represents the analytical framework, or DNA, for the organic evolution of a conflict early warning/response ecosystem in Liberia.


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At the behest of Gerhard Paseman I'll describe the problem that I alluded to in name for a partial order.
Let $M = M(\infty)$ denote the set of all finite subsets of the positive integers $\mathbb{N}$. As I mentioned in my other question, $M$ has a partial order defined as follows: If $S \in M$ and $i \ge 1$ is an integer, denote by $S_i$ the $i$-th largest element of $S$. We say that $S \ge_R T$ if $|S| \ge |T|$ and $S_i \ge T_i$ for $i = 1, \dots, |T|$. For any finite subset $A \subset M$ define the polynomial $$ f_A(t) := \sum_{S \in A} \sum_{T \in A} t^{|S \Delta T|},$$
where $S \Delta T$ denotes the symmetric difference. If $ p \in (0,1)$ say that a finite subset $A \subset M$ is optimal at $p$ if $f_A(p) \ge f_B(p)$ for all subsets $B \subset M$ with $|B| = |A|$. Say that $A$ is optimal, if there is some $p \in (0,1)$ for which $A$ is optimal at $p$. Say that $A$ is isomorphic to $B$ if there is a permutation $\pi \in S_{\infty}$ (permutations of $\mathbb{N}$ which only move a finite set of elements) and a subset $T \in M$ such that $B = \{ \pi(S) \Delta T : S \in A \}$. It's easy to see that if $A$ is isomorphic to $B$ then $f_A(t) = f_B(t)$.
Another way of thinking of $M$ is to consider it to be infinite sequences of 0's and 1's with only a finite number of 1's (i.e. infinite bit-strings). Then cardinality becomes Hamming weight and symmetric difference becomes exclusive or. Isomorphic sets of bit-strings would be obtained from one another by permuting coordinates (every bit string in the set gets permuted in the same way), and then xoring everything with a common bit-string.
In (Gordon, Miller, Ostapenko) we proved that if $A$ is optimal then it is isomorphic to an order ideal for the order $\le_R$. For a fixed value $N$ for $|A|$ we were then able to make a search for all order ideals of size $N$, and then determine the optimal ones (for some $p$) among those. We were able to do this by looking at the subposet of $M$ of elements $S \in M$ such that $|\{ T : T \le_R S \}| \le N$. In particular we were interested in optimal sets whose cardinality is a power of 2. The search for cardinality 64 took about 1/2 hour. Unless we have a new idea the search for $N=128$ is out of the question. For $N=64$ there are _PHONE_ order ideals of cardinality 64, but less than 100 of them are optimal. Thus I was hoping that if there are theorems around about the structure of the order ideals of $M(\infty)$ that that might help us to make a more efficient search. In the previous question, Richard Stanley pointed out that the partial order that I was using had been studied before in one of his papers.
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Thank you for showing this problem. I assume in the definition of A isomorphic to B you want B= instead of A=. Also, I apologize for an earlier error. The partial order I and Libor Polak used involved multisets, not sets, of the positive integers. I shall contemplate upon this problem. Gerhard "Ask Me About System Design" Paseman, 2011.08.11 – Gerhard Paseman Aug 11 '11 at 19:03
Also, it is easy for me to get confused. A in M suggests that A is a set of numbers. A finite set A from M is a finite subset of M. By a finite set A in M I am guessing you mean the latter, but I would expect A subset M instead of what you have, which is A in M. Can I consider it a typo, and mentally substitue the subset symbol for the member of symbol in those places to get your meaning? Gerhard "Ask Me About System Design" Paseman, 2011.08.11 – Gerhard Paseman Aug 11 '11 at 19:11
_USER_: I fixed the typos (I think that I got all of them). One other thing: you can also define a different partial order on subsets of M: Say that $A \ge_D B$ if $f_A(t) \ge f_B(t)$ for all $t \in (0,1)$ (the $D$ is for dominates). It's necessary (but not sufficient) for $A$ to be maximal in this partial order (at least restricted to sets of cardinality $|A|$) in order for it to be optimal. I found empirically that almost all of the maximal sets for $N=64$ were optimal. – Victor Miller Aug 11 '11 at 22:36
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text:
1. Macro and micro sociological perspectives both see cultures as specifying the ground rules for peoples' social behaviour.
· By the establishment, teaching and learning of these basic rules of behaviour, social interaction is made possible, orderly and reasonably predictable.
2. Macro perspectives focus more on how these rules affect our behaviour by placing restrictions (constraints) on our possible range and choices of behaviour. The focus here is upon large social groups and institutions in society.
3. Micro perspectives focus more on how and why these rules are created. That is, the focus is on small-scale interaction between conscious individuals.
4. Both perspectives have their advantages and disadvantages in terms of how completely or incompletely they are able to produce theories that explain human behaviour. For the moment, it is probably easier to see these sociological perspectives as complimentary, in the sense that each explains some aspects of our behaviour plausibly. As the course develops the differences between each of the perspectives will become more apparent and so will the basis for seeing these perspectives as having fundamental differences that make them incompatible with each other.

source: HuggingFaceFW/fineweb-edu


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Adding headers and footers provides you with in-depth training on Design. Taught by David Blatner as part of the InDesign CS5 Essential Training
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 1. 5m 50s
 1. Welcome
 1m 33s
 2. What is InDesign CS5?
 2m 26s
 3. Using the exercise files
 1m 51s
 2. 54m 49s
 1. Understanding the Application window
 6m 0s
 2. Navigating pages
 6m 39s
 3. Zooming and magnifying
 6m 57s
 4. Managing more than one document window
 3m 36s
 5. Setting rulers and measurements
 2m 9s
 6. Positioning panels correctly
 6m 28s
 7. Saving time by making workspaces
 3m 24s
 8. Setting the view quality of artwork
 4m 9s
 9. Adjusting View and Preview settings
 4m 56s
 10. Rotating pages and spreads
 3m 2s
 11. Displaying a new view with the New Window feature
 3m 29s
 12. Setting application and document preferences
 4m 0s
 3. 21m 31s
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 8m 1s
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 6m 24s
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 3m 41s
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 2m 37s
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 3m 14s
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 4m 53s
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 2m 1s
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 4m 45s
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 5m 32s
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 8m 18s
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 3m 28s
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 4m 38s
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 6m 41s
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 2m 6s
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 5m 52s
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 3m 38s
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 8m 57s
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 2m 23s
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 5m 52s
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 4m 33s
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 2m 18s
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 3m 56s
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 6m 36s
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 2m 53s
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 2m 13s
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 3m 37s
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 2m 46s
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 4m 6s
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 3m 57s
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 3m 14s
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 2m 39s
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 5m 43s
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 8m 13s
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 6m 46s
 12. 18m 49s
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 5m 39s
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 3m 3s
 3. Scaling objects
 3m 57s
 4. Mirroring objects
 3m 46s
 5. Using the Transform Again feature
 2m 24s
 13. 25m 52s
 1. Applying basic character styling
 7m 8s
 2. Applying advanced character formatting
 4m 54s
 3. Changing case
 2m 51s
 4. Understanding OpenType features
 3m 19s
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 3m 18s
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The description of bib format expansion
File format bib
File type:
The bib file is a bibliography object, stored in ASCII text format. Usually it contains a list of references addressing to other documents and links in scope of a book, article or another publication.
Also bib file can be a BibTeX Bibliography Database file, created by one of the LaTeX program tools (like MIKTeX or TeXworks).


text:
Analyse and evaluate diverse sources (examples: primary sources, secondary sources, maps, images, archaeological evidence) in order to locate and interpret the ruins of the pre-Deportation Acadian community at Grand-Pré.
Develop a hypothesis about the location of the Grand-Pré parish church, Sainte-Charlesdes-Mines.à
Read the backgrounder that gives the pre-Deportation historical context of the community of Grand-Pré by clicking on The Story icon.
Click on the Virtual Excavation icon and then:
Click on The Site to read about Grand-Pré National Historic Site of Canada.
Click on the Research Question and read it.
Click on the Historical Evidence. Read and evaluate the primary and secondary sources by answering the questions that your teacher has provided. (The questions are also located at the bottom of the Historical Evidence page. You can print them out.)
Click on the Archaeological Evidence and read the What is archaeology? backgrounder.
Conduct archaeological excavations within Grand-Pré National Historic Site by clicking on the Archaeological Site Map. There are nine possible excavation sites on this map.
Examine the archaeological drawings and artifacts at each site and record your discoveries in your field notebook provided by your teacher. (This is also located at the bottom of the Archaeological Evidence page. You can print it out.)
Formulate a hypothesis and present it to your classmates as to the identities of the archaeological sites you have examined and the possible location of the Church of Saint-Charles-des-Mines Church.
See also: The Story ; Virtual Excavation ; Site Report


text:
Philadelphia Museum of Art: Handbook of the Collections
Like the neighboring Kota, the Fang people made reliquary guardian figures that were placed above containers holding the bones of ancestors. Fang guardians, however, are not nearly as stylized as Kota examples. They most often represent full-bodied figures whose sculptural forms are created to transmit aspects of Fang philosophy. The Fang believe that the successful person is able to balance the opposing forces within the environment and the persona, such as male and female or youth and age. Concomitantly, successful Fang sculptures display similar qualities of equilibrium and life, as are admirably expressed in the tensions between the muscular legs, hips, arms, and shoulders and the more columnar neck and torso of this powerful male guardian. Additional vitality was given through repeated applications of palm oil, which resulted in the thick brown patina, and the now missing metal disks around the eyes, which provided constant vigilance. It would be surprising if the Arensbergs, who owned this figure, did not admire its affinities to their 1909 drawing of a man by Pablo Picasso, which displays the same sturdy equilibrium. Allen Wardwell, from Philadelphia Museum of Art: Handbook of the Collections (1995), p. 56.


text:
Since last week, the old wall dividing the city of Nogales on the border between Arizona, USA and Sonora, Mexico is being replaced by a new one. The US government is tearing down 2.8 miles of old metal fence and building a higher, deeper fence of metal and cement posts at a cost of $11 million.
"There have always been flows of people, goods, money, and ideas back and for across the border," says Jeanette Pazos, the program coordinator at HEPAC (Home of Hope and Peace) an MCC partner organization in Nogales, Mexico, who grew up along the border.
In addition to the high-profile flows of undocumented migrants and illegal drugs going north, and illegal arms, remittances, and deportees going south, there are other smaller-scale economic exchanges taking place on a daily basis.
"American visas are highly coveted, not only by people who want to go to work in the US, but also by people who want to shop there," according to Jeanette. "A gallon of milk costs $1.58 in Nogales, Arizona, compared to $5.20 on the Mexican side. Other items like potatoes and beans are also cheaper on the US side because of American government food subsidies." Most people have a friend or relative with a visa who can go across to buy groceries for them.
On the other hand, Americans cross into Mexico for cheaper dental and medical care, perscription drugs, and real vanilla extract. Some retirement villages in Arizona have weekly bus transportation so that retired people can come to Mexico to have their hair and nails done cheaply.
The present wall was built in the mid-1990s out of sheets of recycled metal: former helicopter-landing pads discarded by the US army after use in the Persian Gulf and Vietnam wars.
Rising up 12 to 15 feet—miniature compared to the new wall which will be up to 30 feet high— the old ugly, rusted multi-coloured barrier had one advantage – it was flat and big – perfect for artist expression. Several well-known murals have been painted on the wall and there are hundreds of crosses attached to the wall. Some of these have been saved in the process of demolition.
The children of HEPAC participated in the creation of one of these murals. An artist took photos of the faces of the children to create a collage utilizing a computer program of feet walking.
Mexicans, always resourceful people, have also been close at hand during the dismantling of the old wall to get the old sheets of metal and either resell them or use them in their own house construction. "Apparently people are reselling the metal sheets for as much as 20-60,000 pesos [about $2000 to $6000]," says Jeanette.
A Latin American folk-song entitled "Punto y Raya" comes to mind when thinking about the wall.
Punto y Raya
By Anibal Nazoa & Juan Carlos Nunez
Between your people and my people, there is a point and a line,
The line says "no crossing," the point says "road closed."
This is how it is between peoples: dash and dot, dot and dash.
With so many dots and dashes, the map is like a telegram.
Walking in the world, you see rivers and mountains
jungles and deserts, but no dots or dashes.
Because these things do not exist, but rather, were drawn
so that my hunger and your hunger are always kept separated.
There are many songs about the border – this one is by Ricardo Arjona, a Guatemalan singer-songwriter, and a Tex-Mex band, Intocables:
For a weird modern version of border music, listen to the sound of the old metal wall vibrating at Security Camera 36 along the borderwall:
Original Lyrics in Spanish:
Punto y Raya (Anibal Nazoa/Juan Carlos Núñez)
Entre tu pueblo y mi pueblo / hay un punto y una raya /
la raya dice no hay paso / el punto vía cerrada.
Y así entre todos los pueblos / raya y punto, punto y raya.
/ Con tantas rayas y puntos / el mapa es un telegrama.
Caminando por el mundo / se ven ríos y montañas /
se ven selvas y desiertos / pero ni puntos ni rayas.
Porque esas cosas no existen / sino que fueron trazadas /
para que mi hambre y la tuya / estén siempre separadas.
picture of woman at wall:
picture of mural:


text:
Ohio House Bill 200, introduced by Rep. Ron Hood of Ashville with support of 35 House Republicans, imposes up to a $1 million fine and 10 years imprisonment if physicians fail to counsel women seeking abortion on a number of points, including that abortion increases the risk of breast cancer ("GOP proposal adds hurdles to abortion," Dispatch article, Friday). The results of many studies from the 1950s until the present time are mixed: Older studies show an increased risk, while more-recent studies show no increase or decreased risk of breast cancer related to abortion. These older studies were flawed, with the increased risk possibly due to factors other than abortion.
The strongest studies scientifically were ones in which a large group of women who didn't have breast cancer were followed with annual questionnaires asking them about their health habits and medical procedures, including abortion. Over time some of these women developed breast cancer while others didn't, and the results showed that there was no increase or possibly a decreased risk of breast cancer related to abortion.
Policymaking organizations such the American College of Obstetrics and Gynecology and the American Cancer Society have concluded that abortion does not increase breast-cancer risk.
Irrespective of how one feels about the right to life versus a woman's right to choose, the facts need to presented as accurately as possible based on thorough and thoughtful review of the medical literature.
- DR. CHARLES L. SHAPIRO
Director of Breast Medical Oncology and the Breast CancerResearch Program
Ohio State University'sWexner Medical Center


text:
In 1981, Stanford Libraries acquired over 10,000 books collected over a forty-year period by Mary Schofield, who spent her career as a librarian at Hoover Library. The collection consists of illustrated children's tales, stories for young adults, and works of reference relating to her collecting areas, with a focus on works published since the late eighteenth century.
The Venezky Collection contains primers and readers published between the end of the eighteenth century through the early decades of the twentieth century. Many titles are present in nearly every edition issued. In addition, there are early pamphlets, chapbooks, primers, almanacs, dictionaries, children's stories, plus works on penmanship, spelling, and phonetics.
"This digital collection consists of over 30 full-text, digitized children's books. The books were selected using the following criteria: publication date, rarity, uniqueness, size, and location of publication. All of the items in the digital collection were published before 1923, and are in the public domain. The oldest book in the digital collection, Dolly's ABC was published in 1854. Many of the items in the digital collection are quite rare, with only a few other holdings available."


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Did you know that ants can lift 50 times their body weight?
Another fun fact about ants – some ants take over and enslave other ants.
There are many other fun facts about these tiny creatures, but these two facts stand out to me. I can picture them forming lines and carrying heavy pieces of food back to their home. Only to return and have some larger ant enslave them! A.N.T.S. (automatic negative thoughts) can carry the same heavy weight in our brains.
Have you ever noticed a tiny little negative thought enter your brain during the day? What do you do with it when it happens? Does it carry fifty times the weight? Or do you squash it immediately? Does the negative thought enslave any positive thoughts that had been there? Or do you stop it before it gets to that point?
The problem is that sometimes we don't even notice the negative thoughts when they creep in. They sneak in quietly, we don't stop them, they begin to carry more weight in our mind, and then they completely enslave our positive thoughts.
Left unchecked, these thoughts can become negative attitudes and feelings of helplessness. This hopelessness can create chronic stress, which upsets the body's hormone balance, depletes the brain chemicals required for happiness, and damages the immune system.
Imagine if you noticed each negative thought as it entered your brain, dismissed it and replaced it with a positive thought. Your stress would lift, your hormone balance would normalize, your brain would create chemicals needed for happiness and your immune system would not be damaged.
Take some time this week to try it! You'll find yourself in a much better place!
Jerry Walker
Jerry Walker MA, LCPC, NCC