My hair turned green after bleaching, how can I fix it?
how to turn it to ashy
First of all, when you say your hair turned green, what do you mean? Choose an option.
 1. I mean, greenish tinted.
 2. I mean completely unnatural green hair.
If you chose the first option, you can continue reading, because I'll help you solve it.
If you chose the second option, it's best to ask a professional.
 - In that case, you should neutralize the green by applying a mahogany blonde hair dye to your hair. In a few moments, I'll tell you how to choose the right hair color.
 - What you should never do is bleach your hair again immediately, as this will only weaken it and severely damage it.
YOU MAY ALSO BE INTERESTED: How often should you wash your bleached hair?
When you bleach your hair, depending on the base tone from which you start, different tones can always appear
 - If you bleach brown hair, you will most likely see red or orange shades or tones.
 - If you bleach dark blond hair, yellow highlights are likely to appear.
 - And if you bleach an ashy blonde hair, you may get those greenish tones, which are so annoying right now.
Do you know why this is happening?
Because hair doesn't have a uniform color. In addition to that tone that you can see at first glance, there are underlying pigments, which appear after bleaching.
 So if you've been coloring your hair with an ash dye and haven't applied the bleach mixture evenly, haven't used the right amount of peroxide, or haven't left the bleach mixture on long enough, you can get those green tones.
But don't worry. Everything has a solution. So stay here, because I'll tell you:
 - Why ash-blonde hair stays green after bleaching
 - How to choose the right color to remove green tones after bleaching
Why hair turns green after bleaching
three shades
As I told you initially, the tone resulting from the bleaching of an ashy color is usually green. Now I want to go a little deeper into this subject, so you really understand how the bleaching mixture works on hair.
The bleaching mixture's main purpose is to remove the pigments that are impregnated in the hair fiber.
Do you know what the underlying color is in the ashy tones?
 - It's the color blue.
 - That means that any ashy tone will have blue pigments in its composition.
 - When you apply the bleaching mixture, your hair will lighten to a yellow tone. The ashy tone, which has blue pigments, plus the color of your yellow hair, results in green color.
 - In other words, when you apply the bleach, the blue pigment wears away, leaving green tones.
 That's why bleaching is a very complex chemical process, and it's very important to consider the background of the hair. It's not the same to bleach a previously colored hair as it is to bleach natural hair.
Many women come to my salon with real rainbows in their hair because they have no experience in this chemical process. They don't know about exposure times or how to neutralize unwanted tones. They don't even research whether their hair can be bleached or not.
But also, in some cases, they make an even more serious mistake. Can you imagine what that might be?
They bleach their hair twice! Yes, believe it or not.
 They bleach their hair again, thinking that the green will disappear. But it doesn't. Not only does the green tint not disappear, but also they damage their hair to the point of almost burning it.
So, if you can't remove the green bleaching your hair, what should you do?
You must neutralize the green tones.
How do you neutralize them? With the opposite color.
All tones have an opposite color that "cancels" them out.
For example:
 - Green is neutralized by red
 - Orange is neutralized by purple
 - And yellow is neutralized by blue
 In this case, to neutralize the green, you need a dye with red pigments.
Don't panic! Your hair won't turn red, but you must choose a dye that contains red tones. To identify them is very easy. Now you see, all dyes have a number that indicates the tone.
For example, 1.0 is black, 10.0 is platinum, and 5.0 is medium brown.
But you may have noticed that some dyes have a number followed by a dot. That number is the tone that has a numerical scale as well:
 - Ash (blue)
 - Iridescent/pearly (violet mulberry)
 - Gold (yellow)
 - Copper (orange)
 - Mahogany (red)
For example, 4.3 is golden brown, 6.1 is light ash brown, and 9.5 is very light mahogany blonde.
Now, if you bleached your hair and it resulted in having some green shades, you need a dye with mahogany tones, which are identified by number 5.
This way, the color's highlights will neutralize your hair's green tones.
How to choose the right hair color tone to neutralize unwanted greens
It's time to choose the right tone of hair color to removing greenish tint from your hair.
The first thing to consider is the primary tone that your hair has reached with the bleaching. It can be:
 - 7 dark blonde
 - 8 blonde
 - 9 light blonde
 - 10 extra light blonde
Once you identify the tone, the rest is straightforward.
If you can't identify the tone easily, you can compare your hair with the photo in the coloring kit or ask the beauty shop for advice.
If you already know it, just look for a tone with red highlights (mahogany):
 - 7.5 dark blonde mahogany
 - 8.5 mahogany blonde
 - 9.5 light blonde mahogany
 - 10.5 extra light blond mahogany
Once you have the right color, you only have to proceed to the application:
 - Comb your hair thoroughly.
 - Prepare the revealing cream and dye mixture that comes in the kit.
 - Apply the coloring mixture starting with the lengths and ends, and then continue with the roots and growth
 - Respect the exposure time, approximately 40 minutes. Remember that each manufacturer has its own recommendations. So, read them carefully.
 - Rinse your hair and …
The green will be gone!
If your hair turns green after bleaching, the bleach mixture most likely has not removed the underlying tones in the hair cuticle.
Therefore, you should apply a color with mahogany highlights, always respecting your hair's base tone. If your base tone is an 8, for example, you should apply an 8.5, mahogany blonde.
What you should never do is bleach your hair again because that way, you risk damaging it permanently.
What tone of blonde will you use to neutralize the green?
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Answer: I would guess that over the course of a day and a half, evaporation caused the fluid in the straw to become less dense. Diet soda is less dense than water, and as the water evaporated out of the straw, leaving more concentrated diet soda behind, it would become even less dense than usual. The fluid in the cup would have experienced somewhat less evaporation because it's not directly exposed to air. As a result the comparatively more dense fluid in the cup would push the less dense column of fluid up the straw. Once you take a sip, you have removed the lower density fluid, and the level goes back to normal. BTW, the situation would have been reversed if you'd had regular (non-diet) soda in your cup because sugary soda syrup is denser than water.
BS Physics from the University of Maryland
Former Applications Physicist at the Super Conducting Super Collider (SSC)
Lisa from Michigan

source: HuggingFaceFW/fineweb-edu


text:
Find and buy gas analysers and detectors from verified suppliers on IndustrySearch. Gas analysers and detectors are devices that either accurately measure the percentage or detect the presence of gases in an area respectively.
Things to consider when buying gas analysers and detectors:
- Know your application - Important factors to know before getting started are the gases you want to measure or detect, whether any particulates or moisture need to be filtered out, the installation or portability needs and range of ambient temperature.
- Know your process gases - Decide whether you need single or multiple gas monitoring and define the gases applicable to your case. A very wide range of gases is covered, like hydrocarbons, oxygen, hydrogen sulphide, carbon oxides, nitrogen oxides, hydrogen and others.
- Choose installed or portable device - Permanent installation is necessary for continuous monitoring of a certain area's gases, but a portable device is more appropriate for sampling different areas that do not require continuous monitoring.
- Consider specialized application requirements - Application specific devices are available, such as vehicle emissions gas analyzers or personnel breathing apparatus monitoring. Other specialized requirements include ATEX classification for applications with flammable or explosive gas mixtures, specialized materials of manufacture, and internet connectivity or remote operation options.
Contact our vendors for a free quote or expert advice on gas analysers and detectors. Delivery available Australia wide.

source: openbmb/Ultra-FineWeb


text:
8.1. Explain the purpose of (a) prevent controls and (b) detect controls. Why would it be important for an entity to have both types of controls?
In order to prevent, detect and correct material misstatement the auditor performed the procedures called Test of Controls. There are two types of controls: Prevent Controls and Detect Controls.
Prevent Controls can be applied to each transaction during normal processing in order to avoid errors. When planning controls, an auditor should take in consideration all possible scenarios (What can go wrong WCGWs) which would result in an error. By designing effective controls the auditor can prevent and correct detected errors as...view middle of the document...
3. Inspection of physical evidence
Enquiry - the technique which an auditor uses to seek information of knowledgeable persons inside or outside the entity and involve questioning by an auditor to determine how the control is completed and whether it has been carried out properly and on a timely basis. I think this type of test of controls has the lowest reliability of the evidence because Inquiry alone does not provide sufficient audit evidence to detect a material misstatement, and it is not sufficient to test the operating effectiveness of controls.
Observation – technique which an auditor uses to observe the actual control being performed. Observation provides audit evidence about the procedure being observed but is limited to the point in time at which the observation takes place and by the fact that employees may perform the procedure more accurately when they know they are being watched.
Inspection of physical evidence – technique that relies on the auditor testing the physical evidence to verify that a control has been performed properly. Inspection of records and documents provides audit evidence of varying degrees of reliability, depending on their nature and source and, in the case of internal records and documents, on the effectiveness of the controls over their production.
Re-performance – technique the auditor use to re-perform the control to test its effectiveness.
8.5. Does the auditor have to test every control? Explain.
The auditor does not have to test every control, but he or she must apply professional judgment in decision on which controls should be selected for testing and establish the extent of audit testing to be performed. The auditor usually choose controls testing that they believe will provide the most efficient and effective audit evidence, which further provide assurance that controls are working.
8.9. What is the relationship between the results of tests of controls and substantive testing?
If the results of the tests of controls confirm the auditor's preliminary evaluation of controls and control risk, the planned substantive audit procedures are not modified.
If the results of the tests do not confirm their preliminary evaluation of controls and controls risk, the auditor revises the overall audit risk assessment for the related account and the planned audit strategy, and that increases the level of substantive procedures.
8.10. Explain the process of documenting the auditor's conclusions. What must be documented?
Once controls have been tested, the auditor documents their work in a working paper. This is the documentation standard that is required by ASA 230 (ISA230) Audit Documentation.
1. The auditor sets out the PURPOSE OF THE TEST which assists in performing testing by reminding the auditor of their overall purpose in testing of controls and identifies any exception or issues.
2. WORK PERFORMED: the auditor documents the...


Definition from Wiktionary, the free dictionary
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The following documentation is located at Template:catlangcode/documentation. [edit]
This template is a template wrapper around the format_categories function in Module:utilities. It adds one or more categories to an entry, using the provided language code to generate a sort key specific to the language. If the namespace of the current page is not meant to contain entries (it's not the main namespace or Appendix) then the template does not categorize, so it's safe to use on any page and in any template.
The two templates {{catlangname}} and {{catlangcode}} are specialized versions of {{categorize}}. They work the same way, and have the same parameters. However:
 - {{catlangname}} will add the language name before all the names that are provided. This creates a "lexical" or "part-of-speech-like" category, whose name is based on the format Category:(language name) (category name).
 - {{catlangcode}} will add the language code and a colon : before all the names. This creates a "topical" category, whose name is based on the format Category:(language code):(category name).
The template accepts the following parameters:
The language code (see Wiktionary:Languages). This is required.
2=, 3=...
One or more categories. There is no limit to how many you can specify. Empty values will be skipped.
Provides a custom sort key. This will override the automatically generated sort key.
 - {{categorize|en|Cockney rhyming slang}} adds:
 Category:Cockney rhyming slang
 - {{catlangname|en|nouns}} adds:
 Category:English nouns
 - {{catlangname|pt|suffixes}} adds:
 Category:Portuguese suffixes
 - {{catlangcode|en|Biology}} adds:
 - {{catlangcode|pt|Biology}} adds:
See also[edit]


text:
Call for Presentations
Arthur Olsen Student Research Symposium - April 18, 2015
Augustana College students are invited to present their faculty-mentored, independent research at the Arthur Olsen Student Research Symposium. Students who would like to present their research should collaborate with a faculty member to prepare a submission of their project.
- The title of the presentation
- The name(s) of the student presenter(s), and email addresses for each presenter
- The name and email address of the faculty collaborator/sponsor
- The presentation format: either oral presentation or poster
- If an oral presentation, 20 minutes (15 minutes presentation and 5 minutes Q & A)
- Technology, if any, needed for presentation
- An abstract of the presentation. The abstract should be a brief description of the research topic, research method or sources and anticipated conclusions of the study (250 words or less). Please also provide an English translation if the original abstract is in another language. Abstracts may be pasted into the application form from another program.
Students will receive an emailed copy of the information they submit via the application form. They are encouraged to forward this email confirmation to their supervising faculty member.
For more information, contact Dr. Lisa Babcock.


text:
Irrigation equipment: Don't be shocked
The use of farm irrigation systems brings with it an increased risk of electrocution. Safe Electricity, a public awareness campaign created by the Urbana, IL-based Energy Education Council, urges workers to know and follow proper safety precautions to avoid electrical injuries when operating and handling watering systems.
Follow these rules to safely operate irrigation machinery systems:
- Make sure the irrigation system wiring is properly grounded. Have a qualified electrician check the pump and motor wiring before each irrigation season.
- Water and metal are ideal electrical conductors. Position irrigation pipes at least 15 feet from power lines. Keep water jet streams from spraying onto electrical lines.
- When not in use, store irrigation pipes in an open area away from power lines and other electrical equipment.
- Install lightning arresters to protect equipment, and stay away from the machine during any lightning activity. The pipe pedestals in an open field make perfect lightning receptors, and the water-filled piping can carry an electrical current for long distances.
- When assembling or transporting irrigation equipment, try to keep pipes parallel to the ground and move them horizontally rather than vertically to avoid contact with overhead power lines.
- Repeated circuit breaker trips or blown fuses during operation could indicate a serious electrical hazard and should be professionally checked and corrected.
- When servicing the machine, always shut off and lock out the master electric control switch.


text: Turbulent combustion involves many interdependent variables evolving over a wide range of length and time scales. Due to the tremendous computational cost required to solve equations for all of these variables over all relevant length scales, reduced-order models are required for predictive simulations of engineering systems. Common approaches to reduced-order combustion modeling include physically-informed methods of dimension reduction, such as Flamelet Generated Manifolds (FGM) and the Flamelet/Progress Variable model (FPV), and, more recently, data-driven dimension reduction, such as Principal Component Analysis (PCA). While the accuracy of both approaches has been previously assessed, they have not been directly compared or used in conjunction with one another. To this end, this work examines both how insights from physically-derived reduced-order manifolds (PDROM) can be used to benchmark data-driven approaches and how the data-driven approaches can be used to validate the assumptions of PDROM models, using data from Direct Numerical Simulations (DNS) of premixed and nonpremixed turbulent flames and from one-dimensional flame calculations. PCA assumes a linear structure and therefore cannot achieve as large of a dimension reduction as PDROM while maintaining accuracy. While nonlinear dimension-reduction methods perform similarly to PDROM, these methods suffer from a lack of physical interpretability that would make implementation impractical. However, the data-driven approaches are successfully used to assess the critical assumptions of the physical models, with the similarity of principal components between different data sets validating structural similarity between the DNS and one-dimensional flame data.


Blind, Braille and Embossing Technologies
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Tactile Graphics Language
This manual describes in detail the Biblos Tactile Graphics Language, a real high-level programming language for constructing and drawing vector graphics, mainly used to print tactile graphics, but also useful for all other purposes where it needs to have vector graphics.
The manual introduces all the basic programming concepts in general, and describes in detail the syntax and semantics of this new language. For those who approach the basics of programming for the first time, the logic and jargon used may not be entirely clear. However, the manual is published in a completely dynamic form, so it is constantly subject to changes and additions, in order to make it accessible to all.
This manual, as well as the Language of Tactile Graphics, is written, conceived and developed by Giuseppe Di Grande, who owns all the copyrights and publication, in any form and by any means.
Table of Contents
 1. Introduction to the Language of Tactile Graphics
 2. The variables
 3. The arithmetic operators
 4. The constants
 5. Logical operators
 6. The procedures
 7. The functions
 8. Relational operators
 9. If conditional control
 10. The For cycle
 11. The While cycle
 12. All Instructions
 1. AbsReturns the absolute value of a number
 2. ArcDraws an arc
 3. ArcBDraws an arc through three points
 4. ArcTanReturns the arctangent of a number
 5. ArcTan2- Returns the angle between the X-axis and a segment of a line
 6. BrailleDraws a braille text
 7. BrailleHeightReturns the height in points of the braille string
 8. BrailleTypeSets the characteristics of braille text
 9. BrailleWidthReturns the width in points of the braille string
 10. BrushSets a brush type
 11. CharToNumConverts the character into its Unicode code
 12. ChordDraws a chord
 13. ChordBDraw a chord through three points
 14. CircleDraws a circle
 15. ColorBrushSets the brush color
 16. ColorPenSets the pen color
 17. CosReturns the cosine of an angle
 18. DegToRadConverts angle from degrees to radians
 19. DotDraws or detects the color of a point
 20. EllipseDraws an ellipse
 21. ExpReturns natural logarithm elevated to power
 22. FillFills a surface
 23. FontSets a font type
 24. FracReturns the fractional portion of a number
 25. GraphicCropCrop the image to the chosen size
 26. GraphicOffsetSets an offset to drawing coordinates
 27. GraphicOriginSets the origin point of rotation
 28. GraphicRotateRotate entire graph
 29. GraphicScaleChanging the scale factors of the graph
 30. GraphicSizeChange the size and appearance of the graph
 31. GraphicTransparentChanging the type of image transparency
 32. InsertPictureInserts an image into the graph
 33. IntReturns the entire part of a number
 34. LineDraws a line
 35. LnReturns the natural logarithm of a number
 36. MsgBoxShows a message box
 37. NumToCharConverts the Unicode code into its character
 38. NumToStringConverts number to string
 39. OpenPictureOpens an image
 40. PenSets a pen type
 41. PolygonDraws a polygon
 42. PolylineDraws a series of lines
 43. PolyRegDraws a regular polygon
 44. PowReturns number elevated to power
 45. RadToDegConverts angle from radians to degrees
 46. RandomReturns a random number
 47. RectangleDraws a rectangle
 48. RootReturns the root of a number
 49. RoundReturns the rounded value of a number
 50. SavePictureSave the picture
 51. SinReturns the sine of an angle
 52. SplineDraw a quadratic curve of Bezier
 53. SquareDraws a square
 54. StringCopyReturns a part of a string
 55. StringDeleteDeletes a part of a string and returns the remaining string
 56. StringLeftReturns a substring from the left side of the string
 57. StringLengthReturns the length of a string
 58. StringLowerReturns the string with the letters in lower case
 59. StringRightReturns a substring by taking it from the right side of the string
 60. StringToNumConverts the string into a numerical value
 61. StringTrimReturns the string without the initial and final spaces
 62. StringUpperReturns the string with all letters in upper case
 63. TanReturns the tangent of an angle
 64. TextDraws a text
 65. TextHeightReturns the height in points of the string
 66. TextWidthReturns the width of the string in points
 67. TriangleDraws a triangle
 68. TruncReturns the truncated value of a number
 69. TurtlePosPlace and orient the turtle in the plane
 70. TurtleRightTurn the turtle to the right
 71. TurtleLeftTurn the turtle to the left
 72. TurtleForwardMakes the turtle walk forward
 73. TurtleBackwardMakes the turtle walk backwards
 74. VectorToDegFrom a vector returns the angle in degrees
 75. VectorToRadFrom a vector returns the angle in radians


text:
Declares an exception handler.
An exception handler may be declared to respond to a specific exception condition or one or more of the exception class groups SQLEXCEPTION, SQLWARNING or NOT FOUND. An exception handler that responds to one or more exception class groups is called a general exception handler.
A specific exception condition may be specified by using an SQLSTATE value or a condition name, see DECLARE CONDITION. An exception handler that responds to one or more specific exception conditions is called a specific exception handler.
The keywords CONTINUE, EXIT and UNDO affect the flow of control behavior subsequent to the execution of the exception handler.
If CONTINUE is specified, the flow of control continues by executing the SQL statement immediately following the statement that raised the error, after the handler has executed.
If EXIT is specified, the flow of control exits the compound statement within which the exception handler is declared after the handler has executed.
If UNDO is specified, all the changes made by the SQL statements in the ATOMIC compound statement, within which the handler is declared, (or by any SQL statements triggered by those changes) are cancelled. Then the handler is executed and the flow of control exits the compound statement.
An UNDO exception handler can only be declared within an ATOMIC compound statement.
An exception handler must be either a general or a specific exception handler, it cannot respond to both an exception class group and a specific exception condition.
The same exception condition must not be specified more than once, whether by SQLSTATE value or by condition name, in an exception handler declaration.
Within a given scope, only one specific exception handler may be declared for a particular exception condition.
If string is specified, it must have length five and contain only alphanumeric characters.
Within a given compound statement, if both a general and a specific exception handler have been declared to respond to a given exception condition, the specific exception handler will handle the exception.
If no exception handlers have been declared to respond to an exception condition in the compound statement within which the error was raised, the exception condition is propagated out to the enclosing compound statement or to the calling environment.
The above does not apply to exception conditions with the NOT FOUND and SQLWARNING class, these are not propagated by the exception handling mechanism in absence of an exception handler defined to handle them.
SQLWARNING covers SQLSTATE values beginning with 01.
NOT FOUND covers SQLSTATE values beginning with 02.
SQLEXCEPTION covers all other SQLSTATE values (including implementation-defined values), except those beginning with 00.
ExampleS1: BEGIN DECLARE EXIT HANDLER FOR SQLEXCEPTION BEGIN...... END;...... END S1;
For more information, see Return Status and Conditions or the Mimer SQL Programmer's Manual, Declaring Exception Handlers.
Mimer Information Technology AB
Voice: +46 18 780 92 00
Fax: +46 18 780 92 40


text: The present paper aims to identify ways to reduce pollution injected by residents in the urban wastewater network system. Two approaches are considered. The first one uses flow and pollutant calculation to test whether a polluter can easily be identified in a neighborhood. The second approach uses a survey to examine what incentive would be most effective to influence residents' behavior. Hydrodynamic simulation results show that concentration profiles at the network outlet corresponding to all possible polluters are similar and thus do not point out specific resident source of pollution. Household-level survey results show that most socio-economic and public-good-related characteristics do not play a significant role in explaining choices to discard in the home wastewater network. Apart from the nature of the waste itself, by far the belief that the respondent has about neighbors' and relatives' discarding behavior is the main driver of the choice.


text:
Lesson Plans and Worksheets
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Africa 19th Century Teacher Resources
Find teacher approved Africa 19th Century educational resource ideas and activities
Students study the effects of colonialism on Africa. In this world history lesson plan, students identify and locate the colonial powers within Africa as well as the make-up of Africa today as they read and analyze writings/readings from multiple perspectives. Students analyze the reasons for the colonial break-up in Africa and identify stereotypes of Africa and work to dispel these myths/stereotypes.


CLiki Style
 - The first sentence of an article is used as a summary in search results and topic listings. Try to make it brief and informative.
 - The Inverted Pyramid style is the recommended way to write CLiki pages. The ideal article begins with the conclusion, expressed as a single sentence. The first or next paragraph of text should then go on to give the most important points, leaving the details and supporting information to be expounded in the rest of the article.
 - Don't use relative date or version references. Terms like "new", "old", "recently" or "a month ago" don't help anyone if they don't know how long ago you wrote them. Try "in 2002", "as of 2004.08.20", "version 4" or some absolute term instead.
 - More advice on good style can be found in Constance Hale's book Sin and Syntax: How to Craft Wickedly Effective Prose.
Q: should the page name appear in the first sentence? This leads to a lot of repetition in the search results. -- Roland Kaufmann


please ask your surgeon if you should stop taking it.
Is there a particular diet I should follow if I have gallstones?
If certain fatty foods have triggered your attacks of pain, you should obviously avoid those. In general, you will be better off if you adopt a low fat diet. This will not get rid of your gallstones, but may reduce the severity and frequency of your attacks of pain. Here are some tips:
How to eat
Eat less
Eat only when hungry; stop eating when you are full
Do not feel obliged to eat every course and finish every portion
Do not "graze" just because food is there around you
What to eat and what not to eat
Eat mainly plants; less meat
Eat fish or poultry in preference to red meat, as red meat contains more fat.
Eat home cooked food (where you can control what goes in, rather than purchased or processed foods).
When buying food, look at the fat content (over 17.5% is high fat content; 3-17.5% is moderate fat content; less than 3% is low fat; see the next page)
Avoid butter, cream, lard and high-fat cheese.
Cut down on oily curries, fish and chips, fry-ups, burgers.
Cut down on cakes, pastries, croissants, cookies and ice cream. Nothing needs to be treated as totally forbidden. A small portion of something as an occasional treat is perfectly OK.
But if there is something specific that triggers your attacks of pain (often this can be cheesy pasta, burgers, fry-up breakfasts, take-out curries), AVOID that at all costs.
How to cook
Trim all fat and skin off meat
When cooking vegetables or meat, try to boil, steam, grill, bake or shallow-fry in a non-stick pan rather than deep-fry or cook in a rich sauce.
Try and use low-fat alternatives where they exist. When baking cakes, half of the butter can usually be replaced by zero fat yogurt,
If you get an attack of biliary pain
For a mild attack, try Paracetamol or Ibuprofen (assuming you have no allergies to either of these drugs and no asthma) as well as some anti-acid medication (for example Gaviscon or Omeprazole). Buscopan may help too. Stronger painkillers like Co-codamol or Diclofenac should be used only if you have them at hand, and have taken them before. If the pain is very severe to start with or does not settle with these medications, please seek urgent medical help. Please remember – just because you have gallstones does not mean you cannot have other problems like angina or acid reflux.
Click here to view the list of the fat content of common food items.
What happens on the day, before the operation?
You will need to fast before the operation. This means nothing to eat for 6 hours before the operation, and nothing eat or drink (not even water) for 4 hours before the operation.
You will be expected to arrive at the hospital some hours before the scheduled time of your operation – this will be specified to you beforehand. Be there on time. Pack only enough stuff for a short stay. Pack a few days' worth of your regular medications.
Please tell your doctors and nurses without fail
 - If you have an allergy to a particular medication
 - If you are (or might be) pregnant
 - What medications you are on. You should have already stopped taking medicines that affect your clotting (such as heparin or warfarin).
If you are diabetic, you may need to skip the morning dose of your medications when you are fasting on the day of your operation. Please discuss this with your surgeon or nurse.
Most other regular medications can be taken with a sip of water a couple of hours before the operation.
Blood tests (and in some instances an ECG and a chest x ray) may be done after your admission if they have not been done before.
Your anaesthetist and a member of the surgical team will see you and explain what is going to be done. You will be required to sign a consent form.
Before your operation you will be required to change into a hospital gown and wear stockings. The stockings are to reduce the risk of blood clots forming in your legs. You may also receive an injection to slightly "thin" your blood (a low dose of heparin or something similar).
Will I need a blood transfusion?
It is very unlikely that you will require a blood transfusion for a gall bladder operation.
Is it safe to have the operation as a "day case"?
Most people who are reasonably fit and well are able to have their laparoscopic cholecystectomy with a less than 24 hours' stay in hospital. Some are able to leave hospital the same day. Others may need to stay in overnight. Of course patients who have other medical or social problems or who have a more complex or complicated operation may need to stay in longer.
Might I require open surgery? How often are keyhole operations converted to open operations?
In up to 5% of patients it may not be possible to remove the gallbladder by the keyhole method because of inflammation and scarring around the gallbladder, or for other reasons. The risk of conversion to open surgery is higher if you have undergone previous operations on your abdomen or suffered from peritonitis.
If laparoscopic cholecystectomy is not possible, the gallbladder is removed by traditional open surgery, through a cut under the rib cage on the right side. What is done inside is exactly the same, but there is a bigger flesh wound, and therefore a longer convalescence, usually 3-5 days.
What if I have a stone in my bile duct?
The adjacent picture is of an MRI scan that shows stones in the gall bladder and in the bile duct. If stones in the bile duct are identified beforehand, then they can be removed through an endoscope (at an ERCP) before the operation to remove the gall bladder.
Alternatively, if the surgeon thinks that there may be a stone in your bile duct, intra-operative cholangiography (an X-ray) can be carried out. If this is planned, it will be discussed with you before the operation. It involves putting a thin plastic tube into the bile duct during the operation. Some contrast material (dye that shows up on x-rays) is then injected into the duct and x-rays are taken in the operating room to get a view of the inside of the duct. It adds about 15-20 minutes to the operation. If the x-ray shows stones in the bile duct, the surgeon may decide to leave them there to be removed later by endoscopy (ERCP), or try to remove them immediately either by keyhole or open surgery. All of these are feasible options – the decision may depend on the size and number of stones and also on the degree of surgical and endoscopic expertise at hand.
Is it safe to have surgery if I have recently suffered from inflammation of the gall bladder?
You should discuss this with your surgeon. If your attack of acute cholecystitis has started only in the last 7 days, and the diagnosis has been made promptly, then it may be reasonable to proceed immediately to an operation. But with each passing day, the tissues around the gall bladder can become more inflamed and "sticky", and it may then be safer to wait for 4-6 weeks and let the inflammation settle before doing the cholecystectomy. This often requires a difficult "judgement call" on the part of the surgeon.
Is it safe to have surgery while I am pregnant?
Here are a few general guidelines about surgery during pregnancy (other than obstetric operations):
 - Elective (non-urgent) operations that can be safely postponed, should be postponed until after delivery.
 - If possible, non-urgent surgery should be performed in the second trimester (i.e. months 4,5 and 6).
 - A pregnant woman should never be denied emergency surgery for life-threatening conditions, regardless of where she is in the course of her pregnancy.
An obstetric specialist should be involved in the care of the patient.
Steps after gallstone surgery
What can I expect on the day, after the operation?
You will wake up feeling drowsy in the operating theatre's recovery area. You will then be taken back to the ward.
There will be some pain and sickness for 12 to 24 hours, but you will be given medications for this.
Some bruising and slight oozing of blood around the cuts is normal.
Once you are fully awake, you will be encouraged to walk around and drink fluids. You should then be able to eat something light a few hours later.
What can I expect after leaving hospital?
 - What can I do or not do immediately after I return home?
 - How soon can I return to work?
 - When can I start exercising again?
 - When can I drive again?
You will be given pain killers. Please take them as prescribed.
Ask your surgeon or nurse about the care of your wounds. In most instances your cuts will be closed with glue or with self-dissolving stitches under the skin. We advise our patients to keep the wounds dry for at least 24 hours; after that you can shower daily (do not soak in a bath until the wounds have completely dried).
If you find any redness or discharge in the wound, get a lot of pain, develop a fever, or develop jaundice, do see your GP urgently or contact your surgeon or the hospital, as these may be signs of a wound infection or other complications.
Some pain


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Background: Desirability of outcome ranking (DOOR) is an innovative approach in clinical trials to evaluate the global benefits and risks of an intervention. We developed and validated a DOOR endpoint for Staphylococcus aureus bloodstream infection (BSI) through a survey to infectious diseases clinicians and secondary analysis of trial data.
Methods: We administered a survey of 20 cases of S. aureus BSI, asking respondents to rank outcomes by global desirability. Correlations and percentage of pairwise agreement among rankings were estimated to inform development of a DOOR endpoint, which was applied to 2 prior S. aureus BSI trials. The probability that a patient randomly assigned to experimental treatment would have a better DOOR ranking than if assigned to control was estimated. Results were also analyzed using partial credit, which is analogous to scoring an academic test, assigning 100% to the most desirable outcome, 0% to the least, and "partial credit" to intermediate ranks.
Results: Forty-two recipients (97%) completed the survey. The DOOR endpoint fitting these rankings (r = 0.89; 95% confidence interval, 0.67 to 0.94) incorporated survival plus cumulative occurrence of adverse events, cure, infectious complications, and ongoing symptoms. Tailored versions of this endpoint were applied to 2 S. aureus BSI trials, and both demonstrated no benefit of the experimental treatment using DOOR and partial credit analysis.
Conclusions: Using S. aureus BSI as an exemplar, we developed a DOOR endpoint that can be used as a template for development of DOOR endpoints for other diseases. Future trials can incorporate DOOR to allow for global assessment of patient experience.


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An academic Olympiad examination is conducted every year in New Delhi at school level for competitive examination on the basis of school syllabus that is conducted through various organizations. The basic objective of this examination is to identify a child's capability and real potential to survive in this highly competitive world. This is why the exam is conducted every year to judge the IQ level of the candidates on certain respective subjects. Students can also seek the help of online tuitions for cracking this exam.
How giving an Olympiad examination can improve your child career?
The basic objective behind conducting the OLMPIAD examination by SOF (Science Olympiad Foundation) is to build the strong aptitude ability among the young learners of India. Again to encourage the learning of the students in Science, computers, Mathematics, English and general knowledge this examination is conducted every year by SOF.
There are several other benefits also associated with this examination. So, let's explore them one after the other to get better insights about it.
- Test the understanding and the concepts of the students:-
SOF by conducting this exam tries to build a strong foundation of the young learners on various concepts that they are learning in schools syllabus. Better to say that in order to enhance a strong grasp on the fundamental concepts of the subjects this examination is conducted. The questions of the OLYMPIADS are basically application driven not just to test the knowledge of the students in certain concepts but also on the understanding the application of the concepts at the same time.
- Improves the problem solving and analytical skills of the students:-
Basically, Olympiads intend to test the skills of the learners on certain parameters like observation capability, classification skills, predictability, problem solving, identifying, analytical thinking ability, reading, writing and many more. One of the basic aims of this exam is to upgrade the spatial ability of the young learners in our country.
- Build up new confidence among the students:-
After cracking this exam students will get clarity on their concepts which will help them to upgrade their thought process or better to say their lateral thinking ability. This will instill new confidence among the students to take up any new challenges very easily.
- Upgrades the academic performance of the students as well:-
Student's academic performance also gets a new hike of improvement. The reason being all their skills have already being sharpen and all the concepts has become very clear to them. Their thinking and analytical ability has also get's improved so they can easily solve the critical problems very easily. Hence there is an automatic rise in their performance level as far as their academics is concerned. Today, online tuitions are also available for the students who are preparing for the Olympiad examinations.
Your child will get complete guidance and training for cracking the OLYMPIADS examination from our highly qualified teachers of the country if you register yourself in Gurusiksha. We will ensure that your students get the best guidance from our end. For the bright future of your child you can trust the online mentorship of Gurusiksha.


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Home > News > Nanotechnology holds key to longer life: Research
December 12th, 2007
Nanotechnology holds key to longer life: Research
American scientists seem to have found the secret to extending the lifespan of brain cells, thus spawning hope for a longer life.
A molecular biologist and a nanoscientist at the University of Central Florida have found that nanomaterials developed for industry have an unexpected and potentially revolutionary side effect: They can triple or quadruple the life of brain cells.
The result is people could live longer and with fewer age-related health problems.
Beverly Rzigalinski, assistant professor in the Department of Molecular Biology and Microbiology and at the Biomolecular Sciences Center, and Sudipta Seal, associate engineering professor at the Advanced Materials Processing and Analysis Center and the Department of Mechanical, Materials and Aerospace Engineering, will receive 1.4 million dollars from the National Institutes of Health, National Institute on Aging to study the reasons behind the reaction and possible future applications.
Sound waves precisely position nanowires June 19th, 2013
Scientists Use Nanotechnology to Increase Thermal Stability of Essential Oils June 19th, 2013
Production of Bioactive Material for Quick Treatment of Bone Damages June 19th, 2013
Nanometrics Announces Participation in 5th Annual CEO Investor Summit: Accredited Investor and Publishing Research Analyst Event to be Held Concurrently With SEMICON West and Intersolar 2013 in San Francisco June 19th, 2013
Conceptual Nanomedical Lipofuscin Removal Strategy April 29th, 2013
utsandiego.com November 22nd, 2012
Nanoparticles against aging October 3rd, 2012
Frost & Sullivan Hosts Webinar: Can We Live Forever? Gauging the Future Trajectory of Medical Technology Development March 24th, 2011


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Armenian reform package (1914) was an Ottoman Empire reform solution to appoint an inspector general over Armenian issues. The Ottoman Empire (1299–1923 ( Old Ottoman Turkish: دولتْ علیّه عثمانیّه Devlet-i Âliye-yi Osmâniyye, Late Ottoman and Modern Turkish Inspector general will be the highest position in the vilayets that Armenians live. This project was prepared by the A. Mandelstam (Dragoman, Russian Embassy in Istanbul), and Armenian representatives of Armenian national assembly. Armenian National Assembly was the governing body of the Armenian Millet established by Armenian National Constitution of 1863 under Ottoman The reform package was signed on February 1914. It was abolished on 16 December 1914.
The Balkan wars created an opportunity for revival of new design in order to improve the Ottoman Armenians. The Balkan Wars were two wars in South-eastern Europe in 1912–1913 in the course of which the Balkan League ( Bulgaria, Montenegro, Greece The French-Britain-Italy was anxious to limit the German influence, Russian government encouraged the Catholicos of Armenia to appeal through the viceroy of the caucuses to the imperial government (Ottoman Empire) for an intervention in favor of reforms in the vilayets that Armenians live. The Catholicos of All Armenians (plural Catholicoi, due to its Greek origin is the Chief Bishop of Armenia's national church the Armenian The Imperial Government of the Ottoman Empire was the government structure added to the Ottoman governing structure during the Second Constitutional Era. This project was prepared by the A. Mandelstam (Dragoman, Russian Embassy in Istanbul), and Armenian representatives. It was introduced and discussed in Constantinople in the meeting of the ambassadors of French-Britain-Italy. The project suggested the formation of one province from six vilayets (Erzurum, Van, Bitlis, Diyarbakir, Kharput and Sivas) under either an Ottoman Christian or a European governor general. Governor general should be appointed by the powers for the next five years. Germany opposed the project and succeeded in pressuring to remodel it. The reform package was signed on February 1914, between Ottoman Empire and Russia. The package developed two provinces by these six vilayets and assigning European inspector general to overlook at the affairs.


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While night sweats in children is usually not something to be overly concerned about, you should still remain attentive to the frequency and severity of this excessive sweating. Most cases of night sweats in children occur because of an environmental factor like too many blankets or sleeping in a room that is too warm. That said, if environmental causes have been ruled out, there may be a medical reason for sweating while sleeping and a trip to your pediatrician may be in order.
Common Causes of Night Sweating in Children
There are a few common causes of night sweats in children, but in most cases this sweating during sleep isn't anything to be too concerned about unless there are other symptoms present.
Kids often experience night sweating more than adults because they spend more time in a deep sleep, and deep sleep in children tends to cause more night sweating. Their temperature regulating systems are not as mature and developed yet and they have a proportionally high amount of sweat glands for their body size. These things together are often the cause of night sweats children experience.
While most of the time night sweating in children is harmless, it is not my intention to make you less vigilant about addressing any health concerns. You should always discuss any health matter with a medical professional. I know it might be tempting to just hit the internet and try to diagnose matters yourself, but no matter how detailed or convincing a site is, you should always seek personal, professional attention in addition to empowering yourself with greater knowledge in a particular area.
Environmental Causes of Night Sweats In Children
The most common reason for night sweats in women, men and children is environmental. Too heavy or too many blankets, bedclothes and a thermostat set too high are all common reasons why people experience sweating while sleeping. Opt for natural fibers such as cotton and linen, try lighter pajamas, remove a few blankets and/or turn down the temperature. If, after a few nights your child is still suffering from sweating at night, you may wish to investigate medical reasons. It isn't uncommon for excessive night sweats in children to occur in kids wearing pajamas known as footies, where the pajamas have feet.
You can read more about choosing appropriate bedding for treating sleep hyperhidrosis in my article on night sweats bedding. While my night sweats sleepwear probably targets menopausal women more than children, you might some helpful tips there as well.
Common Infections Among Children
Viral or bacterial infections can often cause night sweats in men and women as well as in children. With children, however, low grade fevers associated with childhood colds are more common and can often lead to sweating while sleeping. Common culprits in this realm include ear infections, strep (Streptococcal pharyngitis), bronchitis or sinus infections.
Severe night sweating may indicate Tuberculosis (TB). A common symptom of Tuberculosis, an infectious disease often affecting the lungs, is sweating while asleep. TB can weaken your child's immune system, making him or her more susceptible to other bacteria.
Certain common medications given to children to help them keep their fever down may also cause night sweating. Tylenol, or children's tylenol, is acetaminophen, which is an antipyretic. All antipyretic medications may trigger perspiration when the child's fever begins to drop.
Hyperthyroidism In Children
Hyperthyroidism may cause sleep hyperhidrosis in children. This means your child's little body is producing too many thyroid hormones. If your child has been experiencing weight loss and unusual fatigue or lethargy, hyperthyroidism may be a possibility.
Low Blood Sugar and Early Diabetes Symptoms
Another common medical problem which may cause your child to sweat at night is diabetes. Night sweats and diabetes, particularly Type 1 Diabetes, have often been associated with one another.
If your child wakes in the middle of the night with excessive sweating and it is accompanied by extreme hunger, trembling, and a sense of anxiety you may want to ask your doctor to test your child for diabetes. Before you panic, keep in mind it could also be low blood sugar without full-blown Diabetes. Hypoglycemia, though less common among children except as a side-effect of medications, could also be the culprit. If your child is experiencing excessive night sweats, discuss the possibility of diabetes or low blood sugar with your pediatrician.
Night Terrors In Children
Many children between the ages of 4 and 8 experience disturbing dreams that leave them drenched from cold sweats while sleeping. Most children outgrow night terrors and, although stressful, they are not a health risk to children. If your child suffers from regular night terrors, you may wish to speak to your doctor about ways of easing this troubling childhood sleep disorder.
Other Medical Conditions May Cause Drenching Night Sweats In Children
There are a number of other serious medical conditions that may manifest symptoms of night sweats in children. Please try not to panic when you read this list as I don't mean to suggest that they're common. However, if you rule out other causes and your child still experiences excessive sweating while asleep, your child's pediatrician may need to investigate some of these possibilities. These illnesses include the following (clicking on any of these will take you to high authority sites on the topic for your reference):
Perhaps the most serious underlying condition that may lead to severe night sweating is cancer. This is rare, so don't panic, but nocturnal hyperhidrosis can be an early symptom of various cancers, in particular lymphoma or Hodgkin's disease. The kind of night sweats cancer causes often involves sudden, severe perspiration. This is one of the first lymphoma symptoms an oncologist will look for when diagnosing this condition.
That said, most of these other conditions would have additional symptoms besides sweating at night. Additionally, your child could develop symptoms of primary hyperhidrosis. Basically, this means that he or she sweats excessively with no medical explanation. You can read more about this in my sleep hyperhidrosis article.
Night sweats in children causes can include hundreds of underlying illnesses, but rest assured that in most cases they will occur as a result of environmental factors or common childhood infections.
Treating Night Sweats In Children
Besides determining the causes of night sweats in kids, you will want to help your child achieve more restful sleep as soon as you can. Be sure to thoroughly assess their sleep environment and make certain your child isn't engaging in particularly rambunctious activity right before bed. You should also watch their diet during the evening hours. Fatty foods and foods with traces of caffeine or sugar should be avoided before bed.
For some more comprehensive guides to treating sweating while sleeping, including many inexpensive and safe remedies, read my guides on simple night sweats relief and more comprehensive night sweats treatment.
It can be challenging when a child sweats while sleeping. It's uncomfortable to be awoken from a sleep, and to be awoken completely drenched just adds to that discomfort. When a child has disrupted sleep, it generally means the adults in the household do as well. If you're concerned about night sweats in your child, first verify that the excessive perspiration is not being caused by environmental factors or a childhood cold. Once you've ruled out those two possibilities, and particularly if other symptoms are present, you may want to check with your physician or pediatrician to determine the cause of this particular case of night sweats in children, even if for no reason other than peace of mind.


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How would you go around creating a reusable weapon class? I can't really wrap my head around creating a class, which will work for both melee and ranged weapons.
Example given, that you have a knife, an RPG, and you have an ordinary pistol. How would you go around creating a class all three can inherit from?
share|improve this question
Think about what they have in common and what is dfferent for each of them. That's the first step. – Maik Semder Sep 14 '11 at 14:07
3 Answers 3
up vote 5 down vote accepted
The same way you design any inheritance structure: You think about what all weapons, without exception, have in common. Obviously, damage comes to mind. Attack rate. Remember that you don't have to (and should not!) cramp everything into the base class. You put into a class what you need it (and all child classes) to do, no more and no less.
Next step, you could make 2 classes, MeleeWeapon and RangedWeapon, which both inherit from Weapon. Maybe that split is necessary because a MeleeWeapon has no range, and/or only a RangedWeapon uses ammunition. Then you repeat the above process for each of those classes, until you have all classes you need.
At every branch, you should also consider if you really need to split into 2 or more classes. For example, melee weapons could also have a meaningful range, such as spear vs. dagger, or your ranged weapons could have infinite ammo. That totally depends on your game design and cannot be generalized.
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Thank you very much, I have some quick drafts for some classes now :) – meth0d_ Sep 14 '11 at 15:14
-1, while your first paragraph I agree with, the rest of your answer trends towards the very outmoded and out-of-favor inheritance-heavy approach to design. – Josh Petrie Sep 14 '11 at 15:24
Just want to add that every weapon has a range. If a melee weapon would have a range of less or equal 0 it would not hit anything! – Marco Sep 14 '11 at 16:13
_USER_ An example where 0 range works: In a grid based system, the range represents how many squares away the target can be. 0 squares away is adjacent. 1 square away is any adjacent to the adjacent squares, and etc. What "0" means is a design specific question, and can be a valid value for range. – normanthesquid Sep 14 '11 at 17:39
_USER_ yes, I see, special cases. To Hackworth: It's not off-topic, since you were giving a statement in your answer and I thought that it would not be right; That's the matter with comments. Anyways, I still think that a range has to be defined (0 is also a value) to check any collisions with any entity. However, my understanding of range might actually differ from yours, so we should just stop discussing here. – Marco Sep 14 '11 at 18:18
To add to Hackworth's answer, with regard to damage and attack rate, in an RPG there are also modifiers to abilities. A heavy weapon may actually reduce your strength or dexterity, and give you negative modifiers. However, instead of thinking about having all weapons inheriting your modifiers, create a Modifier interface and implementation that has getters/setters for those modifiers. Now your Weapon interface should have a getter/setter for your Modifier object. This favors composition over inheritance when it makes sense.
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It should certainly be possible to create a single class that represents all weapons equally well -- and this is ideal, because allowing yourself to fall into the trap of creating many subclasses for each weapon type is cumbersome. Composition(*) should be favored over inheritance.
The big challenges are going to be
 1. Enumerating the set of data and behavior that you expect of all classifications of weapon.
 2. Determining how to abstract that data and behavior into a data-oriented approach.
"Range" is a good example -- both swords and guns both have a range. You can either elect to use a simple system when a range of 0 just means "melee" or you can use a real-world measurement so as to (as suggested by another poster), gives daggers a shorter reach than a polearm.
Behavior can be handled by scripting(**). You could have an "on-activated" script object that was invoked when the weapon was used or swung -- the script for a melee weapon would look at the range, and the location of the actor using the weapon and perhaps compute the set of targets in an semi-circle in front of the actor and apply damage to each. Conversely the script for a gun might do a raycast from the actor, limited by the range.
(*) This does not strictly imply that you have to rely on "component oriented" systems to effectively avoid going crazy with inheritance.
(**) Either via scripts loaded from another language, like Lua, or by pointing the weapon at a C++ "Script" class which you do create subclasses of. The latter is obviously easier, but lacks some of the benefits of a scripting system as it requires recompilation, for example.
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Here's a sample of our volunteer opportunities:VIEW AS
Helping students discover and achieve their dreams.
Citizen Schools Texas partners with middle schools to expand the learning day. By drawing more citizens into our schools, we're promoting student achievement, transforming schools, and re-imagining education in Texas.
- Myia Burns
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As is well known, in the development process of program, the time consumed to remove and correct the error is usually greater than time spent in coding. Therefore, a friendly debug environment can save a lot of time. In this respect, VB.NET and SQL are two extremes that the former provides almost a perfect Debug environment, while the latter nearly provides no error debugging tool.
R language and esProc as two development tools for computation and analysis are both capable to debug to some degree. We will study on their differences in this respect.
Let's kick off by making ourselves familiar with the debugging environments of both R (take R Studio for example) and esProc from their respective interfaces:
R Studio Debugging Environment:
esProc's Debugging Environment
Let's compare the basic functions.
Break point: For R, the break point is set by inserting browser () into the codes. Users have to remove these statements manually once debugged, which seems to be back to the cherished old times of using BASIC to code when Windows was not invented, impressed us with a strong feeling of reminiscence. In those days, removing the stop break point statement is even an important job before releasing codes. By comparison, the break point style of esProc is similar to that of VB.NET and other alike modern programming languages. By clicking the button or pressing shortcut keys, the break point can be set to the cell in which the mouse cursor is located. This is nothing special.
Debug command: with the same style of break point, debug command of R is input from the console, including to resume running,n to go run the next statement, and Q to exit the debug mode. In addition, there are also functions like trace/set Break point/debug/undebug/stop.It is important to note that it would be best not to have any variable named after c, n, and Q in the codes. Otherwise, accidental conflicts will occur.
Regarding the procedure control, esProc is no different than VB.net and like programming languages for just requires click(s) on button or shortcut keys to implement, not requiring users to memorize any command, as we all know.
Variable watch: The variable watch window of R language is on the right, in which all current variables will be listed. On clicking it, a new window will prompt to display the value of this variable. Alternatively, R language users can also enter the fix(variable name) at the command line window as shown below. In the right bottom corner of esProc user interface, there is a similar variable list. Seldom do esProc users use this list because esProc does not require users to specially define the variable name. The name of cell is taken as the variable name by default, and thus users can simply click the cell to review the variable value.
One thing to notice is that R is friendly to display the variables of Frame format. However, it is comparatively not so friendly to support the irregularly-structured variables that we can say it is unreadable at all, as the below typical List for example:
esProc does a much better job in this respect. For the same data, in esProc, it is represented by drilling through the hyperlinks:
Then, let's compare some more advanced functions, and start from checking the Immediate Running first.
As for esProc, a cell will be calculated immediately and automatically once codes are entered into this cell. Therefore, the developers can view the execution result immediately and adjust the code for re-run on conditions. This style can speed up the development speed and lower the probability of errors, allowing the green hand to become familiar with it quickly. R Studio provides the similar means that more resembles the "immediate window" of VB, that is,user's type in codes at a command line window and run immediately. If it is run correctly, then copy the codes to the formal code section. Judging on the whole, R is less convenient than esProc in this respect.
Finally, let us discuss the function to debug the functions separately.
R users can use the debug(Function Name) to debug the functions separately and directly so as to modularize in development and implement the large-scale test. esProc users,on the contrary, are not allowed to debug the function separately, which is a pity more or less. However, the debug function of R language has not implemented the true "separate" test. Its working principle is actually to add a browser () command prior to the function to be debugged, still requiring running all codes before entering the function to debug.
From another perspective, such computational analysis software is rarely used for the large-scale development and test. There is not much significance and value for its ability to debug function separately.
Through the above comparison, we can see that both R and esProc provide some debugging functions. In which,esProc is performing better in terms of convenience and usability.


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The pulping stage of paper production is the process of breaking down the bulk structure of the fibre source into the constituent fibers by chemical, mechanical or both means. Magnesium oxide is used in chemical pulping when the sulfite process is followed. Magnesium oxide can potentially find use also in the most widely used Kraft pulping Process.
The bleaching stage of the Pulp aims in increasing the brightness of the paper produced by modifying the color of the lignin in the pulp. Magnesium oxide can be used in oxygen and hydorgen peroxide bleaching processes in replacement of caustic soda as an alkali and magnesium sulfate as a cellulose protector/peroxide stabilizer with technical and financial benefits.
An additional application of magnesium oxide in the paper and pulp industry is found in the wastewater treatment that paper and pulping mills should use for the disposal of their water.
More in Wastewater Treatment


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Kalani discusses how basic life rhythms relate to several aspects of health and how those rhythms align with and relate to musical experiences. You'll learn about the different rhythms of the body and get some ideas as to how to structure musical experiences to support and facilitate positive physical and emotional changes that lead to greater health for groups. You'll also learn how to use 'the rhythms of life' to support your own health goals.
Rhythms are part of every-day living and many of the body's natural rhythms can be used within musical experiences to facilitate positive health changes. This is accomplished through designing and facilitating structured experiences that align with and modulate the bodies natural rhythms in ways that are intentional and desirable. Two primary areas of focus include the rhythms of walking and the rhythms of breathing. Both of these areas relate to ï¿½our general physical health and can be developed to affect emotional and spiritual health.


Thursday, March 13, 2014
Interesting Shorts: Pepopukin in Corsica
Also found in the Anthology, The Best Vampire Stories _PHONE_: A Classic Vampire Anthology is the story Pepopukin in Corsica. The story itself was published in 1826 in an Anthology series The Stanley Tales (the existence of which I have confirmed). In his introduction to the story, Editor Andrew Barger makes the argument that the story, which is only credited to AY, was written by Arthur Young. If that is the case the story was published posthumously as Young died in 1820 and *potentially* makes it older than The Vampyre: A Tale.
Sadly, we will never know the answer to that and at best we can state that the story was published in 1826, making it one of the pre-Victorian English language vampire tales. Interestingly the story does not contain a vampire but it does have a belief in vampires and someone acting as a vampire.
The story centres around Sir Giles de Montfort, a Frenchman whose fortune and reputation was made on the backs and failures of others. He travels to Corsica with the express desire of marrying Jane de Launay, a very beautiful maiden who had never met the man and who was in love with another. Sir Giles, however, was rich and this did much to turn the head of Jane's father.
However Jane and her siblings come up with a plan to discredit Sir Giles. They discover he is superstitious and decide to suggest that their home is haunted by a vampire. Luckily for them, Sir Giles believes that he had been attacked by a vampire whilst in Poland. The assault is described thus: "at a convent near the town of Mersburg, in Poland, he had been attacked by a vampire, which had knocked out his teeth, beat his servants black and blue, stolen his books, his silver lantern, and drank all his wine." The idea that a vampire's attack might be more akin to a poltergeist than a blood drinker is consistent with some folklore. Sir Giles comes to believe that the vampire has followed him from Poland to Corsica.
The vampire is created by using ventriloquism and thrown voices to make the Knight believe it is haunting him (along with physical assault). This haunting voice calls "Pepopukin, Pepopukin!" to announce its presence and much of the lore we get in the story actually comes from some (rather clumsy in places) rhyming couplets the "vampire" recites. Within these couplets the vampire refers to himself as old Vampy.
Some of this lore is astounding, given when the story was published (and potentially written). One couplet goes:
The Alps beneath my wings I thrust,
And stain with blood the very dust.
This is a very early reference to both vampiric flight and the idea that the vampire would have wings and one cannot underestimate the importance of this.
I mentioned the poltergeist type activity of the vampire but they are still, in this story, bloodsuckers. Sir Giles is told, "these vampires are most terrific animals; they suck every drop of blood, after innumerable and excruciating torments". The attack might cause immediate death or the vampire may draw out the death. The vampire threatens to attack after he is married and then "suck his blood until he's dead." And suggests that "with his teeth, draw his black blood." A confirmation that the vampire bites his victims. Interestingly the author ties in another folkloric creature, and an energy vampire, the nightmare, suggesting that, "Sometimes on nightmare's backs I ride".
The final thing to mention is a ritual to try and "help" the knight, which involves drawing magical sigils that cause a blue-flame to rise. How the tricksters achieved this effect is never answered.
This story is interesting as it may well be the third English Language vampire story but also, to me, because it suggests the vampire has the power of flight and wings.
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Interagency Coordinating Council
"The mission of the Utah Interagency Coordinating Council for Infants and Toddlers with Special Needs is to assure that each infant and young child with special needs will have the opportunity to achieve optimal health and development within the context of the family."
Introduction to ICC: Interagency Coordinating Council for Infants and Toddlers with Disabilities and their Families
What is Early Intervention?
Baby Watch Early Intervention is a statewide, comprehensive, coordinated, interagency, multidisciplinary system, which provides early intervention services to infants and toddlers, younger than three years of age, with developmental delay or disability, and their families. Early intervention is the "baby" piece of Special Education. The program is authorized through the Individuals with Disabilities Act (IDEA), Part C, (Early Intervention Program for Infants and Toddlers with Disabilities). In 1987, Utah's Governor designated the Department of Health (DOH) as the "Lead Agency" for the early intervention program. Utah was one of the very first states in the nation to fully implement its early intervention program after securing the approval of the State Legislature.
At present, there are 16 early intervention programs that serve more than 2,000 children per month in the state. It is anticipated that the demand for these services will continually increase.
What is an Interagency Coordinating Council (ICC)?
The creation of an ICC was established with the passage of federal law P.L. 99-457 in October 1986. Developers of the legislation recognized the need for a group outside of the Lead Agency to "advise and assist" in the development of such a system. The independent nature of the ICC is one feature that gives the group the potential for making a contribution to the development of the service system.
Another feature of the regulations is the multidisciplinary and the multi-constituency representation on the ICC. By specifying what types of members should be included on the ICC, the legislation enables states to bring together consumer, clinical, political, and administrative communities. This merging of a variety of communities facilitates the building of bridges between the involved agencies. In addition, the committee has provided a broader vision of the service system based upon the participation and contributions of all relevant providers and consumers.
The ICC, a body required by statute to be appointed by each state's Governor, is to be an important participant in the development of a well-coordinated service system (Federal Interagency Coordinating Council, June, 1989). Each state ICC determines, in conjunction with the Lead Agency, the nature of the roles and tasks it chooses to perform at various policy stages.
The Utah ICC is an interagency group whose membership represents the statewide early childhood services community. It is comprised of up to 25 members.
The purpose of the Utah ICC is to advise and assist the lead agency in the Division of Community and Family Health Services, Bureau of Children with Special Health Care Needs in the UDOH.
Much of the work of the ICC is accomplished in standing committees and ad hoc task force meetings that perform long range planning, study specific issues and make appropriate actions. A member of the ICC chairs each committee.
What role does the ICC play?
The Council functions as a planning body at the systems level and advocates for children birth to three years of age and their families with or at-risk for a developmental disability. The Council acts in three major roles:
(1) ADVISOR: Providing advice to the Lead Agency, Governor and the state legislature on issues related to the development of a coordinated system of early intervention services for children with or at-risk for a developmental disability and their families.
The federal law defines the Council membership and the program in order to give it a unique view of the "service systems".
The parent component of the Council gives it a perspective which may be different from that presented by state agencies which are represented on the Council.
The Council can use its special vantage point to be recognized as a source of information for the Lead Agency, Governor, and legislators, as well as other key decision makers in the state.
(2) NEGOTIATOR: Working as an advocate to encourage a particular course of action by the state.
A major activity of the Council is to "review and comment on the annual state plan for services for children birth to three years" as part of its overall responsibility to assess the service system as it exists in the state. This information as well as interagency coordination is another important goal of the program and puts the Council in a position to be effective in making changes in how services are provided in the state. With agency and provider representatives on the Council, communication can more easily be effected and gaps between agencies can hopefully be bridged.
(3) CAPACITY BUILDER: Enhancing the ability of the overall service system to address service needs.
In this role, the Council works to increase the quality and quantity of desired supports and services from the public and private sectors, to ensure that all needy children and families will be provided early intervention services.


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Opens a connection to a specific database. The connection remains opened until the call to .CloseConnection. .OpenConnection is used to open a connection defined with a Connection variable. Caution: The order in which the functions for connecting to an HFSQL Client/Server database are called is important. See Optimizing the connection times to the HFSQL Client/Server databases for more details.
Universal Windows 10 AppWindows MobileJavaUser code (UMC)AjaxHFSQLHFSQL Client/ServerNative Connectors (Native Accesses)
MyConnection is Connection
// Describe the connection
MyConnection.User = "USER"
MyConnection.Password = "PASSWORD"
MyConnection.Server = "MYSERVER"
MyConnection.Database = "Database"
MyConnection.Provider = hAccessHFClientServer
MyConnection.Access = hOReadWrite
MyConnection.ExtendedInfo = "Extended information"
MyConnection.CursorOptions = hClientCursor
 = .OpenConnection()
: Boolean
 - True if the operation was performed,
 - False if a problem occurred (during a connection described by programming, some parameters used in HDescribeConnection may be incorrect for example).
HErrorInfo is used to identify the error.
: Connection variable
Name of the Connection variable that describes the connection to a database.
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Syntax 1: Opening a preset connection: automatic management of connections
 - The connection associated with a data file is automatically opened when the data file is opened. The connection is closed when the last data file that uses this connection is closed.
 - Any connection opened by .OpenConnection remains opened even if it is not used.
 - If the application opens and closes data files many times in a row, the automatic management of connections will open/close connections many times, slowing down the application. In this case, we recommend that you use .OpenConnection to keep the connection opened.
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text:
An ecological network is a network of high quality sites, protected by buffer zones, and connected by wildlife corridors and smaller, but still wildlife rich,'stepping stone' sites.
The essence of what needs to be done to establish a more coherent and resilent network can be summarised in four words:
Better - improve the quality of priority habitat (both within and outside protected sites), through appropriate habitat management.
Bigger - increase the size of existing priority habitat.
More - create new areas of priority habitat.
Joined - enhance ecological connections between, or join up, existing areas of priority habitat to enable wildlife to move around the landscape.


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Applying Newton's Laws of Motion to Baseball Pitching
The April 2009 edition of Mechanical Engineering magazine profiles Mike Marshall, the former major league baseball hurler who teaches a pitching methodology based on Sir Isaac Newton's three laws of motion.
Marshall, who played in the major leagues for 14 years and won baseball's most prestigious pitching honor, the Cy Young Award in 1974, believes "pitchers of all ages would be very well served by learning and applying the three laws of motion correctly," says the article in Mechanical Engineering, the flagship publication of ASME.
Proper biomechanics based on Newton's law of inertia, law of acceleration, and law of reaction, says Marshall, could solve basic flaws in pitching delivery and promote physical health and career longevity. Marshall, the recipient of a Ph.D. in exercise physiology from Michigan State University in 1974, believes that traditional pitching methodologies advanced by baseball coaches at all levels contradict the laws of physics.
Marshall applies Newtonian principles to every aspect of a baseball pitcher's windup, arm and leg movement, delivery and follow-through. Mastery of the three laws, says Marshall, could erase flaws in leg thrust, rotation of the body, release point of the baseball toward home plate, and position of the shoulders, forearm and elbow of the throwing arm.
Marshall's approach is to reduce "the unnecessary force that bones, ligaments, tendons, and muscles must overcome" when a pitcher throws a baseball, according to Mechanical Engineering.
The article concludes: "According to Marshall, the traditional pitching techniques are almost always taught with a minimal understanding of the underlying biomechanics - this practice must be replaced with the vastly increased knowledge and understanding we have acquired through medical science."
More information: The April 2009 issue of Mechanical Engineering, including the article "Coached by Newton," is available online at _URL_
Source: American Society of Mechanical Engineers


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How to Safely Steer and Maneuver a Sailboat
How to Maneuver in Close Quarters
This sailing maneuvers video explains the proper techniques for maneuvering a cruising boat where you don't have a lot of room.
Want to learn more? In Offshore Sailing School Cruising Courses you learn how to properly steer a big cruising sailboat in tight quarters when using your engine. This is important because in crowded conditions, you don't have a lot of time or leeway to make mistakes. Learn with Offshore Sailing School and gain the confidence to cruise smart!
How to Motor Backwards
In this tip Offshore Sailing School founder, Steve Colgate, shows you the best way to steer backwards under power. To go backwards, steering is the reverse of what you would do going forward. Here are some helpful hints on how to steer a sailboat backwards:
- Always face forward so can see what the bow is doing
- Straddle the wheel on one side of the helm station looking forward
- Put your arm on top of the wheel
- Push the wheel away from you if you want the stern to move away from you
- Pull the wheel towards you if you want the stern to come towards you
Want to learn more? In the Offshore Sailing School Learn to Sail Course you learn to steer backwards using your sails alone, and again with a small outboard engine. In our Cruising Courses you learn how to properly steer a big cruising sailboat backwards when using your engine. This comes in handy when you want to back into a slip. So learn how to steer backwards the right way for total control.
How to Tow a Dinghy
In this video Steve Colgate shows you how to safely tow a dinghy under sail or power. Here are some helpful hints:
- Keep the dinghy painter tied up short to the boat when maneuvering under power, to prevent getting it tangled in the propeller
- Wrap a full turn of the painter around the cleat base for better control when you want to ease the dinghy out
- Tie the bitter end of the painter to the stanchion with a bowline as backup security
Want to learn more? In our Cruising Courses you learn and practice how to properly control the dinghy under tow. This comes in particularly handy when you are preparing to anchor or getting underway. Nothing looks worse than a boat stalled with the painter caught around the prop, with the possibility of a dangerous outcome in a crowded harbor, near shoals and other obstacles. At Offshore Sailing School you learn to sail smart!


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All Rights Reserved - Digital Longhouse © 2014
Changes of Wind – Directed by Russell Wallace
Out on the land and in the mountains, the wind moves through the senses. We see the grass moving, we hear the movement of the branches of the trees and we feel the wind on our face and sometimes we can even feel the breath being taken right out of us.
The wind does bring great change sometimes. We see the debris from the torn trees and any structure that dares stand against the wind. The wind then is a catalyst.
History is full of examples of great change and with those events are the people that are there tearing down branches and breaking limbs and making some trees fall. In Indigenous cultures there have been many storms and there has been a lot of debris left behind but there are still many trees standing.
A lot of our people have been isolated and blinded by the debris and whirl around the urban centres getting stuck in circles in the core of the city. Eventually some awaken and find others and work as the grasses do when a wind comes, moving together. We reach out, we find our support in others and then we dance with them.


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Submitted to: In Situ and on Site Bioremediation Symposium Proceedings
Publication Type: Abstract Only
Publication Acceptance Date: April 29, 2005
Publication Date: June 6, 2005
Citation: Hunter, W.J. 2005. Removing selenate from groundwater with biobarriers containing soybean oil. In Situ and on Site Bioremediation Symposium Proceedings. Technical Abstract: At high levels selenate is a water contaminant that is toxic to humans and animals. In situ biologically active barriers (biobarriers) might provide a useful approach for removing soluble selenium from water. Laboratory studies were conducted to evaluate the use of biobarriers, formed packing laboratory columns with sand coated with soybean oil, as a method for removing selenate from groundwater. The working hypothesis is that the soybean oil, an energy rich carbon substrate, will stimulate microbial activity and that this increased microbial activity will result in the reduction of selenate to elemental selenium. Elemental selenium is not water soluble and this reduction reaction should remove selenate from the water. For the study a microbial inoculum was added and water containing 10 mg L-1 selenate or 10 mg L-1 selenate plus 20 mg L-1 nitrate was pumped through the sand columns. At intervals the effluent from the columns was collected and assayed for selenate, selenite, nitrate and nitrite. The total amount of selenate present in the effluent water decreased significantly with two of the sand columns that were supplied with selenate alone for 18 weeks. After two weeks operation effluents from these two columns contained no detectable selenate. Transient accumulations of selenite, lasting 5 and 10 weeks, were observed with these columns. In the final weeks of the study neither selenite nor selenate were detected in the effluents of these columns. However, the third column in the study failed to reduce selenate. In the second part of the study three columns were supplied with selenate and nitrate for 24 weeks. Results show that these columns were effective at reducing the amount of both selenate and nitrate present in the influent water. Much of the nitrate in the effluents disappeared within the first week of operation and the amounts of nitrate in the effluents remained low, averaging less than 1 µg ml-1 nitrate-N, for the final 23 weeks of the study. No accumulations of nitrite were observed during the study and the amount of nitrite in the effluents averaged about 0.03 µg ml-1 nitrite-N during the final 23 weeks of the study. The amount of selenate in the effluents declined slowly throughout the study indicating that the columns became increasingly efficient at removing selenate as the study progressed. In the final five weeks of the study the columns were about 95% efficient at removing selenate from the influent water. Only trace amounts of selenite were detected during the study and the average amount of selenite-Se in the effluents was 0.05 µg ml-1. The results suggest that vegetable oil based biobarriers can be used to remove selenate or selenate and nitrate from flowing groundwater.


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Pub. date: 2009 | Online Pub. Date: December 16, 2009 | DOI: 10.4135/9781412972048 | Print ISBN: 9780761929574 | Online ISBN: 9781412972048| Publisher:SAGE Publications, Inc.About this encyclopedia
Matthew J. Powers
Objectivity is a central yet contested tenet of modern journalism. At its core, it seeks to define the role that journalists should play in selecting, gathering and relaying news to the general public. While frequently viewed as a technique for reporting only the "facts" of a story, objectivity is more importantly understood as an idea whose meanings have changed over time. To question, criticize, and renegotiate objectivity is to rethink what is wanted and needed from journalism, and the society it covers. While the exact meaning of objectivity is always in dispute, there is an identifiable history of its nature and practice in American journalism. Historians cite the beginnings of the penny press (low-cost, tabloid-style papers) in the 1830s as its earliest formation. Prior to the 1830s, most American newspapers were partisan. Financed primarily by political parties, these papers also made use of paid subscriptions for revenue; in turn, the...


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ADDEND A number to be added to an augend.
ADDITION A form of counting where on quantity is added to another.
AND GATE A logic circuit in which all inputs must be HIGH to produce a HIGH output.
ASSOCIATIVE LAW A simple equality statement A(BC) = ABC or A+(B+C) = A+B+C.
AUGEND A number to which another number is to be added.
BASE The number of symbols used in the particular number system.
BCD (BINARY CODED DECIMAL) A method of using binary digits to represent the decimal digits 0 through
BINARY SYSTEM The base 2 number system using 0 and 1 as the symbols.
BOOLEAN ALGEBRA A mathematical concept based on the assumption that most quantities have two possible
conditions TRUE and FALSE.
BOOLEAN EXPRESSION A description of the input or output conditions of a logic gate.
BORROW To transfer a digit (equal to the base of the number system) from the next higher order column for the
purpose of subtraction.
CARRY A carry is produced when the sum of two or more numbers in a vertical column equals or exceeds the
base of the number system in use.
CLOCK A circuit that generates timing control signals in a computer or other type of digital equipment.
COMMUTATIVE LAW The order in which terms are written does not affect their value; AB = BA, A+B =
COMPATIBILITY The feature of logic families that allows interconnection of circuits without the need for
COMPLEMENT Something used to complete something else.
COMPLEMENTARY LAW A term ANDed with its complement is 0, and a term ORed with its complement is
1; A A = 0, A + A = 1.
CONVERSION To change a number in one base to its equivalent in another base.
COUNTER A device that counts.
D FLIP-FLOP Stores the data bit (D) in conjunction with the clock input.
DECADE COUNTER Counter from 0 to 1010 in base 2, then resets.
DECIMAL POINT The radix point for the decimal system.


be in a location that your code can access. This typically means that it should be stored with one of the Google Cloud storage or big data services.
Output data
It is common for applications to output data, including checkpoints during training and a saved model when training is complete. You can output other data as needed by your application. It is easiest to save your output files to a Cloud Storage bucket in the same Google Cloud project as your training job.
Building training jobs that are resilient to VM restarts
Google Cloud VMs restart occasionally. To ensure that your training job is resilient to these restarts, save model checkpoints regularly and configure your job to restore the most recent checkpoint.
You usually save model checkpoints in the Cloud Storage path that you specify with the --job-dir argument in the gcloud ai-platform jobs submit training command.
The TensorFlow Estimator API implements checkpoint functionality for you. If your model is wrapped in an Estimator, you do not need to worry about restart events on your VMs.
If you can't wrap your model in a TensorFlow Estimator, write functionality to save and restore checkpoints into your training code. TensorFlow provides the following useful resources in the tf.train module:
Training with GPUs
You can run your training jobs on AI Platform Training with graphics processing units (GPUs). GPUs are designed to perform mathematically intensive operations at high speed. They can be more effective at running certain operations on tensor data than adding another machine with one or more CPU cores.
The AI Platform Training training service doesn't provide any special interface for working with GPUs. You can specify GPU-enabled machines to run your job, and the service allocates them for you. For example, in a TensorFlow training job you can assign TensorFlow Ops to GPUs in your code. When you specify a machine type with GPU access for a task type, each instance assigned to that task type is configured identically (as always): the service runs a single replica of your code on each machine.
If you are training with a different machine learning framework using a custom container, that framework may provide a different interface for working with GPUs.
Some models don't benefit from running on GPUs. We recommend GPUs for large, complex models that have many mathematical operations. Even then, you should test the benefit of GPU support by running a small sample of your data through training.
See how to use GPUs for your training job.
Training with TPUs
You can run your training jobs on AI Platform Training with Cloud TPU.
See how to use TPUs for your training job.
What's next


Particles: from Homer to the Apocalypse
From: clayton stirling bartholomew (
Date: Sun Nov 08 1998 - 15:24:45 EST
Moving back and forth between the NT and Homer leaves my head spinning. The
language of Homer seems to be about 30% particles. The syntactical function
and/or meaning of these words is often maddeningly difficult to pin down, even
with the aid of such notable reference works as Smyth, Monro, and Denniston.
I am speculating that one reason the use of particles has diminished
significantly in the NT period is the international character of the Koine.
The particles of the Homeric and Attic periods didn't travel well. Those who
spoke Koine as a second language found that they could get along fine with a
truncated syntax.
Moving backward through the history of Greek from a document like the
Apocalypse of John, through the Attic authors and finally to Homer produces a
kind of syntactical vertigo. I can make sense out of Homer with a lot of work,
but I am still reading Homer as if it were Koine. What I mean by this is I
tend to factor out the features of the language (e.g., particles) which are
not prevalent in Koine.
I am not sure that there is any quick fix for this problem.
Clayton Stirling Bartholomew
Three Tree Point
P.O. Box 255 Seahurst WA 98062


The stamp-edition is the monopoly of state. A piece of independence. A piece of sovereignty. A piece of exclusiveness. A piece of law.
To make stamp means: to create value. To make stamp means: to substitute value for.
The stamp is an opening. It is an opening to show that, what is important. To show that, what is not important. To demonstrate our fantasy.
Stamps are facts. Stamps are ideas. Stamps are indications to codification. Stamps are indications to innovation.
The stamp is such a picture, which not raises a claim to manage it as a picture, while state-power strives to monopolize the conceptual definition of the so called "picture". Stamp may resist this, if it is not a production of a state-monopoly.
Therefore I made stamps.
Gabor Tóth | ParaStamp | web
Gabor Toth is a visual and experimental poet living and working in Budapest.
This essay was published in: World Art Post, Artpool, Budapest, 1982, pp. 6. <>
[WAP texts]


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Authors Name: Manav Mehra1, Shreya Dwivedi2 1B.M.S College of Engineering 2S.R.M Institute of Science and Technology.
This article reviews the different approaches that are available for the process of emotion recognition using speech. Firstly, we talk about the problems in emotion recognition such as choosing an appropriate speech database, then identifying various features and finally selecting an appropriate classification model. the model reviewed in this approach uses 13 MFCC and acceleration constants as features, a CNN and a Long Short Term Memory for classification. The second approach reviewed in this article uses an approach that is based on adaptively trained Very Deep Convolutional Residual network that highlights Cluster adaptive Training and Factor aware Training. The third approach overcomes the problems of losing some speech recognition information while extracting the feature first and then classifying the emotion hence resulting in reduced accuracy by using the end-to-end recognition approach. Finally it reviews the process of real-time speech recognition investigating high level descriptors and i-vectors.
Keywords: Neural networks, Speech Emotion Recognition, MFCC, CNN, LSTM, residual learning, high-level descriptors, i-vectors.