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|NJOEM Home | NJOEM News Room|
NJ Office of Emergency Management
NJOEM's Winter Weather Awareness Week:
(TRENTON, NJ) – Colonel Rick Fuentes, Superintendent of New Jersey State Police and Director of the New Jersey Office of Emergency Management, is celebrating Winter Weather Awareness Week beginning today and ending Friday.
Each day will bring a new message on family preparedness during the winter months.
Today's message: Nor'easters: Powerful Winds and Coastal Flooding.
What is a Nor'easter?
Nor'easters have the potential to cause as much damage as hurricanes in New Jersey's latitudes, with powerful winds, rain or snow and large waves.
They can pound and erode beaches with heavy surf, affect inland areas with flooding, or coat the land with thick layers of ice and snow.
Nor'easters result from the counterclockwise rotation of a low-pressure system and the clockwise rotation of a high-pressure system, combining to send wind and moisture to New Jersey from the Northeast. The nor'easter's ferocity will depend on the strength of the two systems.
One reason nor'easters are so dangerous is that they tend to move much more slowly than hurricanes at our latitudes. That slow movement allows the storm's effects to accumulate in a given area. The worst disasters in New Jersey history, in terms of cost and widespread damage, have been from nor'easters that moved slowly and remained for several days.
A nor'easter's wind circulation can cause tidal waters in back bays to be held in place, and not allow the water to drain through inlets and into the ocean. The accumulation of more and more water in tidal areas can cause widespread flooding.
Nor'easters can occur all year long, but in New Kersey they are primarily a risk between September and April.
It is important to remember that nor'easters are not the only winter hazards that can cause widespread coastal flooding and beach erosion.
Flooding can result from the sudden thaw of a heavy pack of snow, or from an "ice jam." After long cold spells, which can cause rivers and lakes to freeze, a rise in the water level or a sudden thaw can break the ice into large chunks, which can become jammed at manmade and natural obstructions. These ice jams can act as a dam, resulting in severe flooding.
For New Jersey residents, the basics of preparedness for nor'easters and winter flooding are virtually the same as preparedness for all hazards, natural or manmade:
Further information on all-hazards preparedness for families can be found at the New Jersey Office of Emergency Management's website, _URL_
Similar information can be found in "Plain Talk on Terrorism Preparedness," available from the New Jersey Domestic Security Preparedness Task Force at _URL_ and in "Ready Together New Jersey," from the New Jersey Department of Health and Senior Services, at _URL_


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What Are Microbicides?
Microbicides are gels, films, or suppositories that can kill or neutralize viruses and bacteria. Researchers are studying both vaginal and rectal microbicides to see if they can prevent sexual transmission of HIV. A safe, effective, and affordable microbicide against HIV could help to prevent many new infections.
For more information on microbicides, see NIAID's HIV/AIDS: Topical Microbicides.
Can Microbicides Prevent HIV Infection?
The answer to this question now appears to be "Yes"—though more studies are needed to be sure.
In July, 2010, researchers attending the 2010 International AIDS Conference in Vienna, Austria announced exciting news about the CAPRISA 004 Microbicide Study. In that study, researchers put an antiretroviral drug into a vaginal microbicide gel and told the women participating in the trial to use the gel before and after sex to protect against HIV transmission.
The study results found that, overall, the gel was 39% effective in reducing the women's risk of becoming infected with HIV during sex. The more frequently the women used the gel as intended, the more effective it was in protecting them from HIV infection.
The gel was also 51% effective in preventing genital herpes infections. Since having a sexually transmitted infection like herpes increases your risk of contracting HIV, this is another important result.
If other studies of microbicide gels confirm these results and the microbicides are approved for licensure by the appropriate regulatory agency and made available, microbicides could prevent millions of new HIV infections over the next decade.
To learn more about the microbicide trials, read the CAPRISA 004 Study Details or the Microbicide Trials Network's Understanding the Results of CAPRISA 004. You can also watch the Kaiser Family Foundation's webcast of the announcement in Vienna.
Why Are Microbicides So Important?
HIV is spread predominantly through sexual transmission. Right now, the best HIV prevention options for sexually active people are being mutually monogamous with an HIV-negative partner and using condoms consistently and correctly. For many people, however, these options are not possible.
It is believed that topical microbicides might be more effective than condoms in preventing HIV infection because they would be easier to use and women would not have to negotiate their use, as they often must do with condoms. Worldwide half of the people living with HIV are women. So, public health professionals are particularly interested in developing microbicides for women who aren't able to get their male sex partners to use condoms. Microbicides would make it possible for a woman to protect herself and her partner from HIV without his cooperation or knowledge—a particularly important factor for commercial sex workers (prostitutes) or women in abusive relationships.
Microbicides might also make it possible someday for women to protect themselves from HIV while still allowing them to get pregnant if they wish.
For more information, see the Microbicide Trials Network's Microbicides: A Promising Strategy.
See also UNAIDS' (the Joint United Nations Programme on HIV/AIDS) 2008 series: Microbicides: why are they significant? (Part 1) and Microbicides: challenges to development and distribution (Part 2).
Can I Use A Microbicide to Protect Myself from HIV Infection?
Not yet. The CAPRISA study results are exciting—but even if those results are duplicated in other clinical trials, it will probably be several years before microbicides are available to the public. Researchers will have to be sure that the product is both effective in preventing HIV infection and safe for people to use.
For now, the best forms of protection against sexual transmission of HIV continue to be:
- Being mutually monogamous with an HIV-negative partner
- HIV testing—so that you know your own HIV status and your partner's too
- Using condoms consistently and correctly
Where Can I Learn More About Microbicide Research?
- AIDSinfo - Investigational Drugs: Microbicides
- Anti-HIV Gel Shows Promise in Large-Scale Study in Women
An investigational vaginal gel intended to prevent HIV infection in women has demonstrated encouraging signs of success in a clinical trial conducted in Africa and the United States.
- Microbicide Trials Network News Feed
Get up-to-date news about HIV/AIDS and microbicides.
Last revised: 02/27/2012

source: HuggingFaceFW/fineweb-edu


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Acetone is a strong solvent commonly used for various purposes, including in nail polish removers and industrial applications. While acetone can interact with polymer clay, it doesn't necessarily "melt" it like other materials. Instead, it has some unique effects on the clay.
Effects of Acetone on Polymer Clay
When acetone comes into contact with polymer clay:
- Acetone can soften and slightly dissolve the surface of polymer clay, giving it a smooth and shiny appearance.
- Acetone can be used to clean polymer clay surfaces before baking to remove dust, lint, and fingerprints.
- Excessive use of acetone can cause the clay to become too soft, making it difficult to work with or lose its shape.
- Acetone may cause some pigments or colors to bleed or fade, affecting the overall appearance of the clay.
Safe Usage of Acetone
If you choose to use acetone with polymer clay, consider the following:
- Use acetone sparingly and in well-ventilated areas to avoid overexposure to fumes.
- Test a small, inconspicuous area of the clay before applying acetone to your entire project.
- Be cautious when using acetone on painted or colored polymer clay, as it may affect the surface finish.
- After using acetone, allow the clay to air out and dry before continuing with your project.
Alternative Cleaning Methods
If you're concerned about using acetone, there are alternative methods for cleaning polymer clay, such as using a soft brush, gentle soap and water, or baby wipes.
While acetone can have specific effects on polymer clay, it's important to use it cautiously and test its effects before applying it to your entire project. With proper handling and care, you can achieve desired results without compromising the integrity of your polymer clay creations.

source: openbmb/Ultra-FineWeb


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The study, from University of Boston, speculates that common autistic spectrum behaviours such as 'a preference for logical beliefs' and a distrust of metaphor and figures of speech, could be responsible.
What is described as a "preference for logical beliefs" should actually be phrased as a "preference for beliefs that appear to be logical". For, as we have repeatedly seen, socially dysfunctional atheists tend to be extraordinarily illogical, to such an extent that they will deny the existence of straightforward dictionary definitions in use for hundreds of years in order to cling to their pseudo-logic
I couldn't possibly comment. 😉 Meanwhile, here is the first cause argument:
Everything that has a beginning has a cause
The universe has a beginning
Therefore the Universe has a cause


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Sep 25, 2022
We are excited that you are pursuing a secondary teaching degree. At PFW, we offer secondary teaching licenses in collaboration with several different content areas. We do this through a Dual Degree program. This means that each student earns a degree in the content area as well as a separate degree in Secondary Education. Because it is a dual degree program, we accept all 60 credits from the Ivy Tech Community College or Vincennes University TSAP program but require more than 60 credits at PFW to complete both degrees.
At the time you are admitted to PFW, you will declare your majors with the Department of Biology and the School of Education.
- Completion of the TSAP in Secondary Education - BIology A.S. degree is required for admission to the TSAP dual degree.
- No courses beyond the requirements for TSAP A.S. degree are required for admission to the B.S. in Biology program. For admission to professional education, a minimum 2.70 cumulative GPA (PFW) as well as a 2.70 cumulative GPA in your major course work with at least 50% completed in major is required.
- For graduation, a 3.00 cumulative GPA and 3.00 major GPA are required.
- All students in the B.S. with majors in Biology and Secondary Education are expected to meet the same student learning outcomes and program requirements. Additional program requirements exist for all students in the B.S. with a major in Biology and the B.S.Ed in Secondary Education. Please see program pages for additional details.
- You are responsible for satisfying the graduation requirements specified for each degree program. Thus, it is essential that you develop a thorough understanding of the required courses, academic policies and procedures governing your academic career. All requests for exceptions to specific requirements must be made in writing and may be granted only by written approval from the appropriate chairs or deans.
- List of Major courses and supporting courses required at PFW; total credits in program = 128.
Biology and Biology Elective Courses: Credits 17
- BIOL 49100 Senior Biology Seminar (counts as Gen Ed C.8) (3 cr)
- Biology electives with labs (8 cr)
- Biology electives (6 cr)
Guidelines for BIology electives:
- Take at least one course with a laboratory from each of the A and B elective courses.
- The A elective courses focus on topics regarding the intact organism and its interaction with the environment, and so are organismal, population, community, and ecosystem in nature.
- The B elective courses focus on processes acting within the organism, and thus detail molecular, cellular, and organ-system mechanisms.
- See Biology Program Description for a complete list of A-Electives and B-Electives and how they connect to the three optional Concentration areas.
Supporting Courses: Credits 18
Statistics: 6 cr
Chemistry: 8 cr
Physics: 4 cr
Education Core: Credits 27
- EDU 30600 Teaching Students with Special Needs in the Secondary Classroom (3 cr)
- EDU 40500 The Middle and Junior HIgh School (3 cr) and EDU 30100 Laboratory/Field Experience (0 cr)
- EDU 40101 Critical Reading in the Content Area (3 cr) and EDU 40100 Laboratory/Field Experience (0 cr)
- EDU 44900 Methods of Teaching Science in the Secondary Schools (3 cr)
- EDU 47500 Adolescent Development and Classroom Management (3 cr)
- EDU 48000 Student Teaching in the Secondary School (12 cr)


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Osteoporosis in Children and Adults Following Liver Transplantation
Recruitment status was Active, not recruiting
This pilot project aims to 1) estimate the prevalence of osteoporosis in adults having undergone liver transplantation in childhood, and 2) identify risk factors for osteoporosis in this group. We aim to study 40 individuals.
|Study Design:||Observational Model: Defined Population
Observational Model: Natural History
Time Perspective: Cross-Sectional
|Official Title:||Osteoporosis in Children and Adults Following Liver Transplantation|
Background: Osteoporosis is defined as an absolute decrease in the amount of bone (volume and/or density). Chronic liver disease is associated with osteoporosis in both adults and children. Bone density is also decreased in the months immediately after liver transplantation, but improves to pretransplant values after 1 to 2 years. Immunosuppressive agents, most notably steroids, are a cause of osteoporosis. However, studies on adults have shown that bone densities afer transplantation continue to improve within the normal range for healthy adults. In the case of children, bone accretion is necessary for growth. Chronic liver disease and transplantation in childhood will have an adverse effect on bone metabolism and the outcome in terms of bone density after the growth period cannot be predicted on individuals transplanted as adults or other transplant groups.
|United States, Minnesota|
|University of Minnesota|
|Minneapolis, Minnesota, United States, 55455|


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The long jump is the most familiar event to us along with 100m sprint because can be played easily with bare body and it requires more skills than power compare to any other events.
Long jump has four main components: 1. Approach run 2. Last two strides 3. Take off and Action in the air 4. Landing
1. Approach run: The important phase to get maximum controlled speed.
2. Last two strides: To prepare the body for takeoff while conserving as much as speed as possible and step
3. Take off and action in the air: To create a vertical impulse through the athlete's centre of gravity while maintaining balance and control. There are four main styles of take off: Kick, double-arm, sprint and power sprint.
4. Landing: Must pay attention in landing to avoid falling backwards.
The final match of long jump in World Championships in athletics will take place on Aug 28 for women's and Sep 2 for men's respectively.


, which have different meanings based on their required type attribute:
Type of limit to define - one of registered_user_concurrent_jobs, anonymous_user_concurrent_jobs, destination_user_concurrent_jobs, destination_total_concurrent_jobs, walltime, and output_size.
Optional destination on which to apply limit (for destination_user_concurrent_jobs and destination_total_concurrent_jobs types only) (e.g. id="galaxy_cluster").
Optional destinations on which to apply limit (for destination_user_concurrent_jobs and destination_total_concurrent_jobs types only).
If a limit tag is defined, its value must be set. If the limit tag is not defined, the default for each type is unlimited. The syntax for the available types are:
Limit on the number of jobs a user with a registered Galaxy account can have active across all destinations.
Limit on the number of jobs an unregistered/anonymous user can have active across all destinations.
The number of jobs a user can have active in the specified destination, or across all destinations identified by the specified tag.
The number of jobs that can be active in the specified destination (or across all destinations identified by the specified tag) by any/all users.
Amount of time a job can run (in any destination) before it will be terminated by Galaxy.
Total walltime that jobs may not exceed during a set period. If total walltime of finished jobs exceeds this value, any new jobs are paused. This limit should include a window attribute that is the number in days representing the period.
Size that any defined tool output can grow to before the job will be terminated. This does not include temporary files created by the job (e.g. 53687091200 for 50 GB).
The concept of "across all destinations" is used because Galaxy allows users to run jobs across any number of local or remote (cluster) resources. A user may always queue an unlimited number of jobs in Galaxy's internal job queue. The concurrency limits apply to jobs that have been dispatched and are in the queued or running states. These limits prevent users from monopolizing the resources Galaxy runs on by, for example, preventing a single user from submitting more long-running jobs than Galaxy has cluster slots to run and subsequently blocking all Galaxy jobs from running for any other user.


L. cognate) of "deep" as well as "tall" (cf. also O.Pers. baran "height, depth"). High-class (adj.) is from 1864. To high-tail "move quickly" is slang attested by 1890, from cattle ranches (animals fleeing with elevated tails). Highlands "mountainous district of Scotland" first recorded early 15c. High-roller "extravagant spender" is from 1881. Your Highness as a form of address to English royalty is attested from c.1400.
Online Etymology Dictionary, © 2010 Douglas Harper
Cite This Source
Slang Dictionary
high definition
 1. mod.
 alcohol or drug intoxicated. : They went out for the evening to get high, and for no other reason.
 2. n.
 a state of euphoria caused by drugs or alcohol. : His life is nothing but one high after another.
Copyright 2007. Published by McGraw-Hill Education.
Cite This Source
American Heritage
Idioms & Phrases
high and low
Everywhere, as in We searched high and low but couldn't find the ring, or He hunted high and low for a parking space.
The American Heritage® Dictionary of Idioms by Christine Ammer.
Copyright © 1997. Published by Houghton Mifflin.
Cite This Source
Copyright © 2014 Dictionary.com, LLC. All rights reserved.
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Lamp Shell Terebratulina septentrionalis
It would be easy to mistake a lamp shell for a small bivalve mollusk, as both have a hinged shell in two parts and live attached to the sea floor. Lamp shells, however, have a very thin, light shell and the two parts are different sizes, with the smaller one fitting into the larger. The shell valves cover the dorsal and ventral surfaces of the animal whereas in bivalve mollusks they are on the left and right side of the body. Lamp shells attach their pear-shaped shell to hard surfaces by means of a fleshy stalk that emerges from a hole in the ventral shell valve. With the shell valves gaping open, the animal draws in a current of water that brings plankton with it. Taking up most of the space inside the shell is a feeding structure called the lophophore, which consists of two lateral lobes and a central coiled lobe covered in long ciliated tentacles. The beating of the cilia creates the water current. Lamp shells are found worldwide, but they are especially abundant in colder waters. In the northeastern Atlantic, Terebratulina septentrionalis is mostly found in deep water, while along the east coast of North America, it commonly occurs in shallow water. This species is very similar to Terebratulina retusa.


text: |Abstract:||The 5th International Geological Congress (IGC), the initial meeting in North America, was the first of the three IGCs that have been held in the United States of America (USA). Of the 538 registrants alive when the 5th IGC convened in Washington, 251 persons, representing fifteen countries, actually attended the meeting. These participants included 173 people from the USA, of whom forty-two represented the US Geological Survey (USGS). Fourteen of the US State geological surveys sent representatives to Washington. Eight participants came from other countries in the Western Hemisphere - Canada (3), Chile (1), Mexico (3), and Peru (1). The sixty-six European geologists and naturalists at the 5th IGC represented Austro-Hungary (3), Belgium (3), Britain (12), France (7), Germany (23), Norway (1), Romania (3), Russia (8), Sweden (4), and Switzerland (2). The USGS and the Columbian College (now the George Washington University) acted as the principal hosts. The American Association for the Advancement of Science and then the Geological Society of America (GSA) met in the Capital immediately before the Congress convened (26 August-1 September 1891). The 5th IGC's formal discussions treated the genetic classification of Pleistocene rocks, the chronological correlation of clastic rocks, and the international standardization of colors, symbols, and names used on geologic maps. The third of those topics continued key debates at the 1st through 4th IGCs. The GSA, the Korean Embassy, the Smithsonian Institution's US National Museum, the USGS, and one of the two Secretaries-General hosted evening receptions. Field excursions examined Paleozoic exposures in New York (18-25 August), Cretaceous-Pleistocene localities along the Potomac River south of Washington (30 August), and classic Precambrian-Pleistocene sequences and structures in the Great Plains, Yellowstone, Rocky Mountains, and Great Basin (2-26 September), with optional trips to the Grand Canyon (19-28 September) and Lake Superior (23 September-2 October). The single-volume report of the 5th IGC was published in Washington in 1893.


experiment with your adhesives first, before you use an adhesive on your final project. No one glue works with every material or project.
(2) Glues vary widely in terms of which materials they stick to, how well they form a bond between two smooth surfaces, and how the glue bond ages, both in terms of durability and color.
(3) Clean the excess glue off your piece before you display or sell it.
(4) You will probably have to rely on more than one type of glue to accommodate all your types of projects.
E6000 and Beacon 527
These glues dry like rubber. All jewelry moves, and these glues act like shock absorbers. These glues are best for most applications in jewelry design. Remember that these glues take 24 hours to dry hard, so you can't wear your pieces for 24 hours.
Super Glue and G-S Hypo-Cement (Watch crystal cement)
These glues dry like glass, so their bonds shatter like glass, when the jewelry moves. Moreover, the broken bond looks like a broken piece of glass. These glues have more limited uses in jewelry design. These are used most often on knots, where you want the knot to be stiff so it cannot slip through a hole or opening. With the rubberized glues, like E6000, the knots can contort and work their way through openings. Don't use super glue on the knots in elastic string.
Hot Glue
Remember that hot glue will soften at body temperature. It won't work on a lot of jewelry.
You Are Ready To Begin Your Path
As A Jewelry Maker and Beader
Well, we've covered a lot of material in this Orientation. I hope it was useful for you.
It's important to understand the quality of the pieces you use, and what happens to them over time.
It's important to ask a lot of questions when you buy your parts.
It's important to learn skills and techniques developmentally. That is, in a structured, orderly, integrative way.
If interested in Bead Stringing, I suggest you learn the following in this order:
Basics of Bead Stringing and Attaching Clasps
Pearl Knotting
An introduction to Wire Working or Wire Wrapping
Color and Beads
Jewelry Design principles and theories
If interested in Bead Weaving, I suggest you learn the following in this
Introductory classes in these stitches:
Square Stitch
Peyote – Flat
Peyote -Tubular
Brick Stitch
Right Angle Weave
Spiral Ropes
Petersburg Chain
Ndebele Stitch
Beaded Beads
Bead Embroidery
Along the way, pick up these skills:
Basics of bead weaving and attaching clasps
Pearl Knotting
Making wire loops and coiled loops
For any one stitch, after the Stitch of the Month, or other Intro
Class, and where you have a more in-depth interest in, then:
A. Class that covers tubular and/or circular forms
B. Class that covers increasing and decreasing
C. Class that covers embellishment, edges, fringes and straps
D. Class that covers splitting and/or creating negative spaces
E. Class that covers creating oversized pieces and multiple piece
F. Class that covers free form techniques and creating your own
G. Class that covers dimensionality and sculptural projects
If interested in Wire Working, I suggest you learn the following in this
Introduction to wire, tools, and making shapes with wire, like jewelry findings
Using wire as a structural element
Incorporating beads with wire in your composition
Making settings for stones
Making chains
Making elaborate earrings
To see images of the beads, jewelry findings and other materials discussed in this article, and get some more detailed information about these products, you might visit Land of Odds online.
Teaching Jewelry Making – 3 Approaches
Learn To Bead Blog…At Land of Odds
35 Responses to "ORIENTATION TO BEADS"
 1. Lisa Metzler said
 WOW!! This is a very comprehensive and helpful article–I'm glad I surfed into your site (from Bead-Space.com) and found it. Thanks for posting it. I learned quite a bit here.
 Lisa Metzler
 2. Anne-Marie Wilson said
 I have been stumbling around for months trying to make sense of so much confusing information about beading. Time is short, and money is tight….Where, oh where, do I start???
 Thank you so very, very much for your most excellent website! Thank you for taking the time, and for cultivating the rare talent of being able to impart information in such a clear and understandable manner. You have no idea how much this is appreciated.
 Toronto, Canada
 3. Gwyn said
 Your obvious expertise is absolutely amazing!!!! Thank you for this in-depth yet easy to understand article about such a deceptively complicated but fun hobby/business…You are now my hero!
 4. DEG said
 it's amazing to realize how much you don't know what you think you know. 🙂
 5. Linda Horton Dodson said
 Thank you for taking the time to research and put all that information up. I have bern weaving on a loom for about 5 years now (see video at _URL_ and still found information new to me in your discussion. You have saved people a lot of time looking around the internet and learning by trial and error.
 6. Gail said
 Thank you! I have been trying to make some of the free projects for beginners using seed beads and there is so much information that isn't provided about products or at websites when you try to purchase seed beads that was covered here. What a great article of basic information. I could have purchased a lot of how to books, spent a lot of money and still not have been given just basic information on the different sizes, finishes and types of beads that so many magazines and how to books assume you know that was covered in this article.
 7. Carol Bruce Collett said
 Great article. I learned a lot.
 8. Wonderful primer. Information not found in any one place all together.
 Thank you so much.
 9. Mary K. McGraw said
 What an amazing wealth of information. Thanks for sharing.
 10. Toni said
 Wow! Thank you so much for an amazing amount of information. I'll be telling my beading friends about you!
 11. Shelly U. said
 Thanks so much for this priceless information. I am on my way to becoming a better beader thanks to your page. Thanks for saving me all of the hard knocks of learning this information the hard way. I found your page by accident while doing a search for smaller sized seed beads. I am going to tell every beader I talk to about your page so they too can become a better beader. Thanks again!!
 12. Susan Kirk said
 Your article brought such relief to me. I have been interested in beading for some time and have gone to the extent of buying some supplies but have never really started a project for fear of "goofing up". I wanted to know more about which bead, threads, hardware, etc. would be right for what I wanted to accomplish. This primer on beading is just what I needed to answer my questions and free me to get started. Thank you so much!
 13. Melody O'Beau said
 Thanks you so much for this wonderful tute. I have been beading for a long time, but am just self taught from reading books, so there are LOTS of gaps in my beading education. I learned a number of very helpful bits of info here.
 14. Monica Smith said
 Some real gems here.
 Wish I lived closer to take your classes. The stores round here teach stringing(ugh) or the bracelet they made the night before from a magazine.
 15. […] Leave a Comment tweetcount_url='_URL_ tweetcount_title='Land of Odds offering beginner's course';tweetcount_cnt=0;tweetcount_src='RT _USER_:';tweetcount_via=false;tweetcount_background='';tweetcount_border='';tweetcount_text='';tweetcount_api_key='dcd0cbf084952aa806a7103c2609645942026abc5194e9819c425abe9a39da8d';The Orientation to Beads and Jewelry Findings is being offered online at the Land of Odds. This course was developed by instructor Warren Feld because he noticed that beginner beaders didn't always make the best choices when it came to quality. Personally, I learned the hard way a long time ago that if I was going to put 40 hours or more into a bead embroidered necklace, I wasn't going to skimp on the cabochons, beads, and metal findings! […]
 16. Cindi McBroom said
 I have been beading for about 14 years and I learned so much from reading this Bead Orientation lesson. Thank you so much for providing so much useful information. I really enjoyed reading this and am going on to class II.
 17. I've been beading for over 40 years and this is


Dear Dracula Movie Poster Image
Dear Dracula
Sweet, funny story of friendship is a treat for the family.
 - Rated: NR
 - Genre: Family and Kids
 - Release Year: 2012
 - Running Time: 60 minutes
What parents need to know
Educational value
Kids are exposed to aspects of Dracula lore. Positive messages about friendship and self-identity.
Positive messages
Kids see Sam and Dracula bond over their common insecurities and pledge to help each other work through them, which illustrates themes of friendship and reminds kids that you're never too little to help someone in need. Sam feels like a social outsider because of his unique interests, but when he opens himself to the possibility of friendship, he discovers that he's not as different as he thought.
Positive role models
Sam's grandma cares a lot about him and encourages his interaction with kids. Even though legends cast him as a fearful predator, Dracula is funny, kind, and immediately engaged with Sam, whose well-being is his top priority. It's through the guidance of these two adults in his life that Sam is able to step out of his shell and seek out friendship with his peers.
Violence & scariness
A few surprises when Dracula appears out of nowhere or transforms from his bat form into his full-size one. A friendly spider clicks his pincers in the face of a girl and scares her away.
Sexy stuff
Not applicable
Not applicable
The movie is based on a graphic novel of the same name.
Drinking, drugs, & smoking
Not applicable
Parents Need to Know
Parents need to know that Dear Dracula is a family-friendly movie based on a graphic novel of the same name. It centers on a friendship between a shy boy and kindly Count Dracula, who fears he's lost his touch when it comes to being scary and needs someone to remind him how it's done. For a Halloween movie about such an iconic monster, there's no scariness to fear; in fact, the story is more funny and heartwarming than it is frightful. Themes of self-confidence and kindness are strong throughout, and there are brief instances of bullying and teasing you can use to start conversations with your kids about those and other social issues.
Parents say
Not yet rated
Review this title!
What's the story?
DEAR DRACULA tells the story of Sam (voiced by Nathan Gamble), an introverted boy with an affinity for monsters who decides to write to Count Dracula (Ray Liotta) to ask for a vampire action figure he wants. His request is granted (sort of) when the Count himself shows up on his doorstep, accompanied by his sidekick, Myro (Emilio Estevez), just in time for the Halloween festivities on Sam's street. But try as he might, the Count just can't seem to scare up any fright in neighborhood trick-or-treaters, leading him to question his abilities. Meanwhile, Sam is pining for a friendship beyond that he shares with his pet spider, Webber, but can't seem to get up the nerve to talk to his neighbor, Emma (Ariel Winter). When these two unlikely pals pledge to solve each other's problems, it's anybody's guess as to how things will turn out.
Is it any good?
Halloween specials tend to be as fleeting as the buckets of candy that disappear in a matter of days, but Dear Dracula is a delightful addition to TV's holiday repertoire. It deserves a place in your family's Halloween viewing traditions. Based on a graphic novel by Joshua Williamson and Vincente Navarrate, the story is light on fright and heavy on comedy, cleverness, and fantastic messages about the value of friendship and the satisfaction of self-esteem. Sam and the Count discover that they may not be able to solve their own problems alone, but that each one has some expertise to offer the other in his quest for happiness.
What starts as a cute premise for a story quickly blossoms into a full-blown treat for the whole family, thanks to visually pleasing animation and exceptional voice artists who capture the essence of the characters. From Marion Ross as Sam's spunky grandma to Liotta as the curmudgeonly Count, there's a delightful surprise around every corner of this funny, sweet Halloween story.
Families can talk about...
 - Families can talk about self-confidence. How do the Count and Sam regain their confidence? What causes them to lose confidence? How does having a good friend change their outlook?
 - Kids: What kinds of things scare you? How does familiarity with them help you conquer that fear? How does Sam deal with his fear of being around other kids?
 - If you had the chance to meet a book or movie character, who would it be? What would you like to know about him or her? Do you think you'd be friends? What do you have in common?
Movie details
DVD/Streaming release date:October 9, 2012
Cast:Emilio Estevez, Nathan Gamble, Ray Liotta
Director:Chad Van De Keere
Studio:Arc Entertainment
Genre:Family and Kids
Topics:Book characters, Friendship, Great boy role models, Misfits and underdogs, Monsters, ghosts, and vampires
Run time:60 minutes
MPAA rating:NR
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Teen, 13 years old Written byderpcakes45 December 29, 2012
Really cute halloween special!
Teen, 16 years old Written byAteenagerfilmdreamer January 13, 2017
A Cute Movie
This movie is cute and fun, a perfect Halloween movie for kids


death. Alyssa has denied those allegations.
Shelby Allen as a child.
A Mother's Mission
So, Debbie says, "I explain this stuff to these [other] kids. I admit that I didn't know enough about the dangers of alcohol to properly educate my children about them. I make sure other kids know, 'When in doubt, call 911,' and 'Vomiting = Alcohol poisoning.' " These are two of the key mottoes featured prominently in the materials Debbie hands out at her talks and in the public service messages her organization distributes. She has received letters of appreciation and interest from all over the country—attention sparked in part by the fact that Shelby's uncle, executive producer for the NBC series ER at the time, had his niece's story woven into the show's final episode, which aired the spring following Shelby's death.
In over 100 classrooms and auditoriums along the West Coast, Debbie has displayed an 8-ounce water bottle, noting that this was the amount of alcohol that was found in her daughter's body. "I explain that at about a blood alcohol level of 0.16, kids are generally throwing up, and by 0.30, they are passing out. Allowing someone to pass out after drinking and leaving that person to'sleep it off' may actually be leaving someone to die," says Debbie. "Most kids don't know that the only way to save that person's life if he or she has in fact had too much to drink is to get medical attention immediately." "Shelby's Rules" share specific steps to take: Wake the person up; shake him; pinch him; if he doesn't respond, call 911 and then involve an adult.
The goal, Debbie insists, is not to "teach kids how to drink," as some parents within the community have complained, but to provide kids with an education that will encourage them to take alcohol seriously, hopefully avoid it altogether, and recognize a deadly situation and take the appropriate steps. Debbie takes special pride in the stories she's heard about underage drinkers rescuing their friends from alcohol poisoning—because they knew what to do. "After one presentation I gave in Anderson, [CA], when a teen started vomiting after drinking at a party, his friends immediately marched him home," she recalls. "The boy made it home and collapsed into his mother's arms." His mother then took him to the emergency room, where he was successfully treated for acute alcohol poisoning. "One of the mothers checked to see if those boys were in the group that had seen my presentation, and they were," she reports happily. "It's proof this kind of alcohol education can really save lives."
Debbie often tours with Shelby's best friend, Alyssa—now a college student—who continues to have nightmares about that night. Alyssa, who describes herself as having been "guilt-ridden for months," was cooperative in the investigation of Shelby's death. She also admitted to underage drinking, served her 50 hours of community service with the Shelby's Rules foundation, and made the issue of alcohol poisoning and underage drinking her senior project. Her newfound zero-tolerance perspective on underage drinking, however, has not made her popular with kids her age.
The kids at our high school, right after Shelby died, were all shocked and kind of scared straight. But that didn't even last very long. Now most of them are drinking just like they did before.
"My stance is that teens shouldn't experiment with alcohol, which means they shouldn't drink at all, because what they wind up doing is seeing how much they can drink before they pass out or get sick. They don't think of alcohol as something that can kill you," Alyssa says. "The kids at our high school, right after Shelby died, were all shocked and kind of scared straight. But that didn't even last very long. Now most of them are drinking just like they did before. One of our friends was talking to me the other day about how wasted she got, how she was throwing up, and I just looked at her like, Didn't you learn anything from Shelby's death? Kids just don't get it. They need more information, and they need to hear it more often."
Debbie is also involved in other aspects of the teen binge-drinking issue. She lobbies for tougher underage-drinking and social-host laws. Last spring, she testified for the passage of AB 2486, a California bill seeking to hold adults civilly liable for damages if they knowingly furnish alcohol to underage drinkers in their homes. At the hearing, most—like State Senator Noreen Evans—expressed dismay. "I have to say, I always thought this was the law and I'm just shocked to find out it's not," Evans said, shaking her head. "It should have been the law all along." On August 30, 2010, the bill became state law. A companion amnesty bill—which provides criminal protection for minors who call 911 to assist an underage drinker in difficulty—was signed into law a month later.
As pleased as she is with these results, Debbie Allen's path as an activist has been a fraught one—not just because of the loss she's endured, but also because of the reception her actions have met with. "I've lost good friends as a result of the incident itself and the aftermath," she says, "parents of Shelby's friends—who were friends of mine—who have not provided the support we have asked for: agreement that parents should not allow kids to drink in their homes, or help with our efforts to change laws that provide immunity for parents who do."
This kind of collateral damage doesn't give Debbie even a split second of pause. Her mission is clear. "I've had people say, 'You've turned your whole life over to this issue; it must be very therapeutic for you,' " she says. "Well, it's not therapeutic. Every time I give a presentation, it's painful. My grief has not lessened. In some ways, it has grown as time has passed. No one's child should have to die on a cold bathroom floor while parents sleep warm in beds nearby. I'm determined to save kids' lives. Not my kid's. It's too late for my kid. Other people's kids. Your kid."
This story originally appeared in the April 2011 issue of Good Housekeeping.
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Heart Failure
What is a soft tissue artifact?
A Answers (1)
 - ASCAI answered
 A "soft tissue artifact" may show up on an image produced by a nuclear stress test. During a nuclear stress test you receive an injection of a special radioactive dye that then travels through your blood vessels. A nuclear camera is used to take color-coded pictures of the heart to measure blood flow before, during and after exercise.
 After a stress test, your physician may mention that you have "soft tissue artifact," or "soft tissue attenuation." What this means is that soft tissue, such as breast tissue, is showing up on the image created by the stress test. Soft tissue artifact can give the false appearance of an area of reduced blood flow to the heart.
Did You See? Close
What will happen during a standard resting echocardiogram?


text:
SEAM (Simple Extensible Abstract Machine) is a
virtual machine architecture and library. SEAM is designed to be
languageand platform-independent, to be simple
and based on few principled services.
- Uniform data representation and memory management.
All datastructures used to represent computations, including code and
threads, reside in an abstract store, which represents
an abstract graph of data nodes.
Language specific datastructures are modelled on top of the
language-independent store structures. The store manages the allocation
of nodes and their efficient layout in memory.
- Platform-independent external representation.
Store values are converted to a portable representation during
export (pickling), and converted back during
import (unpickling). A language-independent
transfer language is defined
to describe values independent from platform.
Unpickling operates with respect to runtime-pluggable
language-dependent transformation. For example, language specific code
can be instantiated either to byte code or to native code.
- Abstract execution model.
Computations are defined by a generic evaluator interface.
SEAM supports arbitrarily many codes and
evaluators to be used at the same time and interact freely. In particular,
common virtual machine services like foreign
function interfaces are easily expressible.
SEAM is used successfully to implement the new virtual machine underlying
the Alice Programming System.
- 2004/10/04: preliminary "SEAM" home page online
- 2002/03/20: first version of "SEAM" VM is working
The SEAM Project is partially funded by the DFG (SFB
378, Project MI
6 - NEP).
Wed Mar 21 12:05:26 2007


sets that position of the input to that. \$\endgroup\$ – Underslash Jul 6 at 9:22
 - \$\begingroup\$ _USER_ You should post that as your own answer! This is a much better method than I came up with at the time. \$\endgroup\$ – Aaron Miller Jul 6 at 12:51
AWK, 63 bytes
Try it online!
The code scans all the numbers presented on the input line and sets variable, d, to the position of the smallest number, or to the number of fields plus one if all values are equal. Then it increments the number at that position and prints everything. As a result it either adds a new field with a value of 1 or increments the smallest number in the given set of numbers.
The first condition/test is always true, and just does some initialization.
The code block is a for loop, which applies one statement to each number from the input line.
The check to continue iterating just increments the a "current field" variable and stops when it's gets a 0 (by running off the end of the list).
The body of the loop updates b such that it's always pointing to the position of the smallest number in the input. The code also has to save the previous position of the smallest number, stored in c, to deal with cases where the minimum is the last number on the line.
The "end of loop" statement sets variable d to the current field "plus one" if the current value matches the current minimum as well as the previous minimum, or to the position of the current minimum otherwise.
One the loop completes, the code increments whichever field d points to. If all the fields are the same, it will increment an uninitialized field, which in AWK will default to 0. Otherwise it will increment the first field with the smallest value.
The second condition/test just increments the number of fields in the input line, which will always evaluate to true. If all the fields were the same numeric value, that change in NF will cause a 1 to be appended to the list. And if it changed one of the presented fields the additional field printed as a result of incrementing NF will be an empty string.
Ruby, 46 bytes
I feel like there's a better way to check if all elements are the same than a.uniq.size<2, but I'm too lazy to find it.
 - 6
 \$\begingroup\$ a.uniq[1] will be truthy iff there are distinct values. \$\endgroup\$ – histocrat Nov 28 '16 at 22:50
 - \$\begingroup\$ You can save a byte by turning a[a.index(a.min)] into a[a.index a.min] \$\endgroup\$ – Cyoce Nov 29 '16 at 5:58
Octave, 69 67 64 bytes
It was actually shorter to make this a complete named function than using both input and disp.
Saved 3 bytes thanks to Luis.
function x=f(x)
[a,b]=min(x);if any(x-a),x(b)++;else x=[x,1];end
Old answer, not using a function:
[a,b]=min(x=input(''));if any(x-a),x(b)++;else x(end+1)=1;end;disp(x)
R, 97 bytes
Too bad that the synthax x=+1 doesn't exist in R!
Ungolfed :
TI-Basic, 53 bytes
If min(not(ΔList(Ans
cumSum(1 or Ans
Matlab, 83, 77, 71 Bytes
function a=x(a)
I'm relatively new to code golf so please be kind! I tried to use anonymous functions but googling says you can't use if/else statements and matlab doesn't have ternary operators, so this is the best i felt I could do.
Edit: Corrected and shortened (twice!) thanks to stewie-griffin.
 - \$\begingroup\$ Welcome to PPCG! There are some flaws in this code. sum(a)/length(a)==a(1) doesn't guarantee that all elements are equal, it only shows that the average is equal to a(1). A simpler way to do this would be mean(a)==a(1). numel is one byte shorter than length, but since you know all values are positive, you can use nnz which is even shorter (it would still not give the correct result in this challenge, but it's shorter at least :P ). If you take the min(a) call in front of the loop, you may use both outputs from it and check is all elements of a are equal to min(a). \$\endgroup\$ – Stewie Griffin Nov 29 '16 at 15:51
 - \$\begingroup\$ You are right! it fails when the mean is equal the number in the first element. I think my new one is correct though and also shorter. The logic is that if the remaining elements don't equal the first element, a(a~=a(1)) returns the remaining elements which by definition is greater than 0 in a non-same array. Then counting and not should give the correct logic I think. If it's still wrong please let me know, I've only been coding for a few years and I still have a long ways left. \$\endgroup\$ – Owen Morgan Nov 29 '16 at 18:05
 - \$\begingroup\$ ~nnz(a(a~=a(1))) is simply ~nnz(a-a(1)). Also, you don't need the parentheses. if ~nnz(a-a(1));a=[a,1];else[~,I]=min(a);a(I)=a(I)+1;end. This should be 5 bytes shorter (note: I haven't tested it). \$\endgroup\$ – Stewie Griffin Dec 6 '16 at 15:55
 - \$\begingroup\$ You can save 3 bytes by using range(a) instead of nnz(a-a(1)) \$\endgroup\$ – mwh Dec 9 '16 at 20:21
 - \$\begingroup\$ _USER_, that code checks if the number of elements in a is equal to the lowest value in that vector. A vector a = [3 4 6] will result in true, and a vector a = [4 4 6] will result in false. I don't think that will be useful here...? \$\endgroup\$ – Stewie Griffin Dec 12 '16 at 0:50
Clojure, 112 100 bytes
Unfortunately min-key returns the last index of the smallest index, not the first one. This works for integer inputs and shorter arrays than 10^9 elements ;)
Edit: Defining an anonymous function, using (apply = a) instead of (= 1(count(set a))).
(fn[a](if(apply = a)(conj a 1)(update a(apply min-key #(+(nth a %)(* % 1e-9))(range(count a)))inc)))
(defn f[a](if(= 1(count(set a)))(conj a 1)(update a(apply min-key #(+(nth a %)(* % 1e-9))(range(count a)))inc)))
A less hacky 134-byte solution reverses the vector before updating it and then reverse it back again:
(defn f[a](if(= 1(count(set a)))(conj a 1)(let[r #(vec(reverse %))a(r a)](r(update a(apply min-key #(nth a %)(range(count a)))inc)))))
MATLAB, 66 53 bytes
if(range(a))[~,b]=min(a);a(b)=a(b)+1;else;a=[a 1];end
a = [3 2]
Successive runs:
[3 2] -> [3 3] -> [3 3 1] -> [3 3 2] -> [3 3 3] -> [3 3 3 1]...
 - 2
 \$\begingroup\$ You cannot hardcode the inputs, you'd need to do something like @(x) …. \$\endgroup\$ – ბიმო Dec 14 '17 at 2:12
SmileBASIC 3, 101 bytes
Defines a statement function I A where A is our integer array of numbers. Output is achieved by modifying the input (as arrays are references.)
 - \$\begingroup\$ You can save 2 bytes by replacing BREAK with M=0, because A can't contain 0 so M==A[C] will never be true. \$\endgroup\$ – 12Me21 Jun 5 '18 at 19:02
SmileBASIC, 77 bytes
APL (Dyalog Unicode), 48 bytes
Try it online!
Alternate versions of 1+@(⊃⍋⍵)⊢⍵: ⍵+(⍳≢⍵)=⊃⍋⍵, ⊢+⍳∘≢=⊃∘⍋. -2 thanks to _USER_ and _USER_.
 1≥≢∪⍵ ⍝ if all elements are identical
 ⍵,1 ⍝ then yield ⍵


How To Get Old Pecan Trees To Produce
Getting an old pecan tree to produce.
If your pecan tree harvest is declining, and you have not changed your maintenance habits, you might be dealing with an old tree that is just slowing down.
You can rejuvenate old pecan trees and get them to produce by interrupting the alternate-bearing process. This is done through proper maintenance, such as fertilizing correctly, sticking to a watering schedule, and managing common diseases. Extensive pruning, if done correctly, can also revive an old tree.
Pecan trees will start producing at different ages, depending on whether they were grafted or not. Grafted trees tend to produce earlier, starting at around 5 years old. Native trees can take anywhere from 10-15 years to begin production.
Once the production begins, trees can produce a crop every year, although some years will be lighter than others. This cycle of heavy production followed by light production is called alternate bearing (sourceOpens in a new tab.).
Pecan trees can live for over 100 years, with some reaching over 300 years old. Some trees will produce good harvests well into their old age, but most begin declining after 50-60 years of age.
If you aren't sure how old your tree is, you can roughly gauge the age of a tree by multiplying the diameter of the trunk in inches by the growth factor (how much it grows per year in inches).
If your tree is over 50 years old, consider the following rejuvenating tips.
Rejuvenating Old Pecan Trees
Rejuvenating old pecan trees is a process that takes time, effort, and a lot of love. To revive your aging pecan tree, take a look at the following recommendations.
Alternate Bearing
It is normal for pecan trees to go through periods of alternate bearing. This is partly due to the tree's life cycle. Pecan trees:
 1. Produce their harvest in the fall, which does not give the tree much time to save nutrients (particularly carbohydrates) before winter.
 2. Require large amounts of carbohydrates to produce the fats in the pecan nut.
This combination of draining the tree of carbohydrates and giving it a little amount of time to make up for that loss will naturally cause years of lighter harvests.
This is a natural cycle, even if the tree is healthy. However, the older a tree gets, the more prominent this cycle becomes. You can interrupt alternate bearing with good fertilization techniques.
The key to fertilizing pecan trees is balance. Over-fertilized trees will have softer limbs and fruits and untimely production (sourceOpens in a new tab.), while under-fertilized trees will produce poor yields and become susceptible to pests and diseases.
Two of the most important nutrients for pecan tree production are zinc and nitrogen. Both encourage leaf growth, which directly impacts nut production. It takes about 10 leaf compounds (gatherings of multiple leaves) to support one nut.
The best technique is to do a soil and leaf analysis to determine their nutritional makeup and to supplement accordingly. If that is not possible, apply "complete" fertilizer (like 12-12-12, or 10-10-10).
If you decide to apply nitrogen and/or zinc-specific fertilizers, consult NMSU's fertilization suggestionsOpens in a new tab. for application guidance.
Apply the fertilizer in mid-March. In mature trees, apply another round in the late summer if the crop is heavy, as those nutrients will need to be replaced for the next year.
To determine the amount, measure the width of the tree trunk in inches 4 feet from the ground. For each inch of width, spread 4 pounds of fertilizer but do not use more than 25 pounds. Start a few feet away from the trunk and move towards the edge of the branches (sourceOpens in a new tab.).
Irrigation Tips
Years of neglect can compound and speed up the aging process in pecan trees. Reintroducing proper maintenance can jolt a tree back into production. Since pecan trees need a lot of water, you may need to modify your irrigation schedule.
Over the years, inadequate watering will cause stunted roots, and they will not be able to reach water from the subsoil. The tree will stay small and the nuts will be small and hard. Overall, this could cut a tree's lifespan short.
Good watering habits can be hard for homeowners, because at the peak nut production stage a tree may need up to 350 gallons a day. Some of this will come from the soil. However, if insufficient watering habits continue, it can induce alternate bearing.
Depending on the soil type, your tree will need anywhere from 2"-6" of water 1-2 times a week. Sandy soil may need more water more frequently since it drains quickly. Loamy soils will need closer to 3" of water a week, and hard soils may need less because they do not drain well.
Water should soak in up to 3 feet deep from the trunk to the drip line (the edge of the branches). Sprinklers will not provide enough water to maintain both your lawn and the tree. Use soaking treatments, like soaker or drip hosesOpens in a new tab. (link to Amazon), evenly spaced underneath the canopy of the tree reaching from the trunk to the drip line. Start deep watering in March and continue through October.
Nuts fulfill their sizing stage (physical enlargement) from May to August; inadequate watering at this point will result in smaller nuts. Watering is also essential in the first few weeks of September when nuts reach the filling stage (August through October).
Managing Diseases
Newer pecan tree varieties are resistant to certain pests and diseases, especially common ones. Old trees do not have this modified protection, so you will need to actively manage disease threats.
The most prominent disease in pecan trees is pecan scab, especially in older trees that cannot naturally resist the disease's mutations.
Fusicladium effusum, the responsible fungi, can lay dormant in foliage over the winter and grow in early spring rains. The fungi can spread when old foliage and nuts are not cleared from beneath trees before the winter and when trees are poorly ventilated. Infected trees can potentially lose an entire crop (sourceOpens in a new tab.).
To help prevent pecan scab, remove fallen leaves and debris from around the tree just before winter. Create airflow through the tree by keeping branches cut back and thinned; the airflow will dry out potential breeding grounds for the fungi.
Rejuvenation Pruning
Rejuvenation pruning for old trees includes controversial techniques. Older advice suggests cutting back major portions of the tree at one time, but this may stunt growth. Pruning is effective, but only if it's done correctly.
Proper pruning should happen in smaller chunks. Remove dead and diseased branches annually, along with overcrowded branches. Thin these out enough to let enough sunlight reach the center of the tree.
Do not "de-horn" your tree. This technique, also known as pollarding, involves cutting each branch at the same point each year to permanently stunt the tree. This weakens the tree over time and will only produce suckers and water sprouts.
Instead, plan a long-term pruning schedule that spans over at least 3 years. Remove a few major branches each year when the tree is dormant, but do not cut them all the way back to the trunk. Leave a small stub, as this will reduce the risk of wood rot.
Starting Pecan Trees
You can enjoy a lifetime of abundant pecan harvests if you plant a tree correctly the first time. Make sure you plant trees in rich, loamy soil to provide nutrition and adequate water retention.
Space trees appropriately so they have ample room to grow. Finally, make sure you plant enough trees to cross-pollinate to ensure heavy nut production.
See our guide on starting pecan trees from cuttings.
Space and Soil Conditions
Trees need space for a large root system. Plant your new tree at least 40 feet away from other trees so they do not compete for water and nutrients. Keep them a similar distance away from buildings as well.
Pecan trees can survive in different types of soil, but the soil must be able to drain. Loamy soils are ideal, but sandy soils will work if you can replace the quick drainage with frequent irrigation and apply compost each spring. Hard soils are least conducive, as they will waterlog the roots.
Pecan trees are monoecious, meaning they produce both male and female flowers. If a tree's male flowers are ready first, the tree is Type I (male). If the female flower is ready first, the tree is Type II (female).
Since the flowers are not typically ready at the same time on the same tree, a second tree is usually needed. They need to be ready at coordinating times (male flowers on one tree are ready at the same time female flowers are ready on the other).
Consult your local extension office to see which trees coordinate well in your area. Plant them within 150 feet of each other, but not less than 40 feet.
Old pecan trees' crops will eventually slow down, but you can rejuvenate them with a few simple steps. Proper maintenance and pruning techniques can bring an old tree back to life. If you plan on starting trees, starting


text:
If you have emails that were either created outside Workbooks (in Outlook or Google Mail for example) or you've received email in your Inbox that you want to store against the relevant record(s) in Workbooks, you can use the Dropbox functionality.
Put simply, the Dropbox is a special email address (different for each Workbooks user). When emails (up to 16MB each) are received by that address, Workbooks searches the database to find the right record(s) to store the email against. You can store the same email against many different records within Workbooks (up to a maximum of 500 per email). For example, you might want to store one email against not only a Person, but also against a Case that the Person has raised. This can be achieved easily by including Object References in the emails you forward to your Dropbox.


text:
Definition of Fish odor syndrome
Fish-odor syndrome: An inborn error of metabolism that is associated with an offensive body odor whose scent is similar to the smell of rotting fish. Fish-odor syndrome is due to the excessive excretion of trimethylamine (TMA) in urine, sweat, and breath. This syndrome is caused by a mutation in the gene for the enzyme flavin-containing monooxygenase-3 (FMO3). Dietary modifications to reduce the consumption of triethylamine precursors may provide some relief of symptoms. Also known as trimethylaminuria.
Last Editorial Review: 3/19/2012
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What can you say about a function defined on a square region of the complex plane, if the integral of the function along any horizontal, vertical or diagonal of the square is equal? - an analytic magic square.
share|improve this question
I think you'd probably want to assume $f=f(x,y)$ to be a continuous function of $z=x+iy$, at least as a first step; without this assumption, you get all sorts of horrible measure theoretic difficulties and technicalities. But I think the complex analysis tag is wrong, unless you mean to restrict to analytic $f$. – Zen Harper Jan 26 '11 at 16:13
The idea of a magic square in the complex plane isn't really a natural analog of the usual discrete magic squares because in the discrete case you are summing along the same number of squares along a discrete diagonal, row or column, but in the complex integral case you would be integrating along diagonals which are not the same length as the other lines. – decomwe Jan 26 '11 at 16:26
Also, what is the measure you will integrate with when you integrate along the diagonal? There are two natural choices: (1) is to integrate $$ \int_0^1 f(x,x) dx $$ which is a direct analogue of the magic square case, but a possibly more natural integral (since you tagged complex-analysis) is the line-integral, which in coordinate presentation would be $$ \int_0^1 f(x,x) \sqrt{2} dx $$ the two different normalisations will give different answers in the case where you do not assume the integrals evaluate to 0. – Willie Wong Jan 26 '11 at 16:39
(Ah, I see decomwe beat me to it. Think of my comment then as an addendum to what decomwe wrote then.) – Willie Wong Jan 26 '11 at 16:40
add comment
3 Answers
CORRECTION: many thanks to Joel David Hamkins and Willie Wong; yes, we should take $I_1 = I_2 = 0$ (now edited out and removed). For some reason "constant" and "zero" keep getting mixed up together in my head!!
You can get lots of examples satisfying the vertical and horizontal integral conditions by choosing $f(x,y) = g(x)h(y)$ where $\int_0^1 g(x) dx = \int_0^1 h(y) dy = 0$. The diagonal integrals being equal to $0$ gives you two equations relating $g,h$, but these still leave very many possibilities for $g,h$.
(Note: I wrote $I_1$, $I_2$ before, but I've removed these to make it clearer).
Finally, taking arbitrary finite linear combinations of such $f$ (and also infinite linear combinations, if you are careful with convergence) gives you yet more examples.
If you want to restrict $f$ to, say, analytic functions, then this won't work - but you didn't say this in your question! (Although I suppose maybe you meant this, since you do say "analytic" magic square!)
EDIT: I'm definitely not claiming that every continuous example $f$ can be obtained in this way!! I just want to show that there are many, many possibilities for $f$.
share|improve this answer
Just to give concrete examples. Let $g(x) = \sin 2\pi n x$ and $h(x) = \sin 2\pi m x$ with $m\neq n \in \mathbb{Z}$. – Willie Wong Jan 26 '11 at 16:29
You can't have $I_1$ and $I_2$ arbitrary, since if $I_2$ is nonzero, then for all the vertical integrals to be equal you would need $g(x)$ to be constant. Right? – Joel David Hamkins Jan 26 '11 at 16:34
The only way this can work is if $I_1=I_2=0$, as in Willie Wong's examples. – Joel David Hamkins Jan 26 '11 at 16:46
Thanks; yes, I have now edited out my stupid $I_1$, $I_2$ mistakes. – Zen Harper Jan 26 '11 at 18:50
add comment
Since this is tagged complex analysis:
(1) Such a function does not exist if you assume it is complex analytic on its domain and the various integrals evaluate to non-zero values.
Proof: apply Cauchy's integral theorem to the following contour: starting from the origin, go horizontally to $(1,0)$, go up to $(1,1)$, and travel back down diagonally to $(0,0)$.
(2) An analytic function with your properties must also be periodic. That is: $f(0,y) = f(1,y)$ and $f(x,0) = f(x,1)$.
Proof: consider the contour from the origin to $(1,0)$ to $(1,y)$ to $(0,y)$ and back to the origin. This shows that $\int_0^y f(0,t) dt = \int_0^t f(1,t)dt$ for every $t$. Apply the fundamental theorem of calculus.
From (2), apply Rademacher's characterisation of analytic functions (see Theorem 10 in this), you have that a periodic extension of $f$ is an analytic function on the complex plane, which immediately implies that $f\equiv 0$.
So, to summarize: if $f$ is a function with your properties, which in addition is analytic in $(0,1)\times(0,1)\subset\mathbb{C}$ and is continuous up to the boundary, then $f\equiv 0$.
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For (2), do you mean "doubly periodic" (i.e. periodic in each [real] variable separately?) So, I think it's using the fact that every elliptic function without poles must be constant? – Zen Harper Jan 26 '11 at 18:49
yes, periodic in the torus sense. And you don't need such high-brow terminology as "elliptic functions". :) Just Liouville's theorem. – Willie Wong Jan 26 '11 at 19:23
(that is is 0 follows from part (1), after you get that it is constant). – Willie Wong Jan 26 '11 at 19:24
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Absolutely nothing beyond the definition. The complex plane is just R x R with some additional operations on it, which are irrelevant by your definition. The function doesn't have to be differentiable anywhere, continuous anywhere, or integrate to zero anywhere other than on the edges or on the main diagonals. Sorry. If you limited the question to say, meromorphic functions you might be able to get a better answer. In addition, you haven's specified directions, but i've taken it as implicit that you have.
If you have any open subset of C that crosses all 6 relevant integrals, and define an integrable function everywhere except that open region, you can always define the function on that subset such that the complete function satisfies the magic square condition.
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I think the given definition of magic square is ambiguous. In my view, there should be an infinite number of relevant integrals: one for each maximum length line segment contained in the box which is parallel to a side of the square and one each for the two diagonals of the square – Tony Huynh Jan 26 '11 at 15:10
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NURS 451 Resilience-Oriented Assessments – Assignment SolutionYou have explored different resilience-oriented assessments and interventions that can be used once the assessments have been completed. In this Assignment, you will have the opportunity to develop a fictional case study and then use a specific resilience-oriented assessment, a relational genogram, to map the relationships of the fictional family and then identify evidence-based interventions that can be used with either individuals or the family unit in the fictional case study. Please respond to the following:
- Develop a fictional case study that details a specific crisis event. The case study must include information about family relationships.
- The interventions can be either for a specific individual presented in the case study or the family unit as a whole. You can also identify one individual intervention and one family intervention. Be sure you clearly indicate if the intervention is for a specific individual or for the family as a whole.
- Evaluate the success of the interventions using empirical support (results of research studies on each intervention discussed above).


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Somatic APC mosaicism: an underestimated cause of polyposis coli
 1. F J Hes1,
 2. M Nielsen1,
 3. E C Bik1,
 4. D Konvalinka1,
 5. J T Wijnen1,
 6. E Bakker1,
 7. H F A Vasen2,3,
 8. M H Breuning1,
 9. C M J Tops1
 1. 1
 2. 2
 The Netherlands Foundation for the Detection of Hereditary Tumors, Leiden, The Netherlands
 3. 3
 Department of Gastroenterology, Leiden University Medical Center, Leiden, The Netherlands
 1. F J Hes, Center for Human and Clinical Genetics, LUMC, PO Box 9600, K5-R, 2300 RC Leiden, The Netherlands; f.j.hes{at}
Background: The patient with 10 or more adenomas in the colon poses a diagnostic challenge. Beside germline mutations in the APC and MUTYH genes, only four cases of mosaic APC mutations have been reported.
Aim: Given the relatively high frequency of de novo APC mutations in familial adenomatous polyposis (FAP), an investigation was carried out into whether the proportion of somatic mosaic APC mutations is currently underestimated.
Methods: Between 1 January 1994 and 31 December 2005 germline mutation analysis was performed in 599 consecutive index patients with polyposis coli referred for diagnostic APC scanning using a combination of denaturing gradient gel electrophoresis (DGGE) and protein truncation test (PTT). Variants were analysed by direct sequencing with primers flanking those used for DGGE and PTT, and quantified using pyrosequencing.
Results: Scrutinising the molecular genetic results and family data of 242 index patients with pathogenic APC mutations led to the identification of 10 mosaic cases (4%). C>T transitions were observed in CGA sites in four of the 10 cases with somatic mosaicism, which is significantly more than 26 of the 232 non-mosaic cases (p = 0.02). Phenotypes of patients with somatic mosaicism ranged from an attenuated form of polyposis coli to florid polyposis with major extracolonic manifestations.
Conclusions: Mosaicism occurs in a significant number of APC mutations and it is estimated that one-fifth of the de novo cases of FAP are mosaic. Clinically, the severity of manifestations in offspring and the recurrence risk for siblings of apparently sporadic polyposis patients may be underestimated due to parental APC mosaicism.
Statistics from
 - Funding: M.N. received a grant from the Dutch Digestive Diseases Foundation (grant MWO 0355). The funding agency had no input into the design and conduct of the study; collection, management, analysis and interpretation of the data; and preparation, review or approval of the manuscript.
 - Competing interests: None.
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Wave Control with
Monday, March 13, 2017 - 10:15am - 11:05am
Keller 3-180
Mathias Fink (École Supérieure de Physique et de Chimie Industrielles de la Ville de Paris (ESPCI))
Photonic crystals and Metamaterials are made from assemblies of multiple elements usually arranged in repeating patterns at scales of the order or smaller than the wavelengths of the phenomena they influence. Because time and space play a similar role in wave propagation, wave propagation is affected by spatial modulation or by time modulation of the refractive index. Here we emphasize the role of time modulation. We show that sudden changes of the medium properties generate instant wave sources that emerge instantaneously from the entire wavefield and can be used to control wavefield and to revisit the way to create time-reversed waves. Experimental demonstrations of this approach with water waves will be presented and the extension of this concept to acoustic and electromagnetic waves will be discussed. More sophisticated time manipulations can also be studied in order to extend the concept of photonic crystals in the time domain.


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The City of Greater Bendigo's Accessible Events Guide provides information and recommendations to ensure events and activities are inclusive and accessible for people with a disability.
Event organisers can use this as a resource when developing their event plan. It provides a checklist and further information and resources to assist you:
In planning your event
On the day of the event
To provide staff support
To evaluate if your event was accessible and inclusive, and identify future improvements


Water School
What is an estuary?
An estuary is a place where fresh and salt water mix, for example, a bay, salt marsh or where a river enters the ocean or Gulf of Mexico.
The Brazos River estuary is located on the upper Texas coast and is a riverine estuary that flows directly into the Gulf of Mexico rather than into a system of bays. Riverine estuaries, like the Brazos River estuary, are unique in that the area of the estuary is dependent on freshwater inflows versus typical bay like estuaries that are also influenced by evaporation and local precipitation.
The mouth of the Brazos River was originally located at the City of Surfside. Siltation of the original shipping docks caused by 1913 flooding initiated dam construction and channel diversion. The position of the riverine estuary, and associated delta was changed due to diversion of the channel to its current location in 1929.
Not any article


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BBC News
watch One-Minute World News
Last Updated: Tuesday, 26 October, 2004, 10:33 GMT 11:33 UK
Nuclear body seeks new technology
By Tracey Logan
BBC Science unit
Bushehr reactor in Iran
The UN agency aims to keep an eye on nuclear plants across the world
The computer systems used to monitor the world's nuclear power installations are so outdated that they are hampering the work of inspectors.
A spokesman for the International Atomic Energy Agency (IAEA) said its current technology could allow key information to be overlooked as it was more than 20 years old.
Such systems are the only method of tracking nuclear material worldwide.
The agency has appealed for more funds to update its hardware and software.
"A major overhaul of the system is needed to allow inspectors immediate, secure online access to information," said project manager Livio Costantini.
Inefficient search
IAEA inspectors make around 3,000 visits a year to more than 900 nuclear facilities worldwide.
They are there to verify official reports of activities in the plants, to carry out environmental checks, and also to look for any signs that nuclear material is being smuggled in or out of the facility.
Czech Temelin nuclear power plant
Hundreds of nuclear facilities worldwide are inspected
The computer system inspectors currently use for comparing data from earlier visits, for instance, was built in the 1970s and largely paper based.
An IAEA spokesman said this was extremely inefficient and makes searching for anomalies like searching for a needle in a haystack.
The organisation is aiming to start a system upgrade in November, aiming to provide inspectors in the field with secure online access to previous inspection data, design blueprints of nuclear facilities, even satellite images of the plant.
Where possible, it hopes to link the system with national records of the import and export of nuclear materials.
Further analysis of these could help spot potential smuggling activities or illicit technology transfers between countries, according to a spokesman.
Cash shortfall
Computer specialist at the IAEA, Peter Smith, would like to be able to incorporate state of the art visualisation techniques, more familiar to video games players, into the inspector's toolkit.
"The commercials you now see have people are moving around in a virtual world," he said.
"If we could have that on our laptops, we could be walking through the plant seeing, on the laptop, how the plant should look.
"And if there's a door in the wall that is not on our laptop, then we have a problem."
The IAEA estimates the total cost of the four-year project to upgrade its technology will be $40m. So far it has only received $11m from the US and the UK.
"Failure to replace the hardware and software, and to integrate fully all the information system components will carry large risks," said an agency statement.
UN predicts rapid nuclear growth
26 Jun 04 | Science/Nature
Q&A: Iran's nuclear stand-off
21 Oct 04 | Middle East
Iraq nuclear losses 'a scandal'
13 Oct 04 | Middle East
IAEA resumes S Korea probe
20 Sep 04 | Asia-Pacific
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The Equal Employment Opportunity Commission (EEOC) has released a new report it calls the "EEOC African American Workgroup Report."
The agency says it worked with "dialogue partners" to identify obstacles to African Americans who work in the federal government. The report identifies seven obstacles:
1) Unconscious biases and perceptions about African Americans still play a significant role in employment decisions in the federal sector.
2) African Americans lack adequate mentoring and networking opportunities for higher-level and management positions.
3) Insufficient training and development assignments perpetuate inequalities in skills and opportunities for African Americans.
4) Narrow recruitment methods negatively impact African Americans.
5) The perception of widespread inequality among African Americans in the federal work force hinders their career advancement.
6) Educational requirements create obstacles for African Americans in the federal work force
7) EEO regulations and laws are not adequately followed by agencies and are not effectively enforced.
The EEOC states that "This effort is the latest step in an ongoing dialogue with agency stakeholders to effectuate a model federal workplace for all employees." It also says that "The report is being issued to memorialize the obstacles and recommendations of EEOC's dialogue partners."
The agency concludes that "Our dialogue partners identified many obstacles to achieving equality for African Americans in the federal workforce, and provided recommendations for overcoming those obstacles. For the most part, the impediments identified below were independently and repeatedly identified by our dialogue partners as the most formidable obstacles to equal employment opportunities for African Americans in the federal sector."
And, the agency concludes, it should continue to do more work on the topic: "Through our discussions with our dialogue partners, we have learned that further research into the identified obstacles is necessary….In particular, in-depth research is needed in the area of unconscious bias to be able to determine its prevalence and effects on the federal sector and how the EEOC and agencies can work together to address the problem."
A column about the report in the Washington Post summarizes the contents in this way:
"Imagine Uncle Sam officiating a track meet where one team has a clear inside lane, while the others have to jump one hurdle after another. That's the image invoked by an Equal Employment Opportunity Commission report…."
While the report presents one side of the issue that the agency was investigating with its dialogue partners, it isn't surprising that comments on the Washington Post article often present a much different perspective and, to put it mildly, often disagree with the conclusions of the EEOC report. This perspective (or a multitude of different perspectives) is not referenced in the EEOC report.
No doubt, the topic of race in America is not going away anytime soon and this is also true within the federal government.


text: Quantitative Susceptibility Mapping (QSM) has recently been used for assessing the cerebral oxygen metabolism. However, a systematic investigation on the most suitable imaging parameters and reconstruction algorithms for determining the venous susceptibility values is missing. Therefore, we investigated both, the impact of flow compensation and accelerated acquisition as well as different reconstruction methods on measured venous susceptibility. Our results suggest that the choice of reconstruction technique can significantly influence the venous susceptibility values while the investigated imaging parameters did not considerably affect its accuracy. Thus, the applied QSM reconstruction technique has to be considered carefully when quantifying the venous oxygenation.


text:
Hepatitis C virus and non-Hodgkin's lymphoma: biology, epidemiology and therapy
AbstractAlthough the association between the hepatitis C virus and B-cell non-Hodgkin's lymphomas is still controversial, there is increasing evidence of the role of this virus in several B-cell lymphoproliferative disorders, whose prototype is mixed cryoglobulinemia. The aim of the present paper was to provide an overview of the biological mechanisms involved in the development of B-cell disorders in the course of chronic hepatitis C virus infection. The link between this virus and non-Hodgkin's lymphomas is also considered from an epidemiological point of view, and the great regional differences in the prevalence of hepatitis C-associated lymphomas are discussed. Finally, the role of antiviral therapy and suggestions about the most appropriate, currently available, therapeutic approaches are also discussed.
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Copyright (c) 2011 Gabriele Pozzato, Francesca Zorat, Stefania Bonetto, Cesare Mazzaro
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.


text:
To solution the question it's a must to draw the molecular orbital diagram or electron configuration for OF + and NO + (no longer the lewis structure) For a molecule to be paramagnetic, there must be a minimum of one unpaired electron in a molecular orbital. CO+ is paramagnetic as it has an abnormal collection of electrons. A molecule that has an abnormal numberCID _PHONE_ | CO+ | CID _PHONE_ - structure, chemical names, bodily and chemical homes, classification, patents, literature, organic activities, safety/hazards/toxicity information, provider lists, and extra. COVID-19 is an rising, rapidly evolving state of affairs. Public well being data (CDC) Research information (NIH)How to Write the Electron Configuration for Copper (Cu, Cu+, and Cu2+) In order to put in writing the Copper electron configuration we first need to know the choice of electrons for the Cu atom (there are 29 electrons).Cobalt(2+) | Co+2 | CID 104729 - structure, chemical names, physical and chemical houses, classification, patents, literature, organic activities, protection/hazards/toxicity data, provider lists, and more. COVID-19 is an emerging, rapidly evolving state of affairs. Public well being knowledge (CDC) Research knowledge (NIH)The similarities among the Co + ·L spectra manifests itself at upper answer as well. Fig. 2 presentations a direct comparability of the rotational structure of the Co + ·Kr and Co + ·OCO molecules, specifically a closeup of the beginning of the a 1 Δ 2 ← X 3 Δ three transition in both ions. The action spectra of both molecules is plotted verses the frequency offset (in cm −1) from the rotationless band
The Lewis structure of the carbonate ion has two single bonds to damaging oxygen atoms and one short double bond to a impartial oxygen. This structure is, on the other hand, incompatible with the ion's observed symmetry, which means that the three bonds and oxygen atoms are similar. The symmetry can perfect be represented by way of three resonance buildings.Steric Number Calculation Examples. Methane (CH 4) - Methane consists of carbon bonded to Four hydrogen atoms and 0 lone pairs.Steric number = 4. Water (H 2 O) - Water has two hydrogen atoms bonded to oxygen and likewise 2 lone pairs, so its steric quantity is 4.; Ammonia (NH 3) - Ammonia additionally has a steric selection of 4 as it has 3 hydrogen atoms bonded to nitrogen and 1 lone electron pair.When using Lewis buildings to describe the distribution of electrons in molecules, we define bond order as the number of bonding pairs of electrons between two atoms. Thus a single bond has a bond order of 1, a double bond has a bond order of 2, and a triple bond has a bond order of 3. We define bond order differently once we use the molecularDo you spot the lone pair in every Lewis structure of my solution to the left of C. $\endgroup$ - DavePhD Feb 15 '15 at 17:09 $\begingroup$ I do, but when it has a lone pair it signifies that the collection of its electrons is bigger than 2 and we said that it best has 2 valce electrons (the C valence is two in this case, as we mentioned) $\endgroup
The Lewis structure for CO has 10 valence electrons. For the CO Lewis structure you can want a triple bond between the Carbon and Oxygen atoms in order to fulfill the octets of each and every atom whilst nonetheless using the ten valence electrons to be had for the CO molecule.A step-by-step clarification of how to draw the CO3 2- Lewis Dot Structure (Carbonate ion).For the CO3 2- structure use the periodic table to search out the whole nu...Draw Lewis dot buildings. This is a handy technique to visualize how the atoms in a molecule are bonded to one another. Draw the atoms as their letters (e.g. H for Hydrogen, Cl for Chlorine). Illustrate the bonds between them as strains (e.g. - for a single bond, = for a double bond, and ≡ for a triple bond).How many shared electrons are there in the Lewis structure of SbF3? Expert Answer 100% (3 ratings) Previous query Next query Get extra lend a hand from Chegg. Get 1:1 lend a hand now from knowledgeable Chemistry tutors13. The formal price of an atom in a Lewis structure is outlined as _____ A.the adaptation between the number of bonding electrons and nonbonding electrons assigned to an atom. B.the adaptation between the collection of valence electrons in a unfastened atom and the full choice of valence electrons within the molecule.Substituting Mayonnaise For Eggs Singer Featherweight For Sale Craigslist Life Death Ambigram Nyt Cr I Just Love You Baby Kannada Song Star Wars Rise Of Skywalker Mp4 Jewellery Box Locks How Much Do Lizards Cost At Petsmart Lionel Messi Cleats Happy Birthday Cathy Add In Graphics Card
Electron Configuration Notation:
-shows the arrangment of electrons around the nucleus of an atom.
- is helping chemist working out how elements shape chemical bonds.
- will also be written the usage of the duration table or an electron configuration chart.
In order to write down the Copper electron configuration we first want to know the choice of electrons for the Cu atom (there are 29 electrons). Once we've the configuration for Cu, the ions are easy. When we write the configuration we will put all 29 electrons in orbitals around the nucleus of the Copper atom.
NOTE: Copper is an exception to the foundations for writing electron configurations!
Video: Cu, Cu+, and Cu2+ Electron Configuration Notation[embedded content]
In writing the electron configuration for Copper the first two electrons will pass within the 1s orbital. Since 1s can only hold two electrons the next 2 electrons for Copper cross within the 2s orbital. The subsequent six electrons will go within the 2p orbital. The p orbital can hang as much as six electrons. We'll put six within the 2p orbital after which put the following two electrons within the 3s. Since the 3s if now complete we will transfer to the 3p the place we're going to position the next six electrons. We now shift to the 4s orbital where we place the remainder two electrons. After the 4s is complete we put the remainder six electrons within the 3d orbital and end with 3d9.
Therefore the predicted electron configuration for Copper will probably be 1s22s22p63s23p64s23d9.
Note that once writing the electron configuration for an atom like Cu, the 3d is most often written earlier than the 4s. Both of the configurations have the correct numbers of electrons in every orbital, it is only a matter of ways the digital configuration notation is written (here is an the explanation why).
Therefore we have (nonetheless unsuitable) 1s22s22p63s23p63d94s2
Correct Electron Configuration for Copper (Cu)
Half-filled and completely stuffed subshell have got extra stability. Therefore, one of the crucial 4s2 electrons jumps to the 3d9. This give us the (correct) configuration of:
1s2 2s2 2p6 3s2 3p6 3d10 4s1
For the Cu+ ion we remove one electron from 4s1 leaving us with: 1s22s22p63s23p63d10
For the Cu2+ ion we take away a complete of two electrons (one from the 4s1 and one shape the 3d10) leaving us with
The configuration notation provides an easy method for scientists to put in writing and keep up a correspondence how electrons are arranged around the nucleus of an atom. This makes it more straightforward to understand and predict how atoms will have interaction to form chemical bonds.


The White Head Hunter
HE RETURNED home to a hero~ez_rsquo~s welcome and fleeting celebrity in the best Orcadian seafaring tradition.
When young Jack Renton arrived back in 19th century Stromness, he had beguiling tales to tell of astonishing adventures in the faraway Pacific.
Renton amazed Victorian society with his account of how he was shanghaied, captured by South Seas headhunters, and - against the odds - survived for eight years in "the most savage place on Earth" before escaping on a slave ship to civilisation.
The spear he brought back with him still has pride of place in an Orkney collection and a gruesome souvenir, a necklace of 64 human teeth, lies in the National Museum of Scotland.
But new research has revealed a grim truth that Renton could not admit and Victorian society did not want to hear: he survived his encounter with the famously brutal tribes of the remote Solomon Islands by taking human heads.
The sanitised picture Renton drew of himself has been destroyed as a result of the oral history of the Solomon Islanders, who today still talk about the white-skinned headhunter who lived in their midst and became a revered warrior.
According to Mike McCoy, an Australian biologist who lived among the modern-day islanders for 26 years: "There is no doubt that Renton became a headhunter. He would have had to for his street credibility. The islanders recall even now what a strong warrior he was."
Renton~ez_rsquo~s story is to be retold in a new book, The White Headhunter, by a researcher who spent several years collecting an oral history of the people of Malaita, an island in the Solomon group, east of New Guinea, where the Scotsman arrived as a captive in the 1868.
Like many 19th century Scottish islanders, Renton took to the sea to make his living and he was just 20 when he was shanghai-ed along with four other sailors in San Francisco. Their subsequent decision to escape in an open boat ended in disaster. The men drifted for about 40 days before being cast ashore on a coast shunned by all mariners of the time because of its ferocious headhunting tribes.
Three of his emaciated companions died from the effects of their ocean ordeal but the fourth was clubbed to death by one tribe of Solomon Islands natives. Renton had a stroke of luck, being captured by a rival tribe that had previously held a white man prisoner.
He was taken to their home island of Sulufou, stripped of his clothes and possessions but kept alive by the chief initially for his "novelty value".
When he demonstrated his willingness to go native, while enhancing his value by passing on the net-making, sailing, fishing and gardening skills he had learned as a boy in Orkney, his captors grew to accept him.
It was a process eased by his closeness to the chief of the tribe who eventually adopted him, describing him as his "first born son". He protected Renton from bullying by young warriors until he had mastered the language and he remains revered on the island to this day.
"It is amazing," said McCoy. "The paramount chief has a huge blown-up photographic portrait of Renton in his hut. When I showed people another picture of Renton from the Australian national library, one old woman reached out her hand to touch it and murmured ~ez_lsquo~Jackie, Jackie.~ez_rsquo~ It was unbelievable and so moving."
But the Orcadian~ez_rsquo~s involvement with his new hosts did not stop at teaching them farming and fishing skills. The tribe, known as the ~ez_lsquo~salt-water people~ez_rsquo~, lived on a tiny, artificial island built over five centuries ago by resourceful Melanesians to escape the malaria-infested jungles of the principal island of Malaita. They were perpetually at war with the ~ez_lsquo~bush people~ez_rsquo~, cannibals who inhabited the main island, and Renton frequently took part in head-hunting expeditions.
McCoy said: "Renton was accepted into male society and lived in the men~ez_rsquo~s long house. He apparently killed several people from inland and, by his own admission, took heads. His warrior prowess and closeness to the salt-water people chief, Kabou, led to the bush people putting a bounty on his head. When he went to his favourite spots - one was an idyllic-looking natural swimming pool on the main island - he always had an armed guard to protect him."
Renton became a hero to the Malaitans and helped prepare them for their forthcoming inevitable collision with white ~ez_lsquo~civilisation~ez_rsquo~. But after eight years of more or less permanent warfare, tit-for-tat raiding and headhunting, he grasped a rare opportunity for freedom. A ~ez_lsquo~Blackbirder~ez_rsquo~, one of the dozens of South Seas slave-trading vessels, anchored at a safe distance offshore at Sulufou. Renton persuaded Kabou to allow him to contact the slave ship.
He wrote a poignant message in charcoal on a piece of driftwood that read: "John Renton. Please take me off to England."
The message, written in a childish hand, was taken out to the ~ez_lsquo~Blackbirder~ez_rsquo~ by islanders and is now in the National Library of Australia.
"Malaitan oral history has it," revealed McCoy, "that Renton was picked up by his uncle, a Captain Mori. In fact, it was a Scottish ship~ez_rsquo~s captain called Murray. He left but promised to return to the island with goods to help the islanders build an easier life."
When he arrived back in Australia he was an instant celebrity and the subject of extensive newspaper coverage.
Throughout his disappearance Renton~ez_rsquo~s father had always believed that young Jack was still alive and had made several attempts to trace him. Young Renton~ez_rsquo~s return to Stromness was triumphant and is still commemorated in the town~ez_rsquo~s museum.
But Renton could not adjust back to the cold northern climate and began longing for the South Seas. He also had a promise to keep and within six months he was back on Sulufou with sheets of iron roofing, axes, hammers, barrels of nails and a grindstone that was used up until the 1960s.
With his language skills, Renton was also hired as part of the Queensland government~ez_rsquo~s campaign to regulate the ~ez_lsquo~Blackbirders~ez_rsquo~, whose sickening human trade had become the scourge of the South Seas. It was during this period of his life, in 1878, that Renton met the fate he had so carefully tried to avoid. When his ship arrived at Aoba in the New Hebrides, en route to Australia, Renton, aged 30, and a colleague went ashore for fresh water. When they failed to return, a party was sent to investigate. They found the bodies of Renton and his companion - minus their heads.
"When the news got back to Sulufou," said McCoy, "the ~ez_rsquo~salt water people~ez_rsquo~ were furious. They formed a war party and demanded to be taken to the New Hebrides to wipe out the perpetrators. It was a measure of the esteem that Renton was held in and still is. His name will live forever in the folklore of the Malaitan people."
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