How to get a printer online windows 8
How do I get my printer back online Windows 8?
Under the Printer menu in the Control Panel, right-click on the printer that is offline. Scroll down the menu to the "See what's printing" option, which brings up a new window showing the printer queue. Click the "Printer" menu and remove the check mark labeled "Use Printer Offline."
How do I setup a printer on my computer?
To install a network, wireless, or Bluetooth printer
 2. Click Add a printer.
How do you make a printer go from offline to online?
How do I turn my computer from offline to online?
 1. Start Internet Explorer.
 3. On the Tools menu, click Internet Options.
 6. Click the Advanced tab.
How do I add a printer to control panel?
How to connect a printer to your home network.
 1. Open the Control Panel.
 2. Click on Hardware and Sound.
 3. Double-click the Add a printer icon.
 4. Select Add a network, wireless or Bluetooth printer and click Next.
 5. Let Windows scan for the printer. If detected, select the printer and click Next.
You might be interested: How to set up a 3d printer
How do I print using Windows 8?
Windows 8 For Dummies
 1. Choose Print from your program's File menu.
 2. Click the program's Print icon, usually a tiny printer.
 3. Right-click your document icon and choose Print.
 4. Click the Print button on a program's toolbar.
 5. Drag and drop a document's icon onto your printer's icon.
How do you access the Control Panel in Windows 8?
Open Control Panel
How can I connect my printer to my computer without the CD?
How do I scan something from my printer to my laptop?
Using your laptop, select "Start" in the lower, left corner of your screen. Next, open up "Fax and Scan"; you can either open it in your desktop apps or by typing in the name on the search bar. Then click the tab "New Scan" in the upper left corner of your screen. At this point, a new window will open.
How do I connect my HP printer to my computer?
In Windows, search for and open Control Panel. Click Devices and Printers, and then click Add a printer. Select Add a network, wireless or Bluetooth printer. On the Select a printer window, select your printer, click Next, and then follow the on-screen instructions to install the driver.
You might be interested: What is printer redirection
Where is the printer IP address?
How To Find Your Printer's IP Address from System Preferences
 1. Open System Preferences. …
 2. Click on Printers and Scanners.
 3. Select a printer from the left column. …
 4. Your printer's IP address will be under Location.
How do I setup a printer with an IP address?
To change your printer IP address, type its current IP address into the address bar of a web browser. Then go to the Settings or Network page and change your printer's network to a static/manual IP address. Finally, type in the new IP address.
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Optical Cathodoluminesence (Optical-CL)
What is Optical-CL?
Optical cathodoluminescence (optical-CL) permits optical examination or imaging of a sample through the attachment of an evacuated CL-stage to an optical microscope. The CL-stage attachment uses a cathode gun to bombard a sample with a beam of high-energy electrons. The resulting luminescence in minerals allows us to see textures and compositional variations that are not otherwise evident using light microscopy (see Figure 1). The stage allows X-Y movement of the sample to examine much of the surface area in the sample.
Fundamental Principles of Optical-CL
Optical-CL Instrumentation - How Does It Work?
Optical-CL attachments can be categorized in two types: cold-cathode CL and hot-cathode CL.
Cold-cathode CL. The most commonly used optical-CL system is termed a cold-cathode CL. It is an attachment to a microscope that allows the sample to be examined optically with the microscope and with CL in the same area. In a cold-cathode CL system the electron beam is generated by the discharge that takes place between the cathode at negative high voltage and anode at ground potential in ionized gas at a moderate vacuum of ~10-2 Torr. The result is relatively low-intensity CL in most CL-active silicate minerals. Because some of the electrical charges at the discharge may reach the sample and neutralize the static charge built up, it is not necessary to coat the sample with a conductive coating. The CL response in the sample can be viewed through the objective lens of the microscope or the image can be recorded with high-speed film or with a digital camera (Figure 2).
- Luminoscope stage—formerly manufactured by Premier American Technologies.
- Reliotron stage—manufactured by Relion Industries
- Technosyn stage (currently modified as the CL8200 MK5 system)—manufactured by Cambridge Image Technology, Ltd.
Hot-cathode CL.A hot-CL instrument generates the electrons by a heated filament and the electrons are directed at lower voltage toward the anode. The vacuum is generally lower (<10-5 Torr) and the accelerating potential is about 14 keV. This stage has a more stable beam and has greater CL intensity. There are several non-commercial versions of the hot-CL instrument. These instruments have higher sensitivity and the ability detect short-lived luminescence in minerals. Another form of the hot-CL instrument is the SEM-CL and will be discussed further.
CL emissions can provide general information on the trace elements contained in minerals or the production of mechanically induced defects in the crystals. Perhaps more importantly for the geologic context, the distribution of the CL in a material gives fundamental insights into such processes as crystal growth, replacement, deformation and provenance. These applications include:
- investigations of cementation and diagenesis processes in sedimentary rocks
- provenance of clastic material in sedimentary and metasedimentary rocks
- details of internal structures of fossils
- growth/dissolution features in igneous and metamorphic minerals
- deformation mechanisms in metamorphic rocks.
Strengths and Limitations of Optical-CL
Strengths of acquisition of CL images with the Optical-CL relative to the SEM-CL include:
- Attainment of real-time true-color CL images
- Relatively inexpensive
- Simple to use
- Conductive coating of the sample in a cold-cathode stage is unnecessary
- Acquisition of optical images from the petrographic microscope to place the minerals in spatial context
- Integration of light over the time of exposure or digital acquisition such that it works well for phosphorescent minerals (e.g. calcite/dolomite and apatite)
Limitations of acquisition of CL images with the Optical-CL relative to the SEM-CL include:
- Magnifications of the images are limited
- CL images are restricted to the visible range of the spectrum
- Lower resolution of images
- Timing of acquisition of the image is dependent on the film speed
- Additional processing required for analog film and the different color sensitivities of the film
For more detailed information regarding the theory and practice of Optical-CL, please see:
Boggs, S.,Jr. and Krinsley, D. (2006) Application of Cathodoluminescence Imaging to the Study of Sedimentary Rocks. New York, Cambridge University Press, 165 p.
- Gotze, J., Plotze, M., and Habermann, D. (2001) Origin, spectral characteristics and practical applications of the cathodolumimescence (CL) of quartz - a review. Mineralogy and Petrology, 71, 225-250.
- Marshall, D. J. (1988) Cathodoluminescence of Geological Materials. Boston, Unwin Hyman, 146 p.
- Pagel, M., Barbin, V., Blanc, P. and Ohnenstatter, D. (2000) Cathodoluminescence in Geosciences. Berlin, Springer-Verlag.
- Remond, G., Balk, L. and Marshall, D. J. (1995) Luminescence, Scanning Microscopy 9, Proceedings of the 13th Pfefferkorn Conference, Scanning Microscopy International, Chicago.
- Barker, Charles E., 1986, Notes on cathodoluminescence microscopy using the technosyn stage, and a bibliography of applied cathodoluminescence [microform], USGS Microfiche I 19.76:86-85

source: openbmb/Ultra-FineWeb


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It's easy to see to see why native wildlife is in decline
I read the article about farmers and wildlife charities joining forces to bring back the lapwing. Lapwings have suffered a catastrophic decline over the last 30 years. Why another costly study? Since 2007, the RSPB has been working to maintain and strengthen the largest remaining population of breeding lapwings of the Welsh uplands in Hiraethog. The project aims to attract more pairs to breed, while also learning lessons about the best ways to manage the land for nesting adults and chicks. Thanks to the help of farmers and partner organisations, Habitat management work has been carried out on 15 farms. This includes targeted grazing and creating more suitable habitats for chicks to find food. The RSPB will not look at predators as a cause or causes of decline in lapwings. This is why we are getting these negative results. The RSPB should ask farmers what happens to nesting peewits and they will tell you that if the crows don't get their eggs, then foxes and buzzards will kill adults and chicks. The RSPB's approach to conservation isn't working. At present farmers in stewardship schemes get paid solely for habitat improvements.
If the farmers and the RSPB were also paid for achieving improvements in wildlife numbers, they might adopt other measures such as predator control to achieve these ends.
The RSPB and other conservation organisation will not admit that increased predation levels are a problem because this puts them in a conflicted position.
Their revenue would be at risk if they the RSPB were to carry out research that identified a real need to control predators because membership support could fall.
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About 350,000 deer have been shot in Scotland because they were destroying habitat.
Another study with results, a nine-year upland predation study which was conducted by the game and wildlife conservation trust (GWCT) found that breeding success of curlews, golden plovers and lapwings, was three times higher when predators such as foxes and crows were controlled. Breeding numbers of some wading birds increased in years following predator control.
The GWCT's upland predation study has discovered lapwings up 66%, curlew up 16%, Golden plover up 36%. The government of lower Austria examined independent scientific evidence and duly authorised a licensed cull of buzzards and goshawks, citing he protection of 24 vulnerable prey species.
There should be no taboo about doing what is right just because a bird is a raptor.
In this country the management of any species is frowned upon but the management of raptors can never be considered. Thirteen conservation groups have signed a letter published in The Independent asking for full legal protection of buzzards to be maintained. Now you can see why most of our native wildlife are in decline.

source: HuggingFaceFW/fineweb-edu


text: Convective cells form as fluid is heated from below. As the fluid near the bottom warms, its density decreases and buoyancy causes it to rise while cooler fluid descends to replace it. This fluid motion due to temperature gradients is called Rayleigh-Benard convection and the cells in which the motion occurs are called Benard cells. This particular type of convection is essentially what happens when a pot is placed on a hot stove, so the shapes are familiar. Similar shapes also form on the sun's photosphere, where they are called granules.


Tuesday Apr 02, 2013
Shared Service Costs: Are They Adding or Destroying Company Value?
Recently, Oracle published a very interesting podcast on shared service costs and whether shared services were adding or destroying company value. The information provided was extremely enlightening.
I had the pleasure of interviewing Bart Stoehr, Senior Product Management Director for Oracle Hyperion Profitability and Cost Management (HPCM), and Tom Gargas, a Principal Solutions Manager from Edgewater-Ranzal, an Oracle Partner. Here, I will summarize a few of the key points from the interview.
According to Bart, shared services are really a concentration of company resources performing like activities, but they are spread out across the organization to service multiple, internal partners at a lower cost and providing higher levels of service. Most organizations have shared services, but often do not understand the value that they add to a company or the value that they can destroy. What are the goals for shared service centers? Bart explained that the goals are "To delight external customers and enhance corporate value". These centers provide economies of scale and act much like centers of excellence. Examples of shared service centers mentioned by Bart include IT, Human Resources, Finance, Legal Services, Facilities and Communications.
We also discussed why it was so difficult to understand shared service costing. Bart revealed that it was really an aggregation issue. Organizations can see the total cost of a service that is shared, but not necessarily what the business units are consuming and therefore how they relate to products and customers. Understanding how each service is consumed by each part of the business will enable organizations to account for the services and charge back accordingly. But it is not only the financial aspects we are worried about. Understanding the costs of each shared service can help the company see how the costs of the service compare with the value of the service. If a service does not add value, then the company needs to take a hard look at why they are still performing it.
Tom gave us excellent information about a practical implementation approach for shared service costing which includes the FAST characteristics:
Flexibility (in analysis and cost methods as shared services change)
Audit and Control (ensuring compliance and approved regulatory controls)
Shared Methodology (everyone uses consistent allocation methods which ensures accurate comparisons)
Transparency (details of allocations are provided to all)
Other details in the conversation covered how better understanding shared service costs can lead to organizational and management changes; becoming aligned on allocation methods and improving internal customer service levels. It can lead to excellence in business practices -- finding and exploiting core competencies, partnering with the strategic business units to help them increase their ability to create revenue, and adding value to the organization instead of destroying it through duplication of efforts and misalignment.
Tom indicated that Oracle Hyperion Profitability and Cost Management is an excellent tool for calculating shared service costs, and that these calculations can help in the financial planning process as well. Shared service centers must plan both for the consumption of services (which services SHOULD they provide, volume of services, cost of services, etc.) and the supply side (workflow, accountability and what actually transpires). Being able to properly calculate service center costs and report against chargebacks by business unit just makes good sense. Being able to calculate and include service charges during budgeting and forecasting cycles makes forecasting more accurate.
"Using Hyperion Profitability and Cost Management with Oracle Hyperion Planning (and possibly Oracle Hyperion Workforce Planning) to manage the supply and consumption of shared services helps ensure that organizations are right-sized", said Tom.
Bart and Tom convinced me that having well run shared service centers, understanding true shared service costs, and using those costs to plan for the future adds tremendous value to a company. Understanding these costs and using them to make sound business decisions can certainly make the difference between company financial profitability and loss.
To listen to the entire podcast, click here.
For more information about Hyperion Profitability and Cost Management, click here.
Thursday Jan 31, 2013
Profitability – the Proof is Deep Inside the Pudding
Recently, Oracle published a very interesting podcast on how the ability to view and analyze detailed costing is enabling us to better see the impact of costing on organizational success. To listen to the podcast, click here.
Bart Stoehr, Senior Product Management Director for Oracle Hyperion Profitability and Cost Management (HPCM), was interviewed by Nigel Youell, Director of Product Marketing for Oracle Performance Management Applications. Here I will summarize some of the key points.
Bart started off by explaining why detailed costing is more important now than it has been in the past. More and more organizations have the need to understand costing and/or profitability on a granular level due to extreme competition, or due to inflexible regulation by governing bodies. For example:
- Financial institutions such as banks have to compete on a daily basis to keep a customer. For this reason they need to understand cost and profitability by customer for each of the products and services they consume: checking accounts, savings accounts, mortgages, loans, etc.
- Healthcare providers need to better understand the cost for each patient by the treatments they receive (DRGs) and types of services they consume.
- Transportation organizations (e.g., airlines, trains, etc.) have to understand costs by route, segment, seating class, etc. Without this crucial information, companies in these types of industries might not survive. Competition and regulation prevent them from jacking up price, so they instead must understand costs, how they are consumed, and therefore which products, services and customers are profitable and which are not. The ultimate business goal of detailed costing is to be able to manage the profit creating and profit destroying customers and parts of your business.
Applications like Oracle Hyperion Profitability and Cost Management enable our customers to analyze their customers, patients and subscribers (often counted in the millions) and to differentiate themselves through their sales, service and marketing functions. These tools help managers find the "proof in the pudding", and figure out what and who work(s) well and what and who does not.
When asked how most organizations currently perform this type of detailed analysis, Bart explained that most companies don't attempt to do it because it is SUCH a daunting task despite the unprecedented insight into profit creation and profit destruction. Bart went on to explain that Oracle Hyperion Profitability and Cost Management has introduced detailed costing (available to the business user) to enable analysis and reporting at granular level, and to potentially enable 100's of millions of allocations in a reasonable timeframe.
The podcast closed with the following thought – given the economic climate of today, is it enough to understand the average unit costs for an average customer, patient or subscriber? To stay competitive, or to convince a governing body that a service rate is unfair or unrealistic – you need to understand highly financially accurate and detailed records reflective of specific consumption. In other words, what each customer, patient or subscriber is REALLY costing you.
To replay this podcast, click here.
« March 2014


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Though desire and its associated effects - lust, love, aggression, ambition - are generally the purview of poets, that hasn't stopped generations of thinkers from trying to explain it scientifically (and pseudoscientifically). Can desire really be described using the scientific method? Here are ten ways that researchers have answered that question with a resounding "yes."
Photo by YURALAITS ALBERT via Shuterstock.
1. Psychoanalysis: Desire is structured like a steam engine
Though many philosophers and writers addressed the nature of desire before the rise of psychoanalysis in the nineteenth century, almost none of them proposed to subject this intense human emotion to the rigors of the scientific method. Sigmund Freud and his colleagues, for all their failings, bravely set out to prove that even our feelings could be studied rationally - and this radical idea led directly to areas like neuroscience and cognitive science today. Long before fMRI machines and self-help books, Freud proposed that desire functions like the steam in an engine. If you block one exit valve, the steam will find another way out, even if it cracks the whole engine open. Freud believed that sexual repression acted as a block on exit valves, and that caused all manner of weird symptoms as people tried to unleash their desire in other ways. He believed that some of these repressed people let off steam by becoming fetishists, sexualizing objects like shoes instead of the bodies they'd been told it was naughty to desire. Other repressed people, he thought, released their desire by engaging in obsessive behaviors, developing neurotic tics, and blurting out those proverbial Freudian slips.
The upshot: you can never get rid of desire, only displace it.
2. Philosophy: Desire is structured like an emptiness
In the wake of Freud, philosophers and psychoanalysts of the twentieth century tried for even more accurate ways of describing the structure of desire. French theorist Jacques Lacan, also a psychoanalyst, spent most of his life trying to figure out how desire worked. One of his lasting contributions to the field is the idea of the petit objet a, or "little object a," (the a stands for autre or other). It's basically the ultimate, unattainable object of all our desires. It is both an abstraction, and a thing so real that to touch it would basically melt our brains (figuratively speaking). Lacan's radical idea was that everything we desire is a kind of stand-in for this little object, and so desire is a structured around a lack of something. This helps to explain a lot about how desire feels subjectively - why we keep desiring more things even after we're supposedly satisfied, and why no one person or thing or idea can ever fully complete us. The thing you want is nothing compared to that hot, impossible little object a.
The upshot: Desires can never be fully satisfied because desire is fundamentally about wanting something that doesn't exist.
3. Neuroscience: Desire is an addiction
Once scientists began studying the structure of the brain, and looking at activity in different areas, they began to gather evidence that feelings of desire occur in the brain regions that are also associated with reward and addiction. Helen Fisher, a scientist who has done fMRI studies of people who are in love, published a book called Why We Love that sums up a lot of the findings in this area. She suggests that love and its loss are functionally similar to addiction and getting sober.
The upshot: Love is a drug.
4. Neuroscience: Desire is a distributed system
Other neuroscientists have focused on the sexual side of desire, exploring what your brain is doing when you get turned on and have orgasms. One of the pioneers in this field, neuroscientist Barry Komisaruk, have mapped the brain regions that become active in women who are aroused and orgasmic. It turns out that there is no single "pleasure center" in the brain - orgasms tend to light up a wide variety of brain regions related to everything from memory to higher reason. They've also discovered that, in women at least, orgasmic impulses can reach the brain even when the spinal cord is damaged, which suggests that there are non-spinal nerve connections between the vagina and the brain.
The upshot: Sexual desire has a global effect on our nervous system.
5. Evolutionary psychology: Desire comes from the distant past
Evolutionary psychologists like Steven Pinker have popularized the idea that many human behaviors and emotions can be explained as evolutionary adaptations to a paleolithic world very different than our modern, civilized one. Our urge to punch people instead of have a rational conversation, for example, can be explained as a reflex honed 50,000 years ago, when physical struggles were the best way to survive. It's thinking like this that led to Thornhill and Palmer's now-infamous study, A Natural History of Rape, which attempted to explain rape as an evolutionary adaptation still affecting gender relations today. It's also led to countless controversial papers that claim men "naturally" have many sexual partners, while women "naturally" choose one.
The upshot: Desire is nasty, brutish, and short.
6. Pop psychology: Desire comes from conflict
Though pop psychology is hardly scientific, often its practitioners try to use the tools of psychology and evolutionary biology to prove their points. Perhaps the most famous example of this comes from the "Mars vs. Venus" school of thought, first popularized by marriage counselor John Gray in his book Men are from Mars, Women are from Venus. In it, he tries to account for why desire can be so frustrating in heterosexual relationships by claiming that women's thought patterns naturally clash with men's thought patterns. Though Gray's aim is to help Mars and Venus learn to communicate better, his basic premise is that men and women can never fully see things each other's way because they are just too different.
The upshot: Opposites attract.
7. Anthropology: What we desire places us within tribal groups
Recently there has been a growing trend among anthropologists to study sexual subcultures the same way they might study tribes or any other group with a shared set of ideas and symbols. One of the earliest studies in this area was anthropologist Gayle Rubin's essay "Thinking Sex," about how "empirical sex research" could be done on sexual minority communities - both as a way of understanding sex, but also a way of understanding how society oppresses some of its members. By examining sexual minorities' lives as if they were members of an oppressed or outcast tribe, Rubin revealed how people who desire each other sexually wind up forming communities that function like a clan might, with its own rituals, secret language, and symbols. Rubin and her colleagues have gone on to study everything from BDSM subcultures among gay men, to fetish groups, bisexuals, asexuals, transsexuals, and more.
The upshot: Desire creates community.
8. Sexology: Desire is a taxonomy of behaviors
Many anthropologists like Rubin were influenced by an earlier generation of people who set out to study sex, namely the sexologists associated with Alfred Kinsey in the early twentieth century. Kinsey, an invertebrate zoologist who studied wasps, decided to apply what he'd learned from zoology to the world of human sexuality. He'd spent most of his adult life creating elaborate spreadsheets cataloguing all the morphological quirks of thousands of wasp species. And so he used a similar technique with sexual information. He created long lists of questions to ask people about their sex lives, generating data about everything from the first time people had sex, to how many partners, what they did with them, and for how long. He published his results in two books, Sexual Behavior in the Human Male and Sexual Behavior in the Human Female, which are in many ways just giant taxonomies of human sexual behavior (as advertised). Like Rubin would be later, Kinsey was careful to document the lives of sexual outcasts like homosexuals, as well as those of married church-goers. What was ground-breaking about Kinsey's work was that he tried to be as non-judgmental as possible in his data-gathering. Unlike Freud and other students of desire before him, Kinsey didn't claim that some forms of desire were "right" and others "wrong." He treated desire as a series of acts performed by people over time - those acts didn't make the people good or bad, deviant or normal, Mars or Venus. It simply made them people engaging in behaviors, just like wasps making different kinds of nests.
The upshot: Desire is what you do, not who you are.
9. Engineering: Desire can be expressed through tool-making
In recent years, the DiY and maker movements have unleashed a new, citizen science way of exploring desire. And they're doing it by making new kinds of gadgets to enhance, elaborate, or transform sexual desire - everything from vibrators controlled by Twitter or music, to giant robots that can penetrate you while you ride a bicycle (link is NSFW). Like Kinsey, these makers view desire as an activity rather than an identity - though Rubin might argue that the maker community has its own sexual subcultures, demonstrated by the Arse Elektronika conference, and everything qdot has ever written on his blog. (Photo of the steampunk vibrator by Ani Niow.)
The upshot: Desire is what you make of it.
10. Information Science: Desire splits us into many identities
In the 1990s, MIT social scientist Sherry Turkle published a groundbreaking study called The Second Self, which was in part about how people created new identities using the internet's burgeoning social spaces. Almost two decades later, danah boyd and other information


text:
Flat rocks can be used in the design of your garden or lawn and enhance the curb appeal of your property. They can complement an existing garden or replace greenery entirely in favor of a rock aesthetic to make your front and back yard distinct.
Use flat rocks, especially flagstone, to create a stone pathway that leads to your front door. A flat-rock pathway also can help you and your visitors avoid rough patches in your front yard.
Either lay flat rocks in grass or carve them into soil or a rocky terrain. You also can lay flat rocks on sod or leveled sand. The most important aspects of creating a flat-rock pathway are to ensure the rocks align evenly and no more than about 1 inch of space is between the rocks.
You have the choice of buying different shapes of flat rocks to enhance the path's visual appeal. Flat rocks that are granite or flagstone can add color and flair to your landscaping scheme.
Steps for a Sloped Yard
Using flat rocks is an ideal way to create steps in a yard that slopes. If, for example, you have a steep decline from a patio, you could install flat rocks to form steps that provide safety and add beauty to your yard. Dig out enough soil and level each area of sloped land where you want to install flat rocks so they will lay flat and secure.
Consider using the same kind and color of rocks for each step to create a seamless look. If you want something more bold, then choose rocks of different types and colors for a look that is attention-grabbing and distinct. Edging the flat-rock steps with a flower arrangement will make them stand out even more.
A fountain can add class, elegance and style to your back yard, and one style you can choose is a flat-rock fountain. That kind of fountain consists of slabs of flat rocks stacked on top of each other, and a number of configurations can be used. For example, you can create a flat-rock fountain with similarly sized rocks except for the top slab, which can be wider and lengthier, allowing the fountain water to flow downward with greater force. You also could create a fountain in which flat rocks that are slate or granite are cut into rectangular shapes and placed in the structure's base, giving you a fountain that has the appearance of a monument, with water running down each side.
Use flat rocks in your flowerbed to beautify your home and to prevent the growth of weeds, which won't grow on rocks. Also, colorful butterflies are like flying flowers in a garden, and flat rocks help to attract them. Butterflies are drawn to the warmth of flat rocks in sunny spots, spreading their wings for the warmth while resting on the rocks and beautifying the garden at the same time.


text:
Arts college explores biomimicry as a tool for sustainable industrial design
Students more aware of their responsibility for creating a sustainable future, says professor
An industrial design class at the Cleveland Institute for the Arts is exploring the use of biomimicry as a tool for designing a more sustainable system along the Cuyahoga River in Northeast Ohio.
Professor of industrial design Doug Paige is working with a group of students on a project for the Cuyahoga County Planning Commission that involves designing elements into the current Cuyahoga River system to make it more conducive to life.
A core issue of the river is the threat to fish habitat posed by the six miles of steel bulkheads running up the waterway to Lake Erie. Young fish have a hard time surviving up to the lake as there is no natural place for them to rest, hide and eat.
The county has attempted various
designs to help the fish but success has been
The Cleveland Institute design
class is now tackling the challenge through
the use of biomimicry, which involves the
adaptation of patterns and processes found
in nature to provide solutions.
While biomimicry has gained a lot of attention for the innovative solutions specific organisms offer up for various design challenges, it also involves studying whole natural systems to find answers.
This is the approach Paige and his class are taking for the semester-long project. They are studying the natural system of the river and valley, bringing in a river systems expert and touring the site, as they seek to get a sense of "what is happening, how does the natural system work, where is that breaking down (and) and how can we emulate what's working."
They are not looking to restore the entire waterway, but to "bring in some of those elements that happen in the natural river and still do it in conjunction with steel bulkheads and shipping ongoing right now," says Paige.
Northeast Ohio is fast becoming a frontrunner in the biomimicry movement, convening interested players in June with biomimicry guru Janine Benyus to explore the formation of a regional biomimicry action network and biomimicry centre. The Cuyahoga County Planning Commission is part of this dialogue and activity.
Paige, who has also been involved, says it was through hearing from Benyus that he decided to introduce the biomimicry approach for the design unit project at the college.
"I see biomimicry as really an element of sustainability," he says. "It's the reason we would choose to work in this realm of studying nature, to look for better solutions, which often times comes down to better use of materials, better energy savings."
As he looks to the future of industrial design, Paige says what gives him hope is that he has observed more students display a greater awareness of their responsibility as industrial designers for contributing to a sustainable future.
"If you go back just 10 years and less, designers were pretty much about making cool stuff and getting it into a museum... They weren't really thinking about the long-term impact of what they make," says Paige.
He notes he and fellow professors at the Cleveland Institute of the Arts have also begun to emphasize the sustainability perspective more with students in recent years.
The message he tries to put forward to the industrial designers of the future is "we should make sure that whatever we're doing is meaningful and thoughtful and has long-term potential, and, if it has an end of life, that it can be recycled and reused so it doesn't end up in a landfill."
If you have feedback on this article please contact michelle(at)axiomnews.ca, or call the newsroom at _PHONE_.


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Many national poverty reduction strategies overlook the needs of young people. Even where national strategies do have a youth focus, the analysis of their situation is limitedbecause little or no reference is made to readily available data. For those advocating on behalf of young people in poverty, considerable scope exists to make use of simple but reputable statistics to mount a strong case for Governments and civil society to allocate more resources for addressing poverty among this major population group.
The purpose of this step-by-step guide is to show how relevant statistics on young people in poverty can be easily sourced for use in developing national poverty reduction strategies. The guide shows how to use accessible databases on the Internet to provide individual countries with sophisticated statistical profile of young people in poverty.
The available data can provide a profile at three levels of young people in poverty. At the broadest level, it is possible to show how significant young people, defined as a specific age group, are in a country's basic demographic structure now and in the future. The second level focuses in on the incidence of young people in poverty, using, for example, national averages based on Millennium Development Goals indicators. A third level of data offers a more differentiated picture of young people in poverty. This involves presenting detailed data, taking into account young people's differences by gender, rural/urban location, where the data is available, household poverty status.


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WSO2 Analytics extensions cater usecase specific logics that Platform has the capability of receiving/sending events from event sources/sinks via various transport protocols. An analytics extensions cater the requirement of connecting various event sources/sinks that are not out of the box available in Siddhi. For example if you want to do natural language processing that analyse or derives meaning from some English language input, you can use the nlp extension with Siddhi.WSO2 Analytics Platform.
Input event adapters are used to receive events from event sources. For example if you want to use rabbitmq server as event source, you can use rabbitmq event input adapter to receive events.


Link to article:
Jäntti, Markus, Bernt Bratsberg, Knut Røed, Oddbjørn Raaum, Robin Naylor, Eva Österbacka, Anders Björklund and Tor Eriksson
Number in series: 34
We develop methods and employ similar sample restrictions to analyse differences in intergenerational earnings mobility across the United States, the United Kingdom, Denmark, Finland, Norway and Sweden. We examine earnings mobility among pairs of fathers and sons as well as fathers and daughters using both mobility matrices and regression and correlation coefficients. Our results suggest that all countries exhibit substantial earnings persistence across generations, but with statistically significant differences across countries. Mobility is lower in the U.S. than in the U.K., where it is lower again compared to the Nordic countries. Persistence is greatest in the tails of the distributions and tends to be particularly high in the upper tails: though in the U.S. this is reversed with a particularly high likelihood that sons of the poorest fathers will remain in the lowest earnings quintile. This is a challenge to the popular notion of 'American exceptionalism'. The U.S. also differs from the Nordic countries in its very low likelihood that sons of the highest earners will show downward 'long-distance' mobility into the lowest earnings quintile. In this, the U.K. is more similar to the U.S..
J62, C23
Intergenerational mobility, earnings inequality, long-run earnings
Oppdragsgiver: Norges forskningsråd
Oppdragsgivers prosjektnr.:
Frisch prosjekt: 1211 - Inequality of opportunity and socio-economic outcomes from an intergenerational perspective
Nordic Programme on Welfare Research under the Nordic Council of Ministers


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Century Dictionary and Cyclopedia
- put upon a spit; thrust through, as if with a spit; impaled.
- Spiked, or shot out to a point like a spit or bodkin, but without tines or branches: said of the antlers of a deer.
- v. Simple past tense and past participle of spit. (Etymology 1)
- v. nonstandard Simple past tense and past participle of spit. (expectorate, etc, Etymology 2)
GNU Webster's 1913
- adj. Put upon a spit; pierced as if by a spit.
- adj. Shot out long; -- said of antlers.
- obsolete p. p. of spit, v. i., to eject, to spit.
- See spit ("expectorate") (Etymology 2) (Wiktionary)
"The common name of "cow-spit," with the implied indignity to our "rural divinity," becomes singularly ludicrous when we observe not only the frequent generous display of the suds samples, thousands upon thousands in a single small meadow, but the further fact that each mass is so exactly landed upon the central stalk of grass or other plant -- "spitted" through its centre, as it were."
"This caused jamming, digging out with a pocket knife, and a whole lot of cussing while my friends continued raining down ducks, as I spitted out my choice words at Winchester."
"The groove in the main floor with the hearth was interesting and I believe it would have been for the juices from the spitted animals to drain off and through a sluice in the side walls."
"I too took position, marveling that it was possible I had spitted him heart-high and yet missed any vital spot."
"People had prayed, people loudness spitted on curse, people weeping at angry sounds, people silently watched the never saved war."
"Evolve with the forest" by Tokyo's Narisawa -- a gravely playful fairytale evocation of 'woodsy,' featuring a nub of marinated venison spitted on a cedar twig with a chestnut shell as an accompanying minidrinking bowl."
"His head has been spitted on a pike and displayed facing E Street as a warning to they who would mock our most precipitously extended federal debt."
"Before noon on the day of Diana's death, a thousand gossip columnists had spitted her memory on skewers of solid-gold cliché."
"She turned away as he spitted them over the flames."
"Sonsee-array screamed abuse at him, with obscene gestures, the Yawner gaped with laughter till his jaw cracked-and Mangas Color-ado's snake eyes went from me to the spitted peg and back again."
These user-created lists contain the word 'spitted'.
A list of words that are odd or words that I have looked up.
A roster of adjectives that infrequently surface in typical conversation and writing. Many are dredged from scientific or other technical jargon or sieved from examples of disused archaic forms.
Looking for tweets for spitted.


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Cholesterol-lowering therapy interventions: a pharmacoeconomic assessment
Kortt, MA, Armstrong, EP 1998, 'Cholesterol-lowering therapy interventions: a pharmacoeconomic assessment', Disease Management and Health Outcomes, vol. 4, no. 4, pp. 193-203.
Elevated cholesterol levels are associated with an increased risk of cardiovascular diseases. Treatment strategies promoting the associated health benefits from a reduction in elevated cholesterol levels have been outlined in guidelines published by the National Cholesterol Education Program. Clinicians and researchers have also examined the economic benefits associated with reducing elevated cholesterol levels.Most of these studies have employed traditional pharmacoeconomic techniques like cost-effectiveness analysis. Results from these studies indicated that certain types of therapy interventions (such as the use of cholesterol-lowering pharmaceutical agents) are cost effective. However, the majority of these studies are clinically driven and rely heavily on cost-outcome ratios as decision variables. This traditional approach to pharmacoeconomic evaluation is starting to be questioned by managed care organisations in the US. These organisations are increasingly interested in assessing the global (or health systems-based) impact associated with the introduction of a therapy intervention (such as cholesterol lowering agents). Subsequently, there is a need for pharmacoeconomic studies to provide a health systems-based view to assess a range of competing cholesterol-lowering treatment options.


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What is The Difference Between Server Side Rendering (SSR) and React Server Components?
Nick Scialli • December 22, 2020 • 🚀 3 minute read
In December 2020, the React team introduced an experimental feature called React Server Components. This may leave you wondering how exactly these "server components" differ from Server Side Rendering (SSR).
SSR Is All About the Initial Page Load
TL;DR: SSR is basically all about that initial load seeming more like a traditional server-rendered app.
React Server Components Are Always Rendered on the Server
React Server Components are always rendered on the server. These are likely components that are fetching some data from your backend, so it makes sense to have the rendering of these components colocated with the data that's being fetched. Whenever these components need to be rerendered, they are refetched from the server and merged into the existing, client-side React component tree. What's cool about this is client state is preserved even though we're refetching parts of the view from the server.
React Server Components Are More Likely to Reduce Bundle Size
Since SSR apps are about the initial page load, the client is likely to end up downloading all your dependencies as they explore your application (after all, it's a client side app after that first page load). However, if you have dependencies for a React Server Component, those dependencies will always be only on the server since those React Server Components are not shipped to the front-end until they have been rendered.
While React Server Components and SSR both involve some React rendering on the server, they're actually quite different! RSCs are a very interesting development and I certainly look forward to learning more about them.
Nick Scialli is a software engineer at the U.S. Digital Service.


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Announcing the China-Africa Knowledge Project Resource Hub, a one-stop shop for researchers and practitioners working on the China-Africa relationship. The primary platform for the emerging work of the Council's China-Africa Knowledge Project, this new website will actively build generative connections between scholars across disciplines and regions while organizing a growing and fragmented body of knowledge and connecting it to important trends in the social sciences relevant for understanding Africa's new international relations. In this initial phase, the CAKP Hub provides information on research centers and institutions working in the China-Africa space, features key researchers and their work, maintains a rolling list of useful online resources, and collects information on upcoming conferences, calls for papers, and other happenings. As host to the Chinese in Africa/Africans in China Research Network, it also widens the reach of existing cross-regional communities. In due course, the hub will offer a database of China-Africa scholars, a moderated digital forum for timely discussion of China-Africa events and findings, and a virtual research forum for graduate students.
Initiated in June 2013, the China-Africa Knowledge Project comprises a multiyear, multifaceted program of activities designed to deepen understanding of China's expanding engagement with the African region and situate emergent scholarship on China and Africa within broader scholarly and policy discourses about ongoing global transformations. The CAKP aims to accomplish its objectives through various institutional collaborations and by developing a series of web-based resources and activities across three streams of work: the Working Group on China-Africa, the Chinese in Africa/Africans in China Research Network, and activities on China, Africa, and the UN. The project is funded by a grant from the Henry Luce Foundation, with supplemental support through the SSRC's Conflict Prevention and Peace Forum.


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VISIBLE THINKING IN MATH: USING REPRESENTATIONAL MODELS For PRopoRTIoNAL REASoNING
The CCSSM (NGA Center and CCSSO, 2010) recommend the use of representations to illustrate the concept of ratio and rate reasoning.
CCSS.Math.Content.6.RP.A.3: Use ratio and rate reasoning to solve real-world and mathematical problems, for example, by reasoning about tables of equivalent ratios, tape diagrams, double number line diagrams, or equations.
Here are some examples of the use of tables of equivalent ratios, tape or bar diagrams, double number line diagrams, or equations.
back to School Shopping
The cost of 3 notebooks is S2.40. At the same price, how much will 10 notebooks cost?
Students might think that means each notebook is $0.80 since 2.40/3 =.80 and.80 * 10 is $8.00. Or some might consider, 3 * $2.40 = $7.20 which gives me 9 notebooks and I need one more, which is +$0.80 that totals to $8.00.
Mary's best time for running 100 yards is 15 seconds. How long will it take Mary to run 500 yards?
A potential way to approach this is to reason up to go from 100 yards to 500 yards directly and notice the answer is five times the time taken for 15 seconds. It may also be easier to reason up to 1000 yards as students are comfortable multiplying by 10 which yields 150 seconds and then noticing 500 yards is just half of 1000 yards suggest reasoning down or halving 150 seconds.
Sue and Julie were running at the same speed around a track. Sue started first. When she had run 9 laps, Julie had run 3 laps. When Julie completed 15 laps, how many laps had Sue run? (See Table 9.1, Cramer, Post, & Currier, 1993)
Notice the similarity to the last problem. Most students attempt this by writing an equation that is obtained by "cross-multiplication." In reality, noticing that Julie completed 15 laps that is five times should immediately tell us how many laps Sue completed. Of course, there is something implicit in the problem which is not stated directly that is the two runners are running at uniform rates. This is important to solve the problem via proportional reasoning.
In grades 6-8, proportional reasoning problems may be broadly classified into three modeling approaches: (a) Quantitative Proportional Reasoning (QPR); (b) Algebraic Proportional Reasoning (APR) and; (c) Spatial Proportional Reasoning (SPR). Next, we describe the specific mathematics content through benchmark examples developed as a part each of the three modules (QPR, APR, SPR) mentioned earlier.
QPR Module: This module refers to the content knowledge needed to compare and order rational numbers presented in multiple representations including integers, percentages, positive and negative fractions, and decimals. Topics in QPR often focus on fractions and divisions; additions and subtraction of like and unlike fractions; addition and subtraction of mixed numbers; multiplying fractions by whole numbers; fraction of a set; product of fractions; dividing fractions by a whole number; dividing by a fraction. This module also helps to choose and employ appropriate operations to solve real-world applications involving rational numbers. The content developed through QPR can then be applied to concepts in probability to make predictions and decisions. Consider the following benchmark example of Sam and his wife on the next page.
The pictorial technique presented in this example is one of the many ways to become comfortable reasoning and talking about parts of discrete quantities. Note that the problem not only brings out the importance of the concept of "a unit" but they also help guide proportional reasoning. Once this concept is mastered such effective pictorial techniques provide an opportunity to apply them to a variety of related questions which teachers can later supplement in their traditional classroom.
Table 9.1 Number of laps around a track
For example, consider the following multiple-choice question from a grade 8 classroom:
Apple juice concentrate is mixed with water to make apple juice. Which final mixture has the highest percentage of apple juice concentrate?
F. 400 mL apple juice concentrate mixed with 600 mL water
G. 400 mL apple juice concentrate mixed with 400 mL water
H. 300 mL apple juice concentrate mixed with 600 mL water
I. 300 mL apple juice concentrate mixed with 400 mL water
APR Module: This module involves employing strategies to compare and contrast proportional and nonproportional linear relationships. Topics in APR also estimate and determine solutions to application problems involving percent, decimals, and other proportional relationships such as similarity, ratios, and rates. One important focus, herein, includes making connections among various representations of a numerical relationship such as tabular, graphical, pictorial, verbal, and algebraic equations. In particular, the APR module gives an opportunity to predict and justify solutions to application problems through a variety of strategies including proportional reasoning.
As the algebraic habits of mind evolve, students must be constantly taught to effectively communicate mathematical ideas using language efficient tools, appropriate units, and graphical, numerical, physical or algebraic mathematical models.
John bought a piece of land next to the land he owns. Now John has 25% more land than he did originally. John plans to give 20% of his new, larger amount of land to his daughter. Once John does this, how much land will John have in comparison to the amount he had originally?
This benchmark problem gives an opportunity to help the students to determine the percent increase or decrease for a given situation. This problem is also an example of a
Approach: To answer this, onemay be able to illustrate the pictorial approach using "1 unit = 100 ml" in each case as follows clearly illustrating the answer.
common misconception that leads to an incorrect solution. Most students believe that if there is percent increase followed by a percent decrease of the same amount (or vice versa), the answer returns back to the original amount.
To help them understand their misconception, one strategy is to start with 100 units of land as the original piece of land. A 25% increase would be the same as 1.25 (100) = 125 units of land. Now John plans to give 20% of his new piece of land which will leave him with 80% of the new piece of land. This is the same as 0.8 (125) = 100 units of land. One can also see this using the pictorial approach.
SPR Module: Along with QPR and APR, a good proportional reasoning curriculum must also develop a spatial sense through transformational geometry exercises. The proportional reasoning can be built through special exercises that will build students' skills to generate similar figures using graph dilations including enlargements and reductions on a coordinate plane. They will also be trained to use proportional relationships in similar two-dimensional figures or similar 3D figures to determine missing measurements. This module will also provide an opportunity to use proportional reasoning to describe and verbalize how changes in dimensions affect linear, area, and volume measures. Consider the following problem that will allow students to describe how changing one measured attribute of the figure affects the volume and surface area.
Example: Given a rectangular prism with a length of 2, a width of 2, and a height of 1:
- 1. Without changing the length and width, change the height by a factor of n and create a table showing volume for increasing values of n.
- 2. Write in words the pattern you observe in the volumes.
- 3. Write an algebraic function for the pattern.
- 4. Without changing length and height, change the width by a factor of n and create a table showing volume for increasing values of n.
- 5. Write in words the pattern you observe in the volumes.
- 6. Write an algebraic function for the pattern.
- 7. Is the pattern in (iii) the same and why?
- 8. Without changing the length, change the height and the width by a factor of n and create a table showing volume for increasing values of n.
- 9. Write in words the pattern you observe in the volumes.
- 10. Write an algebraic function for the pattern.
- 11. Write a function to predict the volume if all three dimension change by a factor of n.
- 12. Repeat all the steps (i)-(xi) for calculating "surface area" instead of "volume."
This exercise can help build spatial reasoning related to change in one dimension versus two dimensions and the effect of varying dimensions on volume and surface area. This activity also helps to explore patterns and discover the relationship between linear ratios, area ratios, and volume ratios.
At a summer institute focused on proportional reasoning, teachers made connections to solving real-world problems 6.RP.A.3. They were shown packages of 100-calorie snacks, given cereal and asked to show 100 calories of their favorite cereal. Figure 9.3 shows how one teacher illustrated the solution in multiple ways.
Teachers working together helped each other appreciate multiple strategies. One of the teachers commented, "I am so comfortable with mental math and using numbers. I find it hard to think in terms of manipulatives and pictures but seeing how other teachers solved it using these tools really helped me see how my students might approach it. I can truly see the value of hands-on manipulatives for my math students." Other teachers shared, "Today using a ratio table, Karen showed me how to 'pull apart' a ratio so that I could manipulate it more easily." Through the


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This talk by Richard Brock given at TEDx Cambridge University explores the importance of tacit knowledge in education. Richard is currently in the third year of his PhD at the University of Cambridge and states,
"All good teaching must start with some sort of common assumption between the teacher and the student. These assumptions can then provide the basis upon which knowledge can be exchanged later. How do we know which of these assumptions are the right ones, however?"
Adrian and Christine are often seen discussing concepts of intuition, innovation and research and how they are at times inextricable linked and at other times seem at war with each other. The contextual nature of innovation results in a distinct delineation between knowledge which can be represented formally and knowledge that is tacit. Michael Polanyi posits that we know more than we can ever express. He suggests that this predisposes some individuals to exhibit innovative behaviours, trusting their intuition, and shaping the culture of the organisation around them. The inverse is also true.
So how does this tacit knowledge shape an individual's belief system? Can organisations understand the key elements and necessary conditions for harnessing collective belief systems to create a culture of innovation? What do we even mean by innovation?
These are the questions and relationships that Adrian is exploring as part of his PhD.


a list of forbidden foods. The list included several kinds of fish--the whistle-fish, gurnet, crab, and mullet. In all probabihty the whistle-fish is that known as Scicena aquila, a Mediterranean fish that makes a noise under the water which has been compared to bellowing, buzzing, purring, or whistling, the air bladder being the sound-producing organ. The whistle-fish and crab were held to be impure, the first because it laid its eggs through the mouth, and the second because it ate filth which other fish rejected. The gurnet was rejected because of its fecundity as witnessed in its annual triple laying of eggs, but, according to some riters, it was rejected because it ate a fish which was poisonous to mankind. It may well be that other fish were interdicted, but archeologists and historians agree Porphyry was probably exaggerating when he said that all fish were forbidden.
Birds bred at home, such as chickens and pigeons, were also on the banned list, as were beans and certain vegetables which were forbidden for a mystical reason which Pausanias said he dare not reveal save to the initiated. The probable reason was that they were connected in some way with the wanderings of Demeter. Pomegranates were, of course, forbidden, from the incident of the eating of the pomegranate seeds by Persephone, causing her annual return to the Underworld.
Eggs are a controversial matter. They are attested as banned foods in the Orphic Tradition, appear in lists attested to Pythagoras, and those of several other wise men. While there is no direct relation to the Eleusinian mysteries, Most--if not all--of the other foods listed as banned within the Eleusinian Mystery Tradition also appear on the lists of these other (Mystery) Traditions. As such, for me personally, I abstain from eggs as well. It makes sense seeing as they came to be through the process of a birth--something attested to being miasmic.
We do not encourage our members to go on a ten day fast, eating only ad night. What we do encourage is a one day fast, in the daylight hours of October 2, the day of the actual initiatory rite. Now, a few words of warning and wisdom: fasting is a practice that's reserved for healthy adults and non-pregnant women. It's not suitable for children, the elderly, pregnant women or anyone with medical or psychological conditions which may be triggered by a lack of food. If you're struggling with eating disorders or anything else that may be triggered by a fast, pick something that does not involve food or drink, like electronic devices. Go through the day without using a cell phone, your computer, the radio or the T.V.. Especially in a religious setting, it's the 'going without' part that matters most.
"Is Khaos considered a deity?"
The ancient Hellenic philosophers and mythographers were in agreement that the Gods created the universe--or are the universe itself. There are many variations of the divine family tree, and in the ancient writings, there are also creation stories that range beyond this basic framework. When Hesiod wrote his Theogony, he was adament about the sequence the Gods appeared from Khaos. Within the nothingness, Khaos appeared, then Gaia as the earth Herself, the Tartaros and Eros. The Gods and Godesses who rule over the cycle of night and day followed after and then, slowly, the earth itself took shape. The pre-Olypic and Olympic deities came into being. the universe as we know it was born.
 - Protogenoi
 - Uranides
 - Titanes
 - Olympic Gods
 - Heroes/deified mortals
The Protogenoi are the Gods from which the universe is made. They are Gods like Khaos, Gaia, Ouranos, and Nyx. In general, these Theoi are more abstract and less defined than, say, the Olympians. They are cruder, more powerful Gods who, together, form the tapistry of earth and life. We simply could not live without Them as They are the air we breath, the earth we walk on, the water we drink and the death that eventually lays us to rest. And yet, neither we, nor the ancient Hellenes revered them often. They are distant and have very little to do with the individual's lifecycle. But they are Gods and They deserve due honours.
"I am trying to understamd Nyx's family a bit more. Could you help? And was she worshipped in Greece?"
Nyx (Νυξ) is the deep Night, born from Khaos (Χαος) and the sister-wife of Aither (Αιθηρ, 'Light'). In Hellenic mythology, Nyx draws a veil of darkness between the shining atmosphere of the aither and the lower air of earth (aer) at set times in the day, bringing night to man. In the morning, Her daughter Hêmera (Ἡμερα, 'Day') removes this veil, and exposes the Earth once more to Light.
Nyx and Hêmera continually work to both create and dissolve darkness on Earth; Selene (the Goddess of the Moon) moves with Nyx, and Helios (God of the Sun) with Hêmera, as heralded by Eos. In this recap, it is quite obvious we are yet missing a speciffic time of the day: dusk, or the evening. This was in the domain of the Nymphs, in this case the Hesperides (Ἑσπεριδες), who--depending of source--are either the daughters of Nyx or Atlas.
In ancient Hellas, Nyx was only rarely the focus of cult worship. Pausanias mentions She had an oracle on the acropolis at Megara, but that is about it. More often, Nyx was worshipped in other major cults, alongside the main deity: there was a statue called 'Nyx' in the Temple of Artemis at Ephesus, the Spartans had a cult of Sleep and Death, conceived of as twins, with Nyx being worshipped as Their mother, etc.
"Hi I'm a Hellenic Polytheism... my family just know that I don't like to go to the church and (I do it anyway - I'm a teenager and live with them) they are Catholics. I'm the only one in the whooole family that don't share that faith. They say to me things about sin, the hell and stuff... they scares me, ok, although I believe in the Theoi and I feel my soul is relatively safe (nobody knows what would happen after dead). But... idk, the fear that maybe I'm doing something "wrong" is there."
You know, I am a hard polytheist; I believe all Gods exist. That includes the Christian God. It's the bible I don't really put much stock into, but I have a healthy dose of respect for the Christian God.
I believe religion is a choice. If all Gods are real, and mythology tells you what They are like, theology is basically marketing for Gods. Eventually, something evokes an emotional response and whatever resonates most with you, you end up sticking with. Without going all philosophical on you, I thus believe that what it says in the brocure is what you get in the end of the day. For us, that means we go to Haides and wander the Meadow. If we did really well, we get a version of paradise on the Isle. If you choose the christian brosure, you get either heaven or hell, depending on the tally against you.
If you believe you are doing something 'wrong', I think you haven't made your final choice yet. You might feel drawn to Hellenismos, but you are still tied to Christianity. Some of us, we can let go of whatever religion we were raised in or wandered into on our own easily. Others take a bit of time. But I truly believe that once you get more comfortable in Hellenismos as a religion and lifestyle, the feeling of 'wrongness' will go away.
What I usually suggest to those breaking away from an existing religous bond in favour of a new one is to conciously say goodbye. Go to church and thank the Lord of Christianity for all He has done for you in the years you were under His protection. And then ask him to kindly let you go so you may present yourself to the Theoi. Then do that, present yourself to the Theoi and ask to be placed under Their protection instead. This way, proper respect is show for all involved and it should be easier for you to fully emerce yourself in Hellenismos.
This was an announcement long in the making: for the first time in the history of Elaion, we will be hosting the celebration of the Eleusinian Greater Mysteries. As a basic viewpoint, Elaion believes that the Mysteries need not be pursued; they are not a spiritual 'formula' that experimentation will eventually rediscover. That said, we also acknowedge that it's a festival many have been drawn to--both then and now--and we want to give our members a chance to celebrate it in a way that is as Recon as possible once you accept that we know far too little about it to ever accurately be so. Since the proceedings of the Eleusinian Mysteries


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What does the temperature of a compost heap have to do with a baby's sex?
As many gardeners know, a well-tended compost heap generates considerable heat as the mound of organic material decays. Ever wonder who invented this gardener's aid? Well, it just might have been a crocodile!
A female crocodile or alligator doesn't sit on her eggs to keep them warm. She covers them with soil and vegetation, and as this material starts to "compost," the nest mound heats up. But don't think the temperature of an alligator nest is a trivial matter. The nest is made with just the right mixture of mud and vegetation to create a precise range of internal temperatures. Why so specific? Because the sex of hatchling crocs and gators is determined by the temperature within the nest! Eggs incubated at around 89 degrees Fahrenheit produce females, while those at temperatures below 87 degrees produce mainly males. In a well-constructed croc nest the eggs on top will be a few degrees cooler than those closer to the bottom, and -- VOILA! -- when the babies hatch there are usually an equal number of males and females.
This phenomenon (known as temperature-determined sex) is amazing, but it's not unique, also occurring in turtles and lizards. The sex of human babies, however, is not known to be affected by the temperature of their parents' compost heap.
Click here to see a close-up picture of a newly hatched American Crocodile.


using default parameters or those saved to the preferences file.
--audio_in
Capture audio from the specified device or from stdin. The latter allows for dubbing a captured video using a command line like the following. The default is /dev/dsp.
cat some.mp3 | xvidcap --audio_in -
--audio_rate
Set the desired sample rate. The default is 22050 Hz. Note that when using stdin input the input file will be resampled as needed.
--audio_bits
Set the desired bit rate. The default is 32000 bit. Note that when using stdin input the input file will be resampled as needed.
--audio_channels
Set the desired number of channels. The default is 1 for mono. Any value above 2 is probably only useful with stdin input and a 5-channel AC audio input file.
'File' menu: This menu contains entries for quitting, help and options. If you quit the program all open files will be closed. (gvidcap pops up the menu at a right click on the 'Reset Frame Counter' button. It has an additional menu-item to save your preferences and an autocontinue toggle. Also, the 'Make Animated GIF' function has been moved to this menu in gvidcap.)
'Make Video' menu entry: Select this to execute a program specified in the'mkVideoCommand' resource. It could be used to start e.g. a MPEG encoder or similar program. The following parameters are passed to the executed application:
- %s: file name of the frames, e.g. 'cap-%04d.xwd'
- %d: number of the first saved frame
- %d: number of the last saved frame
- %d: width of the frame
- %d: height of the frame
- %f: frames per second
- %d: time per frame (ms, TPF = 1000 / FPS)
You can omit parameters from the right to the left but not in the other direction. This will work 'ppm2mpeg %s %d %d' but this will not 'ppm2mpeg %d %d %f'. Note that you might not need the ppm2mpeg or in fact the mkVideo feature at all, if your version has on-line MPEG encoding built in (again: Try a file extension of *.mpeg). Also, gvidcap does not honour X resources. Thus the'mkVideoCommand' is not user-definable for gvidcap in this release.
'Reset frame counter' button: When capturing to individual frames press this button to reset the internal picture number to the start number (default is '0'). This will make xvidcap overwrite previously captured individual frames. The file name which is displayed in the label is the file name of the next frame which will be saved. While capturing the label is only updated if there is enough time to do it. When capturing to movie files, this button resets the count of the recording sessions, not the frames. (gvidcap: right-click to popup the file menu.)
'Stop recording' button: Stop a running recording session.
'Pause recording' button: Use this to halt a recording session until you release manually release this button again.
'Start recording' button: Start to capture from the selected area.
'Capture single frame' button: During a paused recording session this button captures a single frame per mouse click.
'Move cursor back one frame' and 'Move cursor to next frame' buttons: The cursor is the picture number of the next frame to capture.
'Attach/Detach selection frame' button: This toggle controls whether or not the capture selection frame moves with the control panel.
'Select rectangular area' button: Click this icon to get a cross-hair cursor for selecting the area you want to capture. Clicking the cursor on an application will fit the selection frame to that application window's size and position. You can also click and drag the cursor to select a custom rectangle.
'Make animated GIF' button: This executes an animation program as defined in the X resources and plays the captured frames. Note this is not configurable in gvidcap. (gvidcap: This can be found in the file menu, right-click on the 'Reset Frame Count' button.)
'Edit current frame' button: Executes an image edit program as defined in the X resouces. Note this is not configurable in gvidcap.
You can set some default values with the X resources (for example in your private '.Xdefaults' file). The syntax is 'xvidcap*: '. Note that gvidcap as a GTK2 application completely ignores X resources. Some configuration options can also be saved to a private options file $HOME/.xvidcap.scf.
Float, see OPTIONS
options file example -> fps: 15.000000
String, see OPTIONS
options file example -> file: test.mpeg
capWidth and capHeight
Integers, see the --cap_geometry option
Float, see OPTIONS
options file example -> max_time: 0.000000
Integer, see OPTIONS
options file example -> max_frames: 0
Integer, see OPTIONS
options file example -> compression: 0
Integer, see OPTIONS
String, from where to read the data: x11, shm; see also OPTIONS
Integer, see OPTIONS
options file example -> quality: 75
String, animation command which should be executed if the 'Animation' button is pressed. The default value is 'animate "%s" &'. The '%s' is substituted by a file pattern, e.g. if the file name is 'cap-%03d.xwd' it is called with 'cap-???.xwd'. You can also add a '%d', but this must be after(!) the '%s'. The '%d' will be filled with the seconds per frame in milli seconds.
String, edit command, which should be executed if the 'Edit' button is pressed. The default value is 'display "%s" %'. If you don't have the 'display' program from the ImageMagick package you can also use 'xv' or 'gimp' or what ever you want.
String, see'mkVideo' button, default: 'ppm2mpeg %s %d %d %d %d %f %d &'.
String, help command which should be executed if the 'Help' button is pressed. The default value is 'MANPATH=/usr/local/X11/man rxvt -e man xvidcap &'.
Integer, use shared memory, don't change manually (not yet implemented for Xresources)
options file example -> shm: 16
String, video codec used by ffmpeg, (not yet implemented for Xresources). Supported values atm are 'MPEG1', 'MJPEG', 'MS_DIV2', 'MS_DIV3', 'MPEG4', and 'FLASH_VIDEO'. Selecting MS_DIV2 will write an AVI file compatible with Windows Media Player, MS_DIV3 an ASF, FLASH_VIDEO will NOT write an *.swf file but rather a streamable *.flv file that can be imported into an *.swf file with Macromedia tools.
options file example -> codec: MPEG4
Integer, defines whether or not to capture mouse-pointer movement using a pseudo mouse-pointer. Supported values are '0' to disable the feature, '1' to capture a white mouse-pointer, or '2' to capture a black mouse-pointer.
options file example -> mouse_wanted: 2 (not yet implemented for Xresources)
Integer (0|1), toggles audio capture off|on.
String, see AUDIO SUPPORT above.
Integer, see AUDIO SUPPORT above.
Integer, see AUDIO SUPPORT above.
Integer, see AUDIO SUPPORT above.
Integer (0|1), toggles autocontinue off|on.
Rasca Gmelch, Karl H. Beckers
XVidCap is published under the GNU General Public License.
This document was created by man2html using the manual pages.
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text:
Mount Union Students Face Their Fears
October 18, 2012
ALLIANCE, Ohio — For the third year in a row, University of Mount Union students enrolled in assistant professor of psychology Dr. Kevin Meyers' abnormal psychology course had the opportunity to overcome a specific phobia at Cedar Point Amusement Park.
Students learned to overcome their phobias through a process known as "exposure therapy." This year's 'Face your Fears' project was held at Cedar Point in Sandusky, OH. Students explored and overcame the "roller coaster phobia" which falls into the category of anxiety disorders known as specific phobias.
Specific phobias can be focused on certain objects or certain environments and their impact on the individual. A person with a specific phobia disorder is commonly diagnosed with behavioral disorders and the individual can suffer from anxiety attacks, persistent fear and the action of avoiding the object or environment to which their fear stems from.
This is where the concept of exposure therapy comes into play. Exposure therapy is a type of cognitive behavioral therapy in which the individual is gradually exposed to their fear over time. According to Meyer, Cedar Point is a prime location to expose students to their roller coaster fears since Cedar Point has moderate to medium to extreme roller coaster varieties available.
The overall goal of the 'Face your Fear' project is to expose students to a real-world application of how a specific therapeutic method can be applied to successfully treat a behavioral disorder. Students were active in collecting various types of data, serving as an active sample in a real-time working study, and will have the opportunity to integrate what they learn into a course project. Through this process, several individuals will in fact overcome their roller coaster phobia, opening up a previously inaccessible source of fun and excitement they can now be free to explore.Back to Previous Page


text:
Definitions for xerophyteˈzɪər əˌfaɪt
This page provides all possible meanings and translations of the word xerophyte
desert plant, xerophyte, xerophytic plant, xerophile, xerophilous plant(noun)
plant adapted for life with a limited supply of water; compare hydrophyte and mesophyte
Any plant suited for life in a habitat where water is scarce, such as in a desert or chaparral. Such plants may be succulent, have small or reduced leaves, or spines.
A desert plant
Origin: xero- + -phyte
A xerophyte is a species of plant that has adapted to survive in an arid environment, such as a desert. The morphology and physiology of xerophytes are variously adapted to conserve water, and commonly also to store large quantities of water, during dry periods. Other species may be adapted to survive long periods of desiccation of their tissues, during which their metabolic activity may effectively shut down. Plants with such morphological and physiological adaptations are called xeromorphic.
The numerical value of xerophyte in Chaldean Numerology is: 6
The numerical value of xerophyte in Pythagorean Numerology is: 1
Images & Illustrations of xerophyte
Translations for xerophyte
From our Multilingual Translation Dictionary
Get even more translations for xerophyte »
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text:
Obtaining an assessment of your child's special educational needs (statementing)
Some children will not have their needs met through joint planning and funding initiatives. Some may have needs over and above any joint initiative that is in place. For these children, and for children where all the needs have not yet been identified and drawn together, a very good way forward is to assess formally with a view to drawing up a Statement of Special Educational Need.
The process of assessing and meeting special educational needs (SEN) is governed by a Code of Practice. This must be considered by Local Authorities (LAs) and schools as they set out to meet needs and they must not do less than is set out in this code. This is available free of charge from the Department for Children, Schools and Families.
Local authorities will send you a leaflet or booklet telling you how they identify and meet SEN in your area. They will also tell you the name of a local Parent Partnership scheme where you can get free confidential advice and support for all stages of assessing and meeting SEN.
The following is a simplified guide focusing on how you can influence the outcome of an assessment and ensure that your child's needs are identified. Remember you cannot meet a need if it has not been identified. For more detailed information you may wish to read the Code of Practice yourself or ask a local Parent Partnership scheme to explain it more fully.
Starting the statementing process
1. You can request a formal assessment of your child's special educational needs at any time.
2. You need to write to your Local Authority (LA) to ask them to formally assess your child's needs (sample letter attached as Appendix A).
3. The LA has six weeks to decide whether or not to assess and should then write to you to tell you if they are going to assess or not.
4. If they decide not to assess they should explain why and this may satisfy you. If it doesn't you can challenge this through the First Tier Special Educational Needs and Disabilities Tribunal (SENDisT). The LA must tell you how you can do this and the local Parent Partnership (PP) scheme should be able to support you.
5. If they decide to assess you will be asked to tell them all about your child. You will want to tell them about your concerns and about all the good things your child can do.
- You can tell them what people you would like them to get reports from such as Playgroup, Portage, Sure Start, School for Parents or therapists.
- You can tell them if your child is sleepy in the mornings or afternoons so that they can assess when she is feeling wide awake.
- You can tell them when you would or would not be available for assessments or any appointments the child has.
- If more things occur to you as the assessment progresses you can send the LA additional information or reports that you may have and they may not have access to.
6. If they assess you will be asked to attend assessments with medical and educational professionals. You will want to think about what to ask these people in order to help you understand what they are doing.
When you attend assessments
An assessment may be carried out by a psychologist, doctor or therapist. You can use the following tips when meeting with any professionals and whether or not the assessment is for a statement or not.
Ask the assessor:
- What he/she is trying to find out about your child.
- How does he/she plan to go about it. (Perhaps the assessor will show you the test materials, the room or explain the sequence of actions.)
- After the assessment ask what he or she found out and what affect that is likely to have on your child's learning in school.
- Follow this up with questions about how the needs can be met.
- Will your child need special equipment?
- Will there be a need for extra staff?
- Will staff need training?
If possible, write the answers down and agree these with the assessor before you leave. Ask the assessor to send you a copy of the report at the same time as s/he sends it to the LA. You have to request this. They will normally only send these reports to the LA and you may not see them for several months!
The report has been commissioned by the LA and you have no absolute right to see it prior to the LA sending it to you but it is good practice to do so.
When you get the reports
- Read them through.
- Check them against your memory or the notes you made.
- Does the report say the things you talked to the assessor about?
- Does the report mention the equipment; staff or training you talked about?
If the report is not what you expected contact the assessor and ask to meet him or her and talk it through. Someone from a parent partnership scheme may be able to go with you.
Once you have a good report you will be able to ask the Local Authority how the needs identified will be met whether or not a statement is produced. Schools already receive money to support special education but the LA has the responsibility for ensuring that your child's needs are met, either directly when there is a statement or indirectly where the needs are being met through School / Early Years Action.
Once the LA has the reports
Once the LA has all the reports they will decide whether to make a statement or not.
If they think the school can meet the needs without a statement they will issue a Note in Lieu. This looks like a statement and some parents have not understood that it is not a statement. The best way to make sure that you know what you have been given is to check it out with your local Parent Partnership scheme.
If you are not happy with the Note in Lieu you can challenge the decision not to statement through the First Tier (SEN and Disabilities Tribunal).
If the LA thinks they need to oversee your child's education they will issue a Proposed Statement. This will arrive with a note setting out time limits for you to challenge the contents. You will be asked to name a school. If you have already agreed a school this is easy otherwise you may need to seek support. At this stage you can ask them to make changes to the contents of the statement. You should put your concerns in writing and be prepared to meet with the LA to talk things through.
If you are happy with the contents the LA will automatically issue a Final Statement naming a school. If this is the school you want then this is great but if this is not the school you want or if the LA has not made the changes you wanted you can challenge this through the First Tier Tribunal (SENDisT).
Description of the Statement
The statement is in six parts:
1. Details of the child – address, name, date of birth
2. Educational Needs – this is everything that the child has as part of his learning need or disability. Basically everything that causes concern. Concerns could be that he is very bright but won't be able to write things down or could be about mobility, hearing, attention and so on.
3. Educational Provision in two parts setting out the aims of the provision then what provision is to be made. It is important to check in this section that the needs are really detailed in the same way as in the reports. Phrases like "access to" and "regular" may have little value if you need to enforce provision. Speech and language therapy should normally be placed in this section. Aids and equipment should also be either detailed here or how the child will get these should be detailed.
4. Placement – this will normally be a mainstream school but may not be the school of choice. If you have requested a particular mainstream or special school and do not get it named you will need to seek support to challenge this with the authority.
5. Non – Educational Needs - detail everything that is not educational, for example health needs. If the child has transport needs that are in excess of what is normally provided in your area this sould be detailed here.
6. Non-Educational Provision – how the non-educational needs will be met.
Following the above sections which make up the actual statement you should have attached all the reports submitted by the professionals.
The statement should always detail what is expected to happen for the child. It is not acceptable to write that a school should follow the advice set out in one of the reports without actually detailing a summary of that advice.
Please note that only the first four sections can be challenged at the First Tier (SEN and Disabilities Tribunal.)
What you can do when you get the statement
How will you know if the statement is a good one?
- Read the reports.
- Check what the reports recommend.
- Check if these appear in the statement. Remember that everything your child should have in school to support his or her education should be in Section 3 Educational Provision.
- Get support from a local Parent Partnership scheme.
If the statement does not reflect the reports, is vague, names a different school or has put vital therapies in Non-Educational Provision, you should do the following:
- Seek support.
- Ask the LA to give you information about going to First Tier Tribunal (SENDisT) to challenge their decision.
- Make sure you have grounds to challenge the decision for example if you don't like the school but it would actually meet the child's needs you will have a very poor chance of a successful challenge. However if the educational psychologist has written that your child should be assessed for a computer to support his or her learning and that has not been written in you have a very good chance of getting that changed. PP schemes should help you.
- Gather information from the reports and from any additional reports you may have or that you don't think the LA has properly considered.
What else is there other than Tribunal?
- Talk to the LA officer with the support of the PP scheme.
- Ask if an independent mediation


text:
Riding the school bus, for kids with autism or sensory issues, can be an overwhelming and uncomfortable experience. A local expert explains how parents can help make the ride more manageable.
For kids on the autism spectrum, riding the bus to school can be an overwhelming sensory experience that causes anxiety and agitation. Fortunately, there are several ways parents can prepare their child for this experience and make the trip to school more manageable from the start of the year.
Debra Reicher, Ph.D., the director of psychological services at The Hagedorn Little Village School in Seaford, offers advice on how to make the bus ride more comfortable.
What are some things parents can do to make the school bus ride more comfortable for their children with autism?
Children on the autism spectrum vary in their overall levels of functioning. However, the core deficits in all ASD children are related to social communication. Many children with ASD also have sensory issues and may find certain sensory stimuli such as noise, smells, and lights overwhelming. Riding on a school bus can place some children with ASD on sensory overload, which can result in anxiety and agitation. Providing ways for your child to remain calm and self sooth while riding on the bus can be helpful. This may include giving your child a small and safe toy to hold and/or play with while riding the bus or a comfort object from home such as a stuffed animal. Some children with autism have difficulty relinquishing certain items and s/he may find it comforting to hold these preferred items when stressed. For children who find noisy areas stressful, headphones or an iPod may help if approved by the bus company.
Many children with ASD have difficulty tolerating change or new situations. For children who have not had experience riding the bus, preparing them for this experience ahead of time can be helpful. Many children with ASD are visual learners. Preparing a detailed story about riding the bus with words and pictures can help the child anticipate what to expect. You can even take real photographs of the bus, the bus driver, and the school to help the child with this experience. The child can also take a visual schedule that can be affixed to a laminated strip on the bus which breaks down the steps in detail and with pictures (i.e. I get on the bus, I put my seatbelt on, I stay seated, I get off the bus when I get to my school).
Who in the school system can help parents address problems their child may be having on the bus?
Parents should contact the bus company as well as the child's teacher and, if necessary, the school psychologist. Enhancing the communication between the bus staff, parent, and school is the best way to ensure an easy bus trip for the child. Parents should provide the bus driver with information about their child, for example, how s/he communicates, what s/he likes, and what may overwhelm him or her. Investigating the cause of the problem must be a team effort and precipitants such as sensory stimuli (i.e. noise), the length of the bus ride, and the impact of other children must all be considered.
Would you recommend parents introduce their child to the other kids on the bus before school starts?
This may not necessarily help since children on the autism spectrum have difficulties with developing peer relationships. As many ASD children are in mainstream schools, educating typically developing children about autism is likely to increase the compassion and empathy of other children and ultimately decrease problems on the bus.
Debra Reicher, Ph.D., is the director of psychological services at The Hagedorn Little Village School on Long Island, a nonprofit school that provides educational and therapeutic services to children with developmental disabilities. Dr. Reicher has been performing diagnostic evaluations and working with children and families with autism spectrum disorders for more than 20 years.
Why Children on the Autism Spectrum are More Vulnerable to Bullying
Autism Speaks Launches School Community Tool Kit 2.0


Random Number Generation Challenge (sort of)
Hi All,
I am trying to write a random number generator on my HP41CX such that I use the built-in time module to generate either an initial seed for a sequence of random numbers, or generate random numbers outright. Using the values for the current time (and also date) has the potential of generating unique initial seed values.
I think the solution involves the values of time, date, and possibly some sort of a counter.
The simpler the solution the better. So let's put our math thinking caps, shall we!
PS: I am also trying to solve the same problem with Excel. Of course using VBA code I have a lot of options for more complex/elaborate solutions and more speed.
Edited: 13 Feb 2010, 9:16 a.m.
From _URL_
01 LBL "RNG4"
04 +
05 E49
06 *
07 PI
08 MOD
09 LN1+X
10 R-D
11 FRC
12 END
That's what I use.
This one will always make a new random number, it does not have the capability of regenerating a given sequence. It is a good starting point for both functions, though, since the routine can be used as a seed, then plugged into another RNG from the same URL that just uses a given seed.
Edited: 13 Feb 2010, 9:57 a.m.
Thank you Vladan!!!
Here is the VBA code for a class (which I call CVirtTime) that performs random number generation using a "virtual clock" that is not affected by the speed of the computer running the code. This virtual clock will advance the virtual time each time you call method NextRand() which generates uniform random numbers between 0 and 1. You must initialize the instance of the class using either InitMyTime or InitTime. The first method allows you to specify any time and date you want (and therefore you can duplicate the sequence of numbers generated). The method InitTime initializes the class instance using the current system date and time. Using this method you cannot replicate the sequence of random numbers. Once you initialize the class instance the virtual clock "ticks" as fast as the number of calls to method NextRand().
Option Explicit
Private m_nSec As Integer
Private m_nMin As Integer
Private m_nHour As Integer
Private m_nDay As Integer
Private m_nMonth As Integer
Private m_nYear As Integer
Private m_fCounter As Double
Private PI As Double
Private Function Log10(ByVal X As Double) As Double
Log10 = Log(X) / Log(10)
End Function
Private Function AbSin(ByVal X As Double) As Double
AbSin = Abs(Sin(X)) + 1
End Function
Private Function AbCos(ByVal X As Double) As Double
AbCos = Abs(Cos(X)) + 1
End Function
Private Sub INC(ByRef N As Integer)
N = N + 1
End Sub
Public Sub InitMyTime(ByVal nSec As Integer, ByVal nMin As Integer, ByVal nHour As Integer, _
ByVal nDay As Integer, ByVal nMonth As Integer, ByVal nYear As Integer)
m_nSec = Abs(nSec)
If m_nSec > 59 Then m_nSec = 0
m_nHour = Abs(nHour)
If m_nHour > 23 Then m_nHour = 0
m_nMin = Abs(nMin)
If m_nMin > 59 Then m_nHour = 0
m_nDay = Abs(nDay)
If m_nDay > 30 Or m_nDay = 0 Then m_nDay = 1
m_nMonth = Abs(nMonth)
If m_nMonth > 12 Or m_nMonth = 0 Then m_nMonth = 1
m_nYear = Abs(nYear)
If m_nYear < 1900 Then m_nYear = 1900
m_fCounter = 0
PI = 4 * Atn(1)
End Sub
Public Sub InitTime()
Dim t As Date
t = Now
m_nSec = Second(t)
m_nHour = Hour(t)
m_nMin = Minute(t)
m_nDay = Day(t)
m_nMonth = Month(t)
m_nYear = Year(t)
m_fCounter = 0
PI = 4 * Atn(1)
End Sub
Public Function NextRand() As Double
Dim X As Double
' manage the virtual time and date
If m_nSec = 60 Then
m_nSec = 0
INC m_nMin
If m_nMin = 60 Then
m_nMin = 0
INC m_nHour
If m_nHour = 24 Then
m_nHour = 0
INC m_nDay
If m_nDay = 30 Then
m_nDay = 1
INC m_nMonth
If m_nMonth = 12 Then
m_nMonth = 1
INC m_nYear
INC m_nMonth
End If
INC m_nDay
End If
INC m_nHour
End If
INC m_nMin
End If
INC m_nSec
End If
X = (5773 * AbSin(137 * m_nSec) * AbCos(173 * m_nMin) * AbSin(137 * m_nHour)) + _
(2377 * AbSin(237 * m_nDay) * AbCos(117 * m_nMonth) * AbCos(m_nYear))
m_fCounter = m_fCounter + 1
If m_fCounter > 1E+99 Then m_fCounter = 0
X = X + Abs(Sin(m_fCounter) + Log(1 + m_fCounter))
NextRand = X - Int(X)
End Function
Calculating the value for variable X is more of an art than a science (at least in my humble opinion). You can develop so many different kinds of expression to calculate X--some better than others. I tried using the modulo operator in a "creative" way, but found that using sin and cos function works rather well.
Edited: 15 Feb 2010, 8:52 a.m. after one or more responses were posted
Hi everyone.
Here is an M-Code function that I wrote to get random numbers.
-"RAND" uses the timer to produce pseudo-random numbers r between 0 and 1 ( 0 < r < 1 ). I don't know if r = 0 may happen.
-The content of register X is saved in L-register
084 "D"
00E "N"
001 "A"
012 "R"
0F8 READ 3(X)
128 WRIT 4(L)
130 LDI S&X
010 010 The user memory must be deselected by selecting
270 RAM SLCT a non-existent RAM ( at 010h )
130 LDI S&X then the Timer
0FB 0FB is
3F0 PRPH SLCT selected
3E8 WRIT 15(e) Set the A/B pointer to A
1BC RCR 11 Rotates C-register 11 digits right
046 C=0 S&X The user memory
270 RAM SLCT is selected again
05E C=0 MS
130 LDI S&X
041 041
04E C=0 ALL
35C PT=12
1D0 LD@PT- 7
210 LD@PT- 8
110 LD@PT- 4
050 LD@PT- 1
090 LD@PT- 2
250 LD@PT- 9
190 LD@PT- 6
1D0 LD@PT- 7
210 LD@PT- 8
1D0 LD@PT- 7
044 CLRF 4 C
070 N=C ALL =
171?NCXQ A
064 195C mod C
261?NCXQ C =
_PHONE_ A/C
0E8 WRIT 3(X)
Best Regards,
Cool........ but it looks Greek to me!!!
Beautiful example Jean-Marc, thanks for sharing it.
There is another implementation on the SandMath module, functions SEEDT and RAND written by Håkan Thörngren "a few years ago" - and published on PPCJ back then. I like it because it uses a memory buffer to store the seed(s). Also the time module is used to obtain an initial seed if the input is zero.
Edited: 15 Feb 2010, 4:30 a.m.
Namir, having read Donald Knuth I have the feeling that you are on the wrong track. From the top of my head, he states that having a complicated function does not make the pseudo random sequence any better. As a result: There are simple workable solutions like the Linear Congruential Method:
(from the pages cited below.)
Useful link: _URL_
(I'll have to check the pages for myself but they look promising.)
Sure the equation you mentioned is very popular and I used it to write typical pseudo-random number generators. My basic approach in this thread is to use the computer's system date and time as an automatic initial seed OR as a way to generate uniform random numbers outright. Since PC's run fast, a system date/time based algorithm risks of generating large arrays of the same random number. This problem prompted me to think of a using a counter to avoid generating the same numbers. Then, I thought of creating a class for a virtual clock that