permissibility of stunning chicken
permissibility of stunning chicken
Aslamu Alikum i would like to find out the ruling or views on stunning of chicken before slaughtering. In my country it's certified as halaal and accepted by some of the scholars and dislike by other scholars Jazakallah await your response
In order for meat to be lawful for consumption it must be slaughtered in a particular way. One of the conditions for permissibility is that the animal must be alive at the time of slaughter. If it dies before slaughter then it will be unlawful for consumption. The issue of stunning chickens is a heavily debated topic. The main contention is whether or not the chicken dies between stunning and slaughter. Each halal certifying body has their own criteria. Some will permit stunning provided certain conditions are met such as the voltage being kept at a low rate to ensure the chicken doesn't die, whilst other certifying bodies will not permit stunning of any sort. Either way the fundamental point is whether or not the chicken dies before slaughter.
In addition to this, stunning is understood to cause the animal additional unnecessary pain and can also reduce the amount of blood flowing out of the animal. For these two reasons some scholars will deem stunned chicken as disliked even if it did not die before slaughter. This maybe the reason why some scholars in your country consider stunned chicken disliked.
As we are not fully aware of the industry practice in Guyana or the criteria adopted by the halal certifying bodies, it is difficult for us to indicate our preference. However, when it comes to eating Halal one should always exercise reasonable caution and abstain from doubtful food.
The above information is provided as a general guideline of the opinions and rules in relation to stunned chicken as requested.
You may find the following article helpful in building your understanding of stunning:
Answered by:
Ifta Research Fellow
Checked & Approved by:
Mufti Abdul Rahman Mangera
Mufti Zubair Patel


How to Sedate a Dog for Grooming?: Keep a Dog Calm while Grooming
How to Sedate a Dog for Grooming
Grooming dogs is a task when you do it at home. Many dogs become anxious and do not stay still while you are grooming them. As the dogs don't stay calm, it also becomes a bit of a task for the owner to groom their little pet. There are several ways to make sure that your dog stays calm during the entire grooming session. The process of giving sedatives that calm your dog down is called Sedation.
Sedatives : Drugs available in the market for sedating your dog
When the dogs are sedated, it calms them down. A dog is in a tranquil state due to sedatives, and this can help during grooming session or whenever you are visiting the vet. Many dogs become restless and start moving during stressful conditions, and hence it becomes imperative to sedate them. Generally, drugs are given to the dogs that are known as sedatives which helps them to stay relaxed and calm.
How to Sedate a Dog for Grooming?
There are many options of sedative drugs available in the market that can be given to the dogs before the grooming sessions. However, it should be seen to it that the sedatives are provided as per the vet's prescription and advice. It is harmful to give your dogs sedatives if you do not have complete knowledge about it. It is also essential to know the quantity of the drug that should be provided for the desired result. All the guidelines should be followed when you are administering such sedatives to your dog.
The sedatives with a prescription should be given in the dosage as per the vet's guideline. The options for sedative drugs for dogs include options like diazepam, acepromazine, etc. Many dog owners have also found the little dosage of Benadryl too helpful for sedating their dogs. The sedatives can be given along with the food to your pet in the small dosages. The food with the sedatives can be given with special treat if your dog is not willing to eat it.
What are the other ways to sedate your dog?
There are other alternative ways to sedate your dogs without giving them the sedatives. As many people do not like to provide their dogs with tranquilizers following tricks also work to calm your furry friend down:
 - Most commonly practiced way to sedate your dog is to take your dog on a walk. Dogs when taken for a walk or any physical activity will get tired. You can also play games such as frisbee with your pet. Playing with them is a great way to make sure that they are not anxious while grooming them with the help of grooming scissors kit. So keeping your dog physically active before taking them to the vet or for a grooming session will help them in being calm during that time.
 - Another way to keep your dog relaxed is to give them their favorite toy or treat when you are grooming them. This will help in distracting your dog attention from grooming to playing with the toy or treat.
 - Dogs crave the most for their owner's touch. Continuously patting them also helps them to calm down. It also helps to calm down their anxiety and restlessness. This way your dog will stay close, and you will be easily able to make them stay stable while grooming them.
 - The last but the most effective method is to try the aromatherapy. There are many natural oils available that help in calming and soothing the animals as well as the dogs down. Such oils are good for the skin as well. One such oil that has soothing effects is Lavender oil. Some drops of lavender oil should be taken on your fingertips and massage it on the back of their head. Rubbing such soothing oils helps the dogs to relax and stay calm. You can also light an aroma candle while grooming your dogs to keep the atmosphere restful.
These all are the ways that are tried and tested to sedate the dogs. If you are giving sedatives make sure it is under vets supervision, also all the other alternative methods are easy to follow.
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text:
Distance from Pueblo to Mississauga
Driving route: -- ( - )
Driving route: -- ( - )
Extended route information
The flight distance between the nearest airports Pueblo (PUB) and Mississauga (YYZ) is 1,344.04 mi (2,163.02 km). This corresponds to an approximate flight time of 3h 2min. Similar flight routes: PUB → YYZ, PUB → YZD, PUB → YYZ, PUB → YYZ, PUB → YZDBearing: 66.20° (ENE)
The initial bearing on the course from Pueblo to Mississauga is 66.20° and the compass direction is ENE.Midpoint: 41.59979,-92.63763
The geographic midpoint between Pueblo and Mississauga is in 674.61 mi (1,085.68 km) distance between both points in a bearing of 66.20°. It is located in United States of America, Iowa, Poweshiek County.Distance: 1,349.23 mi (2,171.37 km)
The shortest distance (air line) between Pueblo and Mississauga is 1,349.23 mi (2,171.37 km).Driving route: -- ( - )
The shortest route between Pueblo and Mississauga is according to the route planner. The driving time is approx.. Half of the trip is reached in.Time difference: 2h
The time difference between Pueblo (America/Denver) and Mississauga (America/Toronto) is 2 hours. This means that it is now 00:12 (24.01.2021) in Pueblo and 02:12 (24.01.2021) in Mississauga.
How is the distance calculated?
To calculate the distance between Pueblo and Mississauga, the place names are converted into coordinates (latitude and longitude). The respective geographic centre is used for cities, regions and countries. To calculate the distance the Haversine formula is applied.
Similar distance (± 0.5%)
Mississauga is just as far away from Pueblo as Pueblo from Mexico City (2,160 km), Toronto (2,191 km), Iztapalapa (2,169 km), Ecatepec de Morelos (2,142 km), Puebla City (2,225 km), Ciudad Nezahualcoyotl (2,166 km), Gustavo Adolfo Madero (2,153 km), Jacksonville (2,278 km), Naucalpan (2,152 km), Charlotte (2,139 km).
Pueblo to New York, Pueblo to Los Angeles, Pueblo to Chicago, Pueblo to Houston, Pueblo to Philadelphia, Pueblo to Phoenix, Pueblo to San Antonio, Pueblo to San Diego, Pueblo to Dallas, Pueblo to San Jose, Pueblo to Austin, Pueblo to Jacksonville, Pueblo to Indianapolis, Mississauga to New York, Mississauga to Los Angeles, Mississauga to Chicago, Mississauga to Houston, Mississauga to Philadelphia, Mississauga to Phoenix, Mississauga to San Antonio, Mississauga to San Diego, Mississauga to Dallas, Mississauga to San Jose, Mississauga to Austin, Mississauga to Jacksonville, Mississauga to Indianapolis,
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Equivalent Annual Cost
What it is:
How it works/Example:
EAC is often used as a tool in capital budget decision making for evaluating investments of unequal lifespans. The usage of EAC implies the continuation of the investments or project beyond its initial lifetime. If the project or projects are not to be repeated, then the NPV (net present value) method might be more appropriate for capital budgeting decisions.
In other words, EAC is calculated by dividing the NPV of a project by the present value of an annuity factor.
Why it Matters:
Capital budgeting decisions require distinct methods for determining the costs and potential profitability of new projects. EAC is a method which is most useful for evaluating projects which are assumed to have unequal but repeating life spans. By contrast, when comparing two projects that have equal life spans, or that have unequal life spans but are assumed not to repeat, the best method may be to simply compare the NPVs.
Due to its applicability for projects with life spans that repeat indefinitely, the EAC method is often seen as an indication that the firm itself has a long operating horizon as a going concern, and therefore, is a financially healthy company.


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Singapore American School
Singapore American School is a non-profit, independent, co-educational day school located in the Woodlands area of Singapore. It offers an American-based curriculum for students in preschool through high school.
Singapore American School identified a need to enhance the customer experience for new and existing parents of students at the school.
Collective Campus delivered a customer experience engagement that focused on two key areas:
1. Development of customer personas: Together with key stakeholders, we developed customer personas capturing all the information considered important to know from a Customer Experience perspective (eg. interests, concerns, needs/wants, channels).
2. Mapping of future customer experience journeys: Singapore American School is in the midst of a transformation that includes the development of a brand new Welcome Centre for parents. We developed future customer journeys that mapped all the key touch points and opportunities to WOW parents during the journey. In addition, a Design Thinking session was delivered that included a focused ideation session to brainstorm ideas to help provide a memorable experience for parents.
The key stakeholders from Singapore American School achieved the following outcomes:
- Understanding of how design thinking can be applied to education to generate insights, identify ideas and build prototypes
- Aligned understanding of the importance of customer experience in the education landscape
- Development of three key parent personas
- Identification of key parent needs and wants to help drive a common customer experience vision for Singapore American School
- Understanding of Design Thinking and the power of the approach in education
- Interviewing of real parents to gain key customer insights
- Development of two future customer journeys for the Welcome Centre
- Ideation exercise identifying over 80 ideas to help provide a memorable experience for new and existing families at the Welcome Centre
- Prioritisation of ideas based on Cost vs. Impact


Tarzan's Tripes Forever, and Other Feghoots
The Web's Original Shaggy Dog Story Archive
Programming Problems
Category: Rated G
This computer tale was sent to us by Andy Skinner who says, "This came to me during a computer architecture course at UNC."
As fast as computers go these days, one of the strategies of a computer processor is to allow multiple operations to go on at the same time. You have to ensure that things happen in the correct order, however.
If a program instructs the computer to read from a certain memory location and then write to it, the computer must be built to ensure that the read will actually occur first, so that you don't read the value that was supposed to be written later.
There is a similar problem that can occur if you are supposed write to a memory location and then read it, but the read happens first, returning the value of the location before it was changed.
Finally, there is an error where the program was to write two different values to a memory location, but the operations happen out of order, and the memory location is left with the wrong value at the end. I think this was called a write-after-write condition, and is an example of when two writes can make a wrong.
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Match and Spell Next Steps is the perfect progression from Orchard Toys' bestselling, award-winning Match and Spell. Aimed at children aged 5 and over, the game helps to develop more advanced reading and spelling skills using both sounds and blends.
The game is played by building a variety of familiar and more advanced words, from 'Moth' to 'Balloon', with the help of colourful illustrations to identify words. Parents can use the sound and blend cards to encourage children to make the individual sounds as well as saying the entire word aloud. There are 18 words included in the game.
Once children become more confident, they can turn over the boards to use the blank side for a more challenging game. The game is finished once all the word boards have been completed.
This colourful game is a great way to teach children about spelling and phonics in a fun and progressive way. For younger children aged 4 and over, try our Match and Spell first literacy game.
- 18 double-sided word boards
- 78 letter cards
- 1 instruction leaflet


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Indian space program was rocked by a setback on Christmas Day.
An unmanned Indian rocket lifted off from
the Satish Dhawan Space Center on Saturday and blew
up live on television after its launch because of a
malfunction. The Geosynchronous Satellite Launch Vehicle
(GSLV) was carrying an advanced GSAT-5P
communication satellite into orbit when it veered off its
intended path and exploded moments after take-off. The Indian
Space Research Organization (ISRO) is citing electronic
failure as the cause.
performance of the (rocket) was normal up to about 50 seconds. Soon
after that the vehicle developed large altitude error leading to
breaking up of the vehicle," ISRO
Chairman K. Radhakrishnan said.
indicates commands from onboard computers ceased to reach circuits of
the first stage (engines) but what caused the interruption needs to
be studied and we hope to get an assessment of what triggered
to some reports, the rocket was deliberately blown up by mission
control following the malfunction.Originally scheduled for
December 20, engineers postponed the launch after they found a leak
in one of the Russian-made cryogenic
engines of the GSLV.The failed launch is the second
this year for the space agency. The first rocket plunged into
the Bay of Bengal during a developmental flight in April.India
has scheduled its first manned space flight for the year 2016.

source: HuggingFaceFW/fineweb-edu


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Eskom has often told the public that one of the reasons for load shedding over weekends is to fill up the dams at our pumped-storage stations.
A pumped storage scheme consists of lower and upper reservoirs with a power station/pumping plant between the two. Eskom has two such stations – Palmiet near Grabouw in the Western Cape and Drakensberg near Bergville in KwaZulu-Natal. During off-peak periods, when customer demand for electricity has decreased, the reversible pump/turbines use electricity from the national grid to pump water from the lower to the upper reservoir. During periods of emergency or peak demand, this water is allowed to run back into the lower reservoir through the turbines to generate electricity. In this way, the potential energy of water stored in the upper reservoir is released and converted into electricity when needed. Because it is necessary to pump the water back after use, pumped-storage power stations can only provide energy for limited periods of time.
Pumped-storage schemes (and hydro-electrical stations) respond very quickly to changes in the demand for electricity. They can be brought on-stream within three minutes and play a major role in maintaining the stability of Eskom's national network. They are, however, more expensive to operate than conventional hydro-electric power stations because of the pumping costs.
Why the need to fill the dams over weekends?
When generation capacity is needed, water flows down the system from the top dam, through the generators to the bottom dam. When Eskom no longer needs power from the pumped-storage stations, and there is enough power to transfer the water back, this water is pumped up to the top dam ready to generate again when needed (this pumping actually uses electricity from the grid). For every 4 hours pumped back only about 2.6 -3 generating hours are obtained.
In summer Eskom needs to use these stations for more hours per day (up to 16 hours) compared to the opportunity to pump the water back (7 – 8 hours). Hence significant pumping is required to be done over weekends as the dams cannot be completely filled during the week. This is not really an issue in winter as the peak demand is higher but for shorter periods of the day, which means that the pumped-storage stations need to generate power for fewer hours per day.
The graph below shows an example of a typical summer week usage of Eskom's Drakensberg pumped storage station.
On a Monday morning the dam is full. This implies maximum generating capacity for the week. The available capacity of the dam is equivalent to one unit (250 MW) generating for 102 hours or all 4 units (1000 MW) generating for 25.5 hours. The graph shows the dam levels reducing during the day, a slight increase at night when it is possible to pump, and then decreasing the next day. Over the weekend, it is necessary to pump for many hours (with little use of it for generation) to ensure a full dam by Monday morning. For instance, at the Palmiet station over weekends, when system demand is low, water is pumped back from the lower Kogelberg into the upper Rockview reservoir over a period of about 37 hours to restore the reservoir to full capacity.
This is sometimes the reason behind load shedding over weekends – to ensure full capacity at these stations by Monday morning so that these stations can generate power when needed during the week when electricity demand is higher.


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A Study on the Application of Food Sovereignty in International Law
The purpose of the present investigation will be to analyse Food Sovereignty in the light of international law. It constitutes at its heart a legal analysis of this concept, observing exactly how it has been developed until the present moment. By so doing, we will be capable of familiarising ourselves with its legal strengths and inconsistencies, along with showing what might be the way to take so that its proposals and aims obtain the greatest possible legal viability. The complete legal construction of Food Sovereignty has not been carried out. Moreover, one can say that the movement for the defence of Food Sovereignty has focused above all on constructing a discourse of a political nature. It is desired to achieve a ruling as detailed and broad as the program that defends Food Sovereignty, it is worthwhile to propose the creation of a branch within international law, which could be denoted as International Law for the Rural World. Especially as the preoccupation for rural territories is the element that is present in every aspect of this broad political program that defends Food Sovereignty.
Open Access Creative Commons


Why Google is right to rebuke brand abuse
Fighting against genericide
Opinion Google has been accused of lacking a sense of humour after setting its brand police on publishers who used its name as a verb. But the company has to protect its name.
When the Washington Post reported that "Google" had entered the Merriam-Webster Collegiate Dictionary, it observed that the word has become a descriptor for its sector. Google wrote that it must avoid "genericide" and provided a list of appropriate and inappropriate uses of its name.
Among its examples was this appropriate use: "I ran a Google search to check out that guy from the party"; and this inappropriate use: "I googled that hottie."
Google no doubt hoped that a light-hearted example would avoid the company sounding oppressive. It has to send letters like this; but its lawyers know that it has only limited powers to dictate how the brand is used. So the letters are seeking support, not threatening litigation.
The risk for Google is that it ceases to become a brand altogether. If it becomes generic, the brand can be struck from the register of trademarks, leaving the owner without rights. This has happened before: escalator, aspirin, pogo, gramophone and linoleum were once registered trademarks that became victims of genericide.
More recently, in 2002, Austria's supreme court ruled that Sony does not have exclusive rights to the Walkman name for personal stereos and allowed a wholesaler to label rival players as Walkmans. In 2004, Australia's trademark office has dismissed 'Linux' as too generic to protect.
We received a letter from Adobe in 2003 after using the word "photoshopping" in an OUT-LAW story about image manipulation. Adobe would have preferred us to refer to "Photoshop graphics software". As Adobe pointed out in its reasonable letter, publishers help to establish the popular vocabulary. It has to do what it can to prevent its marks falling into common generic use.
Brand owners can use the '®' symbol with their marks to show the brand is registered; and they can write to dictionaries and newspapers. Sometimes they advertise. Since the 1970s, Xerox has conveyed its brand guidelines through adverts in industry publications: "If you use 'Xerox' the way you use 'zipper', our trademark could be left wide open," reads one ad.
Merriam-Webster defines Google thus: "Google, trademark for a search engine: to use the Google search engine to obtain information about (as a person) on the World Wide Web"
Note the trademark reference. In contrast, the Concise Oxford English Dictionary has defined "Walkman" as a noun, without reference to Sony. Getting your brand into everyone's vocabulary might seem like the ultimate accolade, but it is dangerous. RIM must diligently protect "BlackBerry"; Sony must protect "PlayStation"; Apple must protect "iPod".
Genericide is a risk for many, but as long as Google continues to monitor and chastise brand misuse and abuse, it can be confident of its courtroom prospects should a rival search engine one day dare to promote "googling".
See also:
Copyright © 2006,
OUT-LAW.COM is part of international law firm Pinsent Masons.
Sponsored: Go beyond APM with real-time IT operations analytics


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This chapter comprises a case study of the values education practices of a school heavily involved in the Australian Values Education programme. It is constructed in a way that fleshes out and illustrates the concept of the student wellbeing pedagogy that was outlined in Chapter 1. Instructional scaffolding is the lynchpin of the pedagogy and it can take a variety of forms. The case study of the Student Action Team approach to teaching and learning with its service learning dimension illustrates how such an instructional scaffold enables a school to shape teaching and learning in line with its core values as well as have students constantly transact the core values in ways that enhance student social, emotional and academic wellbeing.
International Research Handbook on Values Education and Student Wellbeing p. 19-36


U.S. flag An official website of the United States government
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 4. Overview of Regulatory Requirements: Medical Devices - Transcript
 1. CDRH Learn
Overview of Regulatory Requirements: Medical Devices - Transcript
by Bill Sutton (November, 2011)
Hello. My name is Bill Sutton, and I am Deputy Director of the Division of Industry and Consumer Education (DICE) and FDA's Center for Devices and Radiological Health. Welcome to CDRH Learn, FDA's web page for industry education. CDRH Learn is our latest innovative educational tool. It consists of a series of training modules describing many aspects of medical device and radiological health regulation, covering both pre-market and post-market issues. This tool is intended to provide the medical device and the radiological health industry with an information resource that is comprehensive, interactive, and easily accessible. This module is intended to provide an overview of the regulatory requirements for medical devices or what is sometimes referred to as Devices 101.
The US Food and Drug Administration (FDA) is responsible for regulating and supervising the safety of foods, dietary supplements, drugs, vaccine, biological medical products, blood products, medical devices, radiation-emitting products, veterinary products, and cosmetics. Within FDA, the Center for Devices and Radiological Health (CDRH) is responsible for ensuring the safety and effectiveness of medical devices and eliminating unnecessary exposure to radiation-emitting products.
Now, let's take a closer look at the organization chart for the Center for Devices and Radiological Health. At the top of the organization chart is the Office of the Center Director and includes the CDRH Ombudsman, followed by seven offices. Each office serves a function that collectively ensures that all medical devices placed on the market in the United States are deemed reasonably safe and effective throughout the total product life cycle.
Let's begin by looking at the Office of Compliance. This is the office responsible for ensuring that all medical devices, once placed on the market, remain safe and effective. This is the office that reviews the establishment inspection reports and recalls.
The next office, the Office of Communication, Education, and Radiation Programs, is the office that's responsible for the education of the staff, through our Staff College. This is where our Radiation Program is administered. This is where the Industry Assistant's Office is located, as well as the television studio where I'm taping this program today.
The next office, the Office of Device Evaluation, is responsible for all the pre-market reviews of applications, the pre-market notifications 510(k)s, the pre-market approval PMAs, as well as the investigational device exemptions.
The next office, the Office of In Vitro Diagnostic Device Evaluation and Safety, is the office that reviews all the pre-market applications for in vitro diagnostics, as well as all the post-marketing activities associated with in vitro diagnostics. The next office, the Office of Management Operations, is the office that is responsible for our building, our budget, general administrative requirements at the Center for Devices and Radiological Health.
Next, the Office of Science and Engineering Laboratories is where our Center's laboratories are located. They do independent lab testing, work with standards organizations, universities, and other academia.
Next, the Office of Surveillance and Biometrics is the office that's responsible for the post-marketing activities or adverse event reports with regard to medical devices.
"Who We Are"
The Center for Devices and Radiological Health is a team of dedicated and highly skilled employees with a variety of backgrounds. Many are scientists, biologists, chemists. This slide provides an example of the type of backgrounds that are working collectively to review these medical devices. The CDRH mission is to assure that all medical devices, once placed on the market, are reasonably safe and effective. We do this by looking at the benefit/risk, when we review these medical device applications. Once a device has been found reasonably safe and effective, our job is to ensure that once they are placed on the market, they remain safe and effective.
And finally, we get this information to our stakeholders through our web site and through electronic notifications on how we make these determinations of safety and effectiveness.
Let's look at the definition of a medical device. It can be found in Section 201(h) of the Federal Food, Drug, and Cosmetic Act. It's a very broad definition. It basically says a medical device is "any instrument, machine, contrivance, implant, in vitro reagent that's intended to treat, cure, prevent, mitigate, diagnose disease in man". Some examples could be a simple tongue depressor, or a thermometer, all the way to an advanced robotic surgical device. The definition also goes on to say that a medical device does not achieve its primary intended use through a chemical activation on or within the skin, and it's not required to be metabolized to achieve that primary intended use. If it's one of those two, the FDA would regulate that product as a drug.
This slide gives some examples of the products we regulate at the Center for Devices and Radiological Health: anything from MRI equipment, to stethoscopes, adhesive bandages, and latex gloves.
FDA was given the authority to begin regulating all medical devices on May 28, 1976. This is when the President signed the Medical Device Amendments Act. FDA interprets the law that was written. We write proposed rules. We put those proposed rules in the Federal Register. Think of the Federal Register as the US government's daily newspaper. We ask for comments. We consider those comments. We then write a final rule. That final rule is posted in the Federal Register. Once those rules go final, they're placed in the Code of Federal Regulations, Title 21, Parts _PHONE_.
So, I always like to say that it's the medical device amendments that give FDA authority to regulate medical devices. It's the regulations in 21CFR, Parts _PHONE_, that give FDA and industry guidance on how to comply with the provisions of the Act.
This slide describes the device classification. FDA has classified all medical devices into either Class I, II, and III. Currently, in the Code of Federal Regulations, there are about 1700 devices that have been classified by the FDA. They can be found in 16 medical specialties or device panels.
Here's an example: Anything that begins with Part 870 is a cardiovascular device. Anything that begins with Part 880 is general hospital, and so on.
Here's an example of a regulation and how product codes play a part in the regulation classification of a medical device: If you were to look under Part _PHONE_, you would see a short identification for a medical support stocking. Now, look closely at the identification. A medical support stocking that is intended to prevent the pooling of blood in the leg is a Class II medical device and requires a pre-market notification. FDA will assign a distinct product code, DWL, for these types of devices.
If you are intending to label that medical support stocking for general medical purposes, it's now Class I, and it's exempt from pre-market notification 510(k). The product code FLL is unique for the Class I exempt medical support stockings.
So it's very important to look online at our product classification database. Look at those regulation numbers. Look at those product codes to ensure that you have identified the most appropriate regulation product code for your device. I said earlier that FDA has classified about 1700 device types. Let's look at how these are broken out by class.
Class I devices are the low-risk devices.
There are about 780 of those. They require general controls, and I'll talk about those general controls next.
Class II devices require general controls and special controls.
There are about 800 Class II medical devices. These are our medium to moderate risk devices.
Finally, Class III require general controls and pre-market approval, PMA.
Those are the lower number of classified devices, about 120; however, these are high risk, generally life-supporting, life-sustaining devices.
So, let's look at those general controls that apply to all classes of devices,
Class I, Class II, Class III.
The law is very clear in that no medical device shall be adulterated or misbranded. Those are the two violations that the Office of Compliance will issue a letter for to medical device firms. An example of adulteration would be manufacturing a device that is not in compliance with our quality system regulation, our current good manufacturing practices. Adulteration could be placing a device on the market that requires a marketing application such as a 510(k), but the firm failed to get that 510(k) clearance.
Misbranding, that could be putting an intended use on a device labeling that FDA did not clear that device for. It could also be selling a device over the counter that requires a prescription labeling. That's misbranding, and that's prohibited under the federal Food, Drug and Cosmetic Act.
Next, electronic establishment registration.
I'll talk more about that. This is a requirement for all finished device manufacturers, as well as importers of medical devices. Manufacturers must also list their medical devices with the FDA at the time they plan to market their device.
General controls may be a pre-market notification or 510(k), and I'll talk more about the 510(k) program. General controls require that all finished device manufacturers comply with our quality system regulations, our current good manufacturing practices. General controls require that all medical devices be properly labeled.
Also, general controls require that all manufacturers, user facilities, and importers report when there's been an adverse event with a medical device. This


What does wheel PCD mean? - Wheel-Fitment.com - PCD, Offset, Center Bore, mounting and tire size data
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What is PCD?
The bolt circle is the circle determined by the positions of the bolts; the center of every bolt lies on the circumference of the bolt circle.
The important measurement is the "pitch circle diameter" (PCD), usually expressed in millimeters, although inches are sometimes used. For a 4- or 6-bolt car, this measurement is merely the distance between the center of two diametrically opposite bolts. In the 4-bolt picture this would be the distance between 2 opposite holes.
Steek met 4 boutgaten Steek met 6 boutgaten
Some basic geometry is needed to find the center of a 5-bolt pattern: But basically, the PCD can be found by multiplying the center distance between any two adjacent holes by 1.701.
Or just draw an imaginary circle throught the center of all holes, now measure the diameter of this circle.
Steek met 5 boutgaten
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Wheel-Fitment.com is not responsible for the consequences of any (type) errors on this site.


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Each year, we do a School Garden Survey of teachers and principals to check in with our schools and determine if we are meeting their needs, and how we can do better. The results shown are from 149 teachers and administrators at 11 Maui County DOE schools.
Differences in the Program This Year
Grow Some Good introduced new curriculum this year with approximately 16 lessons per grade level that are mapped to Next Generation Science Standards. It was designed to be used as appropriate, not necessarily in order, and it provided a great framework for garden coordinators to use to align garden lessons with classroom learning.
Key Findings from the 2019 School Garden Survey
This annual School Garden Survey report shows that we had some gains in many areas, and there are still pockets where teachers and schools want more from Grow Some Good and our partner, Maui School Garden Network.
With regard to attributes that teachers observed among students, 88% of teachers reported seeing an increased interest in eating fruits and vegetables; up from 84% last year; 58% of teachers reported seeing an improved attitude towards school; up from 53% last year.
With regard to garden benefits in academics, we continue to excel in the areas of science, and health and nutrition, with 98% of teachers saying the garden benefits students in these areas. 79% of teachers said the garden benefits lessons in math, up from 56% last year; 87% of teachers said the garden benefits lessons in English/language arts, up from 69% last year; and 85% of teachers said the garden benefits lessons in Hawaiian Studies, up from 61% last year
Following is a report on the percentage of teachers who indicated on the School Garden Survey that they saw a benefit or change in students in the described areas.
Attributes Observed of School Garden Participants
|87%||Increased environmental attitude/attitudes|
|49%||Increased community spirit and interest in volunteerism|
|52%||Improved social skills/behaviors|
|88%||Increased interest in eating fruits and vegetables|
|29%||Improved motor skills|
|58%||Improved attitude towards school|
Comments about observed attributes:
- The garden has been a great space to encourage mindfulness. It provides a silent spot for students to sit and observe the garden, and has been a huge benefit for students who need to learn how to self-regulate.
- Their ability to work cooperatively has improved as well as more awareness of things/people around them. They are less egocentric after working in the garden.
- Students work together to solve problems. I think they make more connections between nature and their academics.
- Increased interest in agricultural careers.
- Students are smiling and engaging with each other in a more positive, different way.
Student Behavior Benefits:
|94%||Students are learning new gardening skills|
|61%||Students are more focused in classroom activities after being |
in the garden
|35%||Students/parents are starting home gardens as result of school |
|39%||Students have better attendance on garden class days|
|73%||Students have improved attitudes with respect for others, and |
demonstrate caring and nurturing behaviors
Comments about observed benefits:
- Garden class gets my students outside with a purpose. Also, many live in condos so they may not have experience with growing food or caring for nature. The garden coordinator and the outdoor classroom were exciting and the students learned about life cycles. Later in the year we were able to gather, care for and observe the life cycle of 11 butterflies! The kids were so excited. The garden coordinator got the students, even my picky eaters, to try new foods!
- Students are learning to try new things as well as gaining a respect for nature and how things are grown.
- Students LOVE garden class; learning how to be gardeners and appreciate nature more!
- I have noticed that students know more about plants, gardening, etc when reading stories about such topics.
- They have more respect for where their food comes from and a better understanding of Hawaiian culture in relation to specific foods in Hawaii.
- Students are introduced to healthy foods they have never had before.
- I love having the garden not only because of the beauty it brings to our campus, but the learning is tremendous!
- Students make a connection that outdoors in the garden is another learning environment… not just inside the classroom.
- Kids enjoy the hands-on aspect and they learn how to synergize with each other.
- Students discover that trying new things (even when muddy or 'yucky' or buggy) isn't as scary as they originally thought. Now students are more interested in giving things a try whereas before – they were very hesitant.
- They (students) are kinder to bugs, because they know they help the plants.
Core Curriculum Benefits
|Health and Nutrition||69%||27%||3%||98%|
Comments about Core Curriculum
- Target a couple science standards for each grade level.
- Perhaps assign some take home papers or readings to extend the learning and work on addressing ELA CCSS.
- Students would enjoy having more tasting sessions.
- Gardening can be related to nearly all core curriculum classes in varied presentation aspects.
- Encourage more core teachers to get involved.
- The collaboration and communication time with certain grade levels will help with the execution of lessons and garden integration with the curriculum and place/project-based learning.
- Implement more math and reading or writing into the garden.
- Having time for the students to visit the garden to do other content area skills. Writing stories and connecting math to the garden.
- Keep building lessons that support NGSS.
To the best of your knowledge and observation, which of the following non-core subjects are taught in the garden?
- 93% Health and Nutrition
- 86% Environmental Studies
- 77% General Learner Outcomes (GLO)
- 71% Agricultural Studies
- 61% Home Ec/Cooking
- 55% Service Learning / Community Service
- 52% Art
- 20% Physical Education
- 12% Special Education
General Comments to the School Garden Survey
- We are very happy with GSG & MSGN in our school. Thank you very much.
- I'm not sure (how to improve), this program is fantastic! Keep up the great work!
- I've only been once (to the garden) and from that one time, I've realized how beneficial it is for the students. I would like to design lessons around it to connect it with my content.
- Every time a student goes to garden, they bring veggies or cooked food back. They really enjoy eating and sharing the food with their teachers (even their core teachers).
- Our teachers' involvement with the garden and value for the 'aina has greatly increased in the last few years. Our teachers are starting their own beds with their students and prioritizing project and placed based learning through doing in the garden.
- My students are all eager to participate in garden. We go at the end of the day, and my students perk right up. They are engaged in the content and ready to dive into the dirt, even the ones who said they don't like getting dirty!
- We need to have our garden coordinator continue his/her work in the garden and deliver the relevant and important lessons to our students.
- Our garden time is the highlight of our week.
- It would be nice if students could go out to the garden more often.
- Could we allot more time per class? Or could we include discussion/lesson time in the classroom, so they are more prepared for the hands-on experience?
- Create a small activity book (on recycled paper).
- Provide a regular lawn maintenance person
- Provide extension activities to classroom teachers.
- We are very happy with GSG & MSGN in our school. Thank you very much.
- Introduce local produce. Helping to minimize food waste from the cafeteria is a concern for me. Students often don't eat much of what is served.
- Help us to build more gardens at our school :).
- Provide PD for how teachers can utilize the garden outside of their dedicated garden class time.


text:
The future has come to Chandigarh. If you are aware of 3D printing or have ever heard this magical word, you might be able to guess the excitement of 3D printing coming to our own city, Chandigarh.
With technology spreading its wings in all walks of life, there is a constant need to upgrade ourselves. Considered as an ideal work destination, quality of life in Chandigarh matches the western standards and hence we have all the latest technology here in Chandigarh itself. This time, it is 3D printing that has been introduced in Chandigarh by a startup 'Innovation Hub'.
What is 3D Printing:
3D printing is a process of developing 3-dimensional objects from a digital file which has been designed in a designing software. An object is created by arranging layers of material according to the digital design until the desired object is created. Everything begins by creating a virtual design of the object one want to create. This virtual design is in the form of a CAD (Computer Aided Design) file.
What All You Can Get Printed?
Think of an item and it can be printed. Yes, literally, through 3-D printing, you can get anything and almost everything printed. Remember the print is not just a piece of paper but is a real object. Here's a list of few things that are quite common.
- Bobble Heads
- 3D Models
- Architectural Models
- Medical Models
- Industrial Product Designs
- Rapid Prototypes
- 3-D printed jewellery
- Custom 3-D printed shoes.
- All your dream designs
About Innovation Hub:
Innovation Hub offers the most progressive and comprehensive 3D design-to-manufacturing solutions. They deal into 3D desktop printers, 3D scanners, 3D printing pens, 3D printing materials, 3D printing professional support, 3D printing training workshops, 3D printing school kits, 3D design, 3D printing consultancy & services in India.
Innovation Hub's vision is to empower students, professionals, individuals and help them materialize their ideas using choices like plastics, metals, resin, silicon, ceramics and edibles.
Where to Get 3D Printing in Chandigarh
Myth Busted: 3D printing is not Expensive
Many think that 3D printing is way too expensive. But, as per our talks with Mr. Ankit, founder of Innovation Hub, 3D printing is not at all expensive. Innovation Hub loves its customers and provides state-of-the art service at an affordable price. To give you an idea of the price, a 3D printed Miniature selfie Head will just cost you Rs. 4000.
Call the above number and get a unique object printed in Chandigarh. Oh, it is 3-D printed!


Tax Break
Dictionary Says
Definition of 'Tax Break'
A tax break is a savings on a taxpayer's liability. A tax break provides a savings through tax deductions, tax credits, tax exemptions and other incentives. An example of a tax break is the First-Time Homebuyer Tax Credit which provided a tax credit up to $8,000 for qualified purchasers of primary residences on their 2009 and 2010 tax returns.
Investopedia Says
Investopedia explains 'Tax Break'
Tax breaks can greatly reduce a taxpayer's liability. Deductions are expenses that can be subtracted from gross income to reduce taxable income; credits reduce tax liability dollar-for-dollar and have a greater impact than deductions; exemptions occur where a tax for a certain item or type of income is reduced or eliminated.
Articles Of Interest
 1. Common Tax Mistakes To Avoid
 2. Simple Last-Minute Tax Tips
 3. Tax Deductions You May Be Missing
 4. The Ultimate Tax-Time Checklist
 5. 5 Tax Credits You Shouldn't Miss
 6. Student Tax Breaks
 7. Give To Charity; Slash Your Tax Payment
 Being generous has never been more (financially) rewarding!
 8. 10 Most Overlooked Tax Deductions
 9. Cut Taxes By Reporting Property Damage
 10. Which is better for tax deductions, itemization or a standard deduction?
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The work of John Bluemle PhD
Monthly Archives: May 2015
Fig. 15-A. View along the International border of the Center Mall. Rolette County. Photo: July, 2009.
The origin of the name "Turtle Mountain" has never been definitely explained.
North Dakota, Turtle Mountain, Peace Garden
Fig. 15-B. The Peace Tower, built in1982, consists of four columns, two in Manitoba and two in North Dakota. The tower is 125 feet high. As I write this, the tower is being dismantled due to deterioration and danger to bystanders. I am unsure what will replace it. Photo: July 29, 2009.
Between 1810 and 1870, Métis hunters from the Red River area followed trails north and south of the feature, to reach the buffalo herds. When viewed from the south, the upland appeared to the Métis as a turtle on the horizon with the head pointing westward and the tail to the east. Another account says that the feature was named for an Ojibwa Indian, "Makinak," (turtle) who walked (ran?) its entire length in one day. The Ojibwa often took their names from things in nature, and the turtle was an important figure in their religious tradition. Other names that have referred to Turtle Mountain include Makinak Wudjiw, LaMontagne Torchue (French for 'Turtle Mountain'), Turtle Hill, Beckoning Hills, and the Blue Jewel of the Plain.
Still another possible origin for the name might be the painted turtles, which are plentiful in the area today. The only "semi-official" information I could find that referred to the origin of the name was included in the early accounts of government cartographers, who noted that, from a distance, the profile of the plateau resembles the back of a turtle. Patrick Gourneau, in his book History of the Turtle Mountain Chippewa explained why "Turtle Mountain" is not "Turtle Mountains." He states the following: "The naming of Turtle Mountain goes back a long time, versions from white men and Indians. To mention only three Chippeway versions, it indicates that it was the early Chippeway migrants from the woodlands of the east who named it Turtle Mountain. None of the three versions carry the name Turtle Mountains. As far back as my memory goes, I have not ever heard a full blood term the hills as Turtle Mountains, and same applies to the "Mechifs." The Chippeway name is "Mekinauk Wudjiw" (Turtle Mountain). If it was Turtle Mountains it would be "Mekinauk Wudjiw wum" (plural). The "Mechifs" referred to the hills as "La Montagne Torchue." "La Montagne Torchue" is French meaning Turtle Mountain. — quoted in Trail of Misgivings by Daniel F. Jerome, 2006, 280 p.
The name "Turtle Mountain" has been misused for so long, that it has become common practice to use the plural or the singular interchangeably to designate the area. I will use the singular form in this article.
Fig. 15-C. Floral clock near the entrance to the Peace Garden. Rolette County. Photo. July 29, 2009
For many people, mention of Turtle Mountain brings to mind the International Peace Garden, which straddles an area of three and a half square miles on the U.S.- Canada (North Dakota – Manitoba) border. North Dakota, after all, is known as the Peace Garden State. The Peace Garden was established in 1932 as a symbol of the peaceful relationship between the two nations. The North Dakota portion of the Peace Garden is in Rolette County on the west side of U.S. Highway 281.
Turtle Mountain rises 600 to 800 feet above its surroundings, high enough to receive significantly more precipitation than the surrounding grassland. As a result of the heavier precipitation, Turtle Mountain is forested. The hills cover an area of about a thousand square miles, half in North Dakota, and half in Manitoba. Along with river bottom land and the forested Pembina Hills to the east, Turtle Mountain is one of the few extensive wooded areas in the region. The predominant covering of aspen is interspersed with black poplar, ash, birch, box elder, elm, and bur oak. A large part of the vegetation consists of shrubs like hazel, chokecherry, saskatoon, nanny berry, dogwood, highbush cranberry (pembina), and pincherry. Fire played an important role in the development of present-day vegetation. Prior to settlement, Turtle Mountain was periodically swept by fire caused by lightning and by human activity. Plains Indians recognized that a heavy growth of new plants appeared in burned areas. They knew too that forests did not attract bison, an important food source, so they routinely set fire to the wooded areas. Prairie winds then carried the fires for many miles. This practice may represent one of the earlier attempts by humans to attract animals by manipulating the environment.
North Dakota, geology, Turtle Mountains
Fig. 15-D. Wooded area of dead-ice moraine topography on Turtle Mountain, Bottineau County. Photo: June 30, 2010.
Turtle Mountain is basically an erosional feature, a broad area, resulting when younger sediments were left standing when the surrounding older materials were eroded away. Unlike the Killdeers, though, Turtle Mountain was then glaciated and the resulting glacial landforms greatly changed the area. Had the area not been glaciated, Turtle Mountain might be more like the Killdeer Mountains, although much broader and probably not so prominent a feature. The area of Turtle Mountain is underlain by rocks of the Cretaceous Fox Hills and Hell Creek formations and the Paleocene Cannonball Formation, all covered by a thick layer of glacial sediment. In early Pliocene or earliest Miocene time, five or six million years ago, the area that is now Turtle Mountain was part of a broad, northeast-sloping plain. Rivers and streams flowed over the plain from the west and southwest, making their way to Hudson Bay. Then, in Pliocene time, maybe four million years ago, erosion increased markedly and large amounts of material were removed as deep valleys dissected the plain. I am unsure why this cycle of erosion began. Perhaps the area was uplifted by geologic forces so that streams began to cut down and into the sediments over which they had been flowing or (more likely) the climate may have changed.
North Dakota, geology, Turtle Mountain, wetlands
Fig.15-E. Wetland area on Turtle Mountain, Bottineau County. Photo: June 30, 2010.
The erosion removed sediment and shaped new hills and valleys. Gradually, as streams carried the sediments surrounding Turtle Mountain away to Hudson Bay, a large mesa, or perhaps a range of buttes, remained where the hills that comprise Turtle Mountain stand today. The reason the outlier developed where it did is not clear. The uppermost bedrock unit (beneath the covering of glacial sediment) of Turtle Mountain is the Tertiary Cannonball Formation, which is not notably resistant to erosion. It is possible that some kind of resistant layer was present throughout much of the erosion cycle, perhaps a part of the lower Bullion Creek Formation. Additional drilling in the area may eventually penetrate a remnant of some resistant material that has not yet been found. If any resistant layer exists, it is everywhere buried beneath glacial sediments.
North Dakota, Turtle Mountain, geology
Fig. 15-F. Road up the southern escarpment of Turtle Mountain in Bottineau County. Photo: August 31, 2010.
About three million years ago, the climate turned colder and, as snow built up to great depths near Hudson Bay, glaciers formed and the ice flowed southward, out of Canada into North Dakota. As the climate fluctuated during the Ice Age, glaciers advanced and receded, flowing over and around Turtle Mountain several times. About 25,000 years ago, the Late Wisconsinan glacier flowed southward over Turtle Mountain for the last time. During the most recent major glaciation, Turtle Mountain was continuously buried beneath the actively moving glacial ice for about 10,000 years.
North Dakota, Turtle Mountain, horses
Fig. 15-G. The horses are in a pasture at the base of the Turtle Mountain escarpment (in the distance). Photo: August 31, 2010.
The movement of the glacial ice over the obstruction formed by the Turtle Mountain upland caused the ice to become compressed, resulting in shearing within the glacier, especially on the west and north sides of the area. The shearing of the ice at the edge of Turtle Mountain caused large amounts of rock and sediment to be incorporated into the ice. As the climate moderated between 15,000 and 13,000 years ago, the glacier became thinner and its margin receded northward. Because Turtle Mountain rises 600 to 800 feet above the surrounding area, and because ice 200 or 300 feet thick can flow under its own weight, the flow of glacial ice on the lowland adjacent to Turtle Mountain continued for a while. At the same time, the glacier on top of Turtle Mountain stagnated, leaving several hundred feet of debris-covered ice covering the surface on the upland.
In areas surrounding Turtle Mountain, where shearing of material into the glacier had not been as intense, the ice was cleaner and it simply melted away, leaving only a small amount of sediment.


How can we help support endangered Whales?
Blue Whale endangered endangeredspecies Whales
There are different foundations and organizations around the world that are making an effort in preventing the decrease in the population of whales. Non-profits organizations like Save The WhalesGreen PeaceWhale and Dolphin conversation, and WWF , that are taking action to protect the remaining Whales population.
Moreover, there are existing and upcoming laws that are heavily implemented in order to stop the illegal hunting of these creatures.
While these solutions are already helping. Your individual effort is also important to gradually arise awareness in all the ends of the earth. From the protection of the sea to the rehabilitation of endangered whales, approaching both can help to bring the healthy population of whales back again.
We must make it a part of our lifestyle to limit our usage of plastics and become responsible for managing our waste. Never dump any form of harmful chemicals in near or into the waters. This is to avoid poisoning every living creature that is swimming under.
Additionally, learning about the places where different whale species migrate also helps to avoid imposing harm to them. Besides, boats and sturdy fishing nets can accidentally hurt these animals that might even lead to killing them.
Aside from humans, hungry killer whales also hunt these animals. However, these attacks are not that frequent which makes it exempted on the list of the factors why whale species are endangered today.
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Celebrating Black History Month at the VCU Libraries
Reviewed by Robert Johnson, Education Services Librarian
Toni Morrison's Jazz begins in 1926, when a salesman shoots and kills his teenage lover. At the girl's funeral, the man's wife attacks her corpse. The ensuing pages skirt between past, present, and future as the drama reveals itself. Not only is Toni Morrison's novel Jazz a gripping story of love and betrayal, but it also functions as an album of jazz music. It isn't just that Morrison captures the spirit of jazz music, or that she traces the history of the music as it moved from the country to the city (which she does), but Morrison's novel is structured like a piece of music. Characters function as instruments, and sections as songs. In particular, it compares nicely to John Coltrane's A Love Supreme, for the differences as much as the similarities. Coltrane's album revolves around spiritual revelation and praise and is almost entirely music, while Morrison's album centers on sex and the secular world and is all words. Both are four songs long, and if the concept of an entirely written word song seems implausible, check out song four "Psalm," which is part music and part free-verse poetry written in the liner notes (not sung). Morrison's book is the work of masterful writer at the height of her powers.


How to Water Transplanted Blueberry Plants
Highbush blueberries grow well in mild but cool coastal regions. They prefer moist, acidic soils to produce the healthiest growth and fullest fruiting. Blueberries are usually transplanted from dormant nursery stock in early spring so the roots can quickly establish in their new bed. Proper watering during this initial establishment stage ensures adequate root and top growth during the first summer. The bushes require regular watering from May through September when they are putting on the most growth, and especially during July and August when the temperatures are highest and the plants are setting fruit.
Water the blueberry bush thoroughly immediately after transplanting. Provide enough water to completely moisten the soil to the depth of the root system. Add more soil to the planting hole if watering causes it to settle, then water lightly a second time.
Spread a 2-inch layer of sawdust or straw mulch over the top of the soil after watering, completely covering the root zone but arranging the mulch so it doesn't rest against the blueberry's stems. The mulch helps retain moisture in the soil.
Water blueberry bushes approximately twice a week, supplying 1 inch of water at each watering. The soil should remain moist to at least 6 inches deep, but shouldn't be waterlogged. If the soil becomes muddy or wet, stop watering until it begins to dry.


text:
Apache Tomcat Development
The following rules cover about 95% of the decisions that application
developers and deployers must make about where to place class and resource
files to make them available to web applications:
- For classes and resources specific to a particular web application,
place unpacked classes and resources under
of your web application archive, or place JAR files containing those
classes and resources under
/WEB-INF/lib of your web
- For classes and resources that must be shared across all web applications,
place unpacked classes and resources under
$CATALINA_BASE/shared/classes, or place JAR files
containing those classes and resources under
Like many server applications, Tomcat 5 installs a variety of class loaders
(that is, classes that implement
java.lang.ClassLoader) to allow
different portions of the container, and the web applications running on the
container, to have access to different repositories of available classes and
resources. This mechanism is used to provide the functionality defined in the
Servlet Specification, version 2.4 -- in particular, Sections 9.4 and 9.6.
In a J2SE 2 (that is, J2SE 1.2 or later) environment, class loaders are
arranged in a parent-child tree. Normally, when a class loader is asked to
load a particular class or resource, it delegates the request to a parent
class loader first, and then looks in its own repositories only if the parent
class loader(s) cannot find the requested class or resource. The model for
web application class loaders differs slightly from this, as discussed below,
but the main principles are the same.
When Tomcat 5 is started, it creates a set of class loaders that are
organized into the following parent-child relationships, where the parent
class loader is above the child class loader:
Webapp1 Webapp2...
The characteristics of each of these class loaders, including the source
of classes and resources that they make visible, are discussed in detail in
the following section.
|Class Loader Definitions|
As indicated in the diagram above, Tomcat 5 creates the following class
loaders as it is initialized:
- Bootstrap - This class loader contains the basic runtime
classes provided by the Java Virtual Machine, plus any classes from JAR
files present in the System Extensions directory
$JAVA_HOME/jre/lib/ext). NOTE - Some JVMs may
implement this as more than one class loader, or it may not be visible
(as a class loader) at all.
- System - This class loader is normally initialized from
the contents of the
CLASSPATH environment variable. All such
classes are visible to both Tomcat internal classes, and to web
applications. However, the standard Tomcat 5 startup scripts
%CATALINA_HOME%\bin\catalina.bat) totally ignore the contents
CLASSPATH environment variable itself, and instead
build the System class loader from the following repositories:
- $CATALINA_HOME/bin/bootstrap.jar - Contains the main() method
that is used to initialize the Tomcat 5 server, and the class loader
implementation classes it depends on.
- $JAVA_HOME/lib/tools.jar - Contains the "javac" compiler used
to convert JSP pages into servlet classes.
- $CATALINA_HOME/bin/commons-logging-api-x.y.z.jar - Jakarta
commons logging API.
- $CATALINA_HOME/bin/commons-daemon.jar - Jakarta commons
- jmx.jar - The JMX 1.2 implementation.
- Common - This class loader contains additional classes
that are made visible to both Tomcat internal classes and to all web
applications. Normally, application classes should NOT
be placed here. All unpacked classes and resources in
$CATALINA_HOME/common/classes, as well as classes and
resources in JAR files under the
are made visible through this
class loader. By default, that includes the following:
- commons-el.jar - Jakarta commons el, implementing the
expression language used by Jasper.
- jasper-compiler.jar - The JSP 2.0 compiler.
- jasper-compiler-jdt.jar - The Eclipse JDT Java compiler.
- jasper-runtime.jar - The JSP 2.0 runtime.
- jsp-api.jar - The JSP 2.0 API.
- naming-common.jar - The JNDI implementation used by Tomcat 5
to represent in-memory naming contexts.
- naming-factory.jar - The JNDI implementation used by Tomcat 5
to resolve references to enterprise resources (EJB, connection
- naming-factory-dbcp.jar - Jakarta commons DBCP, providing a
JDBC connection pool to web applications. The classes have been moved
out of their default org.apache.commons package.
- naming-java.jar - Handler for the java: namespace.
- naming-resources.jar - The specialized JNDI naming context
implementation used to represent the static resources of a web
application. This is not related to the support of the J2EE ENC, and
cannot be removed.
- servlet-api.jar - The Servlet 2.4 API.
- tomcat-i18n-**.jar - Optional JARs containing resource bundles
for other languages. As default bundles are also included in each
individual JAR, they can be safely removed if no internationalization
of messages is needed.
- Catalina - This class loader is initialized to include
all classes and resources required to implement Tomcat 5 itself. These
classes and resources are TOTALLY invisible to web
applications. All unpacked classes and resources in
$CATALINA_HOME/server/classes, as well as classes and
resources in JAR files under
$CATALINA_HOME/server/lib, are made visible through
this class loader. By default, that includes the following:
- catalina.jar - Implementation of the Catalina servlet
container portion of Tomcat 5.
- catalina-ant.jar - Some Ant tasks which can be used to
manage Tomcat using the manager web application.
- catalina-optional.jar - Some optional components of
- commons-modeler.jar - A model MBeans implementation used
by Tomcat to expose its internal objects through JMX.
- servlets-xxxxx.jar - The classes associated with each
internal servlet that provides part of Tomcat's functionality.
These are separated so that they can be completely removed if the
corresponding service is not required, or they can be subject to
specialized security manager permissions.
- tomcat-coyote.jar - Coyote API.
- tomcat-http.jar - Standalone Java HTTP/1.1
- tomcat-ajp.jar - Classes for the Java portion of the
AJP web server connector, which allows Tomcat to
run behind web servers such as Apache and iPlanet iAS and iWS.
- tomcat-util.jar - Utility classes required by some
- Shared - This class loader is the place to put classes
and resources that you wish to share across ALL
web applications (unless Tomcat internal classes also need access,
in which case you should put them in the Common
class loader instead). All unpacked classes and resources in
$CATALINA_BASE/shared/classes, as well as classes and
resources in JAR files under
made visible through this class loader. If multiple Tomcat instances are
run from the same binary using the $CATALINA_BASE environment variable,
then this classloader repositories are relative to $CATALINA_BASE rather
- WebappX - A class loader is created for each web
application that is deployed in a single Tomcat 5 instance. All unpacked
classes and resources in the
/WEB-INF/classes directory of
your web application archive, plus classes and resources in JAR files
/WEB-INF/lib directory of your web application
archive, are made visible to the containing web application, but to
As mentioned above, the web application class loader diverges from the
default Java 2 delegation model (in accordance with the recommendations in the
Servlet Specification, version 2.3, section 9.7.2 Web Application Classloader).
When a request to load a
class from the web application's WebappX class loader is processed,
this class loader will look in the local repositories first,
instead of delegating before looking. There are exceptions. Classes which are
part of the JRE base classes cannot be overriden. For some classes (such as
the XML parser components in J2SE 1.4+), the J2SE 1.4 endorsed feature can be
(see the common classloader definition above).
Last, any JAR containing servlet API classes will be ignored by the
All other class loaders in Tomcat 5 follow the usual delegation pattern.
Therefore, from the perspective of a web application, class or resource
loading looks in the following repositories, in this order:
- Bootstrap classes of your JVM
- System class loader classses (described above)
- /WEB-INF/classes of your web application
- /WEB-INF/lib/*.jar of your web application
|XML Parsers and J2SE 1.4|
Among many other changes, the J2SE 1.4 release packages the JAXP APIs, and
a version of Xerces, inside the JRE. This has impacts on applications that
wish to use their own XML parser.
In previous versions of Tomcat 5, you could simply replace the XML parser
$CATALINA_HOME/common/lib directory to change the parser
used by all web applications. However, this technique will not be effective
when you are running on J2SE 1.4, because the usual


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through the lower jaw and then attached to the spring. The hook is then placed underneath the Ballyhoo's chin, with the point exiting near the pectoral fins. This rig allows for a natural swimming action and is popular for trolling.
- J-Hook Rig: The J-Hook rig uses a single J-shaped hook and a monofilament leader. A small hole is made in the Ballyhoo's lower jaw, and the hook is inserted through the hole, with the point exiting near the gill plate. The hook is then secured to the body using copper wire or rigging floss, ensuring the bait remains streamlined and secure during trolling.
- Circle Hook Rig: A circle hook rig is similar to the J-Hook rig but uses a circle hook instead. The hook is inserted through the mouth and exits near the gill plate, as with the J-Hook rig. The bait is then secured to the hook with copper wire or rigging floss, ensuring the Ballyhoo maintains a natural swimming action. This rig is favored for its increased hook-up ratio and reduced likelihood of gut-hooking the target fish.
- Split-Bill Rig: The split-bill rig is designed for fishing at slower trolling speeds. The Ballyhoo's mouth is opened, and the hook is inserted through the lower jaw, exiting near the gill plate. The upper and lower jaws are then secured together with copper wire or rigging floss, and the pectoral fins are splayed outward to provide additional stability and a seductive swimming action.
- Skirted Ballyhoo Rig: A skirted Ballyhoo rig features a plastic or rubber skirt placed over the fish's head, adding extra flash and color to the bait's presentation. The rigging process is similar to the pin rig or J-Hook rig, with the skirt placed over the bait before securing the hook. The skirt helps to protect the fish from being damaged during trolling and adds an extra layer of attraction for predatory fish.
Each of these Ballyhoo bait rigging methods offers its own unique advantages and can be tailored to suit the specific conditions and target species encountered during an angling expedition. By mastering the art of Ballyhoo rigging, anglers can greatly increase their chances of success in the ever-evolving dance between predator and prey.
Seth Horne In The Spread, Creator


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Antarctic krill population contracts southward as polar oceans warm
21 January 2019
The population of Antarctic krill, the favourite food of many whales, penguins, fish and seals, shifted southward during a recent period of warming in their key habitat, new research shows.
Antarctic krill are shrimp-like crustaceans which occur in enormous numbers in the cold Southern Ocean surrounding Antarctica. They have a major role in the food web and play a significant role in the transport of atmospheric carbon to the deep ocean.
Important krill habitats are under threat from climate change, and this latest research – published today in Nature Climate Change - has found that their distribution has contracted towards the Antarctic continent. This has major implications for the ecosystems that depend on krill.
An international team of scientists, led jointly by Dr Simeon Hill at the British Antarctic Survey and Dr Angus Atkinson at PML, analysed data on the amount of krill caught in nets during scientific surveys. The data covered the Scotia Sea and Antarctic Peninsula – the region where krill are most abundant. The team found that the centre of the krill distribution has shifted towards the Antarctic continent by about 440 km (4° latitude) over the last four decades.
The team took great care to account for background noise in the data. Many factors, in addition to long-term change, influence the amount of krill caught in any one net. Even after accounting for these factors the team found a consistent trend throughout the data, indicating a substantial change in the krill population over time.
The study provides support for a proposed mechanism behind these changes - an increasingly unfavourable climate leading to fewer young krill replenishing the population. This has led to a smaller population dominated by older and larger krill.
Simeon Hill said: "Our databases on abundance and population structure reveal a species facing increasing difficulty in replenishing itself and maintaining high numbers at the northern edge of the Southern Ocean".
"These northern waters have warmed and conditions throughout the Scotia Sea have become more hostile, with stronger winds, warmer weather and less ice. This is bad news for young krill."
Angus Atkinson added: "This is a nice example of international cooperation in Antarctica. It is only when we put all our data together that we can look at the large scales of space and time to learn how populations of key polar species are responding to rapid climate change."
Simeon Hill continued: "The surveys which provided these data weren't intended to monitor change over large spatial scales or over 90 years. The fact that we see a signal amongst all of this noise is an indication of how much the population has changed over time. These changes appear to be driven by the global climate. Continued precautionary management of the krill fishery is important, but is no substitute for global action on climate change."


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Scientists have discovered something quite peculiar; a block of amber which contains the freeze frame of a spider attack from 100 million years ago.
Like something out of Jurassic Park, researchers have captured what looks like a spider about to attack a wasp, in a 100 million year old piece of Amber. The wasp had been caught in the spider's web, something evidenced from 15 strands of still intact spider's silk in the amber. The spider had then approached the trapped wasp, but before it could attack, tree sap had fallen onto the web, encasing them both. The tree sap hardened, and over millions of years turned into amber.
The fossil in question
This discovery is the first find of it's kind, as no other fossil records have shown an actual spider attack in progress (there are however, records of animals trapped in spider webs, sans the spider). The fossil also contains another spider elsewhere on the web, making it the earliest potential evidence of social behavior in spiders. The fossil was found in a Burmese mine and dated to the early cretaceous period (the last era of dinosaurs), between 97 and 110 million years ago.
Both species, unsurprisingly, are extinct today; however, the wasp belongs to a group whose modern day counterparts parasitize spider eggs. It is possible the older species did as well, which would make the wasps demise a somewhat ironic predicament. The spider belongs to a group of orb weaver spiders.


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CDR Sample for Civil Engineer
According to the report released by Engineers Australia (EA), civil engineers are in a strong demand in Australia with highest vacancies in NSW, Victoria, South Australia, Tasmania and the Australian Capital Territory (ACT), as compared to the other disciplines. The reason behind such a high demand of Civil Engineers in Australia are major infrastructure projects in NSW such as Metro Trains Project in Victoria, the Sydney Rapid Transit Project, the West Connex Project, and the large-scale solar projects.
Australia has witnessed a major growth of jobs during recent years. The industrial growth has bestowed due to upsurge in economy as well as in the state of technology. It leads to the abundance engineer jobs in Australia. The requirement of civil engineers has hastily rose with the increase of infrastructure projects which is the main factor that contributes to the overall development of the country. Hence, many skillful professionals are invited from all over the world, which gives civil engineers a good opportunity to improve their future.
CDR sample for Civil Engineers comprises all the required reports like Curriculum Vitae (CV), continuing Professional Development (CPD), three Career Episodes (CE) and Summary Statement. The CDR Report Samples includes following contents:
Curriculum Vitae (CV): CV / Resume for Engineers Australia Assessment based on a professional template.
Continuing Professional Development (CPD): CPD for Engineers Australia Migration Skills assessment clarifies the Engineering Knowledge of the applicant – 250 words.
Civil Engineer Career Episode Sample 1: "Design and Analysis of Multi-Storey Building" – 1800 words
Civil Engineer Career Episode Sample 2: "Demolition Former Caltex Depot" – 1750 words
Civil Engineer Career Episode Sample 3: "Design of Campus Local Structure Plan" – 1765 words
Civil Engineer Summary Statement Sample: Summary Statement for Competency Demonstration Report Australia is a Detail explanation of all the competency element – 1770 words.
Civil Engineer CDR Sample: Career Episode 1
Project Name: Design and Analysis of Multi-Storey Building
The first Career Episode is related to the project the author carried out for the fulfillment of the degree of Civil Engineering. The project's name was "Design and Analysis of Multi-Storey Building" and his roles were:
- To collect the necessary information regarding the required procedure to design a multi-storey building and the theory involved behind that.
- To design the slabs: roof slab and floor slab for the building.
- To select the materials required for designing the building's beams.
- To calculate the superimposed load for designing the building's columns.
- To determine the bearing capacity of the soil for the foundation of the building to hold the structure above it.
- Lastly, to design a staircase for accessing different floors of the building.
Civil Engineer CDR Sample: Career Episode 2
Project Name: Demolition Former Caltex Depot
In second Career Episode, the author discusses the project entitled "Demolition Former Caltex Depot" which he performed for Master's Degree in Civil Engineering. The major tasks performed in this project are:
- To collect all the relevant information for the depot in a safe.
- To develop the methodology of the project and workflow diagram to implement the work in accordance with the time frame.
- To generate the demolition and remediation management plan for a safe working environment and to draw site mapping with the use of AutoCAD software.
- To perform the mathematical calculations in order to estimate the budget of project and analyze its economic feasibility.
- To use tracking equipment for tracking the resources implied in the demolition site.
To monitor and supervise the project work to make sure that it is completed in the given time frame.
Civil Engineer CDR Sample: Career Episode 3
Project Name: Design of Campus Local Structure Plan
In the third Career Episode, the author explains the project he was involved in during his undergraduate program and was entitled "Design of Campus Local Structure Plan". His roles were:
- To perform a site survey of the area so as to understand its complex aspects.
- To linear the task flow of the project through the development of methodology.
- To carry out the orientation of street which was based on loosely defined north-south grid across the subject land and designed subdivisions for construction of Wall.
- To prepare the landscape design.
- To design public transport.
- To design the connector streets for the neighborhood.
- To carry out water management and tabulate the results of the project in the report.
CDR Sample for Civil Engineer: Consolidated Summary Statement
This Summary statement sample, one of the section of competency demonstration report CDR sample, consist of a consolidated report to describe all the 16 competencies element that accurately summarizes how the author/engineer fulfills the required competencies, based on the mentioned career episodes (one, two and three).
CDR Sample for Civil Engineer: CPD (statement)
A one page document that shows how the author/engineer has developed his /her career track so that he/she should be assessed by Engineers Australia for Migration Skills Assessment in the engineering occupation he/she desires.


Belfast Telegraph
Friday 26 December 2014
UK'shouldn't front climate fight'
George Osborne: Britain shouldn't lead climate change efforts.
George Osborne: Britain shouldn't lead climate change efforts.
George Osborne has said he does not want Britain to be ahead of the rest of the world in fighting climate change.
It also comes after Ed Miliband pledged that Labour would freeze energy bills if it won the next election.
Friends of the Earth's executive director Andy Atkins said: "With the world's top scientists clearer than ever that human activity is causing climate disruption, George Osborne is showing a shameless lack of leadership.
"The Chancellor's policies are not only contributing to climate change, they're also undermining our economic future by keeping the nation hooked on increasingly expensive fossil fuels.
"The tragedy is that while our top academics and leading-edge companies develop innovations in areas like battery technology and environmental design, George Osborne constantly talks them down with his unambitious words and support for fracking.
"The UK led the world on industrialisation - if our children are to enjoy a safe, clean and prosperous future we should be at the forefront of the drive to decarbonise the world's economies."
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In reference to this post _URL_
I have another more specific question about passing data between forms in VB.net
I have a form with over 50 variables that I need to access on a second form and if i followed the method above, my form 2 will end up way too long and time consuming.
I'm making a complex calculation software that prompts user inputs values and calculates all those unknown variables. I need to display all the resulting values in the 2nd form. and from the 2nd form, i want to give the users an option to export all those values to an ms Excel sheet.
Here is an example of what I did in reference to the guide from the above link, Is there anyway to group the multiple properties into one for form2?
Feel free to copy and paste the code.
'form1 with a button and textbox Public Class Form1 Private Sub Button1_Click(ByVal sender As System.Object, ByVal e As System.EventArgs) Handles Button1.Click Dim Obj1, Obj2 As New Form2 Dim TDX, TBX, a As Decimal a = TextBox1.Text 'user input value b = 1 + a c = 2 + a Obj1.TDX = b Obj2.TBX = c Obj1.Show() Obj2.Show() End Sub End Class
'form2: 2 labels Public Class Form2 Public _b, _c As Decimal Public Property [b]() As Decimal Get Return _b End Get Set(ByVal b As Decimal) _b = b End Set End Property Public Property [c]() As Decimal Get Return _c End Get Set(ByVal c As Decimal) _c = c End Set End Property Private Sub Form2_Load(ByVal sender As System.Object, ByVal e As System.EventArgs) Handles MyBase.Load Label1.Text = _b Label2.Text = _c End Sub End Class


How can we contact you?
Board of Directors Camp Bluebonnet P.O. Box 19802 Houston, TX 77224
E-mail: _EMAIL_
Will my daughter be able to call home?
Yes and no. It is preferable that the girls do not call home since this may foster homesickness. On the other hand, whenever there is sufficient reason, the girls will be able to do so.
If we have an emergency who can I contact?
You will receive an e-mail during June which will have contact names and their phone numbers for any other question during the week of camp.
Can I mail letters to my daughter while at camp? What is the address?
Letters are always welcome and should be sent to the following address: Stoney Creek Ranch, 1912 Zimmerscheidt Road, New Ulm TX 78950. Unfortunately, we cannot accept any form of care packages, boxes, containers, etc. only letters.
Who are your counselors? How do you select them?
Our counselors are college and high school young women who have demonstrated leadership qualities and attend formative activities at Sheridan Study Center*. There is an application process and interview which assures the staff of the camp that the counselors identify with the mission and goals of Camp Bluebonnet.
How do you train your counselors?
Sheridan Study Center* hosts a counselor-training seminar before camp. It includes work sessions on the goals of the camp, leadership workshops, preparation of the talks for campers, planning camp activities, first aid training. Additionally, the counselors attend throughout the year different activities which help them in their personal growth as leaders of camp.
Will I be able to bring an infant to the Mom's Brunch?
You are welcome to bring a nursing baby to the camp. Please do not to bring infants who can walk.
My daughter's birthday falls during the camp week, what can I do?
You might drop off a birthday card and enough cups cakes or cookies for 18 girls on registration day, and counselors will deliver them on your daughter's birthday. Her birthday will also be be announced and celebrated during breakfast.
*For more information please visit _URL_


text: Since 1991, NOAA/PMEL has routinely detected Tertiary waves from NE Pacific ocean earthquakes using the U.S. Navy's SOSUS hydrophone arrays. Tertiary (T) waves are seismically generated acoustic waves (between 5--50 Hz) that propagate over great distances in the oceanic sound channel with little loss in signal strength. Low attenuation, combined with the availability of detailed ocean acoustic velocity models, have made T waves extremely useful for monitoring seafloor earthquakes; T waves allow for highly accurate epicentral locations, and a reduction of the detection threshold by almost two orders of magnitude. However, it is still not well understood how seismic energy generated at the earthquake source propagates through the seafloor--ocean interface and couples to the sound channel. Hence, the relationship between earthquake source parameters and the T-wave amplitude recorded at the hydrophone are not directly known. The goal of this paper is to empirically compare earthquake magnitude, seismic moment, and fault orientation (radiation pattern) to an event's T-wave source level to see if systematic relationships exist. T-wave source level is estimated by deconvolving instrument gain and the transmission loss from the T-wave signal, thus resulting in the earthquake's acoustic energy at the seafloor--ocean interface.


Vera Ivanova Markova
Films Profiles
Vera Markova
name Vera Ivanova Markova
age 27
kind of entrepreneurship Greenrevolucia An on line for environmentally friendly shop that distributes alternatives to disposable plastic products and educates consumers about the importance of protecting the environment.
field of activity Trade and Education
Short description of the business or initiative
Education and positive example.
Spread information about the harm which plastic disposable items are causing to us and to our planet.
Show alternatives which add more value to both us and our Earth.
What problem are you trying to solve and why?
The use of packing and plastic products -She believes that consumers have a choice to a cleaner and more conscious way of life.
What is your target group? Level of impact (concentrated to the specific group, local, regional, wider…)
By Revolucia, they are educating users of all age groups because they see the society as one.
Is social enterprise the best way they can help?
Yes-Vera can't work without a cause, this seems to her a waste of time. In Social Entrepreneurship, she likes the fact that a good example can also inspire other people to change the world for the better.
Why this industry/area/topic, and why now?
Vera spent almost 2 years volunteering at a vegan, nature-friendly campus in the city of Auroville, India. There, she lived in cottages, the electricity was from solar panels, she had to pump the water needed for bathing and washing. It was prohibited to import in the campus products in plastic packaging, as well as products containing harmful ingredients. There Vera learned a lot about how we can reduce our harmful impact on the environment. She was inspired and decided to transfer the good examples in Bulgaria.
What drives your motivation?
The joy in the eyes of the people and seeing how together we manage to save the planet from tons of unnecessary plastic with practical solutions.
What does it take to be successful?
1. Love, 2. Discipline, 3. Dedication
 - Specificskills-Takingrisks, innovation, creativity
 - Soft skills-Time management, Ability to resolve conflicts, Adaptability, Skills for making quick decisions
 - Relevant experience-Knowledge of foreign languages, sales and marketing experience, IT knowledge etc.


text: Figure 4: Optical design used to monitor the biological viablity of the cells using the nanoporous polymer film. On the right are the representative spectra corresponding to the each process. (a) To measure the transmitted light from the sample, illumination (light source) and observation (detector) are aligned on the same optical path and the corresponded spectra shows a broad shape which is not suitable for biological observation. (b) To measure the diffracted light, the observation (detector) is placed in the position of the diffracted light path, from the sample normal, leading to a sharp spectrum signal. (c) Seeding the cells on the sample surface introduces a scattering effect as the cells scatter some light out of the diffracted light path and the intensity of spectrum decreases. (d) Cell death causes the cells to detach from the sample surface and the intensity of spectrum increases.


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The Value of Diversity for LKS2
- Product Code: 2813200W
It should not be difficult to source books where the heroes, heroines and main characters represent the diversity we find in modern Britain but it is. However, after diligently searching our library we have found some wonderful examples, brilliant books that represent ethnic and cultural diversity and some that include people with disabilities. The stories might be about football, space exploration, school friends or magical quests but the diverse characters are there, living on the pages and in the minds of the readers.
Availability: In stock


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The Dispute Avoidance and Resolution Service (DARS) came into effect on 1st September 2005 as a result of Special Educational Needs and Disability Order (SENDO).
The DARS aims;
to resolve disagreements between Education and Library Boards or Boards of Governors of schools and parents about the way in which they carry out their responsibilities towards children with Special Educational Needs (SEN);
to resolve disagreements between parents and schools about the provision being made for children with Special Educational Needs.
The DARS is an independent, confidential, voluntary and informal service designed to provide an opportunity for identifying points of disagreement and finding ways forward that all parties are willing to accept.
There is a DARS contact, in each Education and Library Board area, who is independent of its Special Education section. The DARS Manager is the main point of contact in the first instance.
Members of the DARS Team will facilitate a possible resolution of disagreements. Ultimately, agreement can only be reached with the approval of all parties involved.
Involvement with DARS will not affect the right of appeal to the Special Educational Needs and Disability Tribunal (the SENDIST). The DARS cannot be used to resolve other disputes with a parent or school or Education and Library Board. If you believe that your child has been discriminated against because of a disability then the Equality Commission will provide a conciliation service to resolve this dispute.


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Presentation on theme: "EnRoLE 2008 Workshop Series Evaluating Role Plays 26 November 2008"— Presentation transcript:
1EnRoLE 2008 Workshop Series Evaluating Role Plays 26 November 2008 Dr Maree GosperLearning and Teaching Centre
2Role PlaysEducational role plays in Australian universities designed to increase understanding of real life human interaction and dynamics.participants assume a role in someone else's shoes or in someone else's situationto do authentic tasks in an authentic contextinvolving substantial in-role human interaction such as collaboration, negotiation, debateinteraction between roles is substantially in an online environmentlearning outcomes are assessable and generate opportunities for student reflection
3Will they use it? The 4 E's - Collis and Moonen (2001) Ease of use EffectivenessEfficiencyEnvironmental readiness
4Sustainable software The Curriculum The ICTs The Organisational EnvironmentThe CICTO FrameworkJS Flagship Project(M Gosper, K Woo, H Muir, C Dudley, K Nakazawa. AJET 23, 2.
5Sustainable software Teaching aims Learning Outcomes Role play process Teaching supportsLearning Supports
6What were the aims of the role play? OutcomesWhat were the aims of the role play?What knowledge and skills are to be developed?How will you know if you have achieved them?How will you assess the achievement?
7Role play process Participant Facilitator Orientation Establishing rolesPlaying – interactions, collaborations, communicationsFinalisationDebriefAssessmentFeedbackWas it efficient and easy to use – i.e. did it make teaching and learning easier to accomplish; time, resourcesWas it effective in achieving outcomes?Was it motivating / engaging?What value did it add to the student experienceIs there a better way of doing this to achieve the same outcomes?
8Acquisition and administration of software The environment:Teaching supportsLearning supportsLearningTeachingAcquisition and administration of softwareTraining in use of software/systemsDevelopment of resourcesReuse of the role playComplianceAssessment policiesInformation managementAccessibility /disabilityLearning and Teaching support - in setting up, administering and maintaining the Role Play


The Nigerian Economic Model was not designed to create wealth, it impoverishes the people. Like most Economies in Sub-Saharan Africa, the Economic Model is based on Asset Depletion, where assets are depleted to fund expenditure without appropriate investments to create wealth or renew depleted assets.
Illegal activities in the Mining, Logging, and Oil sectors of the economy are massively contributing to the increasing number of Extreme Poverty in Nigeria.