The Republic of Delmond
Let this land be a symbol of liberty and peace, a bastion to the people and a sword to those who would take it from us.
Harmon Delmond
The Republic of Demond was formed on the 4th of Reylin, 2438 2E, near the end of the 2nd Era. After the plague of Were-Beasts from the North scattered the many tribes of Men from the region, Harmon Delmond led his people southward, escaping to what initially seemed greener pastures.
But despite the verdant valley, the lands were teeming with reptilian creatures only spoken of in myth. These creatures (now known as the Scale-Kin) attacked in an effort to repel the newcomers. Delmond knew he could not return north, so he militarized his people and waged a 2 year war against the Scale-Kin that would end in their removal from the land, pushing them southward into the swamps.
This victory marked the foundation of the Republic. For the next several hundred years, the Republic would grow to become one of the most successful societies of Men in all of Western Brilanor.
The Republic of Delmond stretches north to south along the Azure Coast of Brilanor. The largest cities within the Republic are Delmond and Bastion, with the capital being the city of Bastion. The Republic's land can be roughly split into three regions:
Hayman Mountains
A hilly and mountainous region known for it's natural mineral resources and the fastest land passage into the northern lands of Heldor. Thick with snow during the winter and blanketed with thick pine forests, this region is responsible for much of the Republics timber and iron.
Verdant Plains
A lush grassland with sparse forests and rolling hills that give way to the Western Ocean on one side and the Barik Mountains to the east. Most of the major cities in the Republic lie within this region, including Delmond and Bastion. The weather is generally forgiving and the lush soil is ideal for vast farmland. However, far to the east of this region is untamed plains that is home to some wild predator beasts.
Saren's Swamp
A large swamp fed by the choked river runoff of the Barik Mountains. The humidity in this region is caused by geothermal activity throughout the area. This region is home to a few small towns, but the large portion of the region is a region known to be home to a few tribes of Scale-Kin.
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ADDIE the Acronym - 1995
While the ADDIE model has been around since at least 1975, it was generally known as SAT (System Approach to Training) and later, ISD (Instructional System Design). The use of the ADDIE acronym did not come about until much later. Now there are probably earlier uses, but these are the earliest references that I have been able to locate that actually use the acronym of ADDIE.
1. Schlegel, M. J. (1995) A Handbook of Instructional and Training Program Design. ERIC Document Reproduction Service ED383281
I have not read the handbook, but rather an abstract that I found in my library's database (Sno-Isle Libraries). It reads in part:
The generic Design Model of Analyze, Design, Development, Implementation, and Evaluation (ADDIE) is utilized, and detailed job aids are provided in the form of rating sheets and checklists.
2. Molenda, M., Pershing, J. A., and Reigeluth, C.. M. (1996). Designing Instructional Systems. In Robert L. Craig (Ed.), The ASTD Training and Development Handbook 4th ed. (pp. 266-293). New York: McGraw-Hill.
On page 272, there is a chart showing the five phases of ISD. The caption reads: "Figure13-2. Breakdown of phases and steps in the ADDIE ISD Model."
3. Gayeski, D. M. (1998). OUT-OF-THE-BOX INSTRUCTIONAL DESIGN. Training & Development, Apr 98, Vol. 52, Issue 4
The article refers to Rossett's (1987) writings on Analysis, Design, Development, Implementation, and Evaluation model, or ADDIE. However, Michael Molenda writes in The ADDIE Model (submitted to Encyclopedia of Educational Technology, 2/5/03, to be published by ABC-CLIO) that Rossett's book does not contain the acronym ADDIE.
1995, 1996, 1998
Thus, it seems as if the term "ADDIE" did not make its way into the popular literature until the mid 1990s, while the model itself has been in use since 1975.
Return to the History of Instructional System Design
Rossett, (1987). Training Needs Assessment. Englewood Cliffs, NJ: Educational Technology Publications, Inc.

source: HuggingFaceFW/fineweb-edu


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JS constructor names make it easier to analyze memory dumps
As they say, "There are two hard things in computer science: cache invalidation, naming things, and off-by-one errors". Out of these 2/3 things, naming is the most difficult. We all know that being lazy when naming things will hurt you down the road when you'll need to make sense of the code that you've written half a year ago. However, one more interesting aspect of good naming paying off I didn't previously think about is memory dump analysis.
Let's imagine, you are facing what looks like a memory leak or some strange behavior of the system and memory dump may help you understand what's happening inside the brain of your system in a particular environment. So you dump your heap, Google Chrome does a great job of grouping your object by constructor name, but all you see is this:
JS heap dump example with badly named constructors
Since your service classes where isolated in your modules/files and you default-exported them, it seemed unnecessary to think of fancy names. The path to the file identifies the service so well anyway! Not until you look at a heap dump like this.
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text:
CLAIM Krabbeplas / Bureau Venhuizen
Childeren help making compost in a cubic meter sized crate, learning the right way of stacking layers of earth, organic waste and garden waste. A top layer of soil is added.
By tying strings to the sides of the crate, compartments are made. A range of seeds are sown into these compartments and then watered. After only a couple of weeks various kinds of cabbage, lettuce and flowers are ready for the picking. The cubic meter culture crate shows that one cubic meter of good quality soil is enough to supply a person with vegetables.


Benoit Boure
Benoit Boure
Understanding the DynamoDB Sort Key Order
Learn what the UTF-8 order is and how to use it to your advantage
Understanding the DynamoDB Sort Key Order
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If you have been working with DynamoDB, you are probably quite familiar with the notion of Partition Keys and Sort Keys (aka PK and SK). You also know that Sort Keys are... well, sorted in ascending order by default. If your SK is of type Number the items will be sorted in numeric order (1, 3, 10, 50, 400), while if it's of type String they are sorted in "order of UTF-8 bytes". But what does that even mean and how does it affect the order of the items? Let's find out.
What is is
As per Wikipedia,
UTF-8 is a variable-width character encoding used for electronic communication [...] UTF-8 is capable of encoding all 1,112,064 valid character code points in Unicode using one to four one-byte (8-bit) code units.
What it means is that each and every character is assigned a specific byte, or code point, which have a numerical value.
It's that numerical value that DynamoDB uses to determine the order of your Sort Key.
If you want to know what character comes after which, a good start is to remember the order of the most common characters:
 1. numbers
 2. uppercase letters
 3. lowercase letters
Notice that letters are "grouped" by case (first the capital letters, and after that lowercase), which means that Zoey will come before alligator. This is really important to know if you want to avoid surprises later.
For a complete list of UTF-8 characters, including special ones, sorted by their bytes order, refer to this page.
How to use it to your advantage
Once you know how strings are being sorted, you can use that knowledge to your advantage. A very common practice with DynamoDB and single table design is to pre-join data by placing them into the same partition.
Depending on your access pattern, you might either want your parent item to be at the beginning, or at the end of the partition.
For example, if you have Orders (SK prefixed with ORDER#) and Order Items (SK prefixed with ITEM#), you will perhaps want the ORDER# item at the beginning of the partition, and the ITEM# items sorted by number, in ascending order after it. However, O comes after I, which means that ORDER# will be placed at the end of the partition.
You could scan the index backwards, sure, but then your items would be sorted in reversed order, breaking the access pattern.
How to fix that?
Use the UTF-8 sorting mechanism to your advantage! You need ORDER# to start with a character that comes before I to make sure it comes before ITEMS#. For that, you can use any character that comes before I. Any letter from A to H would work, but it might not be user friendly (for debugging and inspecting the data later) and could change the meaning of your prefix. Instead, it is usually most common to use special characters that come before A: for example #, $ or %. Let's use $ and rename ORDER# to $ORDER#.
Now the Order item is at the top of the partition and all items are sorted as expected. 🎉
Note that you can use the same trick in order to sort items in reversed order if necessary.
In the above example, you might want to scan the index in reverse order and get the latest vouchers at the top, in descending order. You can force the USER# item to be at the end of the partition by prefixing it with a character that is higher in the UTF-8 ranking. | or ~ are good examples.
Now, ~USER# is at the end of the partition and you can scan the index backwards.
In this article, you learned what is the UTF-8 bytes order, and how you can use it to your advantage in order to force the order of items in your DynamoDB partitions.
If you would like to read more content like this, follow me on Twitter and subscribe to my newsletter on Hashnode.
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Mallorca cathedral restores original chapel to mark 666th year
Never-finished temple has been renovated by Gaudí and Barceló
The restored 15th-century Holy Trinity altarpiece. / MONTSERRAT T. DÍEZ (EFE)
The cathedral of Palma de Mallorca, which remains under construction ("it's always collapsing," complained the statesman Jovellanos in the early 19th century), has just retouched its roots: the small chapel-and-vestry dating back to the early 1300s that was the germ for the larger building, which was itself built over the mosque of Madina Mayurqa.
Church officials called the chapel "a treasure" and "a crucial spot" where the first stones were laid for the great cathedral.
The reopening of the chapel served to mark the 666th anniversary of the "dedication" of this building in 1346. Dean Joan Bauzá joked that he hoped the triple digit would be "an omen of good luck, not of the wild beast of the Apocalypse," a reference to the fact the number 666 is associated with Satan.
For two days, visitors will be allowed to enter the small chapel, which has been returned to its original bare state and will be used for cultural events.
For the first time, the cathedral will also grant visitors access to its terraces.
In a few months, after the bells and the medieval structure that contains them are also restored, church officials hope to organize public tours of the upper portion of the cathedral, where the sky and the sea of Palma de Mallorca are framed by the pinnacles, the stained-glass windows and the giant rose window.
However, potential visitors should bear in mind that reaching the rooftop involves climbing 200 steps of one of the narrow spiral staircases inside each of the towers, where the walls still show medieval graffiti made by the refugees and fugitives who once hid out here.
The cathedral receives around a million visitors and worshippers a year, say church officials. Many people come to see the ceramic chapel recently created by artist Miquel Barceló, as well as the 1900 reforms made by Gaudí.
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 Alameda Kidnapping Lawyer
 Securing a kidnapping conviction requires proof that the defendant intended to commit kidnapping and removed the victim from a location without their consent. Absent adequate evidence in support of these elements, a defendant may be eligible for reduced charges or even a dismissal of charges, depending on the circumstances.
 Potential defenses in kidnapping cases may include the consent of the alleged victim, lack of intent, and mistaken identity, among others. Even where the evidence to support the charges is robust, an Alameda kidnapping lawyer may be able to negotiate a successful resolution. Reach out to a defense attorney today for help.
 How is Kidnapping Defined in Alameda?
 California Penal Code § 207 defines kidnapping as the use of force or fear to detain or take persons to a different location, whether it is another county, state, or country, or a different part of the same county. Beyond the general code section establishing kidnapping as a criminal offense, various other code sections set forth more specific types of abduction.
 Aggravated Kidnapping
 For instance, under Cal. Pen. Code § 209, aggravated kidnapping occurs when individuals take various actions, including holding others for ransom, kidnapping others to commit rape, a kidnapping that results in death or bodily harm to others, or purposefully confining individuals in a way that significantly increase their risk of death. Likewise, Cal. Pen. Code § 209.5 govern kidnapping that occurs in the context of a carjacking.
 Child Abduction
 Furthermore, Cal. Pen. Code § 278 defines child abduction, which occurs when individuals who have no right to the custody of a child take, withhold or conceal the child with the intentions of keeping the child from a lawful custodian. Parental kidnapping under this code section may constitute a misdemeanor or a felony under California law. As a kidnapping lawyer in Alameda may attest, individuals who commit kidnapping and related crimes may face severe penalties in the event of a conviction.
 What are the Penalties for Kidnapping in Alameda?
 Under Ca. Pen. Code § 208, individuals convicted of kidnapping may receive a prison sentence ranging from three to 11 years, depending on the age of the subject of the abduction. The court also has the option of ordering probation; however, all sentences of probation must include a 12-month jail sentence, unless the court makes specific findings to justify a lesser penalty.
 A conviction on aggravated kidnapping charges can result in a minimum 12-month jail sentence to a maximum sentence of life imprisonment. Deviation from this minimum sentence is possible, but only in the most extraordinary circumstances. Furthermore, if the aggravated kidnapping results in death, bodily harm, or confinement in a way that substantially increases the risk of death or physical injury, the sentence may be life in prison without the possibility of parole.
 Parental kidnapping can result in up to one year of incarceration in the county jail if charged as a misdemeanor, and a state prison sentence of two to four years if charged as a felony. A kidnapping that occurs during a carjacking may result in a life prison sentence, but with the possibility of parole. An attorney in Alameda may be able to better explain the nuances between the different charges and their accompanying penalties, as well as how they apply in a specific situation.
 Call an Alameda Kidnapping Attorney for Assistance
 Accusations of kidnapping can have harsh consequences that may impact you and your family for the rest of your life. As with a felony conviction, you may lose some fundamental civil rights that you will be unable to regain. An Alameda kidnapping lawyer could make the difference between a life in prison and a chance at rebuilding your life.
 Kidnapping also counts as a "strike" offense for the California Three Strikes law. As a result, if you are facing kidnapping charges and you have a prior conviction for a qualifying crime, you could be facing double the potential sentence. Contact a lawyer today for representation.
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ID#2123 made on
SSp2 - Environmental site assessment
LEED BD+C: Schools
The classroom project area is the subject of an Act 2 Consent Order and Agreement (COA) entered into between Owner and the Pennsylvania Department of Environmental Protection (PADEP). Pennsylvania's A...
The classroom project area is the subject of an Act 2 Consent Order and Agreement (COA) entered into between Owner and the Pennsylvania Department of Environmental Protection (PADEP). Pennsylvania's Act 2 of 1995 (the Land Recycling and Environmental Remediation Standards Act) encourages the voluntary cleanup and reuse of contaminated commercial and industrial sites. It also provides cleanup liability protection under state and federal environmental laws once the selected cleanup standard (background, statewide health, site-specific) has been demonstrated to PADEP's satisfaction. USEPA has granted Pennsylvania the authority to oversee remediation of such sites. Because a school is considered a residential use under Act 2, the areas of proposed construction must satisfy the most stringent unrestricted residential statewide health standards. We believe that the COA satisfies the intent of this prerequisite because these standards have been satisfied. However, the remainder of the project area requires the maintenance of a paved surface which is a land use restriction. The paving acts as a "cap" and is protective of human health and the environment. We are requesting clarification because of an apparent contradiction in the credit requirements. The requirements state that if the project site is contaminated, it must satisfy "local, state or federal EPA region residential (unrestricted) standards, whichever is most stringent," and documentation must be provided (such as EPA's 'Ready for Reuse' document) to prove that'safe' levels of contamination have been achieved." EPA's guidance on 'Ready for Reuse' determinations provide that EPA may issue a 'Ready for Reuse' for a property even if it has a land use or control or other environmental restrictions, such as the requirement to maintain a cap. Therefore, the "most stringent" and "unrestricted standard" reference appears to contradict the reference to 'Ready for Reuse' which permits land use controls or other environmental restrictions, which are not "unrestricted" by their very nature. Questions: 1. Do the requirements allow classroom buildings to be constructed on sites where land use restrictions exist? 2. Does the Act 2 Consent Order & Agreement permitting construction of this classroom building satisfy this prerequisite? 3. Is an ASTM E1527-05-compliant Phase I ESA required despite that PADEP and Owner have entered into a COA for the property? The presumed intent for requiring a Phase I is to identify recognized environmental conditions on the property that may require a Phase II follow-up investigation. The same result has been achieved via an equivalent process. We are able to provide the following documentation as part of the Design Submittal: - Confirmation that the recognized environmental conditions were identified as part of the site remediation process in 2001. This process was the Phase I ESA equivalent. - Confirmation that portions of the project parcel were contaminated. This work was completed as part of the site remediation process in 2001 and updated in 2007. This is the Phase II ESA equivalent. - The COA which documents DEP's approval for construction on the property as proposed.
First, school projects can be developed on a site with land use restrictions such as described in this inquiry, provided the site has been remediated to satisfactory levels. Second, Pennsylvania's Act 2 Consent Order & Agreement is a state standard pertaining to remediation of brownfields, and as such, can be used to satisfy the requirements. Last, the project can be exempted from performing an ASTM E1527-05-compliant Phase I ESA provided the rigor required for a COA is comparable to the activities performed for a Phase I ESA. Please refer to the LEED for Schools Reference Guide pages 30-31 for a description of these activities.
Related Addenda (Corrections & Interpretations)

source: openbmb/Ultra-FineWeb


What Time Are Newtown Schools in Session?
A central assumed data point of the December 14 2012 Newtown Connecticut shooting as evidenced on the Sandy Hook Timeline and through government pronouncements and press reports is that at 9:30AM a deranged Adam Lanza, dressed for combat and wielding several firearms, gained entry into Sandy Hook Elementary School and slaughtered 26 students and educators.
This is in accord with Sandy Hook Elementary principal Dawn Hochsprung's September 2012 pronouncement of the school's new security system where
Such a statement follows the established story line–that Sandy Hook began it's school day at 9:30AM, a time shortly after which Lanza arrived to mete out the horrific carnage.
Yet at no point following the massacre did law enforcement authorities, public officials, or journalists actually highlighted or questioned the routine time Newtown schools open their doors or commence classes. It is common knowledge, however, that few public schools in the United States start classes as late as 9:30AM. If recent screen captures of the Newtown School District's individual websites provide any indication this is the exact case for Newtown, most of which cite a classroom start of 9:05AM or earlier. Perhaps for some reason the school district began classes later in 2012, yet no query has been put forth in this regard and there is no way of confirming a 9:30 class time because historical access of Newtown school webpages on the Internet Archive data bank has been uniformly blocked as of at least April 13, 2013.
SchoolHours, elementary SchoolHours, middle
With a parent drop-off time of 7:10AM, the Newtown Middle School class start time is likely much earlier–somewhere around 8:00AM. Nevertheless the 9:30AM school start time was not only suggested by authorities and in major corporate news media, but also by pillars of the local community sharing their personal experiences of when the school day began. For example, a well-known attorney and Newtown resident Joel T. Faxon, who also serves on the town's five-member police commission prominently advocating for stricter gun control measures, explained to the Connecticut Law Journal how he was driving one of his three children to Newtown Middle School on the morning of December 14th. Faxon makes no reference to the fact that, based on the suggested time sequence by which the shooting took place, he is dropping his son off to class at least one half hour late.
As noted, for most Newtown schools the school day begins at 9:05AM but parent drop off at Newtown Middle starts at 7:10AM. According to Faxon's account, as he approaches the middle school's front doors, he receives a text message that all the town's schools are on lockdown. The official timeline suggests that this must be no earlier than 9:40AM. "I told my son, 'Okay, something's going on. Let's get out of here." Returning to his vehicle with his child Faxon sees
the chief of police in his official car, headed to the Sandy Hook school, and I looked at my son and I said,"'Oh my God, there must have been a shooting." The chief doesn't respond to anything other than a very serious incident. Within a minute of that time, I got a news report text from the Hartford Courant, that said police were responding to incident on Dickenson Drive [sic], and I thought, "There's only one thing on that street. And that's the school."
Faxon pulls over to the side of the road. "At that point, literally 50 state police and Newtown police cars went by us, and they all went to Sandy Hook Elementary School. I knew there had been some kind of a catastrophe there," Faxon recalls.
If the magnitude of response is as great as Faxon describes then this must be at least 15-to-20 minutes after the initial 911 call of 9:35AM, or close to 10:00AM. The attorney then claims to text Bridgeport police captain James Viadero, who he works on the police commission with. "He was filling me in on what was happening, in real time."[2]
If there were qualifying circumstances on the morning of December 14th where for some unusual reason classes began a full 25 minutes or more later than normal, why would federal, state, and local law enforcement authorities and political leaders fail to explain this important point to the American people? This clear lacuna in the official storyline is one of many suggesting an intent to mislead the public on an event of immense significance.
Alongside Newtown and Connecticut state officials recent scramble to prevent public disclosure of important evidence that would confirm the Sandy Hook shooting took place as reported, such an anomaly should prompt political leaders with some measure of integrity and devotion toward their constituencies to demand a genuinely rigorous independent investigation of what may be, alongside the "Fast and Furious" scandal that the Justice Department has failed to come clean on, a direct attempt to swindle the American people of yet another Constitutionally-protected right.
[1] "Principal Outlined New Security Procedures at Sandy Hook Elementary," Hartford Courant, December 14, 2012, 8:25PM EST.
[2] Thomas B. Scheffy, "Joel Faxon Has Been Part of the Gun Debate in His Hometown," Connecticut Law Tribune, December 21, 2012.
Jennifer Lake contributed observations and information for this article. She blogs at jenniferlake.wordpress.com
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59 thoughts on "What Time Are Newtown Schools in Session?"
 1. I just went to the Wayback Machine. It is a little odd that the Newtown school district website was sampled at least once a month for several months in 2012, up until September, but there was no sample downloaded in October or November. It was sampled heavily in the days following the event.
 1. Better yet, are any readers of this blog Newtown residents who know any crossing guards in the area who would certainly know the time the school day began at Sandy Hook?
 2. Once again question? I think its appalling that certain information will not now be shown about the Sandy Hook insodent.. when more anomalies about the story appear. Its hard to believe that this event is not questioned by higher authorities.
 3. It does seem strange that other schools in Newtown would begin very early in the morning, and Sandy Hook so much later. Imagine the inconvenience for families with children at different schools. Here's an excerpt from an interview with Mark Barden, father of Daniel Barden (S.H. victim, see full story at _URL_
 "On the morning of the 14th, I was walking James down the driveway. It was still dark at 6:20, and we hear little footprints behind us on the driveway. And Daniel had gotten up and realized that the house was dark and empty and that we were on our way to the bus, and he ran down the driveway with his pajamas and with his little flip-flops on so he could hug and kiss his brother goodbye. That's the only time that ever happened. … He and I came back into the house, and I said: "Look, the sun's not even up. You can go back to bed and sleep some more if you want." And he said, "No, Daddy, now we have more time for cuddling." So that's what we did."
 If you have to get one child ready for the bus by 6:20 a.m. and another for a 9 a.m. or later pickup, that means you are dealing with morning family prep for as much as 3-1/2 hours a day! Maybe as a "progressive school," Sandy Hook wanted its kids to get plenty of sleep and arrive at school rested, but wouldn't the parents want things to be a bit more coordinated just to make life easier?
 P.S. The house could not have been so "dark and empty" … with Jackie (mom) and Natalie (sister) inside and getting ready for the day…?
 1. that, like every other anecdote about sandy hook described by the media, is one of the dumbest sounding stories I have ever heard. people just don't talk like that. absurd.
 1. Thank you for making that very relevant point. It all sounds and appears to be 'scripted.'
 2. although I think Barden's story sounds contrived, I can say from experience that it's not uncommon for there to be a 3 hour gap between school start times. I had 5 kids in three different schools (elementary, middle and high) and this was the standard – it's because the buses have to make multiple rounds/trips, so they need to do each school level separately. It IS a pain for parents, and makes for a very long morning before finally leaving for work.
 1. Thank you for clarifying. Again, because Newtown was a commuter town with many people traveling to coastal CT cities for work and even to Manhattan, it would be very hard for dual-income working commuter parents to deal with such staggered bus pick-up schedules. I would imagine that one of them would have to have a flexible work schedule or work from home, which is more common now than it used to be.
 4. To the rational ear, the stream of heart-wrenching encapsulated recollections of child victims


text:
Gulag: a History
GULAG: A History is a narrative account of the origins and development of the Soviet concentration camps, from Lenin to Gorbachev. Based on archives, interviews, new research and recently published memoirs, the book explains the role that the camps played in the Soviet political and economic system. It also describes daily life in the camps: how people lived, worked, ate, slept, fought, died and survived.
GULAG: A History won the 2004 Pulitzer Prize for non-Fiction, as well as Britain's Duff-Cooper Prize. The books was a finalist for the National Book Award, the National Book Critics Circle Award, the LA Times Book Award and the Samuel Johnson Prize. It has appeared or is due to appear in more than two dozen translations, including all major East and West European languages.
- Gulag: A History, Introduction, PDF-Document


Loneliness: An Unprecedented COVID-19 Cost on the Nation's Youth
Loneliness: An Unprecedented COVID-19 Cost on the Nation's Youth
By Beatriz Miranda and Sofia MacGregor | Data Analyst, Survey Methodologist
All the lonely people, where do they all come from? This question once posed by the Beatles seems more relevant now than ever. In the midst of the current COVID-19 pandemic, social distancing has been a central policy to contain the spread of the virus. Our data suggests that this very measure could be increasing the health risks of the young population by exacerbating their feelings of loneliness and isolation. Given that the youth are not among the high-risk groups for COVID-19, policy discussions have not centered around this age group. Nonetheless, they appear to be one of the most vulnerable to the loneliness "side-effect" of the pandemic and thus we argue that they should regain a central role in health policy discussions during this prevalent time. At Premise, we send a monthly questionnaire to a sample of over 6,000 American individuals to understand their feelings of loneliness and isolation. Our data shows that the young population (aged 16-25) has seen the most significant increases in feeling lonely and isolated since March 2020, the month in which policies of social distancing were implemented. The individuals with the highest "loneliness impact" seem to be young individuals that live by themselves.
Feeling lonely and isolated is in itself a health concern. According to several studies, these feelings can cause severe health damages comparable to those of smoking 15 cigarettes a day. Loneliness and isolation are also associated with increases in blood pressure, mental health consequences (anxiety and depression), and risk for premature mortality. Given all the potential health impacts of loneliness, it is of high importance to understand which populations are most at risk of being affected by our new "socially distanced" societal context.
Premise Data's survey on "Loneliness" provides insights that are crucial to understanding how these feelings have evolved over the past few months in the US. Our platform allows us to monitor the monthly emotional development concerning loneliness and isolation of the following age brackets: 16-25; 26-35, 36-45, 46-55, and over 55 years old. Moreover, the nationwide presence of the app allows us to easily reach people in all corners of the United States. However, the tech savvy nature of our data collection restricts us from gathering a significant sample from the elderly, who are historically one of the most susceptible age groups to feeling lonely.
One of the main findings from analyzing our data is that there has been a significant increase in feeling "frequently" or "very frequently" lonely and isolated among the youngest age bracket (16-25 years old) since March; when "social distancing" policies began to be enforced across the nation. The graphs in Figure I and Figure II show how the feelings of loneliness and isolation have evolved since January 2020 for young people between the ages of 16-25 that live alone. This analysis focuses on how the answers vary between March and April, when social distancing became mandatory nationwide, compared to the beginning of the year when COVID-19 was yet to be declared a global pandemic. Figure I shows that in March the amount of young people that feel lonely "frequently" increased from 30% to 46%. In April, the percent of people saying they feel "very frequently" lonely was the highest of the year (40%), compared to 20% in both March and February. Moreover, Figure II displays how the percentage of young individuals that feel "very frequently" isolated is steadily increasing: 23% in February, 30% in March and 50% in April.
16 to 25 year olds that live by themselves
Insights on 16-25 year olds are even more stark when we contrast them with older people living by themselves; where those above 25 years of age exhibit little to no variation regarding how they feel in terms of loneliness and social isolation, as seen in Figure III and IV
Above 25 year olds that live by themselves
Additionally, in Figure V and VI we can observe how all survey respondents answered these questions. These graphs include both people living alone and those that live with more than one person in their household, as well as all age brackets. If we analyze the entire population of respondents, rather than only those that live by themselves, the most prevalent answer is to feel "sometimes" lonely and isolated, compared to "very frequently" for individuals that live alone. Moreover, these graphs display a slight increase in the percentage of people that feel "sometimes" lonely and isolated in both March and April. However, none of the emotional developments are as consequential as it is for those that are young (16-25 years old) and live unaccompanied.
All survey respondents
This brief study reveals that young individuals that live alone are paying a high cost in terms of loneliness and isolation. People in this particular age bracket (16-25), deemed to be more resilient to the COVID-19 virus, seem to be severely impacted by the social distancing policies that are being implemented to counter the current pandemic. This analysis suggests that there should be complementary targeted mental health policies that take into consideration the emotional well-being of the nation's youth and minimize the collateral damage this pandemic is potentially generating.
If you're interested in learning more about the data collects and ways in which we can help your organization, you can reach out to us at _EMAIL_.
About Beatriz Miranda and Sofia MacGregor
Beatriz A. Miranda is a Data Analyst for Premise Data, focused on data-driven solutions and visualization. With a background in Data Science and Research, she previously worked with implementation projects of the Social Progress Index (SPI) in Latin America and at Oxfam GB in Bangkok, Thailand in the first program regarding urban development; addressing issues of urban resilience, gender inclusion and sustainable development. Recently, she co-authored a publication (2019) for the Woodrow Wilson Foundation exploring the 2018 political insurrection in Nicaragua. She strongly believes in the use of data for social impact and continues to weave that belief into her work here at Premise.


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This article is about the tree. For the Nintendo character, see Princess Peach. For other uses, see Peach.
The Peach (Prunus persica) is a species of Prunus native to China that bears an edible juicy fruit also called a peach.It is a deciduous tree growing to 5?10 m tall, belonging to the subfamily Prunoideae of the family Rosaceae. It is classified with the almond in the subgenus Amygdalus within the genus Prunus, distinguished from the other subgenera by the corrugated seed shell.The leaves are lanceolate, 7?15 cm long and 2?3 cm broad. The flowers are produced in early spring before the leaves; they are solitary or paired, 2.5?3 cm diameter, pink, with five petals. The fruit is a drupe, with a single large seed encased in hard wood (called the "stone" or "pit"), yellow or whitish flesh, a delicate aroma, and a skin that is either velvety (peaches) or smooth (nectarines) in different cultivars. The flesh is very delicate and easily bruised in some cultivars, but is fairly firm in


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For today's Daily Vet, we're revisiting Dr. Ken Tudor's column from February on the topic of BMIs and BCSs. What do these acronyms mean? Read on — and then let us know how your pet measures up.
For years, preoccupation with achieving a certain weight has been the goal of weight loss programs. But weight has proven to be an inaccurate measure of fitness. In humans, the Body Mass Index, or BMI, has replaced weight as the sole indicator. The BMI compares weight to height. Tall people have more bone and muscle, which weighs more than fat, so they could be "overweight" but not fat. A short person weighing the human average of 150 pounds could be carrying excessive amounts of fat and still be "normal weight." BMI corrects for these differences.
"Ideal weight" in pets has similar problems. Breeding practices have led to complicated breed weights. Blood lines within breeds often have very different body types, with differences as great as 20 pounds, and gender differences can have the same or greater weight variations. Cross breeding of different body types, like Labradoodles and Puggles, really stretch any notion of an ideal weight. Multi-breed mixes, or "mutts," allow only a guess for ideal weight because the major breed may be unknown.
Why is This Important?
This is important because feeding recommendations are based on weight. Every overestimate of ideal weight by one pound will result in overfeeding by 53 calories! So an "ideal weight" difference of 2-5 pounds in a small breed could mean overfeeding by 100-250 calories. For larger breeds the difference could mean overfeeding by _PHONE_ calories. Little wonder that half of the pet population is overweight. This is probably a major cause of failure in weight loss programs, since choosing a generous "ideal weight" can overestimate the calories fed during the diet.
What is the Alternative?
In pets, the Body Condition Score (BCS) has proven to be a superior method for assessing fitness. It is a visual system, so scales are unnecessary, and experiments have confirmed that this simple method compares with techniques that are considered to be the gold standard for measuring body fat. Veterinarians use two BCS systems: a 5-point and a 9-point. (You can view more BSC charts here.)
How Does BCS Work?
A BCS requires looking at a pet from the side and from above, looking toward the head. From the side, the perfect pet has a tight "tummy tuck" toward the hips; the ribs are not distinctly visible but are easily felt. From above, the same pet should have a gentle hourglass shape from the chest to the hips. This perfect pet is given a score of 3 in the 5-point system, and a 4-5 in the 9-point system.
- A slightly sagging belly with ribs that are covered by a slight excess of fat and a straighter profile from the top is a 3.5 in the 5-point; 6 in the 9-point.
- Greater difficulty feeling the ribs, loss of tummy tuck, and a straight to slightly bulging profile from above rates a 4 in the 5-point; 7 in the 9-point.
- Inability to feel the ribs, abdominal sag, and a bulging profile from above with fat deposits on the hips and at the base of the tail scores a 4.5 in the 5-point; 8 in the 9-point.
- Massive fat deposit on the chest, shoulders and neck, distended abdomen, and an extreme bulging profile from above with excessive fat deposits on the hips and tail base ranks a 5 in the 5-point; 9 in the 9-point.
- Conversely, pets with a BCS of 1-2 in the 5-point system or 1-3 in the 9-point system are considered too thin.
Pets should be fed enough to maintain a BCS of 3 in the 5-point system, and 4 in the 9-point system. Dieters should have the same target BSC scores. A pet's weight at a 3 or 4 is its individual, healthy, ideal weight.
What is your pet's BCS.?
Dr. Ken Tudor


How To Prevent Rodents From Eating Your Vehicle's Wires
Some tips for Reno and Sparks drivers can keep rodents from sending their car to auto repair shop.Rodents, there are few places where people live and work that the fuzzy little troublemakers won't try to call home. Every year in Reno and Sparks our local rat and mouse populations do thousands of dollars in damage to vehicles. Indeed their gnawing can turn a precision machine into a large paperweight in less than a day. But what do the rodents get out of it and, most importantly, how can you keep them out?
Why Rats and Mice Like Cars
There are many things which draw rodents to vehicles. Rodents like warm, dark places to shelter in or call home. During the winter here in Reno and Sparks, your vehicle becomes particularly inviting. And cars are certainly a convenient place for hiding from most of their predators. Insulation which protects the cab from the heat of the engine is prime nest-building material. Them occupying a vehicle as bad enough, but rodents cause the most damage to vehicles with their teeth.
A rodent's teeth grow continuously throughout their life. They must constantly gnaw to keep their teeth sharp and prevent them from growing too long for the rodent's mouth. A vehicle's hoses, lines, and wires are preferred gnawing material for rodents. They commonly travel along the walls of a vehicle's engine compartment, chewing through obstacles like wiring and hoses. Rodents often gnaw on wires in hidden and hard to reach places making troubleshooting more difficult. When they don't chew right through wires, the newly exposed wires will short out. The little critters don't really mean any harm but their chewing can result in an expensive trip to a Reno or Sparks repair show Like Wayne's Automotive Center.
Signs You Have Rodents Under The Hood
Rats and mice aren't subtle when they take up residence in and around your car. When you pop the hood you will find dusty paw prints, droppings, scratches, and signs of gnawing. If they are nesting in your vehicle you may find caches of food and scattered trash. With all the damage rodents can do it's best to keep them out if you discover they have been in or around your vehicle.
How To Keep Rodents Out of Your Vehicle
There are many ways for Reno and Sparks drivers to discourage the persistent little vermin. Most work best in combination with each other. The easiest way is to park your car in a garage (not an option everyone has). If they are in the garage already, make sure to store pet food in secure places first and then seal up any rat or mouse-sized entrances. Rodents have a great dislike for open spaces, particularly well-lit ones because it leaves them exposed to predators. Propping up the hood (even when parked overnight) will make the engine compartment less inviting. Adding light will provide an additional deterrent.
For cars parked outside, removing brush and other debris near where you park the vehicle is as discouraging as propping up the hood. Not parking under trees if possible ensures vermin lack ready made leaf paths to your vehicle. Some drivers will block entrances to the engine with metal screens to deter access.
Pets make for excellent vermin control. Though rodents will sometimes seek out your vehicle to shelter from your pets. Should they do so, some particularly determined dogs can damage your vehicle in their loyal efforts to catch the little intruders. Cats may climb into your vehicle in pursuit of their prey. Be sure you know where your cat is before you start your car.
Electronic Deterrents
Reno and Sparks residents have a host of battery operated pest deterrents available to them which can be used in their car. Ultrasonic and strobe rodent-repelling devices are most effective. Most electronic deterrents only last as long as it takes for rats and mice to grow tolerant of them. The ultrasonic devices only last as long as it takes rodents to realize they are harmless. Strobe light devices last longer because they disrupt the darkness the rodents seek.
Predator Scent Based Deterrents
One of the most effective ways is to make your car smell bad or frightening (to the rodents at least). Why smell instead of taste? Because rodents like rats and mice can suck their cheeks in to prevent whatever they're gnawing on from getting in their mouth. On the other hand, they have very sensitive noses they use to track down food and to detect predators.
Rodents do everything they can to avoid predators and the mere scent of one usually sends them scurrying for cover. Scattering tufts of human, dog, or cat hair around where you park the car or about the engine compartment will act as a deterrent. Place the hair tufts in places where they won't blow away and avoid areas which get hot. Replace hair inside the engine compartment regularly. Doing so prevents the scent from growing old. Reno and Sparks drivers can also scatter powdered fox urine around where they park their car.
Another predator scent based solution is using snakeskin. Snakes are one of a few predators which can and will follow mice and rats into their hiding places. Mice and rats instinctively abandon places where a snake has recently been. Freshly shed snakeskin is an effective general deterrent. Placing a freshly shed snakeskin in your garage or someplace secure under the hood will help keep rodents at bay. You don't have to own a snake to use this method, just drop by any pet store which carries snakes and ask. The pet store would just toss the skin anyways.
Other Scent Based Deterrents
For other scent-based deterrents, you can use cedar wood, mothballs, and peppermint oil. The scent from them overwhelms rodents rather than frightening them. When using cedar wood you can place a section the width of your tires on top of each tire. You should place mothballs in a nylon sock on top of each tire or a bucket under the engine. Be sure to remove either cedar or mothballs before you drive. In the case of mothballs removing them before you drive also prevents you from breathing in their dangerous fumes. Be careful of where you put mothballs in your engine compartment as they are a fire hazard and corrode metal.
Many mice dislike the scent of peppermint oil. Cotton balls with a few drops of peppermint oil applied and put in places where they won't fall out help drive away some mice. Tying small bags of cotton balls to places they won't stay to ensure more coverage. Keep the cotton balls away from anything which gets hot. While strong scented, the cotton balls will need new peppermint oil every couple days.
Chemical Deterrents
Two effective chemical based deterrents both use capsaicin to deter vermin. Capsaicin is what makes many peppers hot, it is also a potent irritant. Pure capsaicin will cause a strong burning sensation to skin, eyes, and mucous membranes exposed to it. Honda produces a capsaicin-treated tape (part number 4019-2317) which is sold through Honda dealers and online. Wrapping repaired or existing wires in the tape effectively deter rodents from chewing on them. This tape lacks the painful odor one would expect of a capsaicin product but prolonged skin exposure will cause burning. You can imagine what happens to a rodent's skin and sensitive nose when they attempt to chew on the tape.
Other than the tape, spraying the wires in your engine with pepper spray has proven effective. You will need to reapply the pepper spray every six months. Only apply outdoors in well-ventilated areas. Duct tape a laminated sign under the hood warning that wires and other parts are coated in pepper spray. Doing so will save your mechanic from a nasty surprise if they touch their face after working on your car.
Traps and Lethal Solutions
Old and proven methods of dealing with rodents, traps offer more concrete proof of their success. Placing them on or near your tires denies rodents their primary source of ingress. Snap traps are always effective. Bait with peanut butter for best effect. When you use snap traps, be mindful the bait can draw pets too. Sticky traps can catch more than one mouse at a time, are easily disposable and be secured in places under the hood. However, a live rat in a sticky trap can be dangerous. For those not interested in killing mice and rats there are have-a-heart traps. These will require you to relocate the tiny troublemakers to a great distance away to make sure they don't come back. Poison use is discouraged, as the poison poses a threat to wild predators and domestic animals which prey on rodents.
Using one or several of these methods together is often enough to deter. If rodents do damage your vehicle, the friendly pros at Wayne's Automotive Center in Sparks are here to get you back on the road again.
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OIKONOMOS, a term of Greek origin denoting an ecclesiastical or monastic functionary who is involved in economic activity, a steward. As a rule, although not necessarily, he was a presbyter or deacon.
In churches the oikonomos is well attested already by the fourth century. Mention is made of an oikonomos in the episcopal church in Tentyra; such functionaries appear also in literary texts and documents (Wipszycka, 1972). In the middle of the fifth century, the Council of CHALCEDON, sanctioning an already existing practice, made it obligatory for the bishop to have an oikonomos. The existence of an oikonomos in lower-ranking churches depended upon the local conditions—the composition of clergy, the church property that had to be administered, et cetera. The oikonomos was always nominated by a bishop also for the nonepiscopal churches. He was responsible to the bishop, and his personal belongings served as a guarantee for repaying eventual losses. The oikonomos of episcopal churches was considerably independent; this was inevitable in view of the enormous scale of his functions and the size of church property. J. Gascou proved (see MONASTERIES, ECONOMIC ACTIVITY OF) that the organization of tax collecting in a given area was sometimes part of the tasks of the oikonomos of the episcopal church. The church was able to retain some of the collected sums, although this was by no means the rule. An oikonomos of an episcopal church was helped by numerous personnel, whose functions and titles we know but scantily.
The oikonomos is found in all monastic communities regardless of their size and type. The need to establish such a function was dictated by life itself: by handing over to one particular monk all the work necessary for the existence of the community and demanding contacts with the world, the other monks could withdraw from worldly matters. Hence the very institution of the oikonomos, although not necessarily the title itself, dates back to the beginnings of Egyptian monasticism.
The title oikonomos occurs in the oldest Pachomian monasteries during the life of their founder, that is, in the first half of the fourth century. In monastic centers of a complex structure there were usually oikonomoi of various levels—one must also take into account the possibility of different titles. This was the case in the Pachomian congregation, in Nitria, the Kellia, the Apa Apollo monastery in Bawit, and in Enaton. It is worth noting that the small group of ascetics gathered around the Pambo mentioned by Palladius (Historia lausiaca 10.1) had an oikonomos slightly before 370. There were also oikonomoi who organized the economic existence of the laura in Balayzah and Wadi Sarjah. Monasteries were able to have simultaneously more than one oikonomos.
There is no information on how the oikonomos was nominated in the monasteries, with the exception of the Pachomian communities, where the decision was made by the superior of the whole congregation. We must therefore presume that this was one of the privileges of the superior. We also do not know to what extent the oikonomos had the right to independent decision. The fact that there is a great number of documents signed by him is not satisfactory proof, since such signatures could have been the result of special delegation from the superior. In larger communities, with well-developed economic services, the oikonomos headed the DIACONIA.
Another special case concerns a Pachomian monastery in Tabennese, where the monks employed in the kitchen and refectory were called "small oikonomoi," in contrast to the oikonomos who administered the monastery, or "the great oikonomos," whose functions were concerned with the whole congregation.
An ensemble of documents pertaining to DAYR APA PHOIBAMMON in Dayr al-Bahri reflects a shift in the meaning of the term. Oikonomos is used here interchangeably with PROESTOS, in order to describe the superior. This process is attested also in other places, and indubitably proves the growing importance of economic matters in monastic life since the introduction of capitation taxes for the monks at the beginning of the eighth century. The existence of the monasteries began to depend primarily upon the ability to collect appropriate sums, and this presented a problem for the smaller and poorer communities. The new meaning of the term survived later on, as is shown, for example, by the colophons of manuscripts dating from the ninth and tenth centuries (Lantschoot, 1929).
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Giant posters are great visual aids to enhance educational topics. In addition to species identification, they can represent 2-D Models for science processes and progressions. Print out the 8.5 x 11" sections and piece them together into giant, eye catching posters for the classroom or other educational displays. The finished poster size is 17" x 22".
This bundle includes (11 pages to download and print):
1) Two 4-piece color posters – one with animal outlines and one without, ready to be assembled.
2) Two pages of animals to be cut out and pasted onto the color posters (25 color animals).
3) One color mini-poster of the animals in the forest (as a guide).
About 11 sheets of heavier (or card stock) paper, scotch tape (invisible tape), glue stick, scissors, markers, colored pencils or crayons.
1) Print 4-piece color poster background on heavy paper (animal outline version is for K-2). Then trim edges on dotted lines and tape together.
2) Print two sheets of (25) animals on heavy paper and cut them out on the dotted lines (animals are not to scale so we could include songbirds).
3) For younger students, paste cut out animals into the outlined locations on the poster. For older students, use the background poster with no outlines and use your knowledge of forest layers to paste the animals in the correct places where they are found in the forest.
4) Check your work on the small poster included in the bundle.
When you research information you must cite the reference. Citing for websites is different from citing from books, magazines and periodicals. The style of citing shown here is from the MLA Style Citations (Modern Language Association).
When citing a WEBSITE the general format is as follows.
Author Last Name, First Name(s). "Title: Subtitle of Part of Web Page, if appropriate." Title: Subtitle: Section of Page if appropriate. Sponsoring/Publishing Agency, If Given. Additional significant descriptive information. Date of Electronic Publication or other Date, such as Last Updated. Day Month Year of access < URL >.
Amsel, Sheri. "Forest Layers and Animals - Giant Color Poster Building Activity" Exploring Nature Educational Resource ©2005-2023. November 29, 2023
< _URL_ >


How to Export Your Mozilla Firefox History as a Dataframe in R
The goal of this post is to export a Mozilla Firefox Browser history and import in R as a dataframe.
Browser history data
Firefox saves your browsing history in a file called places.sqlite. This file contains several tables, like bookmarks, favicons or the history.
To get a dataframe with visited websites, you need two tables from the sqlite file:
 1. moz_historyvisits: it contains all websites you visited with time and date. All websites have an id instead of a readable URL.
 2. moz_places: it contains the translation of the websites id and its actual URL.
More on the database schema:
Import the data into R
sqlite files can be imported with the package RSQLite.
First, find the places.sqlite on your computer. You can get the path, by visiting about:support in Firefox and looking for the Profiles directory.
# connect to database
 dbname = "path/to/places.sqlite",
# get all tables
tables <- dbListTables(con)
# remove internal tables
tables <- tables[tables!= "sqlite_sequence"]
# create a list of dataframes
list_of_df <- purrr::map(tables, ~{
 dbGetQuery(conn = con, statement=paste0("SELECT * FROM '",.x, "'"))
# get the list of dataframes some names
names(list_of_df) <- tables
Extract browser history
Next, we extract the two tables with the information we need, join them and keep only the visited url, the time and the URL id.
There are two caveats:
 1. The timestamps are saved in the PRTime format, which is basically an unix timestamp and you have to convert it in a human-readable format
 2. Extract the domain of a URL using the urltools package, e.g. getting instead of
# get the two dataframes
history <- list_of_df[["moz_historyvisits"]]
urls <- list_of_df[["moz_places"]]
df <- left_join(history, urls, by = c("place_id" = "id")) %>%
 select(place_id, url, visit_date) %>%
 # convert the unix timestamp
 mutate(date = as.POSIXct(as.numeric(visit_date)/_PHONE_, origin = '1970-01-01', tz = 'GMT'),
 # extract the domains from the URL, e.g. '' instead of ''
 domain = str_remove(urltools::domain(url), "www\\."))
2 Kommentare
Hans 2. März 2021 Antworten
Thank you for this interesting post.
Minor comment: For the very last command to execute, I had to load two more packages.
Package dplyr is needed for the command mutate.
Package stringr is needed for the command str_remove.
Katharina 21. März 2021 Antworten
Indeed! 'tidyverse' is my base R 😀
Schreibe einen Kommentar zu Katharina Antworten abbrechen


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The aim of this paper is to summarize the research that has already been conducted in the field of PWR technology which utilizes TRISO fuel (Tri-Structural Isotropic) instead of standard PWR fuel. TRISO fuel which in mainly used in HTGRs has been used in SMRs. This type of reactor can be a potential source of energy for a limited power production, heating and desalination facilities at remote location. Combination of TRISO fuel and PWR technology results in a reliable and safe NPP design. Due to enhanced and outstanding passive safety features advanced SMRs are being studied around the world and substantial amount of conceptual research has already been conducted in this field. However, further research is required to be undertaken to optimize these design concepts.
Finally, few areas have been pointed out for further research to overcome the challenges and gaps in this research field.


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The challenge is to predict the centers (x and y coordinates) of the dark matter halos in the test set of 120 skies.
We have provided DarkWorldsMetric.py that you can use to calculate the metric of your estimates to the training data. All you need are the python packages numpy, math, csv, c, getopt, sys and argparse and to run it type
and it shold output the metric. Here is how it works...
In order to test your algorithm for Accuracy and Precision there will be two parts to the metric. The first part will be how close you get to the true position of the halo, and the second will be to make sure there is no preferred direction to your estimates (positional bias).
Where F will be the average radial distance from the user estimate to the true position of the halo. In the case of more than one halo we will match up your estimates to the true estimates in the configuration that gives the best average radial distance
in that particular sky so you will get the best score possible.
G is calculated by firstly finding the angle of the predicted position with respect to the centre of the true halo position, where the angle is measured from the estimated position to the line connecting the true halo position and a given reference point
as shown in the figure. Then each angle is converted into a vector and then the average vector is calculated. If the algorithm has no preferred direction this average vector should be 0. We calculate the vector using the following equation.


text:
News & Events
Cost-effective Arsenic Removal Method Developed By Clarkson Students
[A photograph for newspaper use is available at _URL_
Working on solutions to real-world problems is the hallmark of a Clarkson education.
Now students from the Clarkson Environmental Design Team have tackled the worldwide problem of arsenic contamination of drinking water, and have developed a cost-effective treatment technology to remove arsenic in small water delivery systems and domestic water systems.
The team worked on the project as part of a national contest that challenges student teams to find solutions to environmental problems.
The Clarkson team will present and demonstrate their removal system in the 13th Annual Environmental Design Contest, to be held April 6-10 on the campus of New Mexico State University in Las Cruces, New Mexico. The contest is sponsored by the Waste-Management Education and Research Consortium.
More than 13 million Americans have levels of arsenic in their water that exceed the recently established maximum contaminant limit for drinking water. Other countries throughout the world have even greater problems with contamination. More than 40 million people in India alone are drinking water with high levels of arsenic.
But as team adviser Amy Zander, professor of civil and environmental engineering and an expert on arsenic removal, explained, removing arsenic from water supplies is extremely difficult.
"Arsenic is toxic at very low levels in water, so must be removed to very low concentrations. Also, arsenic cannot be destroyed, only changed in form, so removal from water creates a concentrated waste that is potentially more toxic than the water. Finally, much of the contaminated water is found in rural, sparsely-populated areas that makes its removal expensive and difficult to achieve."
"The Clarkson students have found a very simple and cost effective solution for arsenic removal from water," Zander added. "They are passing the water through a bed of an iron-based media that has a very high capacity for adsorbing arsenic and is not greatly affected by competing ions in the water. They have done a wonderful job of tackling the problem and thinking through a workable solution that addresses scientific, health, safety and community acceptance issues."
To compete in the contest, student teams must prepare and submit written design reports, make oral presentations and develop bench-scale models of their solutions that are judged by a panel of experts from government, industry and academia.
This is the eleventh consecutive year the Clarkson Environmental Design team will participate in the international contest. In previous competitions, the team has consistently received top honors and numerous first-place prizes for innovation and efficient designs. This year, Clarkson is one of 66 teams from around the world that will compete in the contest that includes cash awards exceeding $75,000.
The Environmental Design Team is part of Clarkson University's SPEED (Students Projects for Engineering Experience and Design) program that promotes multidisciplinary project based learning opportunities for more than 250 undergraduates annually. SPEED projects involve engineering design and analysis, fabrication, and the enhancement of professional competencies such as budget management, effective teamwork and communication skills. SPEED receives its primary financial support from Alcoa, Corning, Eastman Kodak, the General Electric Fund and Procter & Gamble. SPEED was recognized with the 2001 Boeing Outstanding Educator Award and the 2002 Corporate and Foundation Alliance Award for its exceptional contributions to improving undergraduate engineering education.
Photo caption: (left to right) Clarkson students Matthew Guess and Casey Monagan, members of the Clarkson Environmental Design Team, and Professor of Civil & Environmental Engineering Amy Zander discuss the sample set-up for arsenic analysis using an electrothermal atomic absorption spectrophotometer. The work is part of a treatment designed to remove arsenic from water developed by the Environmental Design Team for an upcoming national competition.


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Pest description and damage Peach twig borer is a European insect first found in California in the 1880s. It is a major pest of apricots, peaches, plums, and prunes. There are no native hosts outside the orchard. The adult is a steel-gray moth with white and dark scales, about 0.33 to 0.5 inch long. The larva is approximately 0.5 inch long, with a dark brown head and distinctive, alternating light and dark bands on the body. The pupa is smooth and brown. The larva of the borer causes injury to both fruit and twigs. Feeding on the buds and twigs occurs early in the season; later the larva bores into the shoots, causing a characteristic "flagging" or wilting of the new growth. Later generations of larvae feed on shoots or fruit causing blemishes.
For biology, life history, monitoring and management
See Table 4 in:


text:
Olivier Garcia "Formula One"
The exhibition presents a selection of designer furniture by Olivier Garcia. The artist offers a very personal interpretation of materials and colors of the pinnacle of the automotive world: Formula 1. The "Formula One" concept originated from a simple idea: using the materials and fabrics of the automobile industry as an inspiration for interior design. Why? As the artist explains: "I've always been fascinated by the world of F1, with its state-of-the-art technology and its bright colors. So recently I decided to start incorporating these colors into my furniture".


-Titus 2:13
Your Roadmap to Eternity
with Gary Stearman & Billy Crone
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The Secret Doorway Beyond Imagination – A Look at the Hubble Space Telescope – by Paul Hutchins
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The Secret Doorway beyond Imagination
A Look at the Hubble Space Telescope
by Paul Hutchins
This inspirational book is based on the images and data from the Hubble telescope. When all the data and images collected over the past two decades are stitched together, it reveals that superior, creative imagination and intelligent design can be the only logical explanation of how the universe was formed. From the beginning of time, man has had to use his creative imagination to design or invent things—from the pyramids to the space shuttle. Nothing can come about without creative imagination. So, if man's imagination is responsible for everything he has brought into existence, whose imagination is responsible for our incredible universe, which is far more complex than anything man has designed? Who created the stars? Where did we come from? How did we get here? Are we alone? What is our purpose?
$19.95 (Save $6.50)
213 pages
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Weight 17 oz
Dimensions 6 × 9 ×.85 in


In places like Nova Scotia's fishing communities, a forerunner was historically considered an omen for the future. In this collection, I consider how a forerunner also refers to the people or things that came before: my family's history in Maritime culture and tradition. Throughout my career I have sought to express my identity as a Maritime artist through bringing my sense of 'home' into my work, showing unexpected beauty in the reinterpretation of forms found in my surroundings.
The pieces in Forerunner turn this gaze back on my family's place in this landscape, and our connections to fishing, farming, logging and hunting. It is a collection where these divergent themes emerge in pieces that feature ordinary applied materials and atypical colour, juxtaposed with rich textures and shapes. Rugged, with an understated beauty, each composition has a distinct and playful narrative that speaks to the gift and bounty of the land and sea.
This gallery is a highlights a selection of the series created between 2015-2016 Available at LA PAI Gallery
(Click Image for Availability)


text:
Noun: covering kú-vu-ring
Verb: cover kú-vu(r)
- A natural object that covers or envelops
"under a covering of dust";
- natural covering, cover
- An artifact that covers something else (usually to protect, shelter or conceal it)
- The act of concealing the existence of something by obstructing the view of it
"the covering concealed their guns from enemy aircraft";
- cover, screening, masking
- The act of protecting something by covering it
- The work of applying something
"the doctor prescribed a topical covering of iodine";
- application, coating
- Provide with a covering or cause to be covered
"cover her face with a handkerchief"; "cover the child with a blanket"; "cover the grave with flowers"
- Form a cover over
"The grass covered the grave";
- spread over
- Span an interval of distance, space or time
"The period covered the turn of the century"; "This farm covers some 200 acres";
- continue, extend
- Provide for
"The grant doesn't cover my salary"
- Act on verbally or in some form of artistic expression
"The course covered all of Western Civilization";
- treat, handle, plow [N. Amer], deal, address, plough [Brit, Cdn]
- Include in scope; include as part of something broader; have as one's sphere or territory
"this should cover everyone in the group";
- embrace, encompass, comprehend
- Travel across or pass over
"The caravan covered almost 100 miles each day";
- traverse, track, cross, pass over, get over, get across, cut through, cut across
- Be responsible for reporting the details of, as in journalism
"The cub reporter covered New York City";
- Hold within range of an aimed firearm
- To take an action to protect against future problems
"Count the cash in the drawer twice just to cover yourself"
- Hide from view or knowledge
"The President covered the fact that he bugged the offices in the White House";
- cover up
- Protect or defend (a position in a game)
"he covered left field"
- Maintain a check on; especially by patrolling
"The second officer covered the top floor"
- Protect by insurance
"The insurance won't cover this";
- insure, underwrite
- Make up for shortcomings or a feeling of inferiority by exaggerating good qualities
"he is covering for being a bad father";
- compensate, overcompensate
- Invest with a large or excessive amount of something
"She covered herself with glory"
- Help out by taking someone's place and temporarily assuming his responsibilities
"She is covering for our secretary who is ill this week"
- Be sufficient to meet, defray, or offset the charge or cost of
"Is this enough to cover the check?"
- Spread over a surface to conceal or protect
"This paint covers well"
- Cover as if with a shroud
"The origins of this civilization are covered in mystery";
- shroud, enshroud, hide
- (animal husbandry) copulate with a female, used especially of horses
"The horse covers the mare";
- Put something on top of something else
"cover the meat with a lot of gravy";
- (card game) play a higher card than the one previously played
"Smith covered again"
- Be responsible for guarding an opponent in a game
- Sit on (eggs)
"The female covers the eggs";
- brood, hatch, incubate
- Clothe, as if for protection from the elements
"cover your head!";
- wrap up
Derived forms: coverings
Type of: adjoin, apparel, artefact [Brit], artifact [N. Amer], ascertain, assure, be, broach, check, clothe, compensate, conceal, concealing, concealment, contact, control, copulate, correct, counterbalance, couple, deputise [Brit], deputize, dress, empower, enclose, enclothe, endow, endue, enfold, ensure, envelop, enwrap, even off, even out, even up, fit out, fulfil [Brit, Cdn], fulfill [N. Amer], garb, garment, gift, go across, go through, guarantee, habilitate [archaic], hide, hiding, include, indue, inform, initiate, insure, invest, live up to, make up, manual labor [US], manual labour [Brit, Cdn], mate, meet, multiply, natural object, pair, pass, play, procreate, protect, protection, raiment [archaic], reproduce, satisfy, see, see to it, step in, sub, substitute, tog, touch, warrant, wrap
Encyclopedia: Covering Cover, Protective, Individual


Lesson 15-- Updating Prices
This lesson explains how to keep your estimating and inventory prices up-to-date in Goldenseal construction estimating software.
When to Update Prices
Update prices when you have spare time, when prices change dramatically, or when you need to include something brand new in an Estimate or Sale.
Inflation Adjustments
If you are using prices that are not current, you can add a quick inflation adjustment to your estimates. To do so, follow these steps:
 1. Open an estimate with a item breakdown.
 2. Click in the bottom row, and hit the Return key to add a new row.
 3. Click in the Cost Area cell, and enter Percent of Hard, Percent of Labor or Percent of Materials.
 4. Click in the Cost Item cell, and label the item "inflation" or something similar.
 5. Click in the Quantity cell, and type in a percentage adjustment.
Updating Labor Prices
Most Assemblies include some labor components. When wage rates, employer tax rates or payroll insurance rates change, follow these steps:
 1. Choose Cost Items from the Costs menu.
 2. Locate items that have Labor for a cost area. HINT: You can use the Find command to quickly locate all labor items.
 3. Calculate the net cost of this type of labor.
 4. Enter the new rate into the Purchase Price field.
 5. Hit the Enter key to close the transaction. Goldenseal will automatically update all Assemblies that use this labor rate.
 6. Repeat steps 3 to 5 for each labor cost that has changed.
NOTE: When you change labor prices, Goldenseal will not update estimates that you have already started. If you want to use current prices in an existing estimate, open it and click the Update Prices button.
Net Cost of Labor
When you calculate labor costs, start with an "average" wage rate for an employee or subcontractor who does that type of work. You can use local "prevailing wage" figures, or take an average of your employee wage rates for a particular type of work, or estimate the average wage rate with some other method.
The net cost of labor is the wage rate plus any employer costs that are based on payroll (sometimes known as "burden"). You can calculate that from the actual taxes, insurance and benefits that you pay.
For example, in the US you might use the following calculation:
 1. Start with the average wage rate-- say $10.00 per hour.
 2. Add paid holidays-- 6 days / 180 days worked, or.33
 3. Add paid vacations-- 10 days / 180 days worked, or.56
 4. Add the three numbers above to get the net wage per hour actually worked-- $10.89
Once you have a net wage, add employer taxes and employer benefit expenses to get the total cost of labor. For example:
 1. Add the employer portion of FICA-- currently 7.65%, or $.83
 2. Add state unemployment tax (SUTA)-- 3%, or $.33
 3. Add federal unemployment tax (FUTA)--.8%, or $.09
 4. Add worker's comp-- 12%, or $1.31
 5. Add disability insurance-- 1/2%, or.$05
 6. Add health insurance-- $350 per month / 150 hours worked per month, or $2.33
 7. Net cost of labor is the net wage plus 'burden' = $15.83
HINT: Your rates will probably be different for SUTA, worker's comp and disability insurance. Tax rates may change with time. Your location may have other employer taxes, and you may need to include other benefits.
You can also include overhead costs per labor hour, to cover supervision or payroll labor. Or you can leave them out of the labor rate and cover those overhead costs via markup or some other method.
HINT: Set up a spreadsheet with your calculations. That way you can check your figures more easily, and it will be less trouble to do the computation again, the next time taxes or wage rates change.
Updating Material Prices
You can update material costs automatically by entering Material Purchases for the materials you buy, and using an Item breakdown for them. Goldenseal will update the price of the listed materials, and also use the figures for accounts payable, inventory tracking and time and materials billing.
You can also enter price quotes, whether you use the full Goldenseal or just the estimating version. To do so, first set up material accounts, as follows:
 1. Choose Material Suppliers from the Accounts menu.
 2. Click the New button.
 3. Enter details for one of your material suppliers.
 4. Repeat steps 2 and 3 for each supplier who gives you price quotes.
Next, enter prices from each supplier, as follows:
 1. Choose Material Purchases from the Costs menu.
 2. Click the New button.
 3. Enter Pricing Only into the Status field on the left side of the window.
 4. Enter Items into the Breakdown field on the left side of the window.
 5. Enter the supplier who is giving you the price quote.
 6. Click in the first row of the breakdown table, and enter prices for one item.
 7. Hit the Return key, and enter additional prices.
NOTE: When you change material prices, Goldenseal will not update estimates that you have already started. If you want to use current prices in an existing estimate, open it and click the Update Prices button.
Updating Cost Items
To set the way a Cost Item updates, follow these steps:
 1. Choose Cost Items from the Costs menu.
 2. Find the desired Cost Item.
 3. Enter a method into the Pricing Method field. You can use the most recent price, or an average price. You can also type a price in directly, and not use purchases at all.
Calibrating Unit Prices
If your business depends on cost estimates, then you probably want them to be accurate. Here are some ways you can make that happen, both when you first start out with Goldenseal, and as you use the program over the years.
Trial Estimates
If you've never used Goldenseal before, start out by making a 'trial' estimate on a project that you've completed that has accurate job cost data. If you don't have good job cost data for any projects, you might want to pick one or two of them, and enter expenses for them into Goldenseal so you know what the actual costs were.
When you make a trial estimate, the goal is to get it to hit actual costs 'on the nose'. You can do that be adjusting unit costs, or by figuring a 'fudge factor' that you enter as a quick adjustment percentage.
You may even want to make several trial estimates. It's a good way to get familiar with Goldenseal, and also get familiar with the unit costs.
If you haven't completed any projects or don't have accurate job cost data, you can still calibrate prices by comparing a Goldenseal estimate with an estimate that you prepare by hand. Use whatever method you've used for past estimates, and take extra time to make sure it is complete and accurate, so Goldenseal will start out more accurate too.
Job Cost Feedback
It's a very good idea to track expenses on all of your projects, so you can see how accurate each estimate turns out to be. The Job Costs command compare 'estimated versus actual', so it is easy to get that feedback.
When each project is complete, take a look at each general cost category, and check how actual costs compared to the original estimate.
For those categories that are significantly off, it's a good idea to double-check the actual expense records, to make sure there wasn't a mistake. If the data is good, then adjust the Cost Items and Assemblies that you used for the project so they are closer to the correct amount.
Individual projects sometimes have 'quirks', so it's a good idea to track costs on every project you do. That way over time you can perfect your costs and get very accurate estimates. Turtle Creek Construction was able to consistently bid within 2% of actual costs after we computerized, and many users of our software have reported similar accuracy. Bidding is more fun when it's not a gamble!
Changing Assemblies
If an assembly is not giving you accurate estimates, you can adjust it in several different ways:
 - If the overall quantity is off, change the Suggested Quantity for the item, or change the way the dimension is calculated.
 - If material costs are off, change the waste factor for some components, change the quantities of the material components, or change the specific components that are included in the Assembly.
 - If labor costs are off, change the number of person-hours.
 - If you are using an Assembly to estimate work done by a subcontractor, you can adjust either the labor components, the material components, or both. You don't need to know exact details of what the subcontractor uses-- just get the cost of the 'trial estimate' to match what the subcontractor actually charged you.
Adding Assemblies
Sometimes an estimate is off because you didn't include the correct items in the original estimate. The best way to fix that is to set up templates for your most common types of work (see Lesson 24).
As you finish each project


Quick Answer: How Do You Calculate The Number Of Working Days In A Month?
How do you calculate the number of working days?
It also allows you to skip specified holidays and only count business days..
How many weekends are in a month?
If there are 28 days in a month, there are always 8 weekends so there are always 20 weekdays. If there are 29 days in a month it will have 21 weekdays, unless the month starts on Saturday or Sunday, in which case it will have 20 weekdays.
How many work hours is 2020?
There are a total of 262 working days in the 2020 calendar year….Working Day Payroll Calendar, 2020.Time PeriodNumber of Working DaysOctober 1-3122November 1-3021December 1-3123Total 2020 Calendar Year Working Days2629 more rows
How do I calculate the difference between two dates and times in Excel?
Another simple technique to calculate the duration between two times in Excel is using the TEXT function:Calculate hours between two times: =TEXT(B2-A2, "h")Return hours and minutes between 2 times: =TEXT(B2-A2, "h:mm")Return hours, minutes and seconds between 2 times: =TEXT(B2-A2, "h:mm:ss")
How many weeks are there in the year 2020?
How long is a business day?
24 hourFor the sake of the technical meaning of a business day in the USA, that means a 24 hour period Monday – Friday, excluding any official holidays and all weekends. A day starts at 12:00 AM and ends at 11:59 PM. But a business day varies based on the hours of operation of the involved business.
How many hours of work is too much?
How many hours per year is full time?
2,087 hoursYou can base your employees' pay on the national standard for full-time workers, which is 2,087 hours per year, according to the U.S. Office of Personnel Management. This is based on the basic number of hours full-time employees work: at 40 hours a week for 52 weeks, that's 2,080.
Is 2020 leap year or not?
2020 is a leap year, a 366-day-long year. Every four years, we add an extra day, February 29, to our calendars. … During non-leap years, aka common years – like 2019 – the calendar doesn't take into account the extra quarter of a day actually required by Earth to complete a single orbit around the sun.
How many minutes are in a day?
1440 minutesThere is total 1440 minutes in a day. You can determine it in easy calculation. One hour is consist of 60 minutes. One day is consist of 24 hours.
How do you calculate the number of work days in a month?
Our main formula is the NETWORKDAYS function, which counts the workdays between the start date and end date, excluding weekends and holidays. The start date is the 1st day of the month, B3, while the end date is given by the EOMONTH function. EOMONTH returns the last day of a month.
How many hours do you work in a month?
With full-time employees, you should assume one employee will work a 40 hour workweek. A quick and easy method of calculating monthly hours is to multiply 40 hours per week by 4 weeks, yielding 160 hours for the month. The other method will provide the average number of work hours in a month.
How many weeks is 90 working days?
Days to Weeks conversion table1 Day = 0.14 Week11 Days = 1.57 Week60 Days = 8.57 Weeks2 Days = 0.29 Week12 Days = 1.71 Week62 Days = 8.86 Weeks3 Days = 0.43 Week13 Days = 1.86 Week90 Days = 12.86 Weeks4 Days = 0.57 Week14 Days = 2 Weeks93 Days = 13.29 Weeks5 Days = 0.71 Week15 Days = 2.14 Weeks100 Days = 14.29 Weeks5 more rows
How do you calculate the number of working days in a year?
Count any extra weekdays to make C. There are 52 weeks in a year and 5 working days in each which comes to 260. Then do the sum 260 + C – A =? Your result is the number of working days in a year, which you can then compare to the total number of days in the year.
Is Sunday a business day?
A business day means any day except any Saturday, any Sunday, or any day which is a federal legal holiday or any day on which banking institutions are authorized or required by law or other governmental action to close. The definition of a business day varies by region.
How many hours are in a month 30 days?
MonthNumber of DaysNumber of HoursSeptember30720October31744November30720December3174411 more rows
How do you calculate working days between two dates?
How to Calculate Weekdays Between Two Dates in ExcelClick inside the cell where the formula will reside.Type =networkdays(Then type in the first date of the range encased in "". For example "4/6/2012".Then type a comma and the end date of the range encased in quotes.Close your parenthis and hit enter.
What is the average number of working days in a month?
Monthly Working Hours CalendarMonthDates of HolidaysWorking Days in MonthFebruary1820March2921April22May272328 more rows


Not enough research.
What is Psychodrama?
1. 90 min to 2 hours sessionswei-cheng-wu-484559-unsplash
2. Broken into 3 phases: warm-up, action, and post-discussion
3. Mirroring: The protagonist is first asked to act out an experience. After this, the client steps out of the scene and watch as another actor steps into their role and portrays them in the scene.
4. Doubling: The job of the "double" is to make conscious any thoughts or feelings that another person is unable to express whether it is because of shyness, guilt, inhibition, politeness, fear, anger, etc. In many cases the person is unaware of these thoughts or at least is unable to form the words to express how they are feeling. Therefore, the "Double" attempts to make conscious and give form to the unconscious and/or under expressed material. The person being doubled has the full right to disown any of the "Double's" statements and to correct them as necessary. In this way, doubling itself can never be wrong.
5. Role playing: The client portrays a person or object that is problematic to him or her.brooke-cagle-199258-unsplash
6. Soliloquy: The client speaks his or her thoughts aloud in order to build self-knowledge.
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char} typed as a control character; that is, typing {char}
 while holding the CTRL key down. The case of {char} does not
 matter; thus CTRL-A and CTRL-a are equivalent. But on some
 terminals, using the SHIFT key will produce another code,
 don't use it then.
'option' An option, or parameter, that can be set to a value, is
 enclosed in single quotes. See |options|.
"command" A reference to a command that you can type is enclosed in
 double quotes.
 *key-notation* *key-codes* *keycodes*
These names for keys are used in the documentation. They can also be used
with the ":map" command (insert the key name by pressing CTRL-K and then the
key you want the name for).
notation meaning equivalent decimal value(s)
 zero CTRL-@ 0 (stored as 10) **
 backspace CTRL-H 8 *backspace*
 tab CTRL-I 9 *tab* *Tab*
 linefeed CTRL-J 10 (used for )
 formfeed CTRL-L 12 *formfeed*
 carriage return CTRL-M 13 *carriage-return*
 same as **
 same as **
 escape CTRL-[ 27 *escape* **
 space 32 *space*
 less-than < 60 **
 backslash \ 92 *backslash* **
 vertical bar | 124 **
 delete 127
 command sequence intro ALT-Esc 155 **
 CSI when typed in the GUI **
 end-of-line (can be , or ,
 depends on system and 'fileformat') **
 cursor-up *cursor-up* *cursor_up*
 cursor-down *cursor-down* *cursor_down*
 cursor-left *cursor-left* *cursor_left*
 cursor-right *cursor-right* *cursor_right*
 shift-cursor-up
 shift-cursor-down
 shift-cursor-left
 shift-cursor-right
 control-cursor-left
 control-cursor-right
 - function keys 1 to 12 *function_key* *function-key*
 - shift-function keys 1 to 12 **
 help key
 undo key
 insert key
 home *home*
 end *end*
 page-up *page_up* *page-up*
 page-down *page_down* *page-down*
 keypad home (upper left) *keypad-home*
 keypad end (lower left) *keypad-end*
 keypad page-up (upper right) *keypad-page-up*
 keypad page-down (lower right) *keypad-page-down*
 keypad + *keypad-plus*
 keypad - *keypad-minus*
 keypad * *keypad-multiply*
 keypad / *keypad-divide*
 keypad Enter *keypad-enter*
 keypad Decimal point *keypad-point*
 - keypad 0 to 9 *keypad-0* *keypad-9*
 shift-key *shift* * control-key *control* *ctrl* * alt-key or meta-key *meta* *alt* * same as * command-key (Macintosh only) * key with "xx" entry in termcap
Note: The shifted cursor keys, the help key, and the undo key are only
available on a few terminals. On the Amiga, shifted function key 10 produces
a code (CSI) that is also used by key sequences. It will be recognized only
after typing another key.
Note: There are two codes for the delete key. 127 is the decimal ASCII value
for the delete key, which is always recognized. Some delete keys send another
value, in which case this value is obtained from the termcap entry "kD". Both
values have the same effect. Also see |:fixdel|.
Note: The keypad keys are used in the same way as the corresponding "normal"
keys. For example, has the same effect as . If a keypad key
sends the same raw key code as its non-keypad equivalent, it will be
recognized as the non-keypad code. For example, when sends the same
code as , when pressing Vim will think was pressed.
Mapping will not work then.
Examples are often given in the <> notation. Sometimes this is just to make
clear what you need to type, but often it can be typed literally, e.g., with
the ":map" command. The rules are:
 1. Any printable characters are typed directly, except backslash and '<'
 2. A backslash is represented with "\\", double backslash, or "".
 3. A real '<' is represented with "\<" or "". When there is no
 confusion possible, a '<' can be used directly.
 4. "" means the special key typed. This is the notation explained in
 the table above. A few examples:
 Escape key
 CTRL-G
 cursor up key
 Controlleft mouse click
 Shifted function key 11
 Meta- a ('a' with bit 8 set)
 Meta- A ('A' with bit 8 set)
 "kd" termcap entry (cursor down key)
If you want to use the full <> notation in Vim, you have to make sure the '<'
flag is excluded from 'cpoptions' (when 'compatible' is not set, it already is
by default).
 :set cpo-=<
The <> notation uses to escape the special meaning of key names. Using a
backslash also works, but only when 'cpoptions' does not include the 'B' flag.
Examples for mapping CTRL-H to the six characters "":
 :imap \
 :imap Home>
The first one only works when the 'B' flag is not in 'cpoptions'. The second
one always works.
To get a literal "" in a mapping:
 :map lt>
For mapping, abbreviation and menu commands you can then copy-paste the
examples and use them directly. Or type them literally, including the '<' and
'>' characters. This does NOT work for other commands, like ":set" and
5. Modes, introduction *vim-modes-intro* *vim-modes*
Vim has six BASIC modes:
 *Normal* *Normal-mode* *command-mode*
Normal mode In Normal mode you can enter all the normal editor
 commands. If you start the editor you are in this
 mode (unless you have set the 'insertmode' option,
 see below). This is also known as command mode.
Visual mode This is like Normal mode, but the movement commands
 extend a highlighted area. When a non-movement
 command is used, it is executed for the highlighted
 area. See |Visual-mode|.
 If the'showmode' option is on "-- VISUAL --" is shown
 at the bottom of the window.
Select mode This looks most like the


text:
Sobotta Atlas of Anatomy, Package, 16th ed., English/Latin, 16th Edition
Sobotta – More than just an Atlas: Learn, Understand and Test your Knowledge
Discover the core title of the Sobotta family: the Atlas for students and professionals alike
Presented in a practical package combining all three atlas volumes, covering the entire regional anatomy of the human body, as well as, a study book containing Tables of Muscles, Joints and Nerves.
The 16th edition introduces the brand new Sobotta Study Loop. A deeper focus on clinical relevance and actively supporting students prepare for medical exams makes the Sobotta – Atlas of Anatomy more relevant than ever.
In 1,300 pages the atlas offers even more insights into the human body, 500 new exam questions to help consolidate learning and support exam preparation, as well as, a guiding hand to medical students new to the subject.
Discover its new didactic backbone: the Sobotta Study Loop
- Overview: Dive into each chapter via an introduction, where crucial information is highlighted
- Focused Topic Highlights: Enables medical students to reflect on the knowledge they will have gained by the end of the chapter – in terms of anatomical structure and function
- Clinical Relevance: Typical medical case histories actively support the transfer of theoretical knowledge into practical application during rotation
- Dissection Tips: Experts present valuable hints and practical know-how on human dissection – great practice for the dissection lab
- The Anatomy Figures: Key anatomical terminology and facts are further highlighted in bold in both legends and captions
- Practice Exam Questions: Typical oral exam test cases enable the student to gain confidence through practicing options
- No. of pages:
- © Urban & Fischer 2018
- 14th August 2018
- Urban & Fischer
- Hardcover ISBN:


text:
Over 14 tons of glass collected during Recycle Glass
The Glass Packaging Institute's (GPI) 2009 Recycle Glass
Week proved a success, with glass container manufacturers,
including Anchor Glass, O-I, Rocky Mountain Bottle Company
(RMBC), and Saint-Gobain Containers, Inc., collecting
over 14 tons of glass bottles, and counting, for recycling,
through events at their plants and in local communities.
The energy saved from the recycled glass collected is
equivalent to planting 128 trees.
In all, over 50 educational activities and public events
in 22 states were held during the week, building awareness
for glass bottle recycling across the United States.
Two events, in Colorado and Indiana, also lead to permanent
collection locations for glass container recycling.
Doubling the United States glass container recycling
rate (28 percent in 2007) would allow manufacturers to
use 50 percent recycled glass to make new glass containers,
saving enough energy to power 21,978 homes for one year
and removing 181,550 tons of waste from landfills every
During Recycle Glass Week, GPI also recognized seven
'Friends of Glass,' honoring those making significant
and innovative efforts to promote or participate in glass