Hebrews 3:7-19
 | September 1, 2016
 1. Locate the Passage
Hebrews 3:7-19 constitutes the second warning passage in the letter.
What is the relationship of 3:7–19 to 3:1–6? The author introduced the quotation in v. 7 with dio ("so"), an emphatic marker of result. This connector probably plays more than one role in the immediate context. It carries forward the thought of v. 6b and relates it to the admonition in v. 8 "do not harden your hearts." The dio clause indicates the consequence of the necessity of holding fast to be Christ's household: we are Christ's household if we hold fast. It also probably reaches to the "See to it, brothers" in v. 12, which is the beginning of the next semantic unit.
The semantic relationship would then be grounds—exhortation, with the grounds being the quotation of Ps 95:7b–11 in Heb 3:7–11 and the exhortation being the imperative of v. 12. As an inferential conjunction, dio often marks the gathering up of the previous line of thought and connecting it to a new line of thought: "since it is only by maintaining boldly our confidence, therefore, see to it that none of you has an evil, unbelieving heart."
 1. Genre
Hortatory. The quotation of Psalm 95 contains an imperative in v.7: "Do not harden your hearts." Verse 12 contains an overt warning signaled by an imperative, and v. 19 contains a covert warning expressed semantically by the indicative mood that parallels the warning of v. 12.
 1. Determine the Structure of the passage
Hebrews 3:7–19 is a literary unit with two major sections. The first section (Heb 3:7–11) is a quotation of Ps 95:7b–11, and the second section (Heb 3:12–19) is a commentary on Ps 95:7b–11. The two units are tightly framed, the first being clearly demarcated as a quotation and the second using inclusio by the lexical repetition of blepō "see" and apistia "unbelief" in v. 12 and v. 19.
The quotation of Ps 95:8a with the overt imperative "do not harden your hearts" is positively answered in the second unit by v. 14: "We have come to share in Christ if we hold firmly till the end the confidence we had at first." The two warnings in 3:12 and 3:19 that bracket the unit serve as a linguistic and theological frame for the covert command to have faith, which is expressed semantically in a conditional clause in v. 14.
 1. Exegete the passage
The challenge is to determine how 3:7–19 is a result of 3:1–6. Some commentators see an implied contrast between the faithfulness of Jesus and the unfaithfulness of the wilderness generation. But since the comparison in 3:1–6 is between Moses and Jesus, it is unlikely that the original readers would have seen a contrast between Jesus and the wilderness generation. All the explicit contrasts in 3:7–4:11 are made between the exodus generation and the hearers, not the exodus generation and Jesus. The co-text in Hebrews 1–2 was primarily linked to the description of Jesus in 3:1, and the following co-text in 3:7–19 is explicitly linked to the readers' identity as described in 3:1 and 3:6. There is no mention of Moses' house in 3:6. The parallel is broken but picked up again in 3:7–15. It would seem, then, that the main point of connection is that of the wilderness generation who were unfaithful and the original readers who were being exhorted not to follow suit.
The final paragraph of this chapter (3:12–19) comprises the author's application of the quotation to his readers. It is primarily hortatory in nature. The situation of the original readers (3:12–14) is compared to that of the wilderness generation (3:15–19). The question of how v. 12 is related to what precedes is not easy to answer. Some view it as connected with the dio of 3:7 and take the quotation as somewhat parenthetical. Better is to begin a new sentence with v. 12 and see it as an application of the preceding comments.
Verse 14 is introduced by the Greek conjunction gar. It introduces the grounds for the warning of 3:12. It may refer back to 3:6, repeating the warning found there, which is the subject of the command in 3:13.
The conjunction gar indicates the reason that the wilderness generation was excluded, a reason that is implicit in the implied answer to the rhetorical question: "Don't harden your hearts because those who did were excluded from God's Canaan rest."
In v. 17 the focus shifts from the people who rebelled to God who was angry with them over their rebellion. The semantic function of this clause continues the reason for the exhortation in 3:15. The question of v. 17a is answered with another rhetorical question in v. 17b. God was angry with "those who sinned, whose bodies fell in the desert."
Verse 18 begins with de, which is rightly translated "and." It continues the grounds for the exhortation of 3:15.
Verse 19 is the conclusion of the preceding argument begun in v. 12 and is introduced by kai ("so"): "So we see that they were not able to enter, because of their unbelief."
See Neva Miller, The Epistle to the Hebrews: An Analytical and Exegetical Handbook, 74-98; J. Harold Greenlee, Hebrews: An Exegetical Summary, 98-121; and David L. Allen, Hebrews, 252-270, for more detailed exegetical and semantic analysis of the text.
 1. Let the structure of the text drive the structure of the sermon
A. 3:7-11 (OT quotation of Psalm 95 serving as the grounds for the exhortation of v. 12).
I. 3:12-19 (Application of the quotation via exhortation. Be watchful and encourage one another
to remain faithful to God by obedience to his word. Don't be like the Exodus generation.)
Note that the main paragraph/point of the text, expressed by the Roman numeral "I" is placed at the far left margin to indicate it is the most important information semantically in the text. The indented "A" expresses the sub-point (less important material) which modifies the main point (vv. 12-19). It is placed before the main point because it occurs before the main point in the text.
Category: Sermon Structure
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Living with teenagers can be challenging at times – even more so if your home is short on space, has insufficient storage or suffers from a poor layout. Building or renovating gives you the perfect opportunity to implement smart design strategies to promote family harmony, and there are also plenty of things you can do if you're not planning on altering your architecture any time soon. Three design experts reveal how.
"Teenagers and small children have very different needs, so if you're building or renovating when the kids are young, it's a good idea to think ahead," advises Steffen Welsch of Steffen Welsch Architects. "Most teenagers need more privacy, space for homework, a larger area to sleep, and more storage," he says. "They also use outdoor spaces differently. Rather than playing in the backyard or participating in their parents' activities like they did when they were young, chances are they'll prefer to have private outdoor spaces where they can spend time with their friends instead.
"When it comes to the design of your home, you want to give teenagers the opportunity to become both independent and take part in family life," he says. "To achieve this, the spaces in your home should be adaptable and big enough to accommodate teen activities. The garage, kitchen or family room, for example, should allow for parties, and communal areas such as the family or dining table should be big enough to accommodate homework or project sessions."
"During the planning stage, it's important to ask yourself the right questions," says Chloe Odah, building and interior designer at The Designory. "The go-to questions are: Do we need a teen retreat or a rumpus room? Do we need segregated areas where the parents can retreat too? Do we need several different areas for study dotted throughout the home, or would one large communal working space be a better solution?" she says.
"It's also important to involve your teens in the design of the project – you'll find they have very specific ideas and likes."
Having one large communal space in the home is crucial as it gives everyone in the family somewhere to gather, eat and spend time together. "For this, you'll need one good-sized functional room that can be adapted for different activities," says Welsch. "In our home, we always make sure we eat together – this usually happens at the same table in the heart of the kitchen where they do their homework before and after the meal."
Clinton Cole, architect and director of CplusC Architectural Workshop concurs, adding, "Large eat-in kitchens continue to be a staple communal space for most clients. Kitchens often form a central hub for family admin and a natural place that everyone gravitates to."
An open-plan living area can make a great communal space too, says Odah. "It should be large enough to comfortably accommodate the entire family plus a few extras. Including a slouchy sofa or two where people can relax is always a winner, then add in a pair of occasional chairs for a smart touch."
Design-wise, the communal spaces in your home should relate aesthetically to the private ones, she says. "This makes the communal space feel connected and integrated with the rest of the home."
"When children hit their teen years, they almost immediately transition into young adults who want privacy for both themselves and their friends. With that comes the need for their own space where they can hang out and watch a movie without Mum or Dad coming in and wanting to watch the football or pulling out the vacuum cleaner," says Odah.
"Some parents are hesitant to introduce a second living space into their home because they worry they'll never see the kids again, but I find it a crucial part of designing a family home," she says. "You should also be able to close the area off – private time is just as important for parents as it it is for teens."
Choose furnishings and finishes that are casual and functional, she advises. "Consider block-out blinds or curtains for privacy and to give teens more control over their environment, really comfy plush cushions, bean bags or oversized floor cushions. "
"If you have two living spaces and they are different sizes, it's up to you which one you turn over to your teens and which you keep for yourself," says Cole. "With younger teens, it might be more appropriate to keep the larger one for yourself, whereas if the kids are older (and bigger) or you're outnumbered, if might make sense for the adults to take the smaller space."
"I am a big fan of positioning teens' bedrooms away from parents – it supports their quest for independence and it reduces the potential for conflict," says Welsch.
"A child's bedroom becomes increasingly important as they grow up, and if they don't like the space, they're unlikely to want to spend time there," says Welsch. "The room needs to be big enough so they can spend time with their friends there. Size in terms of square meterage is not that crucial, but the area does need to be functional, with space to seat guests and pull-out beds for sleepovers. A private breakout space such as balcony or terrace off the room is a nice addition."
It's also important to let your teen give their input on the design of their bedroom, and stamp their personality on it, says Cole. "Having control over a small part of the home to arrange to their satisfaction can give teens a sense of control and autonomy," he says. "Aim to keep the bedroom scheme relatively neutral so that new passions can be accommodated as they evolve. Small changes, such as brightly coloured bedspreads and soft furnishings, can have a big impact. If your teen is musical, you're probably going to want some soundproofing elements."
"And don't forget to include display space so your teen can personalise their room," says Welsch. "Natural light and ventilation are other important elements to factor in. These are all part of a sustainable design, which interestingly I find that teenagers do take note of and appreciate."
"Colour-wise, I'm finding that traditional blue and pink still appeal to teens, just in more grown-up tones," says Odah. "In our projects, we've been using dark blues and cool greys for young men's spaces, softened with natural elements such as leather, timber and cowhide. For young women's spaces, we're specifying blush-based, floral-printed wallpapers paired with pastel velvet details."
"Storage is a big thing for teens since they tend to collect a lot of stuff," says Welsch. "Again, the key is not sheer volume but to have well-organised storage. This makes it far easier for your teen to stay organised.
"Access is another important factor," he adds. "School and sports bags, for example, should be easy to reach. Don't put them in closed, overhead cupboards but in open shelving at an accessible height."
"One of my 'must haves' in a teen space is a well-designed wardrobe and supplementary storage," says Odah. "Growing up, my mother was always nagging me to clean my room, as all mothers do. But my wardrobe just didn't work for my things, which made tidying up difficult." Custom-designed storage that can accommodate your teen's clothes and possessions is a worthwhile investment, she adds.
"Teaching your kids to be mindful internet users starts before they hit their teens," says Welsch. "A home designed around controlling internet access won't work, but you can design and build-in small things that encourage healthy digital usage. In our home, for example, we have built-in USB outlets that are located in the kitchen. This means we can keep an eye on what the kids are up to, and this discourages them from taking their phones into their bedrooms at night."
"In the early teen years, study spaces work better when they are located in communal areas such as the kitchen benchtop or the dining table," says Welsch. "This allows for some supervision and, paradoxically, I find young teens are less likely to be distracted when they are in a room with adults. It also helps that many parents will do some work on their computers alongside their kids.
"As teens get older and have more homework requirements, allocating a quiet study area becomes important," he adds. "In my view, it's better if this is in a study or a home office so their bedroom is kept as a restful place to wind down."
"And don't forget to add in some decent storage – shelving is ideal – so they can keep the area organised," says Odah.
"Providing separate bathrooms for kids and adults can be a sanity saver," says Cole. "If this isn't possible, installing full-size mirrors in bedrooms can reduce the demand on bathroom spaces."
Outside areas provide an appealing spot for your teen to unwind, connect with nature, and spend time with friends. "If your teen likes to entertain his or her friends by the pool or a barbecue area, consider adding in direct, independent access from the spaces they spend time in indoors," says Cole.
Adding level changes to your outside area to create different zones is a good idea, he says, as it allows adults and teens to entertain friends simultaneously, while affording both a sense of privacy.

source: openbmb/Ultra-FineWeb


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Genetic Polymorphism of Luteinizing Hormone Receptor Gene in Relation to Fertility of Egyptian BuffaloAuthor(s): ASA Sosa, Karima Gh M Mahmoud, MMM Kandiel, HAA Eldebaky, MF Nawito and MEA Abou E l-Roos
The aim of this study was to detect the genetic polymorphism of luteinizing hormone receptor (LHR) gene and its association with fertility in Egyptian buffalo using PCR-RFLP and sequencing analysis. A total number of 301 comprised of 100 fertile and 201 non-fertile buffalo were used. Gynecological examinations (aided by ultrasonography) were carried out twice for two successive weeks. The genomic DNA was extracted from females and the PCR product was assessed. The percentages of inactive ovary and endometritis (grad, I) were the most common reproductive problems. The mean uterine horn diameter was largest during follicular phase followed by luteal phase and inactive ovary (2.67 ± 0.11, 2.28 ± 0.09 and 2.18 ± 0.11 cm, respectively). The PCR product of the primer specific for LHR gene gave the specific band at size 303 bp.The amplified fragments remained undigested by HhaI restriction enzymes and all tested buffalo were genotyped as TT. DNA sequence of 259 bp out of the amplified 303 bp was determined. The sequence alignment of 259 bp of Egyptian buffalo LHR with published sequence (accession number: XM_006078413.1 and JQ885687.1, Bubalus bubalis) showed that the 259 bp segment possess identities at 100%. In conclusion, monomorphic pattern for LHR gene is considered a unique feature that may be related to the characteristic species in buffalo. Therefore, the polymorphisms and interaction with the fertility trait should be the subject for further research with a bigger number of animals.


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To study decomposition reactions.
What is a decomposition reaction?
Decomposition is a type of chemical reaction. It is defined as the reaction in which a single compound splits into two or more simple substances under suitable conditions. It is just the opposite of the combination reaction.
In a combination reaction, a substance is formed as a result of chemical combination, while in a decomposition reaction, the substance breaks into new substances.
For example: The digestion of food in our body is accompanied by a number of decomposition reactions. The major constituents of our food such as carbohydrates, fats proteins, etc., decompose to form a number of simpler substances. These substances further react, releasing large amounts of energy, which keeps our body working.
The general equation that describes a decomposition reaction is:
Types of Decomposition Reactions
Decomposition reactions can be classified into three types:
- Thermal decomposition reaction
- Electrolytic decomposition reaction
- Photo decomposition reaction
Thermal decomposition is a chemical reaction where a single substance breaks into two or more simple substances when heated. The reaction is usually endothermic because heat is required to break the bonds present in the substance.
Photo decomposition is a chemical reaction in which a substance is broken down into simple substances by exposure to light (photons).
Why are decomposition reactions mostly endothermic in nature?
Most decomposition reactions require energy either in the form of heat, light or electricity. Absorption of energy causes the breaking of the bonds present in the reacting substance which decomposes to give the product.
- Students understand the characteristics of a decomposition reaction & different types of such reactions.
- Students identify the compounds that may give a decomposition reaction.
- Students acquire skills to perform a decomposition reaction in the lab.
- Students will be able to distinguish a decomposition reaction from a given set of chemical reactions.
Let's discuss the decomposition reaction of ferrous sulphate crystals by the action of heat.


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Milan and its surroundings offer an almost unlimited variety of activities. We believe that only attending lessons is not enough to truly learn Italian, and so every month, our cultural department organizes a wide variety of activities for our students.
Most activities take place outside lesson hours and are a great opportunity to meet and get to know other students.
On the first day of school, students receive detailed information about our programme, and every week the secretary will announce the planned excursions and activities.
Every month, our school gives out a calendar of cultural activities. In this way, students are always well-informed about concerts, art exhibitions, films at the cinema and other events. For weekends, we give out special brochures to help you organize your own activities. The secretary can also help you to organize your sporting activities.
Example of monthly activities in Milan:
- One day excursion to Lake Maggiore, Lake Como, Lake Iseo or Lake Garda;
- Half-day excursion to Monza, Brescia, Pavia, etc
- Guided visit around the city;
- Football: help to buy tickets to attend a Inter or Milan football match at the S. Siro Stadium.
- History of art excursion, to visit the most important places where the works of Leonardo da Vinci are displayed: Castello Sforzesco, Museo della Scienza e della Tecnica, Refettorio S. Maria delle Grazie, Museo d'Arte e Scienza;
- Aperitivo evening at Navigli - students will enjoy the typical after-work pastime in Milan - having a cocktail in one of the most famous cafes of the city, which also includes a rich and unlimited buffet
- The secretary can also help you to organise your own sporting activities, e.g. volleyball, basketball, or football.
Study Italian in Milan - Ask for information
See also: Summer in Milan.


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Icon of the Mother of God "Chukhloma"
The Chukhloma Icon of the Mother of God of Galich appeared in 1350 to St. Abraham of Galich, who came from the north to live an ascetic life with the blessing of St. Sergius of Radonezh. On the shores of Galich Lake which was hidden in a dense forest, he turned with prayer to the Mother of God, asking Her blessing. After finishing his prayers, he sat down to rest, but suddenly a bright light appeared on a nearby mountain and a voice said, "Abraham, come up the mountain, where there is an icon of My Mother."
The monk went up the mountain where the light shone, and indeed found an icon of the Mother of God with the Infant on a tree. With tenderness and in gratitude to God, he took the icon and, strengthened by prayers to the Most Holy Theotokos, built a chapel there in which he placed the icon.
Galich Prince Demetrius Feodorovich learned about St. Abraham's trip, and asked him to bring the icon to him. St. Abraham journeyed across Galich Lake in a boat and, accompanied by clergy and a throng of people, took the wonderworking icon to the cathedral church in the city of Galich.
A large number of sick were healed by this icon. When St. Abraham told Prince Demetrius about the appearance of the icon, the Prince gave St. Abraham money to build a monastery. Soon, a church was built in honor of the Dormition of the Most Holy Theotokos, around which a monastery grew. St. Abraham founded several more monasteries, the last being the Chukhloma, not far from the city of Chukhloma. From the name of this monastery, the wonderworking icon became known as the Chukhloma Icon of Galich.
The icon is also commemorated on May 28, July 4, and August 15.
By permission of the Orthodox Church in America (_URL_)

source: HuggingFaceFW/fineweb-edu


Version: 5.0.0
Post build updating with SQL triggers
Warning Please note this is an experimental facility and is subject to a number of caveats (see below). Please always take a backup of your database before trying.
We very much welcome feedback, discussion and additional patches for this. Many thanks to Joe Carlson of the DOE Joint Genome Institute for the idea and implementation!
 1. InterMine release > 1.7.3
 2. plpgsql must be installed in your postgres (select * from pg_language where lanname='plpgsql';). Check the postgreSQL manuals for instructions on installing languages if needed.
 3. Backup the database prior to making changes, especially if there are changes that affect foreign keys.
Traditionally, once the data for a mine has been built, it can only be updated by a complete rebuild. However, sometimes, after a long loading process, you see that something is not right: perhaps a minor issue such as a typo in a name, or perhaps something more major such as errors in an entire dataset. Rather than rebuilding the entire mine from scratch, a process that can take many hours or even many days, you'd like to make changes to your existing data build.
Making such updates requires coordinated changes to a number of InterMine tables. For instance, to update a value, one needs to at least:
 1. Update the value in InterMine's table for that object (e.g. the length column in the Gene table).
 2. Update the value in InterMine's tables for all the ancestor classes of that object (e.g. the length column in the SequenceFeature table).
 3. Update the serialized object in the object column of the intermineobject table.
One way to do this is by installing triggers into the PostgreSQL database that will co-ordinate these updates. InterMine can now generate such triggers if you invoke the ant generate-update-triggers in your mine's dbmodel/ directory like so:
cd $MINE
./gradlew generateUpdateTriggers
This will generate two SQL files in the dbmodel/build/resources/main/ subdirectory
add-update-triggers.sql contains the SQL triggers necessary to co-ordinate table updates. remove-update-triggers.sql contains the removal code. All the triggers have a prefix of im_.
Adding triggers#
To add the triggers just execute add-update-triggers.sql using psql like so
psql -f add-update-triggers.sql MINE-NAME
You can now do basic create/update/delete operations such as:
 - UPDATE organism set genus='Homo' where genus='Homer';
 - DELETE FROM organism where commonname='yeti';
The triggers propagate the operations to the superclasses and InterMineObjec tables.
Tables have default values supplied for id and class, so you can create new records
 - INSERT INTO organism (genus,species) values ('Hello','world');
The id is supplied from a sequence im_post_build_insert_serial which is initially set to the maximum id of InterMineObject.
Once you've completed update operations, you must remove the triggers. Failure to do so may cause interference with InterMine's run time serial use, though this point needs to be clarified.
Removing triggers#
You can remove triggers by executing the remove-update-triggers.sql SQL:
psql -f remove-update-triggers.sql MINE-NAME
What can't be done (yet)#
Please note that there are a number of database changes that the triggers CANNOT handle as of yet:
 1. Foreign key constraints are not enforced. If you delete a gene, there may still be entries in the genesproteins table or a reference to this from the geneid field in the mrna table. Foreign keys are enforced at the application layer. This means whoever is doing the update needs to keep things straight. (This is possible to implement. It may be done in the future.)
 2. The tracker table is not updated. If you do an integration step after manual operations and the integrator is trying to update a column value that you inserted manually, the integration step will fail.
 3. The clob table cannot be manipulated. Again, this may also be changed in the future.
 4. If the id field in InterMineObject has exceeded 2^31 and gone negative, the sequence im_post_build_insert_serial cannot be used in INSERT operations without (probably) colliding with another object. The value of the serial must be set manually in this case.


I was recently in a conversation where someone tried to convince someone else that piles were bad, and papers should always be filed. Somehow, this person thought being a Piler or a Filer, the Filer is the only "right" choice. I stepped in, protecting the honor of the Piler. You see, piling isn't necessarily a bad thing. People can be pilers. But understanding a bit about the piling can be helpful.
In Defense of The Piler
Are you a Piler?
 - Pilers typically will gather items in a "this is for later" or "this is for a particular purpose" on surfaces.
 - Pilers tend to be more visual in their learning style or their sensitivities. They're more likely to be the person who thinks "out of sight, out of mind" and likes to have visual cues to remind them what is important.
 - Pilers can also be visual in the sense that they know what a piece of paper looks like or have an experiential memory of where an item is, and filing systems don't provide them with the same breadcrumbs to find or identify an important paper.
 - Pilers will often have an internal or external trigger to remind them that the pile needs to be conquered and addressed. While it doesn't always make the top of the priority list, they will often allow for items to build up to a certain threshold and then they know it's time to do deal with it.
 - Pilers can often recognize that, if left too long, eventually almost everything in a pile can be tossed.
Is Being a Piler Working For You Or Against You?
Maybe you're reading this and saying, "YES! I'm a Piler! Somebody gets me!!! WHOO-HOO!"
Well… don't rejoice just yet… I want you to consider your piles and your styles:
1) Are your piles *meaningful*? Is each pile its own category based on content and it's clear just by looking at it what is in it?
2) Are the piles representative of papers in different statuses — to do, to file, just can't deal with yet, have to give to someone else, etc.? In this case, the piles are meant to generate action. So, how is that going for you? Are there particular actions you're good at vs. avoiding?
3) Are the piles just stopgaps for tidying or cleaning up? Are they completely random in content, but just more based on "where was this before it was in the pile" or "When did this come in the house or office and I just gathered it"? This is the least helpful pile if identifying important items or next steps is something you struggle with.
4) Are the existence of your piles a frequent source of conflict, stress, or delays in action with real ramifications, like late fees because you lost sight of bills, missed social obligations, the birthday card you found that you bought but didn't send out last month, or feedback from your boss or colleagues that the condition of your office is a problem?
5) What are your habits related to building, processing, or eliminating piles? Workflow and habits can be excellent with some pilers when there is a system to the piles.
What do you think? What can you learn about your own piling style from these questions?
Three Ways to Make Piles Work For You
Ultimately, the system that will work for you is one that works WITH your tendencies, with your strengths, and acknowledges what you're just not going to be inclined to do naturally. But you can build better skills around pile creation and pile management to make being a piler a strength, and not a weakness.
1) Build your "Deal With Me" system. Set a regular time and a place to grab a pile and move it to somewhere where you can sort it, narrow it down, and move each piece of paper forward to whatever destiny is in store for it — keep and file, action, recycle, shred, etc. While you're it, locate and address the old piles. Many pilers have old piles, and they've just moved on to creating new ones, and quite frankly, have become blind to the old ones, because they just haven't had to visit them in a while. The older the pile, the less likely they need to still exist, but diving in to determine if there is lost treasure or something important you needed to take action can help you resuscitate the pile long enough to harvest the most important parts and then let the rest go.
2) Reduce what gets put on the pile in the first place: Consider the Two-Minute Rule from David Allen's Getting Things Done methodology: If you can address a to-do in 2 minutes or less, do it right away. Putting it on a pile instantly diminishes the probability that the action it needs will even get taken. This is helpful for sorting mail or papers that come home from school; instead of the instinct of "I'll do this later", consider sorting and setting 5 minutes for "Instant Action" to resolve to-dos and not let something end up on the pile at all.
3) If you live with other people, recognize that your system may not jive with theirs, and conflict can come up. Part of making piles work for you is to make sure they're not a source of conflict with others; you'll spend more time and energy fighting about the piles than processing them! Consider where they live, how tall they get, and whether someone else's ability to get things done is impacted by your pile. This could mean they couldn't find something that they needed, and only you knew where it was and how to navigate the pile. It could mean the pile is just in a place that is physically inconvenient to other things getting done, for instance, in the middle of the kitchen counter when someone else is trying to cook, or on the desk when someone else is trying to do homework or pay bills. Determine whether your locations or your process need to shift in order to promote harmony and productivity for all! I'm a piler and took me years to figure out how to have a piling style while living with other people (hard fail in college and in my 20's by the way). My piles were instantly subject to my clutter blindness, so I stopped seeing things, stopped realizing I had things to do, and every roommate wanted to kill me, I'm sure. (Apologies to all I've lived with, including Handy Boy, for taking so long to figure out how to stay on top of this and make it work!)
I'm a piler and I embrace it. It's taken me years to understand myself, my strengths, and what I just had to stop kidding myself over. In my 20's it was late payments and having piles out of control literally cost me money each month. When I worked in the corporate world, I had to navigate between projects simultaneously, and each one was its own pile, and when I was lucky, I had a handle on what I was supposed to be doing next.
It was only once I stopped to think about how piles could work FOR me and the systems and habits I could put in place for myself did I breakthrough and stop feeling like a failure, drowning in no-longer-relevant paper. If you're a piler and looking to become a PROUD and SUCCESSFUL Piler, not one who is drowning and failing, try out these tips. And when you're in a spot where you can say that you can get your hands on everything you need in 15 seconds or less, without creating havoc on the rest of the world to do so, you should proudly wear that Piler Patch!


The Curious Origin of the Word 'Robot'
The interesting origins of a ubiquitous word
Here's a question for you: when did the word 'robot' first enter the English language? And where did it come from? There are a few misconceptions about the origins and various meanings of the term 'robot', so the issue is worth examining a little more closely. The most common definition of 'robot' is the one provided by the Oxford English Dictionary: 'An intelligent artificial being typically made of metal and resembling in some way a human or other animal.' But the story of how the word came to have this meaning is a curious one. Its origin, indeed, takes us back to nineteenth-century Europe.
'Robot' makes its debut in the English language, perhaps surprisingly, during the Victorian age: the first citation is from 1839. But it doesn't refer to the humanoid machines of a million science-fiction novels and films made since, but rather to a 'central European system of serfdom, by which a tenant's rent was paid in forced labour or service' (OED). This word came to English via the German, though the word ultimately derives from the Czech robota Rossum's Universal Robotsmeaning 'forced labour' or 'slavery'. Not a very pleasant etymology; though the Austrian Empire banned slavery in 1848, which is something.
The modern meaning of the word 'robot' has its origins in a 1920 play by the remarkable and fascinating Czech writer Karel Čapek. The play, titled R. U. R. (Rossum's Universal Robots), begins in a factory which manufactures artificial people, the 'universal robots' of the play's title. The robots are designed to serve humans and work for them, but the robots eventually turn on their masters, wiping out the human race (shades, or rather foreshadowings, of The Terminator here). This sense of 'robot' is taken from the earlier one defined above – namely, the Czech for 'slave worker' or 'drudge'. But Karel Čapek himself didn't coin the word. As we've already seen, the word was in existence before he wrote his play. But nor did Čapek come up with the idea of taking the word 'robot' and using it to describe the man-made beings that feature in R. U. R. (Rossum's Universal Robots). He originally called them labori, from the Latin for 'work', but it was his brother, Josef Čapek, who suggested roboti.
Curiously, the robots which feature in Rossum's Universal Robots aren't really robots – at least, not if we're being picky and technical. They are closer to androids or cyborgs than robots, because they can be mistaken for real people (again, think of the Terminator in his/her many incarnations). So the first 'robots' in literature to be so named were, in a sense, misnamed – or rather, we've been misusing the term ever since. Such is the way language develops.
In 1938, Čapek's play was adapted by the BBC, and became the first piece of television science fiction ever to be broadcast.
Science fiction author Isaac Asimov is credited with inventing the spin-off word 'robotic' – Asimov famously formulated the Three Laws of Robotics. Curiously, there are technically four Laws – a 'zeroth' law was added later (no doubt inspired by the Laws of Thermodynamics).
So there we have it: the origin of 'robot' is stranger than it might first seem. You can continue to explore the unusual stories behind well-known words with the surprising history behind the word 'blatant' and the long history of the now ubiquitous word 'unfriend'.
 1. Pingback: A Short History of the Word 'Serendipity' | Interesting Literature
 2. I'm fond of robots and am intrigued by the current debate regarding artificial intelligence.
 3. As I understand it, 'robota' is Russian for 'to work' so maybe the precursor of Czech word.
 4. there free download of r u r in many format at manybooks dot net. here link.
 5. Very interesting! I had no clue about the real meaning of the word robot.
 6. Thanks for the insight.
 7. I hear that South-Africans use "robot" to refer to stoplights. Would be interesting to see how that meaning came about.


Attorney Talking
Coal Mining: Do You Know How to Stay Safe?
Powered haulage trucks
Analyzing data from 2013 to 2017, powered haulage trucks caused the most coal mining fatalities. This year, powered haulage trucks have already caused five coal surface mining deaths.
Trucks are a necessary part of mining. They are used to transport workers, materials, coal, and waste. Since you cannot remove trucks from the mining process, let's take a look at some of the major contributing factors to the accidents, and see how you can stay safe around them.
Danger Factors
A number of factors contribute to trucking accidents at the mine. A few of the most common causes of truck failure and incident are:
 1. Steep road gradientsThe trucks were designed to travel on relatively flat surfaces. Driving on hills stresses the truck's mechanics, and can lead to malfunction.
 2. Heavy loads. Heavy loads stress out the equipment and can unbalance the truck, leading to equipment failures or accidents.
 3. Inadequate road design. Mine roads must be wide enough to support a truck, relatively flat, and durable to support a loaded truck's weight.
 4. Poor equipment maintenance and operating policies. Poor maintenance can lead to faulty brakes and other dangerous equipment malfunction.
 5. Inattentive driversJust like typical vehicle drivers, distracted drivers can cause accidents and put lives in danger.
 6. Imbalanced trucks. Trucks run the risk of overturning when dumping material on the edge of dump locations when they are too heavy or the ground is unstable.
Safety solutions
You can never guarantee safety, but there are steps that you can take to minimize risks. Talk with your supervisor to learn more about mine safety and other precautions you can be taking.
 1. Ask for truck safety manuals to be added to all trucks.
 2. Report any problems with a truck's performance and responsiveness.
 3. Always wear a seatbelt when inside a truck.
 4. Report mine safety violations immediately.
 5. Avoid driving in poorly lit conditions.
 6. Make sure that your truck is not carrying a load above the recommended weight limit.
Who is responsible for mine safety?
A number of people are responsible for keeping the mines safe. A few key groups include the mine operators, safety representatives, engineers, miners, state regulatory agencies, and MSHA.
Mining will always come with risks, and some safety issues are out of your control. If you are injured at work, consider contacting an attorney who can advise you on your rights, and help you gain compensation for injuries you suffered on the job.
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text:
Hydrogen has several isotopes and one of them, deuterium, exists quite naturally in water to form. In previous experiments and several papers by Gilbert Lewis, it has been found that life is hindered in the presence of. While this may be true, my PI Steve Koch wondered if life had found a use for it because naturally occurring water has about a 17mM (millimolar) concentration of deuterium.
To put that number into perspective, when I do a typical polymerase chain reaction of DNA I add 10mM of each base of DNA (which is less than the amount of naturally occurring deuterium) to create millions of copies of a DNA template from an amount that is 1000x less then what the reaction yields. In fact most chemicals in most of my buffers on the order of the amount of naturally occurring deuterium.
So you can see it isn't a stretch to think that nature has found a use for since it is quite abundant and life has been constantly evolving for billions of years. I want to test this hypothesis in a variety of different organisms:
- Tobacco Seeds – to act as a foil to Lewis' experiments in which he grew tobacco seeds in pure.
- Mustard Seeds – from what I'm told mustard seeds are the powerhouse of the botanical genetics world much like Drosophila and S. cerevisiae are in their respective genetic fields.
- Escherichia coli – another molecular biological powerhouse that is very easy to grow and may be easy to see results with. We just got the facilities to be able to grow E. coli and damn it I want to use them!
- Saccharomyces cerevisiae (Yeast) – I know a guy who grows yeast for his experiments and I'm sure it wouldn't be a stretch to get him to do so in deuterium depeleted water.
So the idea would be to try to grow these in regular water and in deuterium depleted water (no ), and in the case of E. coli and yeast, perhaps in pure because I don't think those experiments have been carried out yet. Hopefully I will be able to conclusively state whether or not life has developed a need/use for which would be a very interesting discovery indeed!


text:
The Quilt Collection
The collection of quilts and patchwork at Amgueddfa Cymru contains examples of bedcovers from the eighteenth to the twentieth centuries, together with smaller items such as cushion covers, linings from christening baskets, eighteenth-century petticoats and a christening gown worn by Peter Morgan of Golden Grove in 1722.
[image: Detail of a wholecloth quilt from Abergwawr made to commemorate Queen Victoria's Golden Jubilee in 1887]
Detail of a wholecloth quilt from Abergwawr made to commemorate Queen Victoria's Golden Jubilee in 1887
The quilt collection at the Museum dates back to the 1930s. Although a few examples of quilts had been donated to the Museum in 1914, no systematic collecting had been undertaken prior to the establishment of the Department of Folk Culture and Industries in 1932.
The quilting revival of the late 1920s and 30s, and the work of researcher Mavis FitzRandolph for the Rural Industries Bureau in Wales, caused a new awareness of the quality and workmanship of the old quilts and patchwork coverlets that existed in Welsh homes. Some of the best specimens in the collection were acquired during this pre-war period. A number of these are coverlets made from plain fabric on which the decoration is formed entirely of patterns in running stitch, usually designed at the quilting frame by the housewife or professional quilter. However, although the tradition of wholecloth quilting was very strong in Wales, many superb examples of patchwork have also been collected from Welsh sources. There are quilts in the collection from almost every part of Wales, though the tradition seems to have been particularly strong in the western counties of Carmarthenshire and Ceredigion. The quilting revival of the twenties, however, was almost entirely based in the industrial valleys of south Wales.
Unfortunately, a shortage of materials and wartime rationing caused quilting as a cottage industry to all but disappear in Wales, and the Museum was in the vanguard of those who tried to revive the industry. The Museum held a quilting conference and exhibition in 1950-1. Although the collection was enhanced as a result of the interest shown in this exhibition, no real revival of quilting as an industry resulted.
[image: Detail of a bedcover made from 4,525 pieces of woollen cloth.]
Detail of a bedcover made from 4,525 pieces of woollen cloth.
The interest in quilting and patchwork that now exists arose during the 1970s under the strong influence of a very lively tradition in the United States, and encouraged by the formation of the Quilter's Guild in Britain. This resulted in quilts and particularly patchwork being made in large numbers once more, though the craft is practised as a leisure activity rather than a craft industry. However, British, and especially Welsh, quilters are now turning more and more to the old Welsh quilts for inspiration and trying to re-establish the Welsh quilting tradition instead of following the north American patchwork tradition.
The simple quilts on the beds in the re-erected buildings at St. Fagans: National History Museum are true examples of a folk art, items produced by Welsh women for their own use and pleasure.
Click on the thumbnails below to view a selection of quilts from the collections.
The Quilt Collection
Quilts by Christine Stevens published by Gomer Press and the National Museum of Wales helps answer the demand from present day quilters for information about the tradition they are helping to preserve, and provides access to a large collection, only a small proportion of which can ever be on display. For information on how to order telephone (029) 2057 3155 or email us.
- 16 April 2007


text:
Sole survivors: Bacteria build up on shoe bottoms
Rockport's new washable leather shoes will keep the soles of your shoes, and the places they tramp on, cleaner.
Share with others:
Dr. Chuck Gerba, an environmental microbiologist at the University of Arizona, says he doesn't put his shoes up on his desk anymore -- not since completing a study dealing with the accumulation and elimination of E. coli and other nasty fecal-based bacteria on soles.
The study, funded by Rockport in conjunction with introduction of its latest line of washable leather shoes, showed that just one wash cycle could eliminate almost 99 percent of the bacteria, Dr. Gerba said. Some 30 test subjects wore washable shoes for the study, while another group wore more conventional shoes that couldn't be washed.
Besides E. coli, which is known to cause intestinal and urinary tract infections, the soles of the shoes picked up Klebsiella pneumonia bacteria, a source of wound and bloodstream infections as well as pneumonia, and Serratia ficaria, a rare cause of infections in the respiratory tract and wounds.
Those bacteria, Dr. Gerba said, all are found in fecal material, and apparently were picked up from floors in public restrooms and outside from animal excrement. The study also showed the bacteria lived longer than usual "because you're accumulating food [for the bacteria] on the bottom of the shoes," he added.
"[The shoes] look like they're becoming a bacteria cafeteria.... We didn't do a survival time, but they were surviving longer than they would on a desk top."
Dr. Gerba, who studies how diseases are transmitted through the environment, said that once-a-month laundering probably was sufficient to hold down external bacterial contagion.
Also cleaned at 90 percent efficiency in the laundry were a different type of bacteria, those that grow on skin and are transferred to insoles by wearing shoes without socks. "You can get other bacteria from the air and dirt [that] can go in there, too," Dr. Gerba said.
"They grow in a moist, warm environment.... They like to live in saunas and that's basically what your shoe becomes."
Two years ago, Dr. Gerba did a similar study on purses and found that one-third of those tested at random were infected with fecal bacteria. The reason: "probably because [women] put them down on bathroom floors. They are full of bacteria."
Rockport said the scientists washed the shoes in a standard washing machine, using company-suggested conditions: cold water and 12-minute wash cycle with detergent. The shoes should be air-dried for 24 hours.
First Published May 21, 2008 12:00 am


text: In their introductory remarks of their article dealing with the concept of security and the security policies Eugenio Pizzimenti and Alberto Vannucci point out that the most important function of modern states is the guarantee of citizens' security. They consider security as a collective problem: the institutions dictate prescriptions about the behaviors (or states of the world) which are prescribed, forbidden or permitted, providing a behavior model of conduct which is supported by a set of coherent expectations about the future actions of other persons. Whenever one or more social actors perceive that some of their rights are being seriously challenged by an external actor who assumes the intensity of an existential defy, securitization sets in, which is, among other things, a symptom of the potential failure of the ordinary political processes. Rights are intrinsically inter-subjective. A condition of relative security is a second best, that is, an equilibrium which, among other things, includes (and stabilizes) relationships of a conflictual nature or of an imperfect coordination, since in the real world rights are only imperfectly delineated. Hence, transaction costs are needed, in order to define, protect, capture, or transfer resources control rights. In the modern political theory there two approaches to the security problem: that of the voluntary exchange between rational political actors, and that which is founded upon the concept of political identity and acknowledgement. Security may be seen as a policy idea, as well as an object of public policy.


text: Whyatt's family is acting very sneaky and he wants to know why! The Super Readers waltz into the story of the Twelve Dancing Princesses - who are acting just as secretive. The Super Readers may be hot on the trail of the Princesses to discover what they're concealing, but will Whyatt uncover what his family is hiding? Educational Objectives: To learn about the fun of the unexpected, play with the alphabet and identify the letters W-I-N-D. In addition, young viewers will practice the magic of spelling, and use the power to read to change the story!


text:
A lesson on how to deal with Negative Exponents in an equation
Stinky Kid Math
Stinky Kid Math has been developed to help students of all ages to build a solid mathematical foundation in pre-algebra, algebra, and geometry. The understanding of these concepts becomes the foundation for all math that comes afterwards, and a lack of this knowledge is often the reason people struggle in upper-level math classes. Stinky Kid Math brings math to life by making concepts relatable to creative, right-brained learners, and it makes it fun!


text:
Edited by Semir Zeki and Oliver Goodenough, Law and the Brain is a wonderful collection of fourteen essays that examine a range of topics at the intersection of law and neurobiology. Although neurotransdiscipline texts, collections, and journal symposia abound, what makes Law and the Brain so special is its focus on the special challenges raised by the neuroscience-policy interface. These challenges flow from basic differences in the orientation of the brain and brain science, on the one hand, and the law on the other hand.
47 Jurimetrics 377 (2007).
Tovino, Stacey A., "Book Review: "Law and the Brain"" (2007). Scholarly Works. Paper 395.


I'm trying to apply the output from PCA analysis I've run on some yield curve history and am getting a bit confused. I have followed the steps below,
 1. From a history of the yield curve ($m \times n$ where $m$ are the days and $n$ are the tenor points) I derive the daily returns
 2. Calculate a covariance matrix from the daily returns
 3. Calculate the eigenvectors and eigenvalues that correspond to the covariance matrix. The first two eigenvectors (principal components) are,
 Tenor PC2 PC1
 1Y -0.15028 0.05154
 2Y -0.32138 0.13310
 3Y -0.41856 0.20852
 5Y -0.41465 0.26116
 7Y -0.33315 0.29555
 10Y -0.19980 0.31919
 15Y -0.04874 0.33416
 20Y 0.08760 0.34173
PC1 explains 85% of the variance and PC2 explains 11%, so these two components are enough for the purposes of my analysis.
What I would like to do is measure the amount the yield curve moves if I assume the 5Y point moves by exactly one unit with every point moving in the same direction (the move exactly described by PC1).
To do this I calculate a shift to the yield curve using the following expansion, $ \textbf{PC1} = \Bigg[ \textbf{SD} \cdot \bigg[ \textbf{P} \cdot \big[ \textbf{Sc} \cdot \textbf{SD} \cdot \textbf{P} \big] ^ {-1} \bigg] \Bigg] \cdot \big[1\big]$
 - $\textbf{SD}$ is the standard deviation matrix of size $n \times n$ where $n$ is the number of tenors, the diagonal value is the square root of the diagonal of the covariance matrix and zeros everywhere
 - $\textbf{P}$ is the first Principal Component vector, which is simply the eigenvalues of the covariance matrix of the daily returns of size $n \times 1$
 - $\textbf{Sc}$ is a scalar vector that represents a unit shift at the 5Y point, so is a $n \times 1$ vector with 0 at each element apart from 1 at the corresponding 5Y tenor
The output of the above expansion does indeed lead to an $n \times 1$ vector that has a shift for every tenor and exactly 1 at the 5Y point, so the result does appear to be correct.
This is the output,
However, some other references suggest that I can use the eigenvectors as weights directly. If I do that and scale the results of the PC1 vector so that the 5Y element is exactly 1, I get this result,
So my question simply is - which result is correct? Is it the first one or the second, which is simply a linear scaling of the eigenvector?
Thank you in advance.
 - $\begingroup$ Welcome to CV. I've a few questions to clarify what you are doing. what is SD? The standard deviation of a matrix I am familiar with is a scalar (see _URL_. Do you mean the covariance matrix with element by element square root? Or maybe the eigenvalues? You allude to references, could you provide some? $\endgroup$ – ReneBt Feb 15 '19 at 14:15
 - $\begingroup$ Hi Rene, I've edited my question about. In specific answer to your questions SD is square root of the diagonal of the covariance matrix. I've also linked to a reference. $\endgroup$ – insomniac Feb 15 '19 at 15:02
Try squaring your transformed PC1 (eqn 1) and compare it to the directly weighted loading (option 2) - you will see that it is the square of the direct weighting.
For your purposes there is no need to manipulate the eigenvectors themselves, what you should adjust is the scores applied to each PC (which is method 2).If you manipulate the eigenvectors themselves, you are directly manipulating the underlying reality of your covariance structure. Eigenvectors are unit vectors, so they have an overall weight of 1 - if you mess with that you just make life complicated for yourself in correcting for when to square and when to square root, as you would need to work out with solution 1.
If you manipulate the scores, you are simply observing what happens as you manipulate observations, which sounds more like what you want. The PCA equation it is very simple.
$ Data = Scores * PCs$
If you adjust the scores there is no squaring involved - the effect of scaling changes are inherently handled by the nature of linear algebra multiplication.
 - $\begingroup$ Hi Rene, thanks but I don't follow your explanation. What do you refer to by "transformed PC1", "scores" and "weighted loading"? Can you please clarify. $\endgroup$ – insomniac Feb 23 '19 at 8:14
 - $\begingroup$ OK, have included reference to your 1st and second options. If you scale the eigenvectors then you are introducing a weight to them. $\endgroup$ – ReneBt Feb 23 '19 at 15:16
Your Answer


text:
Post Acute Myocardial Infraction Patient are being under diagnosis for psychological distress disorders such as depression, anxiety, and post traumatuc.
Research Question and Problem
Assignment: Please write a research question and problem with supporting literature. The question should contain independent variable and dependent variable. The question should state what type of study will be performed (quantitative study or qualitative study).
1.My topic statement is psychological distress in post-acute myocardial infraction (MI) patients. The problem is that many times this patient population is being under diagnosis for psychological distress disorders like depression, anxiety and post-traumatic stress disorder. The problem is there is no specific nursing assessment tool that have been developed to help nurses working with this patient population assess and pick up on signs and symptoms of psychological distress disorder in order for this post-acute MI patients can get psychological distress disorder treatment early.
Is there a difference in detecting psychological distress disorders like depression, anxiety, and post-traumatic stress disorder early in post-acute (MI) patients who complete a psychological questionnaire with a nurse before discharge and those who do not complete psychological questionnaire with a nurse before discharge?
The independent variable is psychological discharge questionnaire by nurse before discharge. The dependent variable is detecting psychological distress disorders such as depression, anxiety, and post-traumatic stress disorder early in post-acute (MI) patients. Post-acute MI patients are times psychological distress disorders are under diagnosed in this patient population. It is also important to examine the associated factors which might favor greater distress such as (family history and number of MI etc).


- Adult Using Toy Track Car Into Pool Adulthood Eradicator Set
Adulthood Eradicator
$ 119.99
Adulthood was meant as a time in our lives when we're supposed to do the things we were told not to do as a children. Go run at the pool, yell in the house, talk to strangers, eat candy before bed, and cross the street without looking both ways. If people were supposed to follow those rules forever then why would we have emergency rooms, noise ordinances, missing persons departments, type two diabetes, and biodegradable coffins? Stop acting like a child and break some rules. How can you expect to be an adult without repressing the fun of another human's childhood while you drink your "grown up juice" and yell at park benches. Get your shit together and life your life the way God intended, by spending the later half of your life rebelling against how your parents governed you you as a child. Start by buying this plastic slide and using it in every way it wasn't meant to be.
Tags: adult toys, kids, summer, water sports
Type: pranks and toys
Vendor: amazon


text:
Beyond FUN: BLACK, WHITE, JUST RIGHT!
I'd seen this title on various lists of books for children of mixed-race heritage over the past few years. Published in 1993, it was clearly written with the goal of helping children of mixed-race parentage understand the special place they occupy in their families. The first-person narrator of this book, who never reveals her name, cheerfully runs through the various ways in which her parents differ, and how she fits very happily in the middle of those differences:
"Mama's face is chestnut brown. Her dark brown eyes bright as bees. Papa's face turns pink in the sun; his blue eyes squinch up when he smiles. My face? I look like both of them—a little dark, a little light. Mama and Papa say, 'Just right!'"
Colorful illustrations by Irene Trivas bring the words of author Marguerite Davol to life in a spunky, feel-good read. Davol's photo of herself with her two "just-right" grandchildren gives young readers an additional glimpse at a diverse family that just might reflect their own. The cover glimpse of a little girl smiling at herself in a mirror sets the tone of positive self-esteem and self-image that permeates this little gem of a book.


Department of Technology
Frequently Asked Questions DOT
Question: Are the degree programs in the Department of Technology (DOT) accredited?
Answer: The Technology Management degree program in the Department of Technology are accredited by the Association of Technology, Management, and Applied Engineering (ATMAE).
Question: What does "accredited" mean and why is it important?
Answer: Accreditation means that the programs meet national quality standards in their discipline. Accredited programs are extensively evaluated every few years by teams of professionals from national accrediting associations and have been found to be of high quality. Accredited programs are recognized nationally as meeting those high standards.
Question: How much does it cost to go to USM?
Answer: The cost to attend USM depends on several factors such as the number of courses taken, where students live, fees, meal plans, and course supplies such as text books and will differ for different students. For information about tuition and mandatory fees refer to Student Accounts.
Question: What types of financial aid are available at USM?
Answer: USM has a wide range of financial aid available to students in the Department of Technology. Detailed information is available under the topic Student Financial Aid.
Question: Which of the courses I took at another school will transfer into USM.
Answer: Undergraduate coursework completed at other colleges and universities will be evaluated for transfer credit on the following criteria: whether or not the previous institution was regionally accredited; the grades received in the courses; the comparability of courses taken with course requirements at USM, and the comparability of courses taken with course requirements in the specific degree program. In some cases courses that transfer into USM can not be used to fulfill requirements for a specific degree program because of the requirements for that degree. Those courses will however show on the students transcript.
Question: How can I find out which of the courses I took at another school will be used to fulfill my requirements in Department of Technology degree programs?
Answer: Courses taken at other schools are evaluated at the time of admission to USM and into the degree program. The admissions office evaluates course transfer into USM and determines courses that will fulfill general education requirements if they do not conflict with specific degree requirements. Courses used to fulfill specific degree requirements are evaluated in the Department of Technology after they are transferred into USM. A tentative evaluation can be requested by the Department prior to admission to provide an estimate of the courses that will transfer into the programs.


text:
|How to Understand Peace?|
At the GHFP, we conceptualise peace as an inner spiritual state that has implications for our worldly processes. Here Dr Scherto Gill, our Senior Fellow, draws on the GHFP's book entitled "Understanding Peace Holistically", and offers three interconnected ideas:
First, peace is a spiritual value. As an inner state, peace is a special kind of tranquillity where we identify with the self as the essence of the 'I', the soul. Hence the expression: "I am a Soul." The 'I' connects well with that which is peaceful, such as the Divine, the Sacred, the Spirit. When our spiritual self-identification is primary, it can generate a blissful serenity that defuses the potentially violent nature of inner conflict. The peaceful 'I' can transcend the lived psychological tensions and calm their non-peaceful tendencies. This inner state is then experienced in our relationship with our self, other people and other beings in the world. In this way, inner peace denotes our intention and capacity to be in the right relationship, including living harmoniously with others near and far. When we are in such a state of peace, we can be ethical in our thoughts, attitudes, and acts – these are spontaneous expressions of spirituality.
Second, peace is a potential feature of all aspects of human life that involve conflict. Our world is characterised by diversity, and where there is difference, inevitably there is conflict, tension, and contradiction. These are normal ebbs and flows of life and they should not be equated with violence. Hence, conflict is not the opposite of peace, and peace does not require eliminating conflict. Often, the presence of conflict can invite us to encounter, to dialogue, to engage our humanness, to recognise each other as human beings, as part of a 'WE'. With this mutual recognition, we can transform conflict towards innovation and positive change. With this mutual recognition, we can resolve violence – not only because violence dehumanises and therefore we reject it, but also because if others are violated and hurt, one is equally hurting – that is precisely the nature of being part of a WE. Therefore non-violence is always part of peace-making in the world – It is an active striving towards love, friendship, respect and justice that denounces all forms of antagonism, violence, and enemy-making.
Third, peace is constituted in human life itself, our well-being and flourishing. Peacefulness as a spiritual value is rooted in the intrinsically valuable nature of our being. Being human is itself valuable, regardless who we are, where we are from, nor what we are, what we do. This self-perception is a fundamental form of dignity, self-respect, or self-love. Seeing human beings (and other beings on the planet) in this way allows us to recognise that all lives, well-being and flourishing are likewise valuable. Similarly, the contents of our lives, including our experiences, activities, processes, relationships, also have intrinsic value. Peace as a spiritual state directs our appreciative awareness to these values.
For peacefulness to pertain to our spiritual and non-violent ways of being, and constitute our personal well-being, and collective flourishing, it requires that our institutions be underpinned by a culture that embodies the values of respect and compassion, our public practices to be humanising and forgiving. Equally, our global socio-economic and political systems need to reflect this respect for the inherent non-instrumental value of human being, human life, and all lives on the planet.
Bringing these three ideas together, we can see that peace is simultaneously spiritual, ethical, cultural and political. Peacefulness as an inner spiritual state has bearings on our worldly processes, and vice versa.
On this International Day of Peace, when we are invited to join millions around the planet to meditate together, by quietening our minds, widening our hearts, we also open a collective space for our spirits to speak to us about what it means to make peace, build peace, and above all, to be peace.


Quick Answer: How Did Elijah Respond To God'S Call?
How did Elijah hear God?
In 1 Kings 19:11, the Lord tells Elijah that he is about to pass by.
Finally, at the end of verse 12, Elijah hears a "gentle whisper." And Elijah immediately recognizes that God is in the gentle whisper.
Amid the earth-shaking noise of the wind, earthquake and fire, Elijah recognizes the voice of God..
What was Elisha's message?
At the siege of Samaria by the king of Syria, Elisha prophesied about the terrible sufferings of the people of Samaria and their eventual relief. Elisha then journeyed to Damascus and prophesied that Hazael would be king over Syria.
What can we learn from Elisha?
Elisha had the faith to ask big things of God (2 Kings 2:9). Elisha also had the faith to do many miracles. … The source of his courage was his knowledge that God was in control and protecting him. He knew his very life was in God's hands so he was not afraid of people.
Why did God send Elijah to Zarephath?
In order to avoid the wrath of the king God told Elijah to hide by the Brook Cherith where he was fed bread and meat by ravens sent from God (vv2-6). After a while, due to the drought, the brook dried up so God told Elijah to go to the town of Sarepta and to seek out a widow that would find him water and food (vv.
Is Days of Elijah biblical?
Days of Elijah leaves much to be desired. Though it has a great overall message and has some accurate basis in Scripture, it also takes other Bible verses out of context, makes figurative usage out of events that did not exist, and leaves unbelievers bewildered and confused.
What did Elisha call Elijah?
When Elisha sees Elijah riding up to heaven in a fiery chariot drawn by fiery horses, he calls him: וישרפו לארשי בכר יבא יבא, "My father, my father! Chariot of Israel and its horses!" The same title is used again by the Israelite king Joash when he cries out in despair and addresses the dying Elisha in 2 Kgs 13:14.
What kind of man was Elijah?
He was a hairy man, a rugged outdoor type. Elijah had super speed. He ran seventeen miles from Carmel to Jezreel faster than Ahab's chariot (1 Kings 18:46).
When did God speak to Elijah in the cave?
Why did Elijah flee to the mountain?
After bidding the king eat and drink for the drought would presently end, Elijah went to a solitary place on the mountain to pray for rain.
How many miracles Elijah and Elisha did?
Elisha asked Elijah for twice as much as his spirit; Elijah said it was a difficult request (2 Kgs 2.9). The Midrash says Elijah did eight miracles and Elisha sixteen. I Elisha's miracles not only double Elijah's but seem to parallel and multiply them in their themes, elements and language.
Who is the father of Elijah?
Why did Elijah pray for no rain?
Elijah was making a point to them that they must pray and praise God for all that they have. He prayed for the rain to stop to make a point to them that God gives us all, rain, sun, food, etc. when the people learned their lesson, he prayed again and the rains came again.
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Thomas Addison
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Not to be confused with Thomas Edison.
Thomas Addison
Born April 1793
Longbenton, Northumberland, England
Died 29 June 1860
Brighton, East Sussex, England
Cause of death
Resting place
Lanercost Priory
Occupation Physician
Known for Addison's Disease, Pernicious anemia
Parents Sarah and Joseph Addison
Thomas Addison (April 1793 – 29 June 1860) was a renowned 19th-century English physician and scientist. He is traditionally regarded as one of the "great men" of Guy's Hospital in London.
Among other pathologies he discovered Addison's disease (a degenerative disease of the adrenal glands) and Addisonian anemia (pernicious anemia), a hematological disorder later found to be caused by failure to absorb vitamin B12.
The early years[edit]
Thomas Addison was born in April 1793, but his exact birthdate is not known. He was born in Longbenton, near Newcastle upon Tyne, the son of Sarah and Joseph Addison, a grocer and flour dealer in Long Benton. He attended the local Thomas rutter school and then went to the Royal Free Grammar School in Newcastle upon Tyne. He learned Latin so well that he made notes in Latin and spoke it fluently.
Addison's father wanted him to become a lawyer, but he entered the University of Edinburgh Medical School in 1812 as a medical student. In 1815 he received the degree of Doctor of Medicine. His thesis was on Dissertatio medica inauguralis quaedam de syphilide et hydrargyro complectens (Concerning Syphilis and Mercury).
Addison moved from Edinburgh to London the same year and became a house surgeon (a surgical resident) at the Lock Hospital. Addison was also a pupil of Thomas Bateman at the public dispensary. He began a practice in medicine while he was physician at an open ward reception on Carey Street.
Thanks to his teachers, Addison became fascinated by diseases of the skin (dermatology). This fascination, which lasted the rest of his life, led him to be the first to describe the changes in skin pigmentation typical of what is now called Addison's disease.
Guy's Hospital[edit]
Thomas Addison
Addison's memorable career as a physician and scientist is usually dated to 1817 when he enrolled as a physician pupil at Guy's Hospital. Guy's Medical School recorded his entrance as follows: "Dec. 13, 1817, from Edinburgh, T. Addison, M.D., paid pounds 22-1s to be a perpetual Physician's pupil." Addison obtained his licentiateship in the Royal College of Physicians in 1819 and some years later was elected a fellow of the Royal College.
Addison was promoted to assistant physician on 14 January 1824 and in 1827 he was appointed lecturer of materia medica. In 1835 Addison was joint lecturer with Richard Bright on practical medicine, and in 1837 he became a full physician at Guy's Hospital. When Bright retired from the lectureship in 1840 Addison became sole lecturer. He held this position until about 1854–55. At that time, when medical students paid fees for separate courses of lectures, they searched throughout the city for the most attractive teachers. Addison was a brilliant lecturer. He attracted a large number of medical students to his lectures.
Thomas Addison was a superb diagnostician but rather a shy and taciturn man and had a small practice, at a time when physicians of his position usually had large practices. He was one of the most respected physicians at the Guy's Hospital, where he exerted a great deal of influence, devoting himself almost wholly to his students and patients. He was described as the type of doctor who is always trying to discover the change in a piece of machinery rather than one who, like his contemporary Benjamin Guy Babington, regarded his patients as suffering, sensitive human beings.[citation needed]
Thomas Addison suffered from many episodes of marked depression. It would seem certain that depression contributed to his retirement in 1860. He wrote then to his medical students as follows: "A considerable breakdown in my health has scared me from the anxieties, responsibilities and excitement of my profession; whether temporarily or permanently cannot yet be determined but, whatever may be the issue, be assured that nothing was better calculated to soothe me than the kind interest manifested by the pupils of Guy's Hospital during the many trying years devoted to that institution."
Three months later, on 29 June 1860, he committed suicide. The day after his death the Brighton Herald recorded that:
He was buried in the churchyard of Lanercost Priory. The hospital had a bust made of him, named a hall of the new part of the hospital for him, and perpetuated his memory with a marble wall table in the chapel.
Diseases Addison described[edit]
Addison is known today for describing a remarkably wide range of diseases. His name has entered into the annals of medicine and is part of the name of a number of medical disorders, including:
Addison gave one of the first adequate accounts of appendicitis and wrote a valuable study of the actions of poisons. He also made seminal contributions to the recognition and understanding of many other diseases, including;
Further reading[edit]
External links[edit]


text:
Star Delta Wiring Diagram With Timer Pdf Free __FULL__
the wiring diagram is made up of wires and the connections of these wires. the wires are drawn with graphical symbols and the circuit breakers or other controlling devices are shown in the schematic on the right side.
Star Delta Wiring Diagram With Timer Pdf Free
the electrical symbols used in the wiring diagram should be used with the wire size and the terminals. some of the symbols used are a vertical line, horizontal line, dot, circles or other shapes. the symbol for the terminals is n, the capital letter indicates a male terminal and the lower case letter indicates a female terminal. the symbols used are required for a wiring diagram.
you will not be able to operate the crane without a crane operator. crane operations need various safety equipment to provide protection for the people working. you need a safety walkie-talkie to transmit your message to a crane operator if you are operating the crane.
safety walkie-talkie: a safety walkie-talkie is a radio transmitter and receiver available for the cranes in a crane company. the two-way radio is required for the crane operator and persons operating the crane. the radio provides a safety distance by sending a voice message between the crane operator and personnel. the operator and all the persons may communicate with each other even when they are in a distance away from each other. the radio walkie-talkie enables one to talk with the other as long as he is within range.
this motor schematic shows various details of the electric motor with wiring. the details can be checked in order to understand the basic motor working. the details will help you in knowing the electric motor. this motor diagram also shows the wiring of electric motor. for example you can see the motor winding name, supply voltage etc.


text:
What is muram?
Disintegrated rocks are termed as muram.
Muram flooring are constructed mostly in villages and have the same merits as that of mud flooring. First of all, the subgrade is prepared up to 6″ thick and then a thick layer of muram is laid above the subgrade. Then 1″ thick layer of powder muram is spreaded over the previously laid muram layer and water is sprinkled thoroughly over the surface. The surface is rammed and then saturated with water so that a thin layer is formed on the top of the rammed surface. Then the surface is trampled well till the cream of muram rises to the top. The surface is allowed in this state for about 20-24 hrs and then it is rammed again with wooden rammers called thapies for about two to three days. The dry hard surface thus formed is then smeared with a thick coat of cow dung and rammed once again for two days in the morning. Finally the surface is finished with a cement cow-dung plaster 1:4 (1 cement : 4 cow dung). To maintain muram flooring in good condition, it is given a wash of cement cow-dung plaster once a week and the surface is wiped clean immediately.
Advantages of Muram Flooring:
- Muram flooring are cheap and the method of construction is easy.
- It is suitable for all climatic conditions
- It has long life when it is properly maintained
- It provides smooth, hard and less permeable surafce.
- The maintenance of this flooring is quite difficult. Because, the surface it has to be given cement cow-dung wash once or twice a week.


J John Montague
The Errigal Road by John Montague
Within 'The Errigal Road' Montague delves into themes of Irish myth/legend, community, and heritage. The poem takes the reader through an engaging landscape that represents the similarities and deeper connections between all Irish people, Protestant or Catholic.
The Errigal Road John Montague
In 'The Errigal Road,' John Montague explores Irish mythological history while advocating for relationships that go beyond contemporary violence.
The poem takes the reader through a series of landmarks around Hill Head Road in Northern Ireland. The speaker and his neighbour are exploring the landscape. Montague's speaker depicts the land's history, and the neighbour explains stories and legends that they both can relate to and appreciate. As the walk comes to an end the neighbour asks that the speaker remember the clear-headed conversation they had and tell others that it's possible.
You can read the full poem here.
Structure and Poetic Techniques
The Errigal Road' by John Montague is a thirteen stanza poem that is separated into sets of three lines, known as tercets. These terces do not follow a specific rhyme scheme, nor do they conform to one metrical pattern.
Montague makes use of several poetic techniques in 'The Errigal Road' these include alliteration, enjambment, and similes. The latter, similes, are a comparison between two unlike things that uses the words "like" or "as". A poet uses this kind of figurative language to say that one thing is similar to another, not like metaphor, that it "is" another. For example, in the second line of the fifth stanza in which the speaker describes the movement of a red quarry as "a movement swift as a bird's".
Another important technique commonly used in poetry is enjambment. It occurs when a line is cut off before its natural stopping point. Enjambment forces a reader down to the next line, and the next, quickly. One has to move forward in order to comfortably resolve a phrase or sentence. For instance, the transition between lines one and two of the second stanza or the transition between lines two and three of stanza six.
A simile is a comparison between two unlike things that uses the words "like" or "as". A poet uses this kind of figurative language to say that one thing is similar to another, not like metaphor, that it "is" another. For example, these lines in stanza ten "Heavily booted soldiers probing vehicles, streets, / their strange antennae bristling, like insects."
Detailed Analysis
Stanzas One and Two
In the first stanzas of 'The Errigal Road,' the speaker begins by describing a walk he took with his "old Protestant neighbour" up along the "Hill Head Road" in Ulster, Northern Ireland. While walking, they passed a number of sights that his companion helped point out. There was the churchyard of Errigal Keerogue and various hills and valleys "celebrated in local myth". The neighbour knew these paths well. In fact, the speaker refers to them as belonging to the neighbour.
Stanzas Three and Four
Next, the neighbour points out "Whiskey Hollow" which is a line of white "lunar birches". While walking, the two take their time imagining the plotting of men hiding out in amongst the hills and feeding fires to keep warm.
Stanza Five and Six
The neighbour also mentions "Foxhole Brae" that can be found in the "torn face of a quarry". The "them" the neighbour refers to in the third line of the fifth stanza is foxes. They used to live everywhere, but now there are barely any. One appears in the sixth stanza. The red fox is generally regarded as a symbol of the Irish peasant, or as Potts states in Contemporary Irish Poetry and the Pastoral Tradition, for general Irish resourcefulness under colonization. It is quick on its feet and able to disappear and melt like rain.
Stanza Seven and Eight
The next stanzas of 'The Errigal Road' depict "Fairy Thorn Height". From there they can see more of the countryside. This place is a mythological landmark that helps the two see beyond their current differences. Catholics and Protestants can together understand the world through their common Irish Heritage.
Stanza Nine and Ten
The two expand their conversation into the wider violence that's going on around them. They think about a "gun battle outside Aughnacloy" and the machine-gun fire that rang out. There is also the story of "two men beaten up near dark Altamuskin". The last event they talk about is "an attempt to blow up Omagh Courthouse". This is a reference to a ca bombing in August of 1998 at the courthouse. It was prefaced by a telephone call warning: "There's a bomb, courthouse, Omagh, main street, 500lb, explosion 30 minutes".
Stanza Eleven and Twelve
The next lines address the chaos after the call came in. The military response is compared to insect swarms. The helicopters were like "hovering locusts" and the soldiers on the street "like insects". These are compelling similes and paint an easy to understand image of the scene.
The twelfth stanza of 'The Errigal Road' is back to describing the neighbour again. Here, he turns to address the speaker. He makes a broad statement that is simple, yet very meaningful. He asks that the speaker pass on the fact that "old neighbours" no matter their differences can "still speak to each other around here". This persevering sense of community in amongst violence and hate is the main theme of this work. The two are connected by something deeper than religious affiliation.
Stanzas Thirteen and Fourteen
In the last two stanzas of 'The Errigal Road,' the speaker describes how the neighbour said goodbye and then the speaker went on his way. He trailed back down the "main road" where he is back in the real, contemporary world. His adventures into the past are over and all of a sudden there are "cars" whipping "smartly past" him.
The last lines express his concern for the future and allude to his desire for a continuation of the neighbourly talk/walk he just went on. If only this kind of calm and clear-headed communication could occur between all those who fight around him.
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 - I understand John was at school with my Father.
 The Hill Head Road took them as travellers from the main Omagh Road (John actually went to school at Glencull or Glen Chuil, at that end of the Hillhead Road) to a T junction. We lived for a time at that exact T junction.
 To their left as they arrived, down a quite steep hill, is the ancient Errigal Keerogue graveyard with its listed Celtic cross and old church (my grandparents are buried there, as is my Father).
 They could not have passed it, but instead they then turned right, heading up the Gort Road, to where the Eagleson Family lived (and who we also occasionally visited). We moved away, but I met the Eaglesons again when i saw them after my Father's funeral in the 90's. There, I believe i met the person referenced in this poem.
 Both travellers would have known each other and the area very well.
 John would have lived even further on up that road when he was a child (having returned from New York, then being forced to live with a relative, plus suffering as a stranger with – his US accent – at the first school he was sent to… He left that place to go to Glencull)
 This whole area is steeped in folklore, mysticism, deep history, and reminders of past peoples (with dolmens, neolithic tombs, stone inscriptions, ancient place names often roughly or badly translated into English from the 1600's onwards). John had a very intimate deep interest in, and sensitivity to, the place, its history, and its unseen echoes of yesteryear.
 The poem itself was written in 1975 (published in 95) so it would be impossible that John was referring to a bomb in 1998. More likely this is a reference to a completely different and earlier incident given that the Troubles kicked off way back in 1969.
 The 1970's were an extremely difficult time for those in the border communities, with the military presence etc. No doubt even close friendships and relationships were strained at a time when so many were being killed in this particular area. This would have been very hard in a community where (quite literally) 'everybody knew everybody' and all could probably have told you every member of everyones family going back generations.
 The Whisky Hollow section is a reference to a place where Irish Moonshine (poitin) was made by use of illicit stills.
 Hope some of that gives further context.
 - Lee-James Bovey says:
 Wow that is incredible information and really brings the poem to life. Thank you.
 - >
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text:
Interesting case. From the wikipedia article, an average white dwarf has a mass of ~0.6 Msun and a radius of ~0.015 Rsun. If we want it to have the same effective temperature as the Sun, and Earth to end up with the same insolation, then the size a of the orbit is determined by the scaling relation
Originally Posted by Xibalba
Rsun^2 / (1 AU)^2 ~ (0.015 Rsun)^2 / a^2 ===> a ~ 0.015 AU ~ 2*10^9 m
which is only five times the distance to the Moon. Tidal forces depend on mass and the inverse cube of distance, which gives us in terms of the lunar tidals:
Ftidal ~ ((1.2*10^30 kg)/(7*10^22 kg)) / 5^3 Ftidal|lunar ~ 1.5*10^5 Ftidal|lunar
Instead of a tidal bulge on the order of a metre, it would be on the order of 100 km. Meaning that until tidal lock is achieved, the only permanent bodies of water would be lakes with sufficiently steep sides. Anything with shallow sides, including the oceans, would lose its water to two big blobs which would do their best to remain stationary with respect to the new sun while the planet rotates along underneath them. I guess life better stays in those sealed bunkers for the duration. The ordinary scaling law for time to tidal lock is something like
Tlock ~ (10^10 years) / ((Trot in days) (Ftidal/Ftidal|lunar)^2) ~ (1 year) / (Trot in days)
where Trot is the original (unlocked) day-length with respect to the tide-inducing body. Unless Earth spins a lot faster upon capture than it does now, the result is on the order of 1 year. If, on the other hand, Earth spins a lot slower, which seems like the more likely scenario to me, then the day-length would be mainly determined by the year-length, which works out on the order of 1 day (as in 24 hours), funnily enough.
Mind you, I'm not sure if this situation might not be too extraordinary for the scaling relation to apply in that form. It assumes that the combination of atmospheric and ocean tides and planetary deformation is sufficient to actually dissipate rotational energy into heat at the maximal rate, which seems questionable. Assuming that it does, the power output would be vast:
Ptidal ~ Erot / Tlock
Ptidal ~ (1/2 I w^2) / ((1 year) / (Trot in days))
Ptidal ~ (1/2 (2/5 M R^2) ((2 pi)/Trot)^2) / ((1 year) * (1 day) / Trot)
Ptidal ~ (7 * (6*10^24 kg) * (6*10^6 m)^2) / ((3*10^7 s) * (10^5 s) * Trot)
Ptidal ~ (5*10^26 kg m^2 / s^2) / Trot
Ptidal ~ Lsun / (Trot in seconds)
I'm not sure where all these numerical coincidences come from, but that aside, it does give one quite a good sense of scale: The Earth has about one ten-thousandth the surface of the Sun, and Trot should be on the order of one hundred thousand, so for the Earth to dissipate that amount of power, it would have to output only one order of magnitude less power per unit surface than the Sun does. Since black-body power output scales with T^4, that means more than half the temperature of the sun. And as rock begins to melt by as little as 1,000 K, this would directly liquify the upper portions of the planet. Assuming the interior has been frozen solid in the interim, one ends up with a sort of inverted planet whose surface is hotter than its core. In the long run, what is of more practical import is that this might just be hot enough to boil away (away as in all the way into space) all of our water, even in as little as that one year we're talking about.
As I said, the planet might well not actually have the capacity to dissipate power at that rate, so things might not get quite that bad. The price for that, though, would be a longer time to lock, so the not-quite-that-bad conditions would last a lot longer. Conclusion: Unless the planet is already as close as no matter to tidal lock when it assumes a habitable-zone orbit, which seems highly unlikely, the process of locking it would pretty much make it uninhabitable... Catch-22. The only upside I see is that this might indeed just about do what you were hoping for, in the long run, and kick-start the planet's dormant geological activity again.


How often should i worm my horse
Can you worm a horse too often?
Answer: While it is unlikely a horse will become ill or suffer harmful effects from being dewormed too often, in the long term, all horses' health can be compromised by the development of parasite resistance to dewormers.
What months do you worm horses?
Regular worm egg counts are necessary during the grazing season, which can be between March and September (weather dependent). Horses with single high worm egg counts, regular elevated counts or susceptible horses (very young or old) do then need treating.
What are the signs that a horse has worms?
Common signs of parasite or worm infection include:
 - Weight loss.
 - Colic.
 - Diarrhea or constipation.
 - Rough hair coat.
 - Poor growth in foals.
 - Respiratory problems. (nasal discharge, cough)
What to expect after worming a horse?
After worming allow your horses to pass the parasites and then move them to clean pasture (allow 48 hours after treatment). Consider grazing your horse with other species such as sheep/cattle which can 'mop up' some of the worm burden.
How long after worming horse are worms expelled?
Many of the data sheets for wormers, notably those that contain praziquantel, ivermectin or moxidectin, advise stabling for two – three days after worming. Equitape data sheet states that "in order to limit pasture excretion of the product and its metabolites, horses should remain stabled for two days after treatment".
What is the best horse wormer?
2. Ivermectin and moxidectin are the best choices to control strongyle parasites. Pyrantel, fenbendazole and oxibendazole are good for treating ascarids in young horses. Ivermectin resistance is common in ascarids.
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What horse wormer kills all worms?
"(Non moxidectin, Non fenbendazole product) has the capacity to treat all common types of parasitic worms (including tapeworms) and bots." "(Non moxidectin, Non fenbendazole product) has the best combined efficacy and the broadest spectrum of activity of any wormer."
When should I worm my horses bots?
Treatment for Bots
Traditionally horses are treated for bots at the end of autumn, after a frost that kills the adult fly, and again at the beginning spring to rid the stomach of all the larvae. In the past the treatment was worse than the disease, with extremely toxic chemicals given via a stomach tube to the horse.
What should I worm my horse with?
There are two types of wormer that can be used for this, fenbendazole or moxidectin based wormers. Horses only need treating for tapeworm twice a year as the lifecycle takes six months to complete. This should be done in March and September. This can be done using a praziquantel or a pyrantel based wormer.
Can you see worms in horse poop?
Occasionally you might see the parasites themselves in the droppings. Even if your horse has worms this is rare because they are usually metabolised in the gut first but it's definitely not unheard of. If you see worms you will want to identify and treat them with the appropriate wormer.
Can humans catch worms from horses?
Horses become infected by ingesting the parasite in contaminated food or water. Transmission: The parasite can be transmitted from horses to humans in contaminated water, soil, or surfaces and can survive in the environment for long periods.
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Can worms make a horse cough?
Because these worms can migrate to the lungs, infected horses may show signs of respiratory disease such as cough or nasal discharge.
What happens if you give a horse too much Wormer?
What happens if you dont worm your horse?
An untreated tapeworm burden may cause colic. Egg counts do not detect immature, encysted worm larvae which are not producing eggs. … If the horse does not get wormed because it has a low egg count you will not remove bot larvae that live in the horse's stomach over the winter.
9 months ago
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Want to learn how To make low carb tortillas? Making low carb tortillas is easy and they are much healthier than the traditional store bought varieties. Many low carb people shy away from Mexican food, but this tortilla recipe is not only healthy, it's delicious. There are only five ingredients in this process, so it is very inexpensive to make. in addition, this recipe takes approximately 45 minutes to prepare with fifteen minutes of preparation time, but you can always make low carb tortillas ahead of time, freeze them and reheat as needed.
To make low carb tortillas you will need:
- 4 cups of whole-wheat flour
- 2 teaspoons of baking powder
- 1 teaspoon of salt
- 2 tablespoons of lard
- 1 1/2 cups of water
- Large skillet for frying
- Rolling pin
- Combine the first three ingredients and mix together in a large bowl. Mixing the ingredients completely will ensure that you have an even dough to work with.
- Cut the lard into the flower mixture using your hands. It should look like cornmeal when you are done. Freezing the lard prior to use and utilizing a box grater to cut it into the dough can make this step a little easier.
- Add the water and mix it the dough until it comes off the sides of the bowl. Place some flour on your hands and lightly flour your work surface. Turn the dough out onto the surface and knead it until it forms into a smooth ball of dough. Divide the dough into 24 equal dough balls.
- Preheat your skillet over a medium high heat and spray with oil cooking spray. Roll each section of dough with a well-floured rolling pin until it resembles a round, thin tortilla. If you prefer, you can roll the dough between wax paper to make it easier to remove.
- Cook each tortilla on each side until golden brown and bubbly. Place cooked tortillas in a warm oven or cover with foil to keep them warm while you cook the remainder of your low carb tortillas.
If you would like to substitute the lard, margarine can be used instead. Just make sure to mix well. If you like slightly larger low carb tortillas, consider separating the dough into 16 smaller dough balls, for a larger version. Spices, such as garlic powder, onion powder or oregano can be added to the dough for added flavor. Low carb tortillas can also be served with cinnamon sugar and served as a snack. These low carb tortillas are great for breakfast burritos and are ideal for a low carb lunch or dinner.