be tolerated.
 5. Swimmers are expected to help create a supportive atmosphere in both training and competitive settings. Treat all athletes as you would like to be treated.
 6. Swimmers are expected to refrain from using profane, disrespectful or threatening language both in person and while using social media, towards other swimmers, coaches and officials. This includes interaction on social media platforms.
 7. Swimmers are expected to refrain from being under the influence or possession of alcohol, social, non-prescription drugs. This includes the possession or use of cigarettes and e-cigarettes.
 8. Swimmers are expected to have permission from the coach to leave the deck during practice or meets. (For safety reasons, the coach must know where swimmers are at all times.)
 9. Swimmers must represent the Windsor Aquatic Club in a positive manner at all times. This applies to practice, during swim meets, team travel events and when interacting with teammates on social media platforms.
 10. Be a good sport. Cheer your teammate's performances and treat other athletes, parents, officials and coaches with courtesy and respect at all times. This Code of Conduct is in effect during all WAC activities. Breach of the code can result in, but is not limited to, suspension from practice, suspension from competition, formal verbal or written apologies and any other form of disciplinary measure considered appropriate by the club.
Please click HERE to read the Swim Ontario Code of Conduct.


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as an hourly wage. Worker schedules are categorized by number of work hours per day or number of work hours per week; these are regulated and distinguish part-time from full-time jobs. The man-hour describes the amount of work that a person can complete in one hour. Many professionals such as lawyers and therapists charge a fee per hour.
The credit hour measures the time commitment of an academic course (typically university level) in terms of "contact hours" between students and staff per week. For example, a class that meets for one hour three times a week is said to be a 3-hour class.
The kilowatt hour, the energy expended by a 1000 watt device in one hour, is commonly used as a billing unit for energy delivered to consumers by electric utilities. Conversely, the Btu per hour is a unit of power used in the power industry and heating/cooling applications. In the railroad industry, when sharing locomotives, the horsepower-hour may be used as a measure of energy.
|Wikimedia Commons has media related to Hour.|
Notes and references
- "Non-SI units accepted for use with the SI, and units based on fundamental constants". Bureau International des Poids et Mesures. 2007-04-11.
- "Hour". Oxford English Dictionary (3rd ed.). Oxford University Press. September 2005.
- "A Walk Through Time". National Institute of Standards and Technology. Retrieved 2 April 2014.
- Landes, David S. 'Revolution in Time. Harvard University Press, 1983, p. 76.
- Holford-Strevens, Leofranc (2005). The History of Time: A Very Short Introduction. Very Short Introductions 133. Oxford: Oxford University Press. ISBN 9780192804990.
- There is a "trace" of that system, for instance, in Verdi's operas where in Rigoletto or in Un ballo in maschera midnight is announced by the bell striking 6 times, not 12 as we are accustomed to it today! But in his last opera, Falstaff, strangely, he abandoned that style, perhaps under influence of contemporary trends at end of 19th century when he composed it, and the midnight bell strikes 12 times.
|Look up hour or stound in Wiktionary, the free dictionary.|
|Wikimedia Commons has media related to Hour.|
- Gerhard Dohrn-van Rossum (1996). History of the hour: clocks and modern temporal orders. University of Chicago Press. ISBN 0-226-15510-2.
- "Astronomy before the telescope". Ed. Christopher Walker. London: British Museum Press, 1996.

source: openbmb/Ultra-FineWeb


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The American Veterinary Medical Association (AVMA) has released a new video promoting its policy on how to reduce pain for cattle during a common surgical procedure—dehorning.
Many breeds of cattle have horns, which are often removed early in life to protect other animals and farmers from injury. The AVMA policy and this informational video offer guidance to help make this procedure as comfortable as possible for animals.
"The AVMA provides up-to-date and accurate information about ensuring good animal welfare. Videos like this one help us get that information to more people," explains Dr. Cia Johnson of the AVMA Animal Welfare Division, who appears in the video. "America has more than 96 million head of cattle, so—although not widely known—this is a common procedure. The AVMA Animal Welfare Committee uses the latest scientific research available and practical experience to recommend policy for the Association. Research has shown that local anesthesia can be used to reduce the pain experienced by animals during dehorning."
AVMA policy recommends that, to reduce discomfort for the animal, dehorning be done at the earliest age possible and that consideration be given to the use of local anesthetics (e.g., lidocaine) and nonsteroidal anti-inflammatory agents for pain control.
The new video demonstrates the use of local anesthetic and disbudding (a dehorning technique applied to young calves), and helps educate farmers and the general public about how pain management can improve an animals' welfare.

source: HuggingFaceFW/fineweb-edu


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The learning process concepts discussed here are abstracted from Nonaka and Takeuchi's SECI cycle, given in their book "The knowledge creating company" (Nonaka, Takeuchi, 1995). According to these authors, there are two different kinds of human knowledge: tacit knowledge and explicit knowledge. Tacit knowledge - a term introduced by Michael Polanyi in 1967 - is the personal and hidden knowledge which resides within the mind. Examples of tacit knowledge are know how, expertise, understandings, experiences and skills resulting from previous activities. Tacit knowledge is personal and hard to formalize, codify or communicate. Unlike tacit knowledge, explicit knowledge is codified, systematic knowledge that can be transmitted in formal language. It can easily be captured, accessed and shared. Similar to the knowledge creation process, the learning process is knowledge in action, a cyclic conversion of tacit knowledge and explicit knowledge. This spiraling, highly dynamic and complex process is modeled in the figure below. It consists of four modes: socialization, externalization, combination, and internalization. These modes occur when tacit and explicit knowledge interacts with each other. In the following four sections, we examine each of these modes.
- Socialization: Socialization is the first mode in the learning process and the primary source of learning. As Polanyi (1967, p. 4) mentioned "We know more than we can tell". There is a huge mass of high-quality tacit knowledge embedded in people, which is not easily expressible. This knowledge can, however, be made available to others through socialization. In this mode, learning occurs implicitly, within a social context through observation, imitation, participation, interaction and practice, rather than through written or verbal communication (e.g. on the job training). The process of acquiring tacit knowledge can be supported by joint activities, personal connections, social networking, and community of practice (CoP) building. CoP "are focused on a domain of knowledge and over time accumulate expertise in this domain. They develop their shared practice by interacting around problems, solutions, and insights, and building a common store of knowledge" (Wenger, 1998). Therefore, a learning system should include an effective collaborative learning environment that can encourage tacit knowledge sharing and facilitate socialization.
- Externalization: Through externalization, tacit knowledge is made explicit, i.e., expressed in language or symbols, in a form which can be accessed, understood, shared, adapted, and reused. The conversion of tacit into explicit knowledge involves techniques that help to express one's ideas or images as words, concepts, figurative language (such as metaphors, analogies or narratives) and visuals (Nonaka, Konno, 1998). Externalization is a complex process aiming at creating high-quality and valuable learning objects. In the externalization process, software engineering concepts and principles should be applied. The first step in this process is knowledge de-contextualization. That is, extract knowledge from its context such that it is not bound to the situation from which it stems, thus enabling the reusability of this knowledge in different learning situations. The next step is planning. That is, define a set of goals and requirements that need to be achieved. Good planning will leverage the created learning object (i.e. knowledge component) to its best use. Parts of the planning process are on the one hand to determine the target user's needs, preferences, interests, skills, learning goals, background and on the other hand to fix the knowledge level that he/she will have acquired at the end. Modeling and modularity are the cornerstones of the externalization process. It is crucial to disaggregate a learning resource into tiny learning objects and identify how these objects relate to each other. Those modular learning objects can then be reused by different user communities for diverse purposes. Once the objectives of the new learning resource are defined and modular learning objects are identified, it is possible to move to the development step using all software and hardware means that are able to reduce the time to develop valuable learning content such as simulations and experiments. The result of the application of software engineering concepts in the knowledge capturing process will be granular, organized and reusable learning objects.
Successful knowledge capturing also requires the use of metadata for describing learning objects as well as adopted, common, open and accredited standards (Hodgins, 2000). According to Hodgins, metadata is the full and rich set of information needed in order to find, filter, select, and combine the information. Metadata becomes increasingly important and is required to annotate learning resources in order to support indexing, storage, search, and retrieval of appropriate learning resources or learning paths relevant for a specific learner or a group of similar learners (Chatti et al., 2005). It is also crucial to use standards for metadata and learning objects to provide fixed data structures and communication protocols for learning objects and cross-system workflows (Ellis, 2005) and assure accessibility, interoperability, adaptability, reusability, durability, and affordability of learning (Hodgins, 2000). Furthermore, since knowledge must be current in order to be of value, attention should be paid to the development of up-to-date and dynamic learning resources. A possible way to achieve this is, instead of inserting an existing learning object into a learning resource, just to point directly to the community which is currently working on the development of this object. To achieve best results from the externalization process, a learning system should include a standard-based, collaborative and effective knowledge capture system (can also be called a knowledge representation system or an authoring system) that supports learning communities in designing, creating, reviewing, modifying, and posting up-to-date and valuable learning objects in a short time. This system should particularly include an intelligent component for automatic learning object annotation, which is based on powerful data mining algorithms and advanced pattern recognition techniques.
- Combination: As discussed in the previous section, the output of the externalization process is granular, annotated, classified, context free, standard-based, and up-to-date learning objects (i.e. explicit knowledge). These quality learning objects can now be shared, disseminated, stored, reused, analyzed, re-categorized, re-contextualized, reconfigured, reorganized, combined, and delivered. The manipulation of existing learning objects leads to new, possibly more complex learning objects. This process is referred to as combination. The combination process is supported by learning repositories to store and manage learning objects and their associated metadata, as well as learning paths and activities. In case these repositories are based on standards for interoperability and reusability, they can be accessed and managed so that they are available as a virtual single pool of learning objects and metadata (Hodgins, 2000). In a learning repository, new modular learning objects can be added and existing ones can be analyzed, compared, sorted, restructured and associated. This results in new learning object configurations and combinations or new learning paths that can be applied to address different learner needs and solve new problems.
In addition to learning repositories, the combination process is most efficiently supported in collaborative environments utilizing information technology (Nonaka, Konno, 1998). Stacey mentioned that active and alive learning environments are more like learning communities than learning repositories. They focus on bringing people to people not just people to content (Stacey, 2003). According to this, learning has to occur within a social context which supports listening, viewing, reading, writing, speaking, commenting, suggesting, asking, discussing, disseminating, and sharing of learning objects and best practices among community members (i.e. academic and professional novice/mature learners, customers in an organizational context, peers, learning facilitators, coordinators, mentors, experts). To help building the required personal connections in an online social network, the use of synchronous and asynchronous communication tools is crucial (e.g. e-mail, instant messaging, video conferencing, Voice-Over-IP, group scheduling, announcements, news, events, calendar, weblogs, wikis, webfeeds). In addition to learning repositories and learning communities, powerful access and search capabilities across content, metadata and people are required. A learner should be able to query the learning system to quickly locate appropriate learning resources, as well as persons who share his/her interests or experts who can help achieving better results.
- Internalization: Internalization is the conversion of explicit knowledge into new tacit knowledge (Nonaka, Konno, 1998). In the learning process, internalization refers to the embodying of knowledge through reflection and application of the gained explicit knowledge in a given context. It is closely related to learning by doing, performing, and working. In the internalization process personalization is the key. Personalization is the ability to get just the right stuff to just the right person at just the right time and place in just the right way and with just the right context on just the right device and through just the right medium (Hodgins, 2000). The learning system should include an intelligent personalization/adaptation engine, able to deliver quality learning resources that are tailored to the learner's needs, preferences, interests, skills, learning goals, cultural background.
M. A. Chatti, R. Klamma, M. Jarke, V. Kamtsiou, D. Pappa, M. Kravcik, A. Naeve:
TECHOLOGY ENHANCED PROFESSIONAL LEARNING: Process, Challenges and Requirements. Proceedings of the second International Conference on Web Information Systems and Technologies (WEBIST 2006), April 11-13, Setubal, Portugal (Paper as PDF)
- Chatti, M. A., Klamma R., Quix C., Kensche, D., 200


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Mirabeth Braude, Michigan State University
Ashley Cerku, Oakland University
Steve Price, Associate Professor of English, Mississipi College
All writers have experienced the excitement of having someone read our work. Naturally, we also have felt our nerves rattle as we read criticism of the text that we had poured so much thought into. In this article, we offer a definition of constructive feedback and discuss the types of editorial suggestions contributors commonly encounter. By doing so, we seek to help first time contributors better understand the review process and outcomes as well as to respond effectively to editors both within the text and through their submission correspondence.
Defining Constructive Feedback
Feedback is defined as information that specifies one's performance on a task (Blair, Curtis, Goodwin, Shields, 2013). While Constructive feedback takes many forms and is often considered subjective, Nelson and Schunn (2009) articulate seven aspects of feedback that have been proven to positively impact writing performance: specificity, identification of a problem, localization, offering a solution, explanations, scope, and affective language.
Components of Constructive Feedback
The chart below briefly explains the concepts that we will discuss in more detail below.
|1. Specificity||Details about the problems and solutions|
|2. Identification of a problem||Explicitly stated parts that cause confusion or errors in manuscript|
|3. Localization||Pinpointed places where problems occur or solutions can be made|
|4. Offering a solution||Suggestions for how the problems can be resolved|
|5. Explanations||Statements about why the solution should be changed in the draft|
|6. Scope||A limit to the number of higher and lower order concern solutions|
|7. Affective language||Positive and mitigating feedback to encourage and specify changes|
For feedback to be specific, it must be tell contributors how to proceed (or not) with the manuscript. Specific feedback can be about the manuscript as a whole or it may point to a tangible problem in one section of the text. A reviewer may write that "the manuscript advances current discussions and is recommended to be accepted for publication;" "the manuscript contributes to a discussion, but needs to be resubmitted after revisions;" or, "the manuscript is not recommended to be published in the particular journal" (this will be discussed in further detail later). Contributors should mine reviewer comments for specific feedback because it suggests a revision plan.
Problem Identification and Localization
Identifying a problem means explicitly stating a concern. A concern can cover things like insufficient coverage of the existing literature, unclear methods, or overly broad or narrow claims. If there is a structural flaw that creates confusion for the reader, the reviewer may note, for example, that the thesis goes off topic within the third and fourth paragraphs. When a reviewer explicitly states a problem, he or she will localize the place where it occurs within the manuscript and/or explain how it affects the organization of ideas throughout the paper. When reviewers identify problems effectively, the contributor can confidently understand how the problem impacts the reader's comprehension.
Solutions and Explanations
Once a problem is identified, reviewers often propose a solution, a statement that offers a way to correct a higheror lower-order concern. It is also common for a reviewer to pair the solution with an explanation that overviews why the solution must be implemented or how it will improve the submission. For example, an author might be instructed to create a topic sentence for her second paragraph because its main idea is unclear until the fifth sentence. Without clarification, contributors may struggle to make the changes sought.
The scope of feedback content is the range of how many or how few comments are provided in the feedback. In constructive feedback, you often will see a few common themes that affect whether the reviewer believes the manuscript is fit for publication. Too many comments can be less helpful than a few that concisely identify patterns that stress the clarity of the contributor's ideas.
Effective language is praise that stands on its own and mitigating language that comes with solutions. For example, positive language can appear as, "Your argument excels at facilitating discussion on the topic on multilingualism in writing center studies." Mitigating language might take the form of, "Your argument is very strong, but you should include more current literature to your discussion of this topic." Overall, affective language encourages the contributor as he embarks on the revision path (Nelson & Schunn, 2009).
Understanding and Implementing Feedback
While these seven feedback characteristics are effective, they are not absolute. Feedback depends on the journal's goals, the reviewer's style, and the timeliness of the turnaround. For example, not all reviewers offer a solution when identifying a problem; sometimes, they simply may ask questions to further inquire about the topic.
Once constructive feedback is received, the revision should be pursued as a conversation between the reviewer's comments and the evolving manuscript. You will be corresponding directly with the journal editors when you submit your response. Therefore, when responding to any recommendation, it is important to address these five steps to help foster conversation.
- Thank the reviewers for their feedback.
- Reiterate the reviewers main recommendations as well as the title of your submission. This is a courtesy to reviewers and editors because it helps them stay organized.
- Address tasks or questions the reviewer provides. Make sure that you answer the reviewer's questions or concerns concisely and completely so that you can successfully move forward in the review process. If you choose to keep or not change particular sections, provide a detailed explanation of why.
- Give insight on what you changed or how you addressed their feedback. It is important not only to show what you did but also to explain your own review process.
- End with a cordial phrase or statement that demonstrates your interest or gratitude. Always end on a good note and remember that your response determines the tone of your relationship with the editor.
Keep the five steps for responding to feedback in mind while reading the following brief descriptions of each of the identifiable submission recommendations that contributors may encounter and specific examples of how to respond to them. Notably, many responses go beyond these short examples by sending a detailed description of the publication's reasons for a recommendation. One of the benefits of this review process, as opposed to a simpler "yes or no" process, is that it helps contributors reevaluate their own writing. Additional information or supplementary documents may also be given to help contributors develop their writing skills or revision process. Along with a brief explanation of each suggested recommendation, we provide examples of feedback that may be given within each category as well as models of how to respond.
"Accept for Publication"
A status of "Accept for Publication" is given if the submission is free of large errors and can be coherently understood by the audience (i.e., the reviewer). This status is rarely given to the first submission; rather, it is usually given after one or more rounds of revision and reevaluation.
Even if a manuscript is accepted for publication, additional feedback will likely be given to help improve both the accepted text and the writer's future work. This feedback will provide guidance and insight on how the reviewers (a sample of the article's audience) interpret the submission. Understanding such feedback may be confusing for a first-time contributor, but it presents a great opportunity to learn from others.
Below are some examples of a response for an article that was given an "Accept for Publication" status. The first is an example of this status given on the rare occasion of the first submission. The second was given to a manuscript after being revised and resubmitted for review. Following each reviewer's comments, we offer suggestions about how to respond.
Examples of feedback and response
1a.Thank you for submitting "Title" to The Peer Review, which we are pleased to "Accept for Publication." According to the reviewers, your manuscript makes an important contribution to ______. To continue with the publication process, please review the enclosed comments and reply with your decision to proceed with the publication process.
1b. Thank you for your recommendation of "Accept for Publication" for "Title." I reviewed your comments and have addressed them in the attached supplementary document. I would like to continue in the publication process because I believe that this topic is relevant to writing center studies. Please let me know the next step in the process and I will oblige accordingly.
2a.Thank you for revising and resubmitting "Title" to The Peer Review. We can see that you have addressed our comments. We feel that your revised manuscript adds to current writing center understanding and therefore deem it "Accepted for Publication." Please email us back with your decision on proceeding with the publication process.
2b.Thank you for your recommendation of "Accept for Publication" for "Title." I greatly appreciated the ample feedback I received from the reviewers. I would like to continue in the publication process, so please let me know the next step.
"Revise and Resubmit for Possible Publication"
If a contributor receives a "Revise and Resubmit" recommendation from a journal, it means that the manuscript needs revision. Issues may pertain to organization, structure, or idea development. The reviewer most likely will comment on specific areas within the manuscript that an audience member would not understand. This status is given to most contributors, and it should not be thought of as a failure; it leads to improvement and often yields a publication.
Below is an example of feedback that may be given along with this status and how a contributor might respond. For this type of feedback, it is important to remember that it is okay to disagree with the reviewer's comments if they pertain to authorship. In other words, it is important to explain yourself when responding to the editors. While reviewers may misunderstand the connections being made throughout the manuscript, it is the author's job to respond and revise the sections so that the purpose of


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Lipoprotein membrane systems such as chloroplasts and the endoplasmic reticulum exhibit a generalized swelling response. The initial effect is an increase in interlamellar spacing, but as swelling proceeds, the membranes are transformed into closed thin-walled spherical vesicles.
Available evidence suggests that morphogenesis of the endoplasmic reticulum of Nitella and the lamellar system of the Zea chloroplasts involves fusion of small spherical vesicles to yield closed double membrane structures, which subsequently undergo further differentiation.
It is suggested that the vesicles comprise a convenient "micellar" form by which lipides may be transported within the cell from the sites of lipide synthesis to regions of lamellar growth. The characteristic formation of vesicles in swelling and the apparent fusion of vesicles in morphogenesis appear to represent two aspects of a fundamental plasticity of lipoprotein layer systems.


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Robotics and Automation
Robotics and Automation are computer-controlled machines and systems that make manufacturing more efficient, productive, and safe. Some equipment performs jobs that humans cannot do. Hands-on activities in these programs allow students to develop technical skills with automation equipment, and to possibly realize a strong interest in future careers.
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Physlets run in a Java-enabled browser on the latest Windows & Mac operating systems.
If Physlets do not run, click here for help on updating Java and setting Java security.
Problem 5.1: A 2-kg Physics textbook pressed against a wall does not move
Please wait for the animation to completely load.
Consider a 2-kg physics textbook (not drawn to scale) pressed against a wall, which has a coefficient of static friction of μs = 0.3 and a coefficient of kinetic friction of μk = 0.2 as shown in the animation (position is given in meters and time is given in seconds). Restart.
- Draw a free-body diagram for the book, showing all the forces that act.
- What is the net force on the book? Include both magnitude and direction in your answer.
- What is the minimum force of the push represented by the hand?
- What happens to the motion of the book and to the forces if the push is greater than your answer to (c)?


I was worried that a discussion of hair gel would have a certain bias toward men, but my wife assures me that women are just as likely to use a leave-in hair product. I'm going to rely on that unstatistical assurance and roll right on.
We want to consider two tasks: putting hair gel in and taking it out. The first case is easier, so let's tackle that right away. You get some gel, smear it around on your hands, and then give yourself a head massage with those gelly hands. (Better smear it around your hands first, for quicker homogenous application.) So that's it, the gel gets on your hair, and all would be 'cut-and-dry' so to speak, except that your hands still have a bunch of gel on them. In fact, you can rub your hands on your hair for quite a while and you still won't get all the gel off … and that is genuinely interesting in a statistical physics context. In essence, you have established an equilibrium between the gel in your hair and the gel on your hands. OK, now wash your hands, and keep reading.
Let's imagine you arrive at work and decide you look a little too much like John Travolta astride Greased Lightnin' and not enough like a scientist. Time to get rid of some of that gel. We can think of a few ways to get the hair gel out of your hair. One is to take a shower. Another would be to stick your head in the sink under running water (but don't bump your head).
But you can get out that excess gel and avoid bumps and splashing by thinking statistically. Recall our observation about putting in hair gel: some of it stays on your hands, in an effective equilibrium with the gel in your hair. So you can use the principle underlying that observation to remove gel. Put your clean (maybe wet) hands in your hair and rub them around to establish an equilibrium. Some of the gel is on your hands. Wash it off and repeat til you transform yourself back to a respectable nerd.
For those of you in the business, the analogy to protein-ligand binding is obvious. Your hair is like a set of proteins and the gel represents ligands (ions, small molecules or other proteins). Maybe your hands are the proteins' environment. Allow ligands to interact with proteins and they will reach a binding equilibrium. But we can stretch the analogy a step further to invoke signaling in the cell. Say a burst of calcium ions is released in the cell in response to a biological signal and the ions bind to calcium-receptor proteins. We can imagine the signal can be reversed (the hair gel removed) if the unbound calcium concentration is reduced (you rub clean hands in your hair): the equilibrium between proteins and ions will re-adjust due to constant binding/unbinding events. Eventually, almost all the proteins will lose their calcium ions as the signal is removed – from John Travolta to nerd.
Lesson: Look for statistical physics in the world around you – it's better than texting while walking.
Further reading
Daniel M. Zuckerman, PhysicalLensOnTheCell.org


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In this monograph, Berg presents revised treatments of nine genera-Bagassa, Batocarpus, Clarisia, Dorstenia, Maclura, Morus, Poulsenia, Sorocea, and Trophis-containing 77 species. Eight new species and two new subspecies were discovered for these genera during the preparation of this monograph. This group of genera is highly diverse, containing many widespread and/or common species for which numerous collections have been examined and listed. The family introduction includes taxonomic history, morphology, pollination and dispersal, distribution and ecology, classification, diversification, use, and conservation, and is supplemented with brief introductions to the tribe Ficeae and the genus Ficus. For the genera treated in Flora Neotropica No. 7, the additions and corrections include: revised descriptions of several species and subspecies, some due to fusion of species previously recognized as distinct; range extensions; new combinations; treatments of new taxa; supplemental comments; and revised keys to several genera.
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Individuals spend billions of dollars every year on precautions to protect themselves from crime. Yet the legal academy has criticized many private precautions because they merely shift crime onto other, less guarded citizens, rather than reduce crime. The conventional wisdom likens such precaution-taking to rent-seeking: citizens spend resources to shift crime losses onto other victims, without reducing the size of those losses to society. The result is an unambiguous reduction in social welfare. This Article argues that the conventional wisdom is flawed because it overlooks how the law systematically understates the harms suffered by some victims of crime, first, by ignoring some types of harm altogether in grading and sentencing decisions, and second, by ignoring wide disparities in the amount of harm caused in individual cases. It follows that the same "crime", as defined by the law, may inflict significantly different amounts of harm on different victims, and by aggregation, on society. Thus it cannot be safely assumed that displacing a given crime from one citizen to the next is necessarily wasteful, from a social point of view. Indeed, this Article argues that shifting crime may be beneficial to society, from an economic point of view, since eggshell victims—those who are harmed more by crime—tend to take more precautions. The implication is that private crime fighting efforts that displace crime—universally criticized in the literature—may be more socially useful than previously acknowledged. The Article concludes by discussing how this insight impacts the ongoing debates over the regulation of precaution-taking.
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Storage-Related Post-Harvest Losses
English: % of target farmers who experienced post-harvest losses due to poor storage of crops after the [specify the season]
French: % des agriculteurs ciblés qui ont subi des pertes après récolte en raison d'un mauvais entreposage des cultures après [précisez la saison]
Portuguese: % de agricultores-alvo que sofreram perdas pós-colheita devido ao armazenamento deficiente de culturas após o [especifique a estação do ano]
Czech: % cílových farmářů postižených posklizňovými ztrátami způsobené nevhodným skladováním plodin po [určete sezónu]
What is its purpose?
The indicator measures the proportion of supported households whose stores of certain crops were affected by pests or diseases. Inadequate storage is one of the main causes of post-production losses, accounting for up to 10% of losses to a household's harvest.
How to Collect and Analyse the Required Data
Determine the indicator's value by using the following methodology:
1) Specify the crop(s) your survey focuses on. If required, provide further specification of what exactly is stored (e.g. maize cobs versus maize grains).
2) In consultation with the extension workers, local farmers and the project staff, list for the given crop(s) a limited number (2-4) of the most common causes of storage-related loses.
3) Collect the following data by conducting individual interviews with a representative sample of the target farmers:
Q1: After the [specify the season], did you store any [specify the crop/product]?
A1: yes / no
(ask the following question only if the previous question is YES)
Q2: After the [specify the season], did you lose a part of the stored [specify the crop/product] due to [specify the cause of storage-related losses]?
A2: yes / no
4) Consider also assessing the amount of the stored harvest that was lost due to the assessed cause. Do so either by asking for specific quantities (use locally known units) or by using the 1-5 scale, as explained under Q3 in the Production Losses indicator.
5) Calculate the indicator's value by dividing the number of respondents who incurred storage-related loses by the number of respondents who stored the given crop(s) and multiplying it by 100. For example, 100 affected respondents divided by 400 respondents who stored the crop, multiplied by 100 = 25% households affected.
Repeat the process for other common, severe causes and the crops you focus on.
Disaggregate the data by wealth.
1) In order to analyse the data and allow for useful disaggregation, also collect data on the type of storage facilities the interviewed household members use.
2) Do your best to secure photos of the diseases affecting stored crops and ask the data collectors to show them to the respondents to prevent any misunderstandings.
3) European Commission's DEVCO recommends to use two similar indicators: "Volume (in tonnes) and value (currency) of post-harvest losses" and "Proportion of harvest that is lost post-harvest".


Quick Answer: Does Candle Absorb Cigarette Smoke?
Does cigarette smoke ruin a house?
Countertops, carpeting, bathroom vanities, and other surfaces can suffer permanent damage when a cigarette has been left to slowly burn and eventually scorch the surface.
The most frequented areas of the home will likely have smoke damage, including the bathrooms, bedrooms, kitchen, basement, and garage..
Do plants absorb cigarette smoke?
A recent study found that plants can absorb nicotine and other toxins from cigarette smoke. This may indicate that plants and smoking cigarettes could be a way to filter indoor air to make it healthier for human residents. … The plants absorbed nicotine from the smoke through their leaves but also through their roots.
How can I smoke a cigarette without it smelling?
How to Smoke in Your Room Without Smelling ItTurn on an air purifier. One of the best ways to treat indoor smoke is by turning on an air purifier. … Open a window. Where you can, try and open up a window while you smoke. … Close any air vents. … Put a wet towel by the closed door. … Put your hair up & limit clothing. … Mask the smell. … Keep it short. … Freshen up.
Does cigarette smoke smell ever go away?
Tobacco smoke can even circulate through the entire house via the ventilation system. But there is no need to panic, as the smell will dissipate over time.
Can I sue my neighbor for smoking?
Suing your neighbor or landlord is an option, but it should be your last resort. … Before suing, you should try to reach an agreement with your neighbor to limit where and when they smoke. You could also ask your landlord or property manager to make specific areas of the building smokefree.
Can air purifiers help with cigarette smoke?
If you're looking for an air purifier that will eliminate cigarette smoke, you're out of luck. Tobacco smoke is made up of gaseous pollutants and particulate matter. … While air cleaning devices can help reduce levels of smaller airborne particles, research suggests that the devices aren't 100 percent effective.
What is the fastest way to get rid of cigarette smell?
Neutralize smoke smell with a vinegar wash.To reduce the smoke smell in a room or vehicle, fill several small bowls with white vinegar, set them around the space, and let them sit overnight.To speed up the process, boil a potful of vinegar on the stove, letting it gently simmer for an hour or two.More items…
How do you absorb cigarette smoke?
The following materials are believed to be capable of absorbing or neutralizing tobacco smoke odors, at least temporarily:vinegar. Place a bowl of vinegar in each affected room overnight.citrus. … baking soda. … coffee grounds. … charcoal.
Do smoke eater candles really work?
Overall: Definitely worth the purchase because I can make this candle work with a few small tweaks. Also, it does its job nicely when it comes to eliminating smoke odors.
Does it smell if you smoke in the shower?
Smoke in the Shower. Another way to use your bathroom for a sneaky, under-the-radar smoke sesh is to smoke your weed while you've got the shower going. … The smell of the weed will dissipate with the steam, and will then get pulled into the bathroom fan. You can also place a towel along the bottom of the door.
Do candles eliminate cigarette smoke?
Burning scented candles and perfumed aerosols are often used to remove smoke odor from a house. These remedies most often only mask the odor temporarily. Ventilation can help to remove some of the smell, but it actually only dilutes the odor and does not remove the smell permanently.
How do you filter cigarette smoke in a room?
Simple ways to absorb cigarette smoke odorsVinegar: The sharp abrasiveness of vinegar can effectively cut unpleasant scents like cigarette smoke. … Baking soda and activated charcoal: Sprinkling either baking soda or activated charcoal powder (sold at pet stores) can remove cigarette odors just as it can mildew smells.More items…•
Does cigarette smoke stick to walls?
Tobacco smoke contains thousands of different chemicals in the form of gases and particles, which are tiny, oily, waxy droplets. … Over time, this tobacco smoke residue becomes embedded into materials and can adhere to virtually any indoor surface, including carpets, walls, furniture, windows, and doors.
How do you clean the air in a smoker's house?
An air purifier with a HEPA filter can help remove odor-causing molecules. If the odor remains after you air out your home, place activated charcoal or bowls of white vinegar (or even apple cider vinegar) around the rooms to absorb odors. Replace the charcoal or vinegar every few days.
What is the best cigarette smoke eliminator?
Best Overall: MOSO NATURAL Air Purifying Bag. … Best Gel: Fresh Wave Odor Removing Gel. … Best for Smoke: Zep Commercial Smoke Odor Eliminator. … Best for Pet Odor: Rocco & Roxie Supply Co Professional Strength Pet Stain & Odor Eliminator. … Best for Cars: Ozium Smoke & Odors Eliminator Gel.More items…•


The main objective of this post is to give a brief introduction to Homing Missiles in Game (2D). A script for Homing missile is also included and explained in the article.
What is a Homing Missile?
What is the logic behind Homing Missiles?
How to use Homing Missiles in Unity?
Have these Questions in Your Mind?
No worries. You will get a satisfactory answer to all those questions, right here.
Let's, start with Introduction
You might have seen Homing Missiles in many movies.
Real life example of homing missile
Remembered these scenes from "Marvel's The Avengers" movie?
If you are not a Marvel fan don't worry, I am here to help you.
"Homing Missile is the missile which locks target and chases the target until or unless it reaches the target and blasts itself."
There are plenty of games which are using Homing Missiles.
Excited to implement Homing Missiles in your game?
I know you are.
Let's set the scene setup first
Scene Setup:
 1. Create two 2D Objects name them "Missile " and "Target".
 2. Add a Sprite to them. (You can download the project from below link).
 3. Add rigidBody 2D in missile and add Script also name it as "Homing Missile"
How it actually works?
You might think,
It is easy to Implement Homing Missile. Just use MoveToward/Lerp until it reaches the target. Then just write code and look at what is going on in your scene. (try it and then read further to understand)
Working of Homing Missile
It is reaching the target properly but there is no feel of a rocket. (Right Brain:-What is wrong with my code?)
Checkout an actual script for Homing Missiles.
public class HomingMissile : MonoBehaviour
 public Transform target;
 public Rigidbody2D rigidBody;
 public float angleChangingSpeed;
 public float movementSpeed;
 void FixedUpdate ()
 Vector2 direction = (Vector2)target.position - rb.position;
 direction.Normalize ();
 float rotateAmount = Vector3.Cross (direction, transform.up).z;
 rigidBody.angularVelocity = -angleChangingSpeed * rotateAmount;
 rigidBody.velocity = transform.up * movementSpeed;
I think script is short but not a sweet one. You can use this homing missile script for your code.
Don't be scared, I'll show you how to do it.
Let's start with the table to introduce variables:
Variable Name Variable Type Description
rigidBody RigidBody2D rigidBody of the missile to add velocity and change angle.
target Transform To get the position of the Target.
angleChangingSpeed float The speed to change the angle
movementSpeed float Speed of movement
Pure Mathematics: (Open your Brain's left part)
actual path of homing missile
You need to understand this Picture. That's How our Homing Missile Works.
First, what you need is "Direction".
direction= targetPosition (target.position) - missilePosition(rb.position);
vector substraction
This is how subtraction of two Vector happens (Pythagoras Theorem).
Normalization means converting vector to unit vector.
Vector A(3,4)
Normalized(A)=(3/3*3+4*4, 4/3*3+4*4)=(3/5,4/5)
Find Amount of rotation to do that.
Vector Cross Product
Blue Arrow(direction)
Red Arrow(Missile Transform)
green(Resulting Vector).
All three Vectors are perpendicular to each other.that's why we needed z-axis only.
Now we need to change angularVelocity of our rigidBody.
rb.angularVelocity = - angleChangingSpeed * rotationAmount.
Minus Sign(-) is used to reverse the direction of movement.
Adding Velocity to our rigidBody.(just changing the Angle is not Enough).
rb.velocity=tranform.up * movementSpeed.
Stop cheering just yet!
This is not the end!
Missile needs balancing between angleChangingSpeed and movementSpeed.
What if there is no balance between angleChangingSpeed and movementSpeed (Great question! Open right brain is needed here! )
Missile heading to the target
In the above Image, the missile is heading forward to the target, there is no problem here.
velocity force vs angular velocity
In the above Image, the target has moved to a new position. The missile continues to go toward the target due to angular velocity (in red), while still going to the place where the target used to be (in black) due to its velocity. (Thinking what is wrong.?)
velocity force vs angular velocity -2
In the above Image, the missile's velocity forces it to move at the side of the target (black) while the angular velocity tries to pull the missile to the target. (Now you might feel there is something suspicious).
orbit dead loop
In the above Image, the missile falls into a stable orbit around the target and never reaches its goal.
The black arrows indicate a velocity vector while the red lines indicates angular velocity. (That's why need a balance between angleChangingSpeed and velocity).
That is how whole Universe is trapped (Thank God for this error else there is no life!).
Now, How to Fix this Problem?
Well, There is no particular formula to balance them, but by Increasing angle or decreasing velocity will help you there.
 - Don't go with very small speed so your missile loses the feel of Homing Missile and Don't make it Extreme fast it will be trapped in the orbit.
 - Don't make angleChangingSpeed too small else it will fall in to trap and to high angleChangingSpeed loses the feel of your game.
That's It for Homing Missile from my side..!
But I'm Hoping to see your homing Missiles in my comment box as well as in your game.. ;)
Please, do Share our blogs with others if you like our content :)
Feel free to contact us if you really liked this blog. And don't forget to share your comments below!
TheAppGuruz is a leading Mobile Game development company in India. We are proficient in Unity and we have design & developed 500+ Android and iOS mobile games for various client across the globe. If you have any game project that need professional help feel free to contact us.
We provide mobile game development services in countries like US, UK, Australia, UAE, Kuwait, Qatar, India, China, Indonesia, Singapore and European countries
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I am the person who changed track from Machine Learning Engineer to Game Developer.So, There is Mathematical effect in my Game logic and optimization in Data.Always ready to accept challenges and train my Game.
face mask Belial The Demon Headgear Pocket Staff Magic


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Aspects of Camera Lenses: Principal Axis
One feature common to all lenses, including camera lenses, is the principal axis. On a simple lens, say a curved piece of glass, the principal axis is an imaginary line drawn directly through the center of the lens. If the lens was standing up on a table, the principal axis would be parallel to the table.
Camera lenses are made of multiple simple lenses, or lens elements, but they also have a principal axis. It too is drawn directly through the center of the lens. Taking the lens as a cylinder, the principle axis goes right through the middle, parallel to the sides of the lens.
Importance of the Principle Axis
The focal point of a lens is where the light entering a lens will converge. This is located on the principle axis. Ideally, a principle axis should go through the middle of the lens and strike the film or digital sensor direct in its center.


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Ask the Cheesemonger
Q: What is the difference between Brie and Camembert?
A:To understand the true differences between Brie and Camembert—both flat, soft disks of white, mold-ripened cow's milk cheese—one must look to the original recipes. In the case of Brie, these include Brie de Meaux and Brie de Melun. In the case of Camembert, Camembert de Normandie. (The first records of Brie appear in 774; Camembert was created more than a thousand years later, in 1791.)
Traditional Brie is large and flat, measuring about 14 to 16 inches in diameter and between one and two inches tall; the surface area allows for more moisture evaporation during aging, which impacts both the texture and flavor of the cheese. By comparison, Camembert de Normandie is much smaller and more compact, around four to five inches in diameter and one and a half inches tall; as a result, it matures faster than Brie.
Although both cheeses are made in northern France, according to AOC law, Brie must be made in Île-de-France and Camembert in Normandy, two distinct regions.
During production, the curd is handled in critically different ways. In crafting Camembert de Normandie, cheesemakers preserve moisture through minimal cutting before ladling the curd, using deep ladles without perforations. The molds are gradually filled, one ladle at a time, over the course of four hours. This technique, coupled with light pressing under a metal plate, makes for a more densely textured young cheese.
This step of ladling is different for Brie. The curd is cut, releasing more whey that is drained off. Cheesemakers use a unique ladle that is shallow and perforated; four or five ladles of curd fill molds that are set atop a mat made of local river reeds. The molds are filled more quickly and left to drain overnight without any additional weight, making for a less dense young cheese.
These differences translate into distinguishing flavors and textures in the finished cheeses: Camembert shows a heavier density in the mouth and an unforgettable flavor evocative of mushrooms, truffles, and wet hay versus Brie's slightly brighter, tangier, even fruitier flavor.
Even though the real raw-milk versions of both cheeses remain unavailable in the U.S. due to FDA regulations, the most true-to-form pasteurized Brie cheeses are available from Rouzaire in Tournan-en-Brie, while Isigny Sainte-Mère and the Ile de France brand in Normandy or Graindorge in Livarot make really good Camembert cheeses. But when it comes to picking a favorite, it's your taste that counts, so try them both and see what you like best.
Q: What causes some cheeses to
smell like ammonia?
A: Ammonia is a waste product created by the decomposition of nitrogen-containing proteins in the cheese and on its surface. This process is natural, and, when in balance with the well-developed aroma and flavor of a properly ripened cheese, it's not unpleasant.
But if you've unwrapped and cut into your favorite soft cheese only to find it smelling intensely of ammonia, then you have a neglected, overripe cheese on your hands. Some of the ammonia will blow off a cheese if it is left unwrapped in a temperate, well-ventilated room. But if you find the cheese noxiously ammoniated soon after buying it, return it to your cheesemonger, who should replace it or refund your money, and hopefully investigate whether the problem was caused by the supplier or his own oversight.
To prevent a healthy cheese from becoming ammoniated, the best strategy is to eat it promptly! Otherwise, wrap it in a material that allows the cheese to breathe a little, such as cheese paper or wax paper; storing it in airtight plastic wrapping for too long is the primary cause of overly ammoniated cheese. c
Carlos Souffront has worked with cheese for nearly 15 years, the last 11 spent in the dairy department at Zingerman's Delicatessen in Ann Arbor, Michigan. As cheesemonger, his responsibilities include selecting, buying, finishing, and merchandizing traditional cheeses from Europe and the U.S.
photos: courtesy fotolia; benjamin dell; Kate Arding


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- CLUSTERO – Romanian Cluster Association
The purpose of the association is to promote, revival and economic development of Romania by supporting the creation, development and cooperation between clusters at regional, national and international level.
iTech Transilvania by ARIES Transilvania joined the association in 2014.
- Cluster Collaboration
It is a networking platform for European clusters (organizations and members) in order to improve their competitiveness and growth by stimulating trans-national and international cooperation.
- The Cluster Observatory
The Cluster Observatory is an online platform, free and easy to use providing a single point of access to information and analysis on clusters, cluster organizations and regional microeconomic framework conditions in Europe. In addition, it offers a library and a classroom for training in clusters.
- THE BALKAN CLUSTER NETWORK
"The Balkan Cluster Network" was founded in November 2012 by the association of over 25 organizations and cluster support institutions. The main objectives of the network are:
- Contribute to the strategic planning of the development of clusters in the Balkans;
- To contribute to the intelligent development in the Balkans;
- Provide support for public-private dialogue in the development of clusters in the Balkan countries;
- Clusters interconnections (C2C), promotion and internationalization of clusters in the Balkans.


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This paper discusses tetrahedra with rational edges forming a geometric progression, focussing on whether they can have rational volume or rational face areas. We examine the 30 possible configurations of such tetrahedra and show that no face of any of these has rational area. We show that 28 of these configurations cannot have rational volume, and in the remaining two cases there are at most six possible examples, and none have been found.
Journal of Number Theory Vol. 128, Issue 2, p. 251-262


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A road out of the marsh
At some point in the early Iron Age (500 BC – 0 AD), a road was laid in the marshlands of Ellemosen at the foot of Tibirke Bakker in North Zealand. The road runs from solid ground across the wetlands of Ramløse River, where two islets reach out to each other. This…
Roadway on 600 hazel stakes
Although the road is ancient, it is not the first to have been built on this site. A more than 4,500-year-old road made of stakes runs alongside and in some places under the Iron Age road. In the Neolithic period, around the time of the construction of the large passage graves, Ellemosen was a shallow fjord connected with the Kattegat sea area. At that time, one of the islets was a small island, and it was to this island that a road was built from more than 600 hazel stakes. The stakes had been sharpened and hammered into the bed of the fjord in three rows. The stakes presumably supported several layers of branches or a row of planks, but if so, there was no evidence of them at the dig in 1943. The road led to a settlement on the island, but this has not yet been excavated.
Contribute to Tibirke
Contribute with a story about this place?
Contribute with one or more pictures
Contribute with videos
Contribute with links


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Plant and birth place of Vaishnava saint Andal (woman)
'Basil'. Variety of plant in the mint family, native to warm regions. Its aromatic leaves have inherent healing qualities and are also often used as seasoning. Considered extremely holy and auspicious in Hinduism, so much so that most traditional Hindu homes reserve a special place for a shrub just outside their houses. Used as a fragrant offering to God. Wood of the plant is also used in the making of beads for rosaries and kanthis.
or TULSI SAHIB (_PHONE_)—Shama Rao Peshwa, the elder brother of Baji Rao Peshwa. Renouncing all worldly ambitions for spiritual enlightemnent, he settled at Hathras as Tulsi Sahib: author of Ghat Ramayana, the inner version of the great epic; passed his spiritual mantle on to Soami Ji Maharaj of Agra who greatly venerated his mentor from quite an early age when he came under his influence.
(a.k.a. Tulasi) the sweet basil plant, sacred to Hindus
The Tulsi (also known as Tulasi) plant or Holy Basil (Ocimum tenuiflorum) is an important symbol in many Hindu religious traditions. The name "tulsi" means "the incomparable one". Tulsi is a venerated plant and devotees worship it in the morning and evening.


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In Visual Studio, most of my objects and variables cannot be resolved during a debugging session for various reasons. This means I cannot inspect or watch objects or their invoke their functions making it extremely difficult to debug my code because most of my expressions simply won't work. Some typical errors I get when adding an expression to the watch window include:
- CXX0019: Error: bad type cast
- CXX0059: Error: left operand is class not a function name
- CXX0058: Error: overloaded operator not found
Most often these expressions involve overloaded operators and/or template class objects.
Why is this happening? how do you fix it?


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Located on Brisbane's northern outskirts, Griffin is a suburb that combines residential and agricultural land use. It extends from the northern side of the Pine River to Bramble Bay. Add to Description →
Griffin was named after one of the first settlers of the region. He was searching for hardwood timers for use in dwellings and as posts.
Aboriginal tribes, including the Yugerra and Gubbi speaking people, have inhabited the area north of the Pine River for many hundreds of years. This region was clearly shared by the tribes, as there are a number of bora rings, (places where two or more tribes met to celebrate) nearby.
As seen in the aerial photos of Griffin, some vistas of the Griffin region have fantastic views of the mouth of the Pine River and Bramble Bay, and overlook the Hornibrook Highway and Brighton.
Griffin is the location of Osprey House. Osprey House is a well known environmental education centre, run by the Moreton Bay Regional Council and is located on Dohles Rocks Road. The education centre aims to inform the general public about the impact of our modern lives on our environment. The boardwalks, bbq and picnic facilities are accessible at any time, and the lowlands walks often offer glimpses of Ospreys, Brahminy, Whistling Kites and White-breasted Sea Eagles.


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||September 12, 2006 03:23
Hi! I am using a eulerian-lagrangian aproach to simulate gas side fouling on a heat transfer surface.Particle loading is low and so the DPM_one-way approach is a good approach. So far, i can track injection files and store the mass flux of particles that reach the surface in a UDM. I would like to convert dirty cells into solid ones to simulate the augmented thermal resistance and the reduced cross section. Does anybody Knows if is possible convert the dirty cells of fluid into solid cells of fouling via UDF? Is there any other technique to introduce a temporal dimension in the simulation? Thanks in advance, any comment is wellcome.


Take the 2-minute tour ×
Im trying to follow this tutorial here
And it says
Compress this layer to a very thins strip
What does that mean and how do I do it?
share|improve this question
1 Answer 1
up vote 0 down vote accepted
In this case, "compressing the layer" means to ignore the aspect ratio and make it thinner, but not narrower.
Select the layer, hit Ctrl+T and drag using the mouse.
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Your Answer


What is Diving
Diving is a Dynamic and Exciting Sport
Breaking new boundaries of courage, skill and athleticism. Diving is similar to the sport of gymnastics and first started off by gymnasts as a way to perform more manouvers in air while ensuring a soft landing. It combines the athleticism of gymnastics, the grace of a ballet, and the concentration and accuracy of a archer.
twins synchro 401b
Types of Dives
There are six different groups of platform and springboard dives. The first four types involve rotating in different directions relative to the board and the starting position. The fifth group includes any dive with a twist. The final group, used in platform diving, begins with an armstand.
 1. Forward Group: The diver faces the front of the board and rotates towards the water. Dives in this group vary from the simple front dive to the difficult forward four and one-half somersaults.
 2. Backward Group: All the dives in the backward group begin with the diver on the end of the board with the back to the water. The direction of rotation is away from the board.
 3. Reverse Group: These dives begin with the diver facing the front of the board (using a forward approach) and rotating towards the board.
 4. Inward Group: The diver stands on the end of the board with back to the water and rotates toward the board or opposite of the backward group's movement.
 5. Twisting Group: Any dive with a twist is included in this group. There are four types of twisting dives: forward, backward, reverse and inward. Because of the many possible combinations, this group includes more dives than any other.
 6. Armstand Group: In platform diving there is a sixth, unique group of dives called 'armstands'. Here the diver assumes a handstand position on the edge of the platform before executing the dive.
Body Positions
When each type of dive is performed, the diver utilises one or more of the four different types of body positions.
 1. Tuck: The body is bent at the waist and knees, the thighs are drawn to the chest while the heels are kept close to the buttocks.
 3. Straight: This position requires that there be no bend at the waist or knees. However, there may be an arch in the back depending on the dive. As in the pike position the arm placement is either the diver's choice or defined by the dive done.
 4. Free: This is not an actual body position but a diver's option to use any of the other three positions or combination thereof when performing a dive which includes somersaults and twists. However, in dives of this kind the tuck position is rarely used, while a combination of the other two positions is the most common occurrence.
Divers are judged by a panel of seven judges who each give a score between zero and 10 points for each dive performed. The following table gives an indication of the points awarded for dives:
0 completely failed
½ – 2 unsatisfactory
2½ – 4½ deficient
5 – 6½ satisfactory
7 – 8 good
8½ – 9½ very good
10 excellent
In classifying a dive into one of the judging categories, certain parts of each dive must be analysed and evaluated, and an overall award obtained. The parts of the dive are:
 1. Approach: Should be smooth but forceful, showing good form.
 2. Take-off: Must show control and balance, plus the proper angle of landing and leaving for the particular dive being attempted.
 3. Elevation: The amount of spring or lift a diver receives from the take-off greatly affects the appearance of the dive. Since more height means more time, a higher dive generally affords greater accuracy and smoothness of movement.
 4. Execution: This is most important, for this is the dive. A judge watches for proper mechanical performance, technique, form and grace.
 5. Entry: The entry into the water is very significant because it is the last thing the judge sees and the part probably remembered best. The two criteria to be evaluated here are the angle of entry which should be vertical and the amount of splash, which should be as little as possible.
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BEER ALERGY AND SYMPTOMS OF
Allergic reactions are found to be developing in many cases due
to alcohol contents in many beverages. Though beer is also full
of alcohol, but besides the several ingredients that fall under
the pronouncements of food chemical additions, there are no
legal bindings that may force the beer producers to display the
list of the ingredients used in their products, on the beer cans
The beer or wine may contain various other ingredients
besides some basic common elements such as: malted grains, hops,
water and yeast which causes allergy to some. Those elements may
be such as: wheat, rye, corn or even maize used to produce beer.
You can seek assistance from the Health Department for any
information on the breweries producing beer, as per the food
regulations of 1994.


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Views: 0 Author: Site Editor Publish Time: 2023-10-04 Origin: Site
Rigid Flex PCBs have become increasingly popular in the electronics industry due to their ability to combine the benefits of both rigid and flexible PCBs. These unique circuit boards are designed to be bent or folded, allowing for greater flexibility in product design and space-saving opportunities. However, one critical aspect that must be carefully considered when working with rigid flex PCBs is the calculation of the bend radius.
In this article, we will explore the factors that affect the bend radius calculation for rigid flex PCBs. Understanding these factors is essential for ensuring the reliability and functionality of the PCBs during bending operations. We will discuss the various methods available for calculating the bend radius, allowing designers and manufacturers to make informed decisions based on their specific project requirements.
Factors such as the thickness and material properties of the PCB, the number and type of conductive layers, and the intended bending angle all play a significant role in determining the appropriate bend radius. By considering these factors, designers can prevent issues such as cracking, delamination, or failure of the conductive traces during the bending process.
Additionally, we will delve into the different methods used to calculate the bend radius for rigid flex PCBs. These methods range from simple guidelines based on the PCB thickness to more complex mathematical formulas that take into account the specific material properties and bending conditions.
By understanding the factors affecting bend radius calculation and utilizing the appropriate methods, designers and manufacturers can ensure the reliability and longevity of their rigid flex PCBs. This article aims to provide a comprehensive overview of the bend radius calculation process, enabling professionals in the electronics industry to make informed decisions and produce high-quality products.
When it comes to designing and manufacturing Rigid Flex PCBs, one important aspect that engineers need to consider is the bend radius calculation. The bend radius refers to the minimum radius that a flexible circuit can be bent without causing damage or affecting its performance. There are several factors that can affect the bend radius calculation, and understanding these factors is crucial for producing reliable and durable Rigid Flex PCBs.
The first factor that affects the bend radius calculation is the thickness of the base material. Thicker base materials tend to have larger bend radii because they are less flexible. On the other hand, thinner base materials can be bent more easily and therefore have smaller bend radii. It is important to select the appropriate base material thickness based on the specific requirements of the Rigid Flex PCB design to ensure optimal flexibility and reliability.
Another factor that influences the bend radius calculation is the number and type of copper layers in the PCB. The copper layers provide the electrical connections and contribute to the overall rigidity of the board. If there are multiple copper layers in the Rigid Flex PCB, the bend radius needs to be larger to prevent any damage to the copper traces or vias during bending. Additionally, the type of copper used, such as standard copper or high-temperature copper, can also impact the bend radius calculation.
The flexibility of the coverlay material is yet another factor that affects the bend radius calculation. The coverlay material is a protective layer that is applied to the flexible circuit to protect the copper traces and provide insulation. The flexibility of the coverlay material can vary depending on its composition and thickness. A more flexible coverlay material allows for smaller bend radii, while a less flexible coverlay material requires larger bend radii to avoid cracking or delamination.
Furthermore, the overall design of the Rigid Flex PCB, including the placement of components and the routing of traces, can influence the bend radius calculation. Components that are located close to the bending area may require larger bend radii to prevent any interference or damage. Additionally, the routing of traces should be carefully planned to avoid sharp angles or tight bends that could cause stress concentration points and lead to failure during bending.
Calculating the bend radius is a crucial step in designing and manufacturing Rigid Flex PCBs. The bend radius refers to the minimum radius that a Rigid Flex PCB can be bent without causing any damage to the components or the circuitry. It is important to calculate the bend radius accurately to ensure the reliability and functionality of the Rigid Flex PCB.
There are several methods for calculating the bend radius of a Rigid Flex PCB. One common method is to use the IPC-2223 standard, which provides guidelines for calculating the bend radius based on the thickness and the number of layers of the Rigid Flex PCB. This standard takes into account the material properties and the mechanical stress that the Rigid Flex PCB will undergo during bending.
Another method for calculating the bend radius is to use the formula R = t × K, where R is the bend radius, t is the thickness of the Rigid Flex PCB, and K is a constant value that depends on the material properties. This formula provides a general estimation of the bend radius and can be used as a starting point for further analysis and optimization.
In addition to these methods, it is also important to consider the specific requirements of the application and the manufacturing process. For example, if the Rigid Flex PCB will be subjected to repeated bending or if it needs to fit into a tight space, a smaller bend radius may be required. On the other hand, if the Rigid Flex PCB will be used in a high-temperature environment or if it needs to support heavy components, a larger bend radius may be necessary.
It is worth noting that calculating the bend radius is not only about meeting the minimum requirements but also about optimizing the design for maximum reliability and functionality. This involves considering factors such as the material properties, the number and type of layers, the placement of components, and the routing of traces. By carefully considering these factors and using the appropriate calculation methods, designers and manufacturers can ensure that the Rigid Flex PCB will perform well under bending and meet the specific requirements of the application.
The article emphasizes the importance of accurately calculating the bend radius in the design and manufacturing of Rigid Flex PCBs. Several factors, such as the base material thickness, copper layers, coverlay material flexibility, and overall design, affect the bend radius calculation. By considering these factors and using appropriate calculation methods like IPC-2223 standard or the R = t × K formula, engineers can ensure the production of reliable and durable Rigid Flex PCBs that meet specific application requirements. Designers and manufacturers should also optimize the design to achieve maximum performance and meet the desired bend radius by considering the application requirements and manufacturing process.


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Mery, D., Riffo, V., Zscherpel, U., Mondragon, G., Lillo, I., Zuccar, I., et al. (2015). GDXray: The Database of X-ray Images for Nondestructive Testing. J. Nondestruct. Eval., 34(4), 12 pp.
Abstract: In this paper, we present a new dataset consisting of 19,407 X-ray images. The images are organized in a public database called GDXray that can be used free of charge, but for research and educational purposes only. The database includes five groups of X-ray images: castings, welds, baggage, natural objects and settings. Each group has several series, and each series several X-ray images. Most of the series are annotated or labeled. In such cases, the coordinates of the bounding boxes of the objects of interest or the labels of the images are available in standard text files. The size of GDXray is 3.5 GB and it can be downloaded from our website. We believe that GDXray represents a relevant contribution to the X-ray testing community. On the one hand, students, researchers and engineers can use these X-ray images to develop, test and evaluate image analysis and computer vision algorithms without purchasing expensive X-ray equipment. On the other hand, these images can be used as a benchmark in order to test and compare the performance of different approaches on the same data. Moreover, the database can be used in the training programs of human inspectors.
Keywords: X-ray testing; Datasets; X-ray images; Computer vision; Image analysis


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This arcade like-game that works well for catechism lessons when covering Luke 5:1-11 or Mark 1:16-19. In these Scripture readings, Jesus calls Peter and his other disciples to follow him.
"And Jesus said to them, "Follow Me, and I will make you become fishers of men."[Mark 1:17]
The goal is to fish and catch one of the 12 disciples using a pole made from a canning ring attached by string to a yardstick. Kids will think right away the challenge is easy, but it is difficult due to the long lever arm of the pole. There is little precise control because a little wiggle of the end of the pole makes the canning ring move a lot!
Supplies of the Fishing of Disciples Game:
- 12 heavy bottles the shape of beer bottles or wine coolers
- Laminated cutouts of the 12 Disciples rubber-banded to the bottles
- enlarge and print the 12 disciples character sheet available from Kristy Mcallister's blog on cardstock
- laminate each individual photo
- 2 Fishing poles made of a yard stick, a 3 feet piece of string and a wide-mouth canning lid
Setup of the Fishing for Disciples Game:
- Divide the class into 2 teams
- Divide the Disciple bottles between the 2 teams.
To Play Fishing for Disciples Game:
- Line each team in front of their group of 6 bottles
- Give the first person in each line a "canning ring fishing pole".
- Designate a timer and a point recorder.
- Give each person 1 minute to try to get the ring on as many Disciples bottles as possible. Remove the Disciple bottle from play once caught.
- The next person in line is to try to catch remaining Disciple bottles.
- If a team catches all bottles before the last person is finished with their turn, then reset the bottles and then that team gets bonus for each additional Apostle caught.
If it is too difficult, move the bottles close enough to each other so they touch each other.


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, Research Associate, SAFHL - Hydraulic Lab
Jay Hatch, Associate Professor, Education & Human Development
Culverts can act as barriers to fish passage for a number of reasons, including insufficient water depth or excess velocity. In addition, concern is being raised over behavioral barriers where culvert conditions elicit an avoidance response that deters or slows fish movement. Long culverts can block sunlight, creating a potential behavioral barrier as fish approach a long, dark culvert. Scant information exists on low light as a potential barrier to fish passage, particularly with warm water species such as the federally endangered Topeka Shiner. As some older culverts are being replaced with longer total lengths to improve safety by extending the culvert through reengineered road embankments, information is needed to 1) determine when and if light mitigation strategies are necessary, and 2) design appropriate light mitigation strategies, if necessary. Based on literature review, field monitoring, and laboratory experiments, the effect of light on fish passage for Topeka Shiner and other small prairie stream fish was indiscernible. Therefore, no light mitigation for large box culverts (up to 150 feet in length) can be recommended for similar fish communities. Culverts that are very long or have very small openings may benefit from additional light.
- Project number: _PHONE_
- Start date: 04/2014
- Project status: Completed
- Research area: Environment and Energy


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National Scientist Cites DDT Conference in Article
Suzanne Snedecker, a scientist at Cornell University, has written an
article about her participation in the Eugene Kenaga International DDT
Conference at Alma College last March.
The article, titled "View from the Pine River and Beyond: The Legacy of DDT Use and Health Effects," appears in The Ribbon, the newsletter of the Sprecher Institute for Comparative Cancer Research at Cornell University, Spring 2008 (Vol. 13, No. 2).
Click here to access the article.
Dr. Snedeker writes, "The conference allowed me not only to interact with scientists in other disciplines who are investigating and interpreting new data on health risks associated with DDT, but also to talk with members of the Pine River Superfund Citizen Task Force and hear the stories of their dedication, accomplishments and frustrations. The conference they and Alma College organized was excellent. Speakers included historians, federal agency personal, and academics in various human and wildlife health areas from the U.S. and South Africa."
Snedecker is associate director for translational research for the Program on Breast Cancer and Environmental Risk Factors at the Sprecher Institute.
The March 14 conference attracted international experts in the areas of public health and the environment. The scholars are drafting a consensus statement urging global policymakers to reconsider the future use of the synthetic pesticide DDT.
Posted: Wed, July 2nd, 2008 at 8:40AM


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HAMBURGERS and meatballs from Latin America could reveal the deadly secrets of the food poisoning bacterium
British researchers, struggling to control a rising tide of infection with the killer bacterium, are now studying research which reveals that
E. coli O157 may well have originated in South America, says Hugh Pennington of the University of Aberdeen, who headed the official inquiry into the outbreak in Scotland last winter that killed 20 people. "We import Argentinian meat, so there's plenty of scope for bacteria to come across," he says.
But even if the deadly strain emerged elsewhere, the high prevalence of strains related to
To continue reading this article, subscribe to receive access to all of newscientist.com, including 20 years of archive content.


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There is currently no way to know how widespread this kind of chemical contamination is in food. Emily Sohn writes in Discovery News:
As part of an ongoing investigation into chemicals in our food supply, scientists found extremely high concentrations of a flame-retardant compound in a supermarket sample of brand-name butter.
It is the first documented case of serious contamination in food in the United States with a class of chemicals known as PBDEs, or polybrominated diphenyl ethers.
Commonly used in furniture and electronics, among other products, PBDEs are known to disrupt hormone function and have been associated with a range of health concerns, including cancer as well as reproductive, developmental, and neurological problems.
Since no federal agencies currently track levels of chemicals like these in food, there is no way to know how widespread this kind of chemical contamination is in butter or other products. But it clearly happens at least sometimes.
Read More in Discovery News


Full meaning of Om - Aum mantra meaning - Om symbol meaning
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Om English word "omni", which means many and never ending elements. Like Vaudpachatmemadj (omnipotent) Vedapachwajamaj (Omnipresent or God) is actually made up of this Om word. It has been proven that Om is not of any opinion, religion or creed but of total humanity. Just like that water, air, sun, God, Vedas etc. are all for humankind, not just for any one community. Now the question is: If 'Om' is a divine sound then what is its origin? If some sound waves in the universe exist, namely the prevailing waves. So what is the reason for this, because it is the law of science that no sound is produced automatically? Where there will be a movement, the sound will arise. Whether it be heard with ears or not. The word Om in Sanskrit is made up of three letters: "A", "U" and "M". When 'A' and 'A' are added, then it becomes 'o' letter together. If you repeatedly repeat 'A' and 'U', you will find that the result of this mixture comes from the sound "o" naturally. After this the last letter is called "m". The 'A' sound emerges from the back of the throat; it is the first sound which emerges from all humans open mouth. After this comes the sound 'au' which then comes out when the mouth comes in a completely open position after being completely open. The sound'm' is formed when the lips are connected and the mouth completely closes, so this is a symbol of the end. When these sounds are added together it means Om. Start, middle and end "In short, all the sounds, whether different or different, can all come within the bounds of these three.
Om has many other interpretations, some of which are as follows: -
A = Tamas (Darkness, ignorance), U = rajas (passion, mobility), M = sattva (purity, light)
A = Brahma (Creator), U = Vishnu (Preserver), M = Shiva (Vandalism)
A = present, U = ghost, M = future
Apart from this, it has been said in the meaning of Gayatri Mantra that the great noise arising from the movement of our Earth Mandal, home division, the space board and the movement of all the galaxies is the 'Om' of the Pranav character, God's first identity. Let's see what is the full meaning of Gayatri Mantra?
(A) Name Search (ॐ) Om Pranav Characters
Land: Geography, Geopolitics
Bhuvas: = Space People, Home Division
Self: = Heaven people
(B) The form of the invention - then - that divine
Then = that divine
Savit = God
Varanayam = Vainable
(C) Worship - Heaven - of light, of light
Deity = the gods
Slow down = Do meditation
(D) Dhio (Dear) - intellect
Yo = that
N = our
Proliferation - Motivate on the road.
It has been said in the meaning of the above Gayatri Mantra that the great noise arising from the movement of our earth masses, the house circle, the space board and all the galaxies is the first form of God, the Pranav Akshar, 'Om' and that divine is the form of various forms of light. It is manifest that we meditate on the light of that divine and pray that it should keep our intellect on the path so that the spirituality cannot be seen in our playful mind to put it in regulation and seeker to provide the sensation of reality. The sounds produced by the mobility of different planets constantly make us realize that every house keeps on rotating around its axis, at a fixed speed all around the Sun, from which this eternal universe is moving from eternity. Under the physical rules, changes in the dynamics of the Earth from day to night and changes in seasons. These sound waves produced by the movement of the planets, which are always occupied throughout the universe, give us understanding of the continuity of the universe and from these the creation of the universe.


First-generation student goes to college
CFCA sponsored youth Alfred.
CFCA sponsored youth Alfred.
Alfred is a sponsored youth from Bhagalpur, India, who is the first person from his village to attend college. Alfred is also a CFCA scholarship student, which helps cover other costs related to his education. Alfred sat down with Sreekanth, our communications liaison in India, to tell us about the academic and social challenges heís experienced as a college freshman.
Are you a first-generation college student? If so, how were you given this opportunity to attend college? Why did you decide to attend?
My father studied up to the ninth grade. He understands the value of education and encouraged me to study. Even though my college is very far away, he tried every opportunity to pay the fees and enroll me in school.
I am the first person to attend college from my village.
The hotel management and catering technology degree is a three-year diploma, and it is very expensive.
Though it is expensive, I preferred it because of CFCA's sponsorship and scholarship support. I paid part of my college fees with CFCA's help through sponsorship support and my CFCA scholarship. I was able to take out a bank loan for the remaining costs.
What did your parents think about your attending college? Did their attitudes change over time?
When I told them about going away to school and the about the college fees, my father told me that we would try to find the remaining costs from a different source.
Alfred with his family.
Alfred with his family.
We were able to use a portion of the CFCA sponsorship funds and the scholarship fund. The remaining costs were covered by a bank loan.
What are some of the challenges you've faced in attending college?
The major challenge is the language barrier. In college, teachers conduct classes in English. I had not studied the English medium, and it became difficult to understand.
I can manage writing English, but speaking is difficult for me.
I am practicing more, and soon I will speak fluently.
In the beginning, I felt that I was the poorest student in school. The other students arrive on bikes or in cars, and they are from very large towns. Many are not even familiar with my village.
I am happy that I can study among them.
How long does it take you to travel from home to college?
I am pursuing a degree in hotel management and catering technology, and the university is more than 248 miles (400 kilometers) from my home. It requires 12 hours of traveling.(Alfred stays near his school while classes are in session, and travels back home around the holidays, usually four times a year. For the final leg of his trip home, he walks eight miles from the main road to his home as there is no public transportation going to his village.)
What are some of the accomplishments you're most proud of in attending college?
I am proud to be the first person to go to college from my area.
CFCA sponsored youth
Alfred makes the long trip to the university and back.
Do you have to pay for lodging away from home in order to attend college? If so, who pays for it? How much does it cost?
At my school, hostel [boarding house] fees are expensive, and two friends and I decided to rent a room.
My father sends me money every month for rent and food expenses.
What are some other costs incurred by your college education?
Other expenses include uniforms, purchasing books, pots and pans, and groceries.
What are your plans for the future? What do you hope to do with your college education?
After I complete my studies, we will have campus selections (job fair). I participate in the campus selections and try for the best organization to join the job. I am ready to go any place to work. I am passionate to see the places..
After getting the job, my first target is to repay the education loan. I also have the responsibility of my family. I am also interested to serve the poor people.
If you could give a message to your sponsor or the donor for your scholarship, what would you say?
All my education expenses (up to intermediate) are paid for with the help of sponsorship support.
Whatever I achieved now is because of CFCA and my sponsor's help. I have been receiving support from second grade and beyond.
I am very much thankful to my sponsor and CFCA.
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Eclipse Logic has been
theorized by Maurice Allais
as the idea that gravity here on Earth will decrease during a Total Solar
eclipse as just happened in China this July. The assumption being that
the combined gravity of the Moon and Sun offset the gravity of the Earth
slightly. Gravity is less on Mars, so you would weigh less than here
Eclipse Logic as defined
here on EclipseLogic.com (Where you are right now) is that many things that
seem logical, might be the exact opposite of how they appear to be.
During a total eclipse for example, the gravity of the Sun which usually
pulls the Earth towards itself may in fact be blocked by and pulling only on
the Moon causing a change in the balance of the Sun's and Earth's gravity
resulting in a slight increase in the gravity we feel and you might in fact
weigh more during a total eclipse, not less as predicted.
Of course, logic was also
used to prove that the Earth was flat, but that logic got eclipsed as well!
We await the results from China in the coming weeks!


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Not Just Going with the Flow
Aquatic animals can modify their fluid environment to improve efficiency
Swimming fish and dolphins appear to move effortlessly through the water. Even when they glide, they don't seem to lose any speed. However, rigid and fixed laws of physics and principles of hydrodynamics dictate how water flows around an animal. This flow determines the forces the animals must generate and the energy they must expend to move. Animals propelling themselves through water must contend not only with pushing back on the fluid but also with forcing their way through an incompressible medium. Despite the inflexibilities of these physical forces, underwater animals have developed highly effective means to control flow and move economically through the aquatic environment.
The observation of the interaction between an aquatic animal and the water around it, called its flow field, goes back to Leonardo da Vinci. Da Vinci recognized the advantages of the streamlined shape of a fish based on the flow surrounding it. He argued that the fish could move through the water with little resistance, or drag. The streamlined shape allowed the water to flow smoothly over the body. Later, in 1809, Sir George Cayley, the father of aerodynamics, examined the streamlined body shapes of a trout and a dolphin. He considered their similar shapes to be solids of a design that offered the least resistance to flow. More recently, Steven Vogel of Duke University introduced biologists to the interaction of organisms and flow with his 1981 book Life in Moving Fluids. His contribution resulted in a greater appreciation of the interaction between animals and the liquid medium.
Manipulation of flow is accomplished both passively and actively. Animals use passive mechanisms involving design of the body and texture of their surfaces, which alter flow conditions against the body surface in order to reduce drag. On the other hand, active control of flow involves mobile fins and paddles, which regulate water movements that are shed into the wake as vortices. Vorticity is the tendency of a fluid to rotate or spin. An extreme version of vorticity is a vortex. The vortex is a spinning, cyclonic mass of fluid, which can be observed in the rotation of water going down a drain, as well as in smoke rings, tornadoes and hurricanes.
Up until the last 20 years, the control of flow by animals has largely been conceptualized rather than visualized. Expectations of the interaction of animals and water flow were based on simple engineered systems. Streamlined forms, synthetic wings, wavy plates and polished surfaces were the standards to compare with animals. However, animals exhibit a wide diversity and complexity of shapes and movements, which can influence the flow dynamics in ways not previously envisioned. Animals change shape during motion, unlike human-designed systems, further complicating analyses of motion in a fluid environment.
Biologists have recently been employing the same techniques as engineers to visualize flow, and these methods have greatly aided biologists in describing and quantifying the flow fields around animals. One mechanism is to introduce dye into the water along the surface or in the wake of a swimming animal, which shows a continuous record of the trajectory of the fluid. Similarly, particle image velocimetry (PIV) can visualize the pathway of the flow by illuminating reflective particles introduced into the fluid. The particles are illuminated with a laser that has been projected into a wide "sheet" rather than a single beam. This optical method also can define the velocity of the flow in a twoor three-dimensional field around the animal. Tracking the particles in the flow requires high-speed cameras and sophisticated computer software. Compared to these experimental methods of flow visualization, computational fluid dynamics uses computers to simulate the flow from numerical solutions, which are based on theoretical equations governing fluid movement.
Research using these varied flow visualization techniques has given new insights into how animals manipulate flow. Long-standing ideas are being tested regarding the best designs and mechanics of movement with regard to enhanced propulsion, reduction in drag, and the coordination of feeding and locomotion. Understanding how animals can control flow has immense implications not only for understanding the evolution of aquatic species, but also for developing biologically inspired machines and even for elucidating global climate change.