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Fact Sheet 514
Mycobacterium Avium Complex (MAC)
Mycobacterium Avium Complex (MAC) is a serious illness caused by common bacteria. MAC is also known as MAI (Mycobacterium Avium Intracellulare). MAC infection can be localized (limited to one part of your body) or disseminated (spread through your whole body, sometimes called DMAC). MAC infection often occurs in the lungs, intestines, bone marrow, liver, and spleen.
The bacteria that cause MAC are very common. They are found in water, soil, dust, and food. Almost everyone has them in their body. A healthy immune system will control MAC, but people with weakened immune systems can develop MAC disease.
Up to 50% of people with AIDS may develop MAC, especially if their CD4 cell count is below 50. MAC almost never causes disease in people with more than 100 CD4 cells.
The symptoms of MAC can include high fevers, chills, diarrhea, weight loss, stomach aches, fatigue, and anemia (low numbers of red blood cells). When MAC spreads in the body, it can cause blood infections, hepatitis, pneumonia, and other serious problems.
Many different opportunistic infections can cause these symptoms. Therefore, your health care provider will probably check your blood, urine, or saliva to look for the bacteria that causes MAC. The sample will be tested to see what bacteria are growing in it. This process, called culturing, can take several weeks. Even if you are infected with MAC, it can be hard to find the MAC bacteria.
If your CD4 cell count is less than 50, your health care provider might treat you for MAC, even without a definite diagnosis. This is because MAC infection is very common but can be difficult to diagnose.
The MAC bacteria can mutate and develop resistance to some of the drugs used to fight it. Health care providers use a combination of antibacterial drugs (antibiotics) to treat MAC. At least two drugs are used: usually azithromycin or clarithromycin plus up to three other drugs. MAC treatment must continue for life, or else the disease will return.
People react differently to anti-MAC drugs. You and your health care provider may have to try different combinations before you find one that works for you with the fewest side effects.
The most common MAC drugs and their side effects are:
- Amikacin (Amkin): kidney and ear problems; taken as an injection.
- Azithromycin (Zithromax, see fact sheet 530): nausea, headaches, vomiting, diarrhea; taken as capsules or intravenously.
- Ciprofloxacin (Cipro or Ciloxan, see fact sheet 531): nausea, vomiting, diarrhea; taken as tablets or intravenously.
- Clarithromycin (Biaxin, see fact sheet 532): nausea, headaches, vomiting, diarrhea; taken as capsules or intravenously. Note: The maximum dose is 500 milligrams twice a day.
- Ethambutol (Myambutol): nausea, vomiting, vision problems.
- Rifabutin (Mycobutin): rashes, nausea, anemia. Many drug interactions.
- Rifampin (Rifampicin, Rifadin, Rimactane): fever, chills, muscle or bone pain; can turn urine, sweat, and saliva red-orange (may stain contact lenses); can interfere with birth control pills. Many drug interactions.
The bacteria that cause MAC are very common. It is not possible to avoid being exposed. The best way to prevent MAC is to take strong antiretroviral medications (ARVs). Even if your CD4 cell count drops very low, there are drugs that can stop MAC disease from developing in up to 50% of people.
The antibiotic drugs azithromycin, rifabutin, and clarithromycin have been used to prevent MAC. These drugs are usually prescribed for people with less than 50 CD4 cells.
Combination antiretroviral therapy can make your CD4 cell count go up. If it goes over 100 and stays there for 3 months, it may be safe to stop taking medications to prevent MAC. Be sure to talk with your health care provider before you stop taking any of your prescribed medications.
Several drugs used to treat MAC interact with many other drugs, including ARVs, antifungal drugs, and birth control pills. This is especially true for rifampin, rifabutin, and rifapentine. Be sure your health care provider knows about all the medications that you are taking so that all possible interactions can be considered.
MAC is a serious disease caused by common bacteria. MAC can cause serious weight loss, diarrhea, and other symptoms.
If you develop MAC, you will probably be treated with azithromycin or clarithromycin plus one to three other antibiotics. You will have to continue taking these drugs for life to avoid a recurrence of MAC.
People with 50 CD4 cells or less should talk with their health care providers about taking drugs to prevent MAC.
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Partially funded by the National Library of Medicine


Unit templates
Repeating containers
To include a repeating container in a display you must use the tag. Without tags a repeating address container would look like this:
Address Line 1 A; Address Line 1 B
Address Line 2 A; Address Line 2 B
Address Line 3 A; Address Line 3 B
Although of course we'd like it to look like this:
Address Line 1 A
Address Line 2 A
Address Line 3 A
Address Line 1 B
Address Line 2 B
Address Line 3 B
To achieve the ideal layout above a tag is used to define the format of each discrete block, which then repeats as many times as the container does.
Let's say you're pulling this address into a "Related entities" bundle, so as to display the address with the entity name. The display template would look like this:
^ca_entities.address.address1,
^ca_entities.address.address2,
^ca_entities.address.city,
^ca_entities.address.stateprovince,
^ca_entities.address.postalcode,
In the above code the unit delimiter (,) is used between instances of the full address container. The code is used between lines of the individual container placement. It ensures that if no data has been catalogued you won't get a string of empty spaces and commas.
Relative to relationships
The tag also supports a relativeTo setting which is used to shift the frame of reference of a display to a specified target. This is vital for interstitial record displays, hierarchical displays and indirect relationships (see below).
Hierarchical relationships
The tag allows users to organize and display metadata for hierarchically related records. For example, you might have a hierarchy within the Collections table, wherein one parent collection houses smaller child collections. Without the tag, you would only be able to display the preferred label of each child, and you wouldn't be able to specify delimiters such as line breaks. With the tag, however, you can break the child records up into discrete chunks, and you can include additional metadata about each. If you want to display child records along with their idno's, for example, you could do this:
^ca_collections.preferred_labels,
In which relativeTo specifies the table in question and asks the display to find child records. Once the relativeTo frame has been set, however, you can drop the.children and simply reference the collections table, wherein the child records live. If you were to continue including children, (i.e. ca_collections.children.preferred_labels) you would essentially be looking for child records within child records. To use this template in the opposite direction, to display the immediate parent of the record at hand, you would simply format it as . To display all parents, you can format the template with respect to the entire hierarchy: . If you are dealing with multiple records, either as children or as hierarchy, you'll want to enclose the entire template within a , so that each record's metadata can be displayed in an organized manner. For example,
 ^ca_collections.preferred_labels,
would display records like this:
Mini Collection X, 100.1
Mini Collection Y, 100.2
instead of this:
Mini Collection X, Mini Collection Y, 100.1, 100.2
You can also nest additional layers of tags within the syntax discussed above by following the directions in the following section.
Indirect relationships
One use of the tag is to allow cataloguers to display metadata with some relative distance to the chosen record. We could call this the Six Degrees of Kevin Bacon for CollectiveAccess.
Let's say you're creating a Collection summary and you'd like to display metadata about Entities, but Entities aren't related directly to Collections. Perhaps they are related to Objects related to the Collection. Never fear! Just as Bruce Willis is 2 degrees away from Kevin Bacon (thanks to Brad Pitt, "The Hamster Factor" and the movie "8"), Entities are also 2 degrees away from Collections thanks to their relativity to Objects.
How does this look in practice? Here's a display template that is used on the object bundle (through the GUI) or object placement (in a profile). It pulls statement metadata from a container on each Entity record related to each Object.
^ca_entities.preferred_labels
The result is a list of artwork titles, artist names and their statements for the works in the collection. Note that in the Falling Water example entity John Smith has two repeats of the statements container:
Restricted indirect relationships
You can further restrict indirect relationships by including restrictToTypes and/or restrictToRelationshipTypes. For example to restrict the relationship included in the display to just individual entities linked as artist you'd use the following:
You may sort the order in which units are output by adding sort and optionally sortDirection to the unit. For example to sort output by the name of a the related object do something like this:
Notice that the sort direction is ASC. Sort direction may be either ASCending or DESCending. If you omit a value, ascending is assumed. You may sort on more than one bundle value by listing each bundle value in sequence separated by semi-colons.
Skipping units
(From v1.5) You can skip records selected by unit tags using the skipIfExpression attribute. It takes an Expression as parameter. Note that the skipIfExpression attribute is evaluated on record level, so while you can use it if your relativeTo spec is a container or an attribute, it doesn't really make sense to do so. Below is a simple example that would skip all entities where the idno had the sequence test in it.


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Anything that involves costumes and prizes sounds fun, right?
Here's a little disclaimer: I did not invent this activity. I heard of this idea a few years ago (by reading about it in a yearbook I was critiquing) and decided to adapt the idea for my own students. If you're reading this post and you've done a similar activity, I would love to hear the details so we can compare notes. I definitely plan to do this again.
So, we'd been studying typography in my beginner publications course for a few class periods. We looked at "Meet Your Type" and a few quick YouTube clips, some cool type design projects … even signing a Comic Sans pledge. After all of the activities, notes, PowerPoints, type design (and — gasp! — a quiz), we did this as a fun culminating activity.
Here are the steps:
1. Students each choose a typeface from whatever you have available.
2. Students find a few examples of the typeface in use and determine its personality or identity. (In our case, this part was homework.)
3. The following class period, students come dressed in full costume to represent the identity/personality of their typeface.
4. Holding a printed example of the typeface and its name, they parade through a designated area (we used the cafeteria). They stop midway to introduce themselves to the judges and describe themselves.
EX: "My name is Nuptial Script and I would like to request the honour of your presence at the upcoming ceremony uniting two kindred spirits in holy matrimony."
EX: "Hola, me llamo Chilada. Want some chips and salsa at my fiesta? Adios!"
5. Judges award prizes and everyone poses for a bunch of photos.
The kids had a blast and it really helped them analyze type styles and what type of attitude or tone certain typefaces convey.

source: HuggingFaceFW/fineweb-edu


Environmental Hazards and Remedial Measures – UPSC
In this article, You will read Environmental Hazards and Remedial Measures – for UPSC IAS.
Environmental Hazards and remedial measures
An environmental hazard is a substance, a state, or an event that has the potential to threaten the surrounding natural environment/or adversely affect people's health, including pollution and natural disasters such as storms and earthquakes.
Environmental hazards may be defined as those extreme events either natural or anthropogenic which exceed the tolerable magnitude within or beyond certain time limits, make adjustment difficult, resulting in catastrophic losses of property, income, and lives.
The term environmental hazard may be distinguished from environmental disaster as follows. Hazards are the processes that cause an accident or extreme event or danger whereas disaster is a sudden adverse or unfortunate extreme event that causes great damage to human beings as well as plants and animals, i.e., disasters occur rapidly, instantaneously, and indiscriminately. Thus, environmental hazards are the processes whereas environmental disasters are the results or responses of environmental hazards.
Environmental hazards directly affect people, businesses, and wildlife. The dependence of society on agricultural production, energy supply, chemical use, and transport and communication infrastructures, highlights the need for increased resilience to environmental hazards as a high priority.
Hazards include floods, droughts, emerging diseases, and invasive species, and pollution of soil, water, and air. Scientific data are crucial for characterizing natural and anthropogenic hazards. This forms the objective evidence-based needed to assess the threats posed and how they can be mitigated. The severity of impacts from environmental hazards depends on the hazards themselves and also on exposure and vulnerability.
Quantifying the current and likely future risks from environmental hazards is an urgent and significant need. A greater challenge is understanding how hazards interact with one another and other key environmental components, such as land-use, climate change, and the growing human population.
By assessing the risk of natural environmental hazards, and those caused by humankind, we will be better able to predict and develop strategies to address the threats they pose to society, the economy and our environment.
On the basis of main causative factors, the environmental hazards and disaster are of two types:
 1. Natural hazards and disaster and
 2. Anthropogenic hazards and disaster.
Natural hazards are further subdivided into two categories:
 1. Planetary hazards and
 2. Extra planetary hazards and disasters.
Planetary hazards and disasters are of two types:
 1. Terrestrial or endogenous hazards, (volcanic eruption, Earthquake) and
 2. Atmospheric or exogenous hazard (Cyclone, Flood, drought)
Anthropogenic hazards and disasters are of three types:
 1. Physical hazards (landslides, soil erosion, Earthquakes)
 2. Chemical hazards and disasters (sudden outbreak of lethal poisonous gases from industries, nuclear explosion, leakage of radioactive elements,
 3. Biological hazards and disaster (sudden rise in population of species in a given habited).
Earthquake and its management
An earthquake is a sudden movement of the ground surface, ranging from a faint tremor to a wild motion capable of shaking buildings apart and causing gaping fissures to open in the ground. It is caused by an abrupt release of slowly accumulating stress.
In other words, earthquake is a form of energy of wave motion transmitted through the surface layer of the earth in widening circles from a point of sudden release the focus. The intensity of energy released by an earthquake is measured by the Richter scale, after the name of the scientist C.F. Richter (1935). Although the scale ranges between 0 and 9, it has no upper limit of number because it is a logarithmic scale. Another scale of the measurement of intensity of earthquakes is mercalli scale.
The intensity of an earthquake depends on a variety of factors e.g. magnitude, distance from the epicenter, acceleration, duration, amplitude of the wave, type of surface, water table, nature of the geometrical of the concerned region, and nature and type of constructions. A comparison between Mercalli intensity and Richter magnitude scale and corresponding effects is shown in the table.
Earthquakes are caused due to disequilibrium in any part of the crust of the earth. The disequilibrium is due to the volcanic eruption, faulting, and folding, up warping and down warping, the hydrostatic pressure of manmade water bodies like reservoirs and lakes, and plate movement Recently, Plate tectonic theory has been suggested to explain the occurrence of the earthquake.
According to this theory, the earth is composed of solid and moving plates having either continental, crust or oceanic crust, or both, the earth's crust is consisted of six major plates (Eurasian plate, Indian plate, American plate, African plate. Pacific plate, and Ataractic and twenty minor plates Antarctic plate) and twenty minor plates. These plates are moving in relation to each other due to thermal convective currents originating deep within the earth. Thus, all the tectonic events take place along the margins of the plate.
Earthquakes cannot be prevented from occurring but their impacts can be minimised by taking effective steps to reduce their severity, frequency and possible size. Some effective earthquake management steps are as follows:
 - Earthquake-resistant buildings should be constructed in earthquake-prone zones. This is done either by keeping weak spots in the house to absorb vibration or by keeping pads or floats beneath the buildings.
 - The earthquake zones should be avoided for settlement and construction of developmental structures.
 - Wooden houses should be preferred in earthquake-prone seismic areas.
 - Reinforce concrete columns should support the long walls.
 - There should be reinforced concrete footing for each structure.
 - The earthquake prediction should be made long before its occurrence in order to save lives and properties.
Flood and its management:
The overflowing of a river over its banks and submerging the surrounding areas is known as a flood. Flood is caused not only due to high precipitation but also due to increased deforestation, poor management of agricultural field, poor drainage system, unplanned urbanization, etc.
Flood results in a number of detrimental effects like damaging of houses, buildings, industries etc., damaging of standing crops, lowering of soil fertility, outbreak of epidemics, etc. Every year thousands of living organisms and the huge quantity of properties are lost due to floods in different rivers. Therefore, some preventive measures should be undertaken in order to reduce the severity of floods.
India being a country of many rivers and with a tropical climate is one of the most flood-prone countries of the world. Floods are frequent because most of the rivers are full of water during monsoons. Flooding is caused by the inadequate capacity within the banks of the rivers to contain the high flow of water due to heavy rainfall. Areas having poor drainage get flooded by the accumulation of water.
Almost all Indian states have been affected by serious floods. Apart from loss of lives of humans and cattle, on an average, every year 75 lakh hectares of land area is affected by the floods annually, accompanied by damage to the crops, houses and public utilities. Interestingly, while on one hand floods cause large scale losses on the other hand it helps agriculture by improving the soil quality.
Some important abatement steps may be outlined as follows:
 - Dams and barrages should be constructed on river beds.
 - Steps should be taken for the restoration of wet lands and implementation of water shed management programmes.
 - Flood walls embankment and dikes should be constructed as physical barrier.
 - The rivers should be interconnected.
 - There should be massive afforestation over denude areas.
 - There should be proper warning regarding the anticipated flood through different mass media.
 - The Govt. should take emergency flood control measures with active participation of NGOs and local community.
 - Flood water in low lying areas should be diverted through artificially constructed channels bordered by dikes.
Cyclone and its management:
A cyclone is a powerful circular or oval shaped swinkling storm with diameter of about 650 km, capable of causing large scale destruction. The tropical cyclones become highly disastrous because of their high wind speed of 180 to 400 km per hour, high tidal surges, high rainfall intensity, very low atmospheric pressures causing unusual rise in sea level, and their persistence for a longer period of time. The cumulative effects of high velocities of wind, torrential rainfall and transgression of sea water on coastal land create havoc in the affected areas, causing tremendous loss of lives and proper-ties.
The cyclones are called differently in different parts world as Hurricanes in North Atlantic Ocean, Typhoons in the North Pacific Ocean and Willy in sea around. Australia. A super cyclone hit the coastal belt of Orissa on 29th October 1999 which claimed more than 10,000 deaths and loss of more than 2000 crores of rupees.
According to Environmental Scientists, tropical cyclones are the consequences of globed climatic changes and the frequency of cyclones will go on increasing.
India has a long coastline, which is vulnerable to the tropical cyclones in the Bay of Bengal and the Arabian Sea. The Bay of Bengal region is frequently battered by storms and cyclones. Cyclones are intense lowpressure areas in the form of depressions or cyclone storms. Severe cyclones are associated with hurricane, winds etc.
There are two cyclone seasons in India, the pre-monsoon season (April-May) and the post-monsoon season (October-December). The states of Orissa, Andhra Pradesh, Tamil Nadu and West Bengal are the most affected states due to cyclones.
So in order to minimise the loss of life and property due to cyclones, the following preventive measures


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Big School Seminar
An informative seminar that focuses on how parents can prepare their four-year-old children for Kindergarten.
Parents as Teachers
This seminar aims to provide parents with some key teaching ideas to support their children's learning in grades K-2 and their educational routine both at school and at home.
A workshop programme aimed at familiarising Years 3, 5, 7 and 9 students with the NAPLAN exam layout, literacy and numeracy skills. There is also a focus on frequently asked questions, common mistakes and time management.
Complete the Puzzle Seminar
An informative seminar that helps year 10 students select the right subjects for their senior years.
School Certificate Exam Workshop
The Year 10 School Certificate Workshop addresses Years 9 and 10 English, Mathematics and Science Key Learning Areas.
Two More Years Seminar
A seminar for Year 10 students highlighting what to expect in Year 11 and Year 12. Students learn how to prepare for the last two years of their schooling.
Final Year of School Seminar
A seminar to be held at the end of Year 11 that prepares students for the last year of their schooling.
Year 11 Preliminary Exams Workshop
This workshop is designed by our most experienced teachers to assist students in achieving their full potential during their preliminary exams.
HSC (Half Yearly Exams) Workshop
HSC students can enter their half yearly exams with confidence after covering important topics in this interactive workshop.
HSC (Trial Exams) Workshop
In this workshop students are prepared for the most 'trialing' times in their senior education – The HSC Trial Exam. This workshop ensures students are ready for exam success.
Essay and Creative Writing
These exclusive writing workshops demonstrate to senior students how to confidently express themselves in their Preliminary and HSC English exams.
MOTIVATIONAL SEMINARS AND WORKSHOPS
Effective time management is a key component to achieving optimum results. Students will learn the skills required to achieve effective time management, set foundations for planning, and prioritise tasks.
Goal setting is an essential life skill that assists students in the management of all aspects of their lives. Students will learn the foundations of goal setting, in addition to gaining the necessary tools to implement this skill in all aspects of life.
Students will learn a number of exercises and skills they can utilise to enhance their memory; this is particularly helpful when students are working towards examination and assessment tasks.
Students will develop a healthy attitude towards their studies, and gain the skills to establish effective management of stress levels by working towards finding real solutions to the challenges they face when completing their studies.
Students will gain the skills they need to develop into confident, proactive and motivated individuals ready to take control of their own lives, as well as contribute to their school community and the society at large. We believe that through the development of leadership skills, students can attain excellence in all aspects of their lives.


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- the formation of a grandiose personality and students who feel inferior. School counselors can help to shape students' strengths, weaknesses, and behavior with counseling lesson plans on self-esteem, identity formation, and the development of social relationships.
The Missouri Department of Education provides school counselors with lesson plans specific to identity develop and increasing self-esteem for children in K-5 on identification of
Empowering students to continue to grow their own identity can be considered a staple to the school counseling profession. By integrating growth development and identity formation lessons into groups, individual sessions, and classroom guidance plans, students will be able to develop a positive sense of self.
Using growth mindset lesson plans like My Monster Has a Growth Mindset can guide students in discovering their strengths and resilience by promoting positive alternative behaviors. Character education also provides students with an insight to positive attributes that they can take with them long after school is over. Kids of Character Posters can be used to have students think about what each trait means to them and why it's a positive attribute to have.
Character.org provides educators and school counselors with books to reference and suggested lesson plans on comparing character traits, determining what is negative and positive character, and illustrating their current positive attributes.
When developing positive interpersonal relationships with others, students in the psychosocial industry vs inferiority development stage often turn to their peers as a first source of acknowledgment and acceptance. Students may experience jealousy, conflict, and engage in negative behaviors to gain the trust of their peers.
Lesson plans that involve the social acceptance of oneself and others promote caring and kindness that are essentially the foundation for a child's moral development. The 101 Ways to Teach Social Skills workbook provides lesson plans for aspects of social development on communication, being a part of a group, expression, caring about self and others, problem solving, standing up for yourself, and managing conflict. Beginning on page 75, the authors aim to provide planning on teaching skills such as empathy, positive social communication, helpfulness, respect, and making friends.
Through these three components, school counselors can provide their students with the support and tools they need to become confident learners, friends, and members of society and school.
Thanks for joining us today Syrenna! The best part? You, awesome readers, are already doing this work! Now you have the grad-school refresh to remind you the why behind the excellent work you do. What is your favorite resource or idea to support industry vs inferiority?
Get out of that social skill instruction rut. This lesson series is also great for special education teachers who have social emotional learning or behavioral goals to teach. I've created an 8 lesson group that uses an alien visiting from space to help kids to think about the importance of social skills and to practice using them. As always, I'll share all the lesson ideas here and if you'd like to purchase all of the materials ready-made, you can head on over to TPT.
Each group begins with an inclusion activity that supports the skills introduced, a kid friendly definition of the skill, and a closure activity that wraps the group and checks for understanding.
In the intro lesson to the group, we not only learn about the purpose of the group and read a story introducing students to R1, our friendly space alien, but we also have a chance to practice introduction skills with our new group members.
Skill: Verbal and Nonverbal Communication
Practice verbal and nonverbal communication with a game of feelings charades. Each student draws a sentence and a feeling. Others have to guess the feeling they are showing with tone of voice, body language, and facial expressions. Once the group chooses the right emotion, take turns thinking about why someone might feel angry, friendly, or another emotion about the sentence read.
Students take turns listening and speaking about a generic topic. As the listener, they practice each of the listening skills introduced. Students give feedback to their partners about their strengths using a picture rubric and a supportive conversation.
Skill: Stop and Think of Consequences
In this 2 lesson skill, students first practice the idea of stop and think by playing reverse Simon Says. The game is played just like the childhood game except "Simon Says" means that you *don't* complete the action.
Poor R1, as an alien he misunderstands social cues all the time. In the second lesson, students listen to a journal entry about the day R1 comes to earth. He makes a lot of mistakes! Students write down the social clues he missed and then help him to correct them.
It takes communication and perseverance to cooperate. To practice, play "all tangled up." Students stand in a circle and grab someone's hand that is not standing next to them. To win, the group must untangle their hands without letting go. The most important part of this activity is the processing. Ask a lot of questions and encourage communication. Help students to think about what worked and didn't work in their process.
This is a fun one! The group must work together to plan a party for R1's alien friends. Each student chooses a favorite for each of the 4 party planning tasks: food, activity, cake, and location. They must then negotiate and compromise with the others in the group to come to a consensus. This is a challenging lesson but the struggle is part of the learning!
Skill: Summarize Learning
In the last session, the group partners up to create a presentation for R1 about one of the skills that they learned in group. They can choose to present about all of the skills or choose one skill to cover in depth. This is a great way to check for understanding and share some laughs.
I hope you have fun with your Out of this World Social Skills group! I think it will be a blast (rockets optional)!
Welcome to my blog where I talk about all things school counselor and encourage others to Counselor Up!

source: openbmb/Ultra-FineWeb


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Five Common Sources of Hydraulic System Contamination
When contamination gets into a hydraulic system, it can cause a wide range of problems. From system stoppages to complete failures and extensive hardware damage, the smallest amount of contamination can be costly. Most contamination in systems is found in hydraulic fluids and oils and comes from these five common sources:
- New Fluid/Oil: When adding new fluid or oil to the system, be careful to not get dirt and other debris inside. New oils are not necessarily clean oils. The storage methods used can also introduce contaminants into the oil.
- Internal Wear: Wear of components that make up the system will create contamination through normal wear and tear.
- Manufacturing Processes: There can be small particles left inside pumps or other components when they are manufactured.
- Repair Processes: Contaminants can get into the system during repairs through any exposed openings, moveable rods, and so on.
- Operating Environment: The operating environment where the system is used can introduce unwanted contaminants into the system. For instance, operating in dusty conditions can cause dirt particles to enter via tank breathers or exposed cylinder rods.
It is essential to identify potential sources of contaminants in your environment and utilize various methods to keep contamination levels low. One of the more effective methods is to use the right filters in the right locations within the system.
For recommendations on how to address contamination in your system, as well as hydraulic gear pumps, filters, parts, and other components, please feel free to contact White House Products Ltd. at +44 (0) 1475 742500 today!
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Parents spend a significant amount of time trying to find the perfect day care for their children. Safety is not the only concern. Most parents seek a day care where they feel their children will be educated and nurtured -- a day care that feels just like an extension of home. Day care reference letters, written by current and former clients, are a tool a day care can use to help it stand out and give the day care and its services a more personal touch.
Ultimately, a day care reference letter serves as a testament to the provider's character. Use words to help parents feel like they can trust and feel comfortable leaving their children with the provider. Some examples of words related to character include calm, caring, compassionate, trustworthy, responsible, creative, dedicated, cheerful, and loving. Provide examples to back up those character words as well. For example, "The day care center director gently admonishes children when they misbehave" or "He is dedicated to seeing each child excel."
Credibility is established by providing how long and in what capacity the letter writer has known the day care provider. This may be as simple as "she watched my child for two years" or include more detailed information, such as the age of the child and how many hours per day the child was under the provider's care. If the letter writer is no longer using the day care provider, it may also help to provide a reason why, such as "we moved away" or "my child started school" so that readers of the letter do not think the parent left under less-than-desirable circumstances.
A reference letter should highlight the services that make the day care provider stand out. Three areas many parents focus on when choosing a day care provider are the educational activities, the safety of the center and the quality of care children will receive. Someone writing a reference letter may also want to include smaller services or details that particularly stood out. For example, "She takes the time to send home weekly activity sheets to help me reinforce at home what my child is learning during the day."
A day care reference letter needs to sound sincere and be full of personal touches for it to be truly effective. Include emotions, such as, "The craft projects my child would bring to me every day made me cry," or "The provider made me feel like I was leaving my child with close family," and describe how the child felt about the day care provider. For example, "My daughter begged me to take her to day care on Saturdays so that she could spend time with all of her new friends."
- Comstock Images/Comstock/Getty Images


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|Tweet|Guiding Light A new kind of glass pane containing liquid crystal
droplets can guide and manipulate beams of light.
25, 2003: The Information Age rides on beams of carefully
controlled light. Because lasers form the arteries of modern
communications networks, dexterous manipulation of light underpins
the two definitive technologies of our times: telecommunications
and the Internet.
Now researchers at Harvard University have developed a new way of steering and manipulating light beams.
Using droplets of liquid crystals--the same substance in laptop
displays--the scientists can make a pane of glass that quickly
switches from transparent to diffracting and back again. When
the pane is transparent a laser beam passes straight through,
but when the pane is diffracting, it splits the beam, bending
it in several new directions.
"Telecommunications could be one application, but at this point we're still looking at the basic properties of these droplets. Their potential is great, and it's hard to imagine all the ways engineers might use them," says David Weitz, Gordon McKay Professor of Applied Physics at Harvard University and lead scientist for the NASA-supported research.
Beyond telecommunications, one could imagine this light-steering ability being useful in astronomy. For example, these liquid-crystal panes could be used in reverse to combine (rather than split) beams of light from multiple telescopes. Combining light from many telescopes, a technique called interferometery, is a good way to search for distant planets around other stars.
Another application: a liquid crystal pane held in front of the mirror of a telescope could be used to "unwrinkle" light that has passed through Earth's turbulent atmosphere. Such adaptive optics telescopes could gain a crystal-clear view of the heavens from Earth's surface.
The many uses of steering light are part of the reason that NASA recently decided to award Weitz and colleagues a grant for this research. In addition, NASA can provide a unique environment for experimenting with liquid crystals: low gravity.
"We've already seen several exciting results from fluid physics experiments done in Earth orbit," says Brad Carpenter, lead scientist for NASA's Physical Sciences Research Division. "This latest project of Dr. Weitz, who has already completed some successful experiments on the International Space Station (ISS), was selected for funding with the vision of aiding advances in optical information technologies."
All droplets are created equal
Liquid crystals are a class of liquids whose molecules are more orderly than molecules in regular fluids. Because of this orderliness, when these liquids interact with light, they can affect the light like crystals do.
Left: The droplets of liquid crystal in the Harvard group's experiments, like those shown here, are of equal size and arranged in a regular pattern. Image courtesy Harvard University.
A technique invented by Weitz and his colleagues produces
equal-sized droplets of liquid crystal, each about a dozen microns
across (a micron is one thousandth of a millimeter). Because
they're all the same size, packing the droplets together on a
glass plate causes them to arrange themselves into a honeycomb
It's this regular pattern that gives sheets of liquid crystal droplets their light-steering ability.
Making droplets of liquid crystals is nothing new; the basic technology has been around since the mid-1980s. Today you can find such droplets in the window-walls of some executives' offices. With the flip of a switch, the office's transparent windows magically change to opaque walls somewhat like frosted glass.
"The big difference between what we do and what has been done before is that older-style glass panes contain a random distribution of drops and drop sizes--tiny ones and big ones. They're not ordered at all," explains Darren Link, one of the scientists on the research team.
Without any order in the drop size and spacing, these older liquid crystal systems simply scatter light in all directions--hence the frosted-glass effect.
"In our case, because we make all the drops the same size, we're able to steer light in specific directions," Link says.
Left: Light striking a surface after passing through the flat sheet of liquid crystal droplets doesn't appear as a single dot, but is split and bent to produce a patterns of dots. Image courtesy Harvard University.
The molecules in a liquid crystal droplet are long and rod-shaped.
An electric field can steer these rods (much as a magnetic field
moves a compass needle) and so control how they guide rays of
light passing through them.
Steering light at will is useful enough, but Link suspects that the most interesting results will come from the next phase of their research.
Exploring another dimension
"Where I think the interesting new physics is going to be is in getting away from having a 2-D sheet and going into 3-dimensional ordered structures," Link says. "From now on our research will focus on doing this with real 3-D ordered structures using smaller particles."
Link and colleagues aren't sure what they're going to find when they shine light through several stacked-up layers of these ordered droplets... that's what's so exciting about doing it! It might split the light up into a rainbow, like a prism, or it might affect the light in a totally unexpected way.
But first they need to find reliable ways to arrange the droplets into various 3-dimensional patterns. This is where low gravity comes in handy.
Weightlessness greatly simplifies making 3-D structures from fluid droplets. The tiny droplets have a different density than the liquid in which they are suspended. On Earth they'll either float or sink, which greatly complicates arranging them into a pattern. In orbit, the lack of buoyancy allows droplets to remain nicely suspended, allowing researchers to explore many configurations that would be difficult or impossible to create on the ground.
Above: 3-dimensional stacked layers of liquid crystal droplets could have some novel and useful effects on light that passes through them. Image courtesy NASA.
Weitz says they intend to design a space-experiment and eventually fly it on the ISS. First, though, more research on the ground is needed to understand the basic physics of these droplets--how they respond to the applied electric field, and exactly how those responses affect the passing light. It's details such as these that could soon give researchers a new tool to use in their ever-expanding mastery of light.
More detailed information -- a short paper offering a more technical
explanation of the concept discussed in the article above
Weitz's research group's home page -- the Experimental Soft Condensed Matter Group home page at Harvard University
Liquid crystals and LCDs -- an explanation of what liquid crystals are and how they're used to make the LCD displays used in laptops and digital watches, from HowStuffWorks.com.
crystals: a tutorial
-- information about the history and physics of liquid crystals,
from the Georgia Institute of
A. Fernandez-Nieves, D.R. Link, D. Rudhardt, and D. A. Weitz, "Electrooptics of bipolar nematic liquid crystal droplets," preprint
D. Rudhardt, A. Fernandez-Nieves, D.R. Link, and D. A. Weitz, "Phase switching of ordered arrays of liquid crystal emulsions," Applied Physics Letters, 82 2610 (2003).


text:
The Effects of ABRACADABRA on Reading Outcomes:A Meta-analysis of Applied Field Research
AbstractThis meta-analysis summarizes research on the effects of a comprehensive, interactive web-based software (AXXX) on the development of reading competencies among kindergarteners and elementary students. Findings from seven randomized control trials and quasi-experimental studies undertaken in a variety of contexts across Canada, Australia and Kenya were reviewed and analyzed. Comparing the experimental groups that used AXXX to the control groups exposed to regular literacy instruction, the studies produced sixty-five independent effect sizes in six outcome categories, as defined by the National Reading Panel (NRP, 2000). The average effects were:•Phonics: g+ = 0.150, (k = 17, N = 914), p <.05;•Phonemic Awareness: g+ = 0.323, (k = 19, N = 1550), p <.001;•Reading Fluency: g+ = 0.082, (k = 5, N = 1522), p >.05 (ns);•Reading Comprehension: g+ = 0.087, (k = 5, N = 923), p >.05 (ns);•Listening Comprehension: g+ = 0.430, (k = 5, N = 846), p <.001;•Vocabulary Knowledge: g+ = 0.031, (k = 14, N = 964), p >.05 (ns).The random effects model non-independent weighted overall average effect was g+ = 0.191 (k = 65). All but one of the average effect size distributions were homogeneous, suggesting that the observed effects are generally representative of the impact that AXXX may have on novice readers. The paper concludes with a discussion of AXXX classroom uses including implementation fidelity and offers the implications of the findings for future research and development.


text:
American women are taking around 2 ½ hours more to give birth these days than women did five decades ago, according to a fresh report.
A team of researchers led by Dr. Katherine Laughon, an epidemiologist with the Eunice Kennedy Shriver National Institute of Child Health & Human Development, gathered data on as many as 40,000 women who delivered between 1959 and 1966, and compared the data around 100,000 women who gave birth between 2002 and 2008.
Researchers found that the typical first-time mother in America is now taking 6 1/2 hours to deliver, while her counterpart five decades ago labored for hardly 4 hours.
Researchers held older maternal age and increase in body-mass index (BMI), a ratio of weight to height, responsible for a part of longer labors.
Explaining the reasons for longer labors, Dr. Laughon said, "Older maternal age and increased BMI accounted for a part of the increase. We believe that some aspects of delivery-room practice are also responsible for this increase."
The longer labors will prompt surgeons to reassess when they should draw the line for cesarean delivery, which costs around $17,000 as compared with $9,400 for giving birth through vagina.
Last year, researchers at Intermountain Healthcare estimated that the country could save up to $3.5 billion by lowering the rate of national cesarean delivery from 32 per cent to 21 per cent.


text:
Fractal Generation with Unity
A was hanging out with my awesome friend Anatomecha in one of Seattle's new super awesome, super hip, super gentrified edison-bulb-and-a-million-beers-on-tap bars. He showed me a system he had been working on to create l-system fractals with Unity using very simple properties of how Maya and Unity represent 3D models in 3D space.
I like beer and fractals because they are both awesome, what can I say?
For the uninitiated an L-system fractal is basically where you take a shape, lets call it an "axiom", then you replace the axiom with another shape, let's call that a "generator" which just so happens to be made up of a bunch of axioms.
Rinse and repeat until you have created a self-referential fractal of pure awesomeness. Each rinse and repeat is called an "iteration."
So axiom, and generator:
which, in the cases of these pyramids creates what's called a Sierpinski Pyramid.
For those of you FRACTAL EXPERTS out there there is nothing new yet.
Here is the awesomesauce.
Maya will let you create a model which contains named compenents in a hierarchy. Unity can import the model and preserve the hierarchy and the components. If you create a hierarchical model in Maya which is meant to be a generator, and you pick some of the components in that model's hierarchy to be axioms, then when you load it into Unity all you have to do to make an l-system fractal iteration on it is to find the leaf nodes and replace them with freshly instantiated generators.
Piece of cake right?
Note there are always details. The position, scale, and rotation of the models needs to be preserved. Notice how the Sierpinsky Pyramid replaces a large pyramid with four smaller ones at various offsets?
Yes, these offsets and scale factors (and rotation as well) can be encoded in the Maya model trivially which will be explained now.
Maya representation of a generator
So we are going to create this:
By creating the following two generators:
Left: end branch, right: middle branch.
We then load them up in Unity and create a script that iterates n times over a GameObject looking for leaf nodes with a name that corresponds to the name of a generator.
So have a look at what this looks like in Unity, with an attached script:
Notice the Transform in the Inspector. It contains the relative position, rotation and scale of an axiom. This means when you replace that axiom with a newly instantiated generator you will need to set the generator's Local Scale, Local Rotation and Local Position to these values so it will be in the right spot.
Note the script has two
generators listed, the
middle_branch_generator. These are references to the models in the project, so during an iteration when a node is found with a name like
LSystem.cs script knows to replace it with a
You may notice the leaf nodes have names like
end_branch__0 with a double underscore - this is because Maya requires unique names for it's scene nodes so the script simply discards the
__ and everything after it during the iteration process.
So there is a lot you can do with this.
Essentially you can build a model in Maya, name nodes, and then replace those nodes with other models that have the same name (or, if you prefer, by any more sophisticated replacement algorithm you choose) to recursively create and define a more interesting creation.
Use your imagination and think on that for a minute, it's pretty huge.


Emily Cox
. She is also Choir Director at St Mary's Anglican Church, Kangaroo Point where she and organist Christopher Wrench oversee a vibrant music programme. As a conductor and chorus master with a broad repertoire, Emily's work is in demand with professional performing arts companies and major arts festivals. Through the repertoire that she explores with her ensembles, she has introduced Australian audiences to many unusual and beautiful works. A graduate of Dartmouth College (USA) and the Queensland Conservatorium of Music, Emily has had further training overseas with noted choral specialists and is known for her work as a festival and workshop director, adjudicator and educator for all age groups.
Emily Cox is featured on the following titles
Joy To The World
Performer: conductor
Light is integral to colour, and musical integrity is often described in terms of its colour or luminescence. Celebrating Canticum's 21st birthday year, composers were sought whose music reflects a particular sensitivity to the versatility of the choral instrument and which celebrates beautiful text.


Windrose Line
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Windrose Line
Windrose network -16 vertex/Portolan
Image of Petrus Vesconte
A rhumbline network, more properly called, a windrose network, or sometimes also called harbour-finding chart, compass chart, or rhumb chart, is a navigational aid drawn on early portolan charts dating from the medieval to early modern period. This network is like a web (see picture) forming a grid on the map.
Before accurate surveying there was no method for measuring longitude at sea so maps possessed many distortions especially in the east west direction. There was also distortion due to the curvature of the Earth's surface. The multitude of compass roses with straight lines extending outwards across the map derived from how the maps were then made by compiling empirical observations from navigators who attempted to follow a constant bearing at sea. [1]
To calculate a course to follow from a ships position to a point of desired destination, one would identify the windrose thought to be closest to the ships position. Then using a parallel rule — the "line of course" taken from the rose to the point of destination,would be transferred to the ships known position.
The lines are not true rhumb lines in the modern sense, since these can only be drawn on modern map projections and not on 13th-century charts.[2] They were close to true rhumb lines in the Mediterranean area but highly inaccurate in the Teixeira planisphere and the other planispheres drawn in any pre-Mercator projection.
The grid can be easily spotted (as parchment is quite translucent) by observing the map from its rear face, with a light source illuminating the other side. The hole in the center of the circle, origin of the whole network, is also clearly visible from the rear.[3]
Rhumblines vs. windrose lines
A part of the Catalan Atlas.
All portolan maps share these characteristic "windrose networks", which emanate from compass roses located at various points on the map (or mapamundi). These better called "windrose lines" are generated "by observation and the compass", and are designated today as "lines of course" or "lines of rhumb" ("rhumb lines" in the fourteenth century, traced on portolan's particular projection, though not to be confused with modern rhumb lines, meridians or isoazimuthals).
To understand that those lines should be better called "windrose lines", one has to know that portolan maps are characterized by the lack of map projection, for cartometric investigation has revealed that no projection was used in portolans, and those straight lines they could be loxodromes only if the chart was drawn on a suitable projection.[2]
As leo Bagrow states:"..the word ("Rhumbline") is wrongly applied to the sea-charts of this period, since a loxodrome gives an accurate course only when the chart is drawn on a suitable projection. Cartometric investigation has revealed that no projection was used in the early charts, for which we therefore retain the name 'portolan'."[2]
Network design
Portolan by Petrus Vescomte
Pujades in his book "Les cartes portolanes" has a chapter with all known theories and, with the aim to clarify the controversial arguments, he shows an image of Petrus Vesconte drawing a portolan in one of his maps in which it is visible how he started by drawing first the rhumbline grid. Some authors call it "winds network" instead of using the term "rhumbline network" or "network of rhumblines".[4][5][6]
The circle is divided into sixteen equal parts defining a hexadecagon, then the network of sailing directions "for a 16 winds rose" is represented by groups of 16 "straight lines" called rhumblines. From each vertex, 7 rhumblines are projected towards the hexadecagon's interior connecting "in an alternated pace" to 7 of the vertex opposite to it, but without routing any line to connect that vertex to the other 8 intermixed vertex. The remaining 9 rhumblines (to complete the 16 winds) are projected from each vertex towards the exterior of the hexadecagon, although in some portolans those 9 lines do not appear.[6]
The lines of the courses for the eight main directions (or winds) are drawn with black ink (or sometimes gold); the eight intermediate directions (half-winds) are drawn in green; and in the case of a 32 winds rose, the sixteen remaining (quarter-winds) are drawn in red. The intersection of this set of "rhumblines" determine on the portolans a varied pattern of symmetrical squares, parallelograms, trapezoids and triangles.[3]
Vellum map creation process
The process for a vellum chart creation used to be as follows:
 - They prepared a vellum of good size, or several of them glued together.
 - They drew a well-centered hexadecagon (or two linked by a vertex) with a network of 16 lines per vertex (with the different colors mentioned above: black, green and red).[6]
 - They copied on top of the grid the coasts lines trying to let the 16 vertex in visible places, as shown in Vescomte's portolan picture with its rhumbline network drawing a 16 vertex regular polygon (hexadecagon) that is perfectly centered on the parchment.
 - In the case of the Mediterranean sometimes contained two hexadecagons and has the two opposite corners matching what is called the "portolan diaphragm " (axis of the Mediterranean.. or parallel of Rhodes).
 - Finally they labeled and decorated the whole vellum with more or less profusion.
Planispheres with double hexadecagon
In large planispheres, especially those containing the oceans (World Map), the cartographer used to draw two hexadecagons with the two opposite corners superimposed in the center of the vellum. There are plenty of mappae mundi that use the double-hexadecagon rhumbline networks but they can not be considered portolan charts since they do not have any ports indicated on them.
In the Cresques planisphere one is able to read the names of those lines which were winds: tramontana, levante, ponente, mezzogiorno, greco, sirocco, and lebegio. When limited to small seas, planispheres approximately follow both rhumb lines and great circles. But on big oceans they do not follow either of them, due to the imprecision of the map making of that time, corresponding more or less accurately to rhumb lines only in the Mediterranean portolan charts and deviating greatly in the Texeira planisfere (among others).
Double hexadecagon in Cantino's planisphere
Rhumb line construction scheme with two hexadecagon in the Cantino planisphere
Double hexadecagon in Texeira's planisphere
Rhumb line construction scheme with two hexadecagon in the Texeira planisphere
Use of rhumblines
To calculate on a portolan chart the course to follow from a point of origin to a point of destination, one should transfer — using a parallel rule — the "line of course" drawn from the point of origin to the point of destination, on top of the Compass rose closest to the ship's position, obtaining on it the theoretical course to be followed when sailing towards the destination. This theoretical course may have to be modified (as many times as needed) when tacking if the wind is right ahead of you, or to correct the effects of leeway, currents, etc... that a sailor with experience should be able to calculate empirically.
See also
 1. ^ "Portolan charts from the late thirteenth century to 1500 - Additions, Corrections, Updates". _URL_. Retrieved.
 2. ^ a b c Leo Bagrow (2010). History of Cartography. Transaction Publishers. pp. 65-. ISBN 978-1-4128-2518-4.
 3. ^ a b P. D. A. Harvey (1991). Medieval maps. British Library. ISBN 978-0-7123-0232-6.
 4. ^ María Luisa Martín-Merás (1 January 1993). Cartografía marítima hispana: la imagen de América. IGME. pp. 30-. ISBN 978-84-7782-265-3.
 5. ^ Ernesto García Camarero; Julio Rey Pastor (1960). Julio Rey Pastor y Ernesto Garcia Camarero. La cartografia mallorquina. - Madrid: Dep. de historia y filosofia de la ciencia "Inst. Luis Vives", Consejo sup. de investigaciones cientificas 1960. XV, 207 S. 8°. Department de historia y filosofia de la ciencia "Inst. Luis Vives", Consejo sup. de investigaciones cientificas.
 6. ^ a b c Ramon J.Pujades i Bataller (2007). Les cartes portolanes: la representació medieval d'una mar solcada


A ferrite-loaded polymer is molded into a geometric shape and magnetized to a specified pole-pair configuration. The ferrite material provides an alternating north and south magnetic field, which is read by a sensing element. The sensor sends a digital output signal to the vehicle controller. Benefits of the encoder include greater than 3-mm air-gap sensitivity, consistent signal at all speeds, and zero-speed detection. The chemically resistant encoders have a high-temperature physical resistance of 250°C.
Simrit Div., Freudenberg-NOK
47690 E. Anchor Court
Plymouth, MI 48170
_PHONE_


text:
Tom the cat is chasing Jerry the mouse across the surface of a
table 1.5 m above the floor. Jerry steps out of the way at the last
second, and Tom slides off the edge of the table at a speed of 5.7
m/s. Where will Tom strike the floor?
What velocity components will he have just before he hits? (Use a
coordinate system in which up is positive.)
x direction =? m/s
y direction=? m/s


text:
Spanish Glossary: M
market: 1. (noun) In Spanish cultures, a traditional market is where vendors gather to sell their goods. Markets may be open or under a roof, and they offer a less formal shopping environment than typical supermarkets or grocery stores. Prices are usually negotiable. 2. (verb) To advertise and sell an item.
mood: 1. A characteristic of a verb that indicates the manner in which the action occurs. 2. A characteristic of a person that indicates the overall emotional state of that person.


text:
- Recommended for ages 8 and up
- Includes: 1 Game Grid, 60 Challenge Cards, 9 Towers, 1 Target Piece, and 3 Marbles
Requires 3 AA and 3 AAA batteries (not included)
Keep your child entertained and challenged with the Gravity Maze Game. Designed for both beginners and experts, this logic puzzle game can grow with your child as their skills improve. The Gravity Maze is a combination of a marble run and logic puzzle with over 60 challenges ranging in difficulty to help your child develop spatial reasoning and planning skills.


Topics: 4 min readtime
Usage-based pricing: How does this work within Fivetran?
Written by Nicolas Beunen
Thursday 11 March, 2021
Fivetran, I've heard the name....
But what does it do?
The classic data integration tools force analysts to predict what insights they can get from a limited data set and then build a resource-intensive workflow around it that is dated and inflexible.
Fivetran changes that all, with its fully automated data pipeline built especially for analysts.
With automation extracting and loading the disparate data directly into your data warehouse, Fivetran provides a faster, better way to centralize all of your data sources so you can quickly model and obtain meaningful insights.
Pay only for the rows you consume
Pricing model of FivetranPricing is based on your Fivetran usage, simple. Consumption is based on the amount of'monthly active rows' within your warehouse. These'monthly active rows' (MARs) are only counted and thus invoiced when a row is updated or inserted in your warehouse.
Pricing scales logarithmically, which simply means, when you replicate more data through Fivetran, you'll see the value of one credit stretched across more rows. The more you use, the more a credit will be worth, the more rows can be inserted and updated per credit.
So to get a decent understanding of how many active rows you have per month, there's a simple calculation you can do:
Example of Fivetran pricing
Total amount of rows in your warehouse X the percentage of updated/new rows in your warehouse.
The resulting number will give you your total amount of monthly active rows. In this example we take into account that 10% of the rows are updated. This is an estimation. In general this percentage is somewhere between 10% and 20%.
The conversion rate of MARs to credits is determined by the consumption table. The more you use, the more a credit will be worth.
There are different pricing models
There a 3 main pricing tiers, that are especially designed to fit most use-cases/companies. In these 3 tiers, credits will be priced differently. You can always upgrade your plan if your usage has outgrown the current plan.
1. Starter - Jumpstart your data initiatives!
The starter platform gives you access to the pre-built connectors and post load transformations to get started with automating data integration to power your business insights.
This model is best fit for companies that have a small handful of web application sources that and don't really need real-time data.
1 Fivetran credit = $1.00
2. Standard - Control business logic and automate integrations
The standard platform unlocks the database connectors for your marketing, ERP, product or other data into your warehouse. This tier also grants access to the API's for programmatic management of your account. You'll also have access to 15-minute syncs for real-time reporting, which you can use to make better decisions.
This model is best fit for the biggest part of companies, as it supports all integration use-cases.
1 Fivetran credit = $1.50
3. Enterprise - Solve the most complex business requirements
The enterprise platform includes all features of the Starter and Standard models, but also includes additional support. By supporting VPN tunneling and having the possibility to use custom user roles, Fivetran can help maintain the internal security & compliance rules. This model also has a industry-unique SLA that guarantees your data access and your access to 5-minute syncs that maintain your business-critical data replication needs.
This model is best fit for companies that have advanced internal security and compliance rules/needs.
1 Fivetran credit = $2.00
So, how can we pay for all this awesomeness?
There are 2 payment options available for Fivetran at this point, monthly or annually:
1. Credit card
Paying via your credit card is definitely the fastest method. All you have to do is input your credit card details in your Fivetran account. That way, on a monthly cadence, your usage will be automatically billed. Of course you have access to detailed reports about billing in your Fivetran account to follow up on everything.
2. Contract
You can also leverage a contract by contacting the Fivetran sales team through Biztory. This method offers more possibilities to explore discounts, get best-practice advice on your use-case and get the highest possible value out of your purchase.
Does this sound like a lot of work or money? It is not.
Let's get in touch, we'll gladly show you how Fivetran will save you time and resources, make your data engineer's life easier and finally provide a stable and scalable solution to data pipelining.
You can always start a free trial, just get in touch with us and we'll hook you up!
Let's Talk!


text:
Students research online an influential woman, then create on the computer a quilt block with text and graphics. Quilt blocks are then printed and combined to form a quilt of connections.
women's history, quilt
Although research for this project can be done using books and other printed materials, the following grade-appropriate resources are available online.
Help your K-8 class celebrate Women's History Month with this research and drawing project.
Note: This lesson can be modified for any grade level from K through 8 simply by changing the information students must research and write about.
Before beginning the lesson, open the drawing software (see Materials Needed above) and create a large rectangle with a black border, but no fill color. Make the rectangle big enough to fill most of an 8 " x 11" piece of paper without spilling over the edges. Click Print Preview (in Appleworks, click File>Print, and then click Preview; in Microsoft Paint, click File>Print Preview) to make sure the rectangle fits.
Save the rectangle to your Desktop or Documents folder as a template with the name "quiltblock." (When you click File>Save in most programs, you will see an option under File Format to save it as a template. Be sure to change the location to which you're saving the rectangle to Desktop or Documents; it will try to save it in the Templates folder, which is hard to find.) Finally, put the rectangle file on each student computer, or save it to a floppy or to the server so students can access it later. The quilt block template will ensure that students' drawings are a uniform size.
Note: If you're using TuxPaint for K-2, don't worry about the rectangle. Just let them draw, then print and cut out the picture to fit.
Start the lesson by asking students to name famous American women in history and explain what they did to become famous. Tell students that they are going to research a famous American woman and then create a quilt block illustrating that woman's achievements. The blocks will be attached to one another to form a quilt that will be displayed _____. (You pick the location -- in the classroom, the hallway, the cafeteria, the office.)
Make sure students understand what a quilt is. To illustrate that a quilt is made up of many connected pieces, show your students some of the quilts at European American Quilting Traditions.
Next, follow the steps below to help students create a quilt block about Shirley Chisholm.
Students now should be able to follow these steps themselves:
Display your quilt on the classroom wall, or in the hallway, office, or cafeteria. You might even invite parents and other students to see the work. Make sure students have an opportunity to share their information with one another.
AssessmentStudents are evaluated based on their
Lesson Plan Source
FINE ARTS: Visual Arts
GRADES K - 4
NA-VA.K-4.1 Understanding and Applying Media, Techniques, and Processes
NA-VA.K-4.2 Using Knowledge of Structures and Functions
NA-VA.K-4.3 Choosing and Evaluating A Range of Subject Matter, Symbols, and Ideas
NA-VA.K-4.6 Making Connections Between Visual Arts and Other Disciplines
GRADES 5 - 8
NA-VA.5-8.1 Understanding and Applying Media, Techniques, and Processes
NA-VA.5-8.2 Using Knowledge of Structures and Functions
NA-VA.5-8.3 Choosing and Evaluating A Range of Subject Matter, Symbols, and Ideas
NA-VA.5-8.6 Making Connections Between Visual Arts and Other Disciplines
SOCIAL SCIENCES: U.S. History
GRADES K - 4
NSS-USH.K-4.3 The History of the United States: Democratic Principles and Values and the People from Many Cultures Who Contributed to Its Cultural, Economic, and Political Heritage
GRADES 5 - 12
NSS-USH.5-12.1 Era 1: Three Worlds Meet (Beginnings to 1620)
NSS-USH.5-12.2 Era 2: Colonization and Settlement (_PHONE_)
NSS-USH.5-12.3 Era 3: Revolution and the New Nation (1754-1820s)
NSS-USH.5-12.4 Era 4: Expansion and Reform (_PHONE_)
NSS-USH.5-12.5 Era 5: Civil War and Reconstruction (_PHONE_)
NSS-USH.5-12.6 Era 6: The Development of the Industrial United States (_PHONE_)
NSS-USH.5-12.7 Era 7: The Emergence of Modern America (_PHONE_)
NSS-USH.5-12.8 Era 8: The Great Depression and World War II (_PHONE_)
NSS-USH.5-12.9 Era 9: Postwar United States (1945 to early 1970s)
NSS-USH.5-12.10 Era 10: Contemporary United States (1968 to the Present)


text:
The work of the Holy Spirit in the world has several implications for Christians and their work. Whether working in creation or regeneration, the Spirit constantly empowers us to carry out the callings God places on our lives. Last week we explored the many stories throughout the Old Testament of the Spirit bestowing gifts of leadership, strength, skill, and speech to God's people.
Having examined the scriptures, what implications do these stories bear for our work in the world today? There are seven major points to be drawn from these ancient examples.
1. The Spirit gives us power.
Where we have gifts of the Holy Spirit, we have power. We can fail to appropriate our gifts, we can bury them in the ground, and we can fail to fully utilize them. However, when the Holy Spirit gives gifts, they are potentially powerful. Using these gifts is our responsibility, but our failure to do so does not negate their potential power.
2. We shouldn't separate "natural" and "spiritual" gifts.
It is wrong to depreciate or separate our natural (created) gifts and our "spiritual" gifts. Both are from the Holy Spirit. Although God can give new capacities to people at any time, in most cases he empowers or develops the potential of our created gifts for use in the Church or the world.
3. The Spirit helps us reach our true potential.
In both the Old and New Testaments, people need the Holy Spirit to overcome spiritual blindness and apprehend spiritual realities. People in both Testaments needed to be born again, and their hearts made anew. This transformation sparked by the Holy Spirit enables us to develop our potential.
4. The Spirit provides gifts when we need them.
God gave gifts to people in the Old Testament to enable them to lead the people of Israel in difficult times. For instance, the Judges were empowered to defend Israel. One of their numbers, Sampson, though in many ways unfaithful, was made stronger when the Spirit came upon him. We may be similarly equipped with gifts to lead our families and communities through difficult times, and we can pray that the Lord would provide such gifted persons in times of trouble.
5. The Spirit can increase our gifts for specific tasks.
God gave people with artistic skill even more skill through the Holy Spirit, so they could fulfill his plans to build the tabernacle and fashion its utensils. Likewise, God can unfold, redirect, or develop the potential of the gifts he has given us. This applies to people with a variety of skill sets, not just those with artistic gifts. It is appropriate to pray that the Lord unfold withered or partially developed gifts.
6. The Spirit's gifts apply to all contexts, not just spiritual ones.
God gave prophets the ability to speak about future events, but he also gave the ability to speak persuasively about present realities. The Holy Spirit can give people power to elicit trust through their speech. The Spirit can empower effective speech in even seemingly "secular" matters. Amasai's gifting in I Chronicles took place in a military context.
7. The gift of leadership applies on many levels.
The Spirit can give leadership not only to judges to other leaders in political power as well. This gift of leadership is still present today, and we can ask for the Spirit to grant this power in both the Church and the world.
What else can we learn from the work of the Holy Spirit? What other implications do the Spirit's gifts have for our work? Leave your comments here.
- Part 1: Are Spiritual Gifts Intended for My Work?
- Part 2: Four Lessons About Gifts of the Spirit From the Old Testament
- Part 3: Seven Reasons the Gifts of the Holy Spirit Matter for Our Work
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Illinois State Water Survey
Chief Emeritus
Climate extremes
Stanley Changnon directs and is engaged in several projects relating to climate of various regions. One aspect involves studies of climate change in fluctuations over scales of decades to centuries. These have focused on climatic change in all types of climate conditions in Illinois, fluctuations in severe storm climate of North America of the century, and global changes in thunderstorms. Another area of climatic research has dealt with climate impacts as they relate to agriculture, water resources, and government. There is an area of climate research relating to use of long-range predictions. Another area has related to inadvertent climate change related to urbanization, irrigation, and jet contrails.


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NEW! CPD Event: An introduction for teachers to Once upon a Time in Lithuania
Shipley Art Gallery
09 Jul 13
Keystage: KS2, KS3, KS4, Subject: History, Self/Other and Wider World, Art, Creativity, Literacy, Local History.
We will discuss ways of using the exhibition and the Gallery's permanent collections to explore themes of remembrance, memory, identity and sense of place, as well as the consequences of prejudice and loss.


Supersingular isogeny key exchange
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Supersingular isogeny Diffie–Hellman key exchange (SIDH) is a post-quantum cryptographic algorithm used to establish a secret key between two parties over an otherwise insecure communications channel. It is analogous to the Diffie–Hellman key exchange, but is based on walks in a supersingular isogeny graph and is designed to resist cryptanalytic attack by an adversary in possession of a quantum computer. SIDH boasts one of the smallest key sizes of all post-quantum key exchanges; with compression, SIDH uses 2688-bit[1] public keys at a 128-bit quantum security level. SIDH also distinguishes itself from similar systems such as NTRU and Ring-LWE by supporting perfect forward secrecy, a property that prevents compromised long-term keys from compromising the confidentiality of old communication sessions. These properties make SIDH a natural candidate to replace Diffie–Hellman (DHE) and elliptic curve Diffie–Hellman (ECDHE), which are widely used in Internet communication.
For certain classes of problems, algorithms running on quantum computers are naturally capable of achieving lower time complexity than on classical computers. That is, quantum algorithms can solve certain problems faster than the most efficient algorithm running on a traditional computer. For example, Shor's algorithm can factor an integer N in polynomial time, while the best-known factoring classic algorithm, the general number field sieve, operates in sub-exponential time. This is significant to public key cryptography because the security of RSA is dependent on the infeasibility of factoring integers, the integer factorization problem. Shor's algorithm can also efficiently solve the discrete logarithm problem, which is the basis for the security of Diffie–Hellman, elliptic curve Diffie–Hellman, elliptic curve DSA, Curve25519, ed25519, and ElGamal. Although quantum computers are currently in their infancy, the ongoing development of quantum computers and their theoretical ability to compromise modern cryptographic protocols (such as TLS/SSL) has prompted the development of post-quantum cryptography.[2]
SIDH was created in 2011 by De Feo, Jao, and Plut.[3] It uses conventional elliptic curve operations and is not patented. SIDH provides perfect forward secrecy and thus does not rely on the security of long-term private keys. Forward secrecy improves the long-term security of encrypted communications, helps defend against mass surveillance, and reduces the impact of vulnerabilities like Heartbleed.[4][5]
The j-invariant of an elliptic curve given by the Weierstrass equation is given by the formula:
Isomorphic curves have the same j-invariant; over an algebraically closed field, two curves with the same j-invariant are isomorphic.
The supersingular isogeny Diffie-Hellman protocol (SIDH) works with the graph whose vertices are (isomorphism classes of) supersingular elliptic curves and whose edges are isogenies between those curves. An isogeny between elliptic curves and is a rational map which is also a group homomorphism. If separable, is determined by its kernel up to an isomorphism of target curve.
The setup for SIDH is a prime of the form, for different (small) primes and, (large) exponents and, and small cofactor, together with a supersingular elliptic curve defined over. Such a curve has two large torsion subgroups, and, which are assigned to Alice and Bob, respectively, as indicated by the subscripts. Each party starts the protocol by selecting a (secret) random cyclic subgroup of their respective torsion subgroup and computing the corresponding (secret) isogeny. They then publish, or otherwise provide the other party with, the equation for the target curve of their isogeny along with information about the image of the other party's torsion subgroup under that isogeny. This allows them both to privately compute new isogenies from whose kernels are jointly generated by the two secret cyclic subgroups. Since the kernels of these two new isogenies agree, their target curves are isomorphic. The common j-invariant of these target curves may then be taken as the required shared secret.
Since the security of the scheme depends on the smaller torsion subgroup, it is recommended to choose.
An excellent reference for this subject is De Feo's article "Mathematics of Isogeny Based Cryptography."[6]
The security of SIDH is closely related to the problem of finding the isogeny mapping between two supersingular elliptic curves with the same number of points. De Feo, Jao and Plut suggest that the best attack against SIDH is solving the related claw finding problem, hence of complexity O(p1/4) for classical computers and O(p1/6) for quantum computers. This suggests that SIDH with a 768-bit prime (p) will have a 128-bit security level.[3] A 2014 study of the isogeny mapping problem by Delfs and Galbraith confirmed the O(p1/4) security analysis for classical computers.[7] The classical security, O(p1/4), of the SIDH was confirmed in the work of Biasse, Jao and Sankar as well as Galbraith, Petit, Shani and Ti.[8][9]
During a key exchange entities A and B will each transmit information of 2 coefficients (mod p2) defining an elliptic curve and 2 elliptic curve points. Each elliptic curve coefficient requires log2p2 bits. Each elliptic curve point can be transmitted in log2p2+1 bits, hence the transmission is 4log2p2 + 4 bits. This is 6144 bits for a 768-bit modulus p (128-bit security). However, this can be reduced by over half to 2640 bits (330 bytes) using key-compression techniques, the latest of which appears in recent work by authors Costello, Jao, Longa, Naehrig, Renes and Urbanik.[10] With these compression techniques, SIDH has a similar bandwidth requirement to traditional 3072-bit RSA signatures or Diffie-Hellman key exchanges. This small space requirement makes SIDH applicable to context that have a strict space requirement, such as Bitcoin or Tor. Tor's data cells must be less than 517 bytes in length, so they can hold 330-byte SIDH keys. By contrast, NTRUEncrypt must exchange approximately 600 bytes to achieve a 128-bit security and cannot be used within Tor without increasing the cell size.[11]
In 2014, researchers at the University of Waterloo developed a software implementation of SIDH. They ran their partially optimized code on an x86-64 processor running at 2.4 GHz. For a 768-bit modulus they were able to complete the key exchange computations in 200 milliseconds thus demonstrating that the SIDH is computationally practical.[12]
In 2016, researchers from Microsoft posted software for the SIDH which runs in constant time (thus protecting against timing attacks) and is the most efficient implementation to date. They write: "The size of public keys is only 564 bytes, which is significantly smaller than most of the popular post-quantum key exchange alternatives. Ultimately, the size and speed of our software illustrates the strong potential of SIDH as a post-quantum key exchange candidate and we hope that these results encourage a wider cryptanalytic effort."[13] Their software is downloadable from Microsoft Research.
In 2016, researchers from Florida Atlantic University developed efficient ARM implementations of SIDH and provided a comparison of affine and projective coordinates.[14][15] In 2017, researchers from Florida Atlantic University developed the first FPGA implementations of SIDH.[16]
The supersingular isogeny Diffie-Hellman method[edit]
While several steps of SIDH involve complex isogeny calculations, the overall flow of SIDH for parties A and B is straightforward for those familiar with a Diffie-Hellman key exchange or its elliptic curve variant.
These are public parameters that can be shared by everyone in the network, or they can be negotiated by parties A and B at the beginning of a session.
 1. A prime of the form
 2. A supersingular elliptic curve over.
 3. Fixed elliptic points on.
 4. The order of and is. The order of and is.
Key exchange[edit]
In the key exchange, parties A and B will each create an isogeny from a common elliptic curve E. They each will do this by creating a random point in what will be the kernel of their isogeny. The kernel of their isogeny will be spanned by and respectively. The different pairs of points used ensure that parties A and B create different, non-commuting, isogenies. A random point (, or ) in the kernel of the isogenies is created as a random linear combination of the points, and,.
Using, or, parties A and B then use Velu's formulas for creating isogenies and respectively. From this they compute the image of the pairs of points, or, under the and isogenies respectively.
As a result, A and B will now have two pairs of points, and, respectively. A and B now exchange these pairs of points over a communications channel.
A and B now use the pair of points they receive as the basis for the kernel of a new isogeny. They use the same linear coefficients they used above with the points they received to form a point in the kernel of an is


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Wetlands International is shocked to see the plan resurrected, after it was abandoned in 2008 due to concerns from Tanzania's own National Environmental Management Council (NEMC) that mining would adversely impact the ecology of Lake Natron and its high importance for biodiversity; e.g. 75% of the global population of the Lesser Flamingo depends on this site.
The Lake Natron Basin – being part of the Serengeti ecosystem - was listed as Tanzania's second Ramsar site in 2001. The 58 x 15 km lake which is only 0.5 – 2 m deep was nominated as a Wetland of International Importance under the Ramsar Convention on Wetlands as a representative example of a Rift Valley soda lake in East Africa.
Recommendations to Tanzanian Government
In 2008, a Ramsar Advisory Mission recommended the Tanzanian government to suspend the decision-making process on the current Environmental and Social Impact Assessment as it does not deal with the full scope of the project's impact. Furthermore, the Mission recommended that the government should consider completing the development of the Tanzanian Wetland Strategy and other policy frameworks before taking any decisions on the soda ash project. However, the recent announcements of the representatives of the Tanzanian government indicated that the project would go ahead regardless of objections.
Obligations under the Ramsar Convention
It is not surprising that the case of Lake Natron attracts so much international attention. As a Contracting Party to the Ramsar Convention on Wetlands, the Tanzanian government has committed itself to the wise use of wetlands in its territory. By nominating Lake Natron as a Wetland of International Importance, i.e. as a Ramsar site, it has also undertaken to formulate its planning so as to promote the conservation of such wetlands.
Other international commitments
Tanzania has also committed itself to collaborate with other countries on the conservation of migratory waterbirds and their habitats under the framework of the Convention on Migratory Species (CMS) and under the African-Eurasian Migratory Waterbird Agreement (AEWA). The CMS/AEWA Single Species Action Plan for the Lesser Flamingo specifically requests that all key breeding and feeding sites are maintained in good ecological condition, including hydrological conditions and water quality for the species, whilst ensuring that breeding colonies of the species are not disturbed. A soda ash plant would require huge quantities of water, which would adversely affect the hydrology of the lake. Furthermore, mining operations are expected to increase the disturbance of breeding birds.
Lake Natron: ecologically unique
Lake Natron is the only breeding place of the East-African population of the Lesser Flamingo, Phoeniconaias minor, a species categorized as Near Threatened under the Red List criteria of the IUCN, the International Union for Conservation of Nature. Over half a million of these flamingos, representing 75% of the global population, along with enormous numbers of many other waterbird species, use Lake Natron. This makes it one of the world's great wildlife spectacles and one of the key tourist attractions in northern Tanzania and Kenya. Hence, the welfare of lesser flamingos is not just a local conservation issue, but also a transboundary economic issue.
Besides the Lesser Flamingo, Lake Natron hosts nearly 70% of the East-African subspecies of Chestnut-banded Plover Charadrius pallidus venestus, another Near Threatened bird species. In addition, the lake is home to a fish and algae species, which do not occur anywhere else on Earth.
Call to the Tanzanian Government
Wetlands International calls for recognition of the unique value of the site and urges the government to respect its international obligations and to follow the recommendations of the Ramsar Advisory Mission to develop a truly sustainable development plan for the area and to avoid any adverse effect on the Lake, the livelihood of surrounding communities and its unique biodiversity.
For more information:
fsow @ wetlands.sn
Tel. + 221 33 869 16 81
alex.kaat @ wetlands.org
Tel. +31 6 50601917
szabolcs.nagy @ wetlands.org
Tel. +31 318 660935


Strategies suggested below are from an article Learning How To Control Your Fast Rate of Speech rate
Strategy Training for Controlled Speech Habits
1. Speak Using Intonation, Particularly the Staircase Approach
Mastering the skill of intonation and speech rhythm will also complement your speed because you will be speaking with controlled pitch patterns and phrases. Your speech articulators will also be in a better position to follow through and say all of your ending sounds. When you use the Staircase Approach for intonation while practicing with one of the strategies presented below for speed, your overall speaking rate and articulation will sound clear, professional and you will be perceived as well spoken.
2. Feel Your Articulators Touch
Control your rate of speech by feeling your articulators make contact with one another. Your articulators are your lips, teeth, tongue, jaw and facial muscles. When speaking, feel your lips and jaw move as they touch, as well as your tongue contacting your teeth and jaw. The purpose of this strategy is for you to feel and notice the tactile sensation from your mouth while speaking. If you cannot feel the tactile sensation in your mouth from your articulators while talking, then you are speaking too fast. Take a moment to feel the contact in your mouth from your different articulators. Using this strategy will significantly help you reduce your speed. To demonstrate the amount of sensation that can be noticed, count from one to four and feel what your articulators are doing.
The objective is to notice the tactile feedback or sensation you feel from your articulators moving. If you can be aware of this sensation while speaking, your rate will automatically slow down. Feeling your articulators touch is a good internal strategy to slow your rate of speed. Give this strategy a chance.
3. Say Every Sound in Every Word as You Travel Down the Staircase
When speaking, concentrate on producing every sound in every word. Think of saying all of your sounds, particularly the ones at the ends of words. Be certain to say every sound in multi-syllable words. Give yourself the "mantra" of " say every sound in every word " as a way to prompt yourself to use this strategy. When this technique is used you are more aware of your articulators (i.e., lips, tongue and jaw) moving at a controlled rate so they do not trip over one another during connected speech. This strategy will assist you with slowing down your rate of speed while improving your overall articulation.
4. Hold your Vowel Sounds Longer
Many speakers who have a fast rate will often cut the duration of "long" vowel sounds too short. You want to get your message out fast so you chop the longer sounds. American and professional speech has both long and short vowel sounds that need to be said correctly to avoid sounding choppy to your listener. Be sure you hold your vowel sounds, especially the long ones, for the appropriate amount of time.
5. Match your Rate with Another Speaker
Be aware of other people's speech habits and identify other fast talkers. Then, find people who speak at a controlled and pleasant rate. When you can identify fast talkers and people who have a pleasant rate your awareness of your own speech behavior will be significantly improved. Think of family members, co-workers and friends and identify those who are fast talkers and who are not. Write down the three fast talkers and controlled speech talkers in your speech notebook for improving your own awareness. When you have an opportunity to speak with someone you feel is a good speech model, match your speaking rate with his or her speed during conversation. You may feel like you are speaking too slowly. You are not! Remember, you are the fast talker and need to slow down. If this new strategy feels funny or convoluted then you are probably doing it correctly!
added March 15, 2011


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Read and study the AC Code of Ethics and Standards of Practice and the ethical code that is most relevant for your career and the ethical code for your certification or license. List the codes chosen and cite how they are relevant to your career choice.
- Give overview of AC Code of Ethics for group counseling.
- Discuss the ethical implications of group counseling.
- Discuss the rights of group members.
- Discuss the psychological risks of groups.
- Discuss the group leader's values.
Cite your sources using SPA style and include references at the end.


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How Is The Amount Of Compensation Payable Calculated?
The amount of compensation that the employer has to pay is calculated according to the following specifications:
- When there is a death caused due to an injury, the compensation payable amounts to 50% of the wages*the factor that is relevant at the time (the higher amount is considered). An additional Rs.1000 is to be provided for funeral expenses.
- In case the workman is totally and permanently disabled under Schedule1, 60%of his salary* the factor relevant is to be provided. If the amount is less than 60,000, the compensation has to be raised to Rs.60000.
- In case the workman is partially but permanently disabled, the same calculations as above apply-but the percentage is calculated on the basis of the loss in earning capacity.If the injury is not specified under schedule1, compensation commensurate with the loss in income must be made. Also, the loss or reduction in income will need to be assessed by a qualified doctor.
- Where the workman is temporarily disabled (either partial or total), the employer will need to make a compensation amounting to 25% of the monthly salary of the worker. This will go on for the time the disability continues, or 5 years –whichever period is shorter.
Workmen Compensation Laws in India


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versión ISSN 0011-6793
ALLEGRUCCI, Natalia; CABELLO, Marta N y ARAMBARRI, Angélica M. Diversity Of Saprotrophic Anamorphic Ascomycetes From Native Forests In Argentina: An Updated Revi. Darwiniana [online]. 2009, vol.47, n.1, pp. 108-124. ISSN 0011-6793.
Eight regions of native forests have been recognized in Argentina: Chaco forest, Misiones rain forest, Tucumán-Bolivia forest (Yunga), Andean-Patagonian forest, "Monte", "Espinal", fluvial forests of the Paraguay, Paraná and Uruguay rivers, and "Talares" in the Pampean region. We reviewed the available data concerning biodiversity of saprotrophic microfungi (anamorphic Ascomycota) in those native forests from Argentina, from the earliest collections, done by Spegazzini, to present. Among the above mentioned regions most studies on saprotrophic microfungi concentrates on the Andean-Patagonian forest, the fluvial forests of the Paraguay, Paraná and Uruguay rivers and the "Talares", in the Pampean region. There are only a few records of fungal species in other native forests. No record of anamorphic species of Ascomycota was previously available for "Monte" forests. From a comprehen-sive bibliographic review, a total of 344 species were registered, of which 81 (23,5%) are new species.This work manifests the lack of explorations in important areas of the country, and demonstrates the need to increase those studies.
Palabras llave : Anamorphic Ascomycota; Argentina; Biodiversity; Forests.


Blood Centre
Medical form for ordering blood tests, stethoscope and pen
A full blood count (FBC) is a very common clinical procedure and often the starting point for medical investigations. An FBC tests for disorders...
Doctor taking a patients blood pressure
Blood Pressure
Blood pressure (BP) refers to the pressure created in the arteries by blood as the heart contracts and relaxes. Your local GP is able to measure...


the meaning in a way that is readily understandable to the intended audience.
Based on the explanation above, it can be inferred that the most ideal translation method is communicative translation. It uses the communicative language that can be understood by the readers. Also, the ideal translation result is the translated text that accurate, natural and communicative. Therefore, the writer more considers using communicative translation method in analyzing the students' translation result, especially English into Indonesia translation.
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