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International Accounting Education Standards Board (IAESB)
The International Accounting Education Standards Board (IAESB) – formerly the IFAC Education Committee – develops guidance to improve the standards of accountancy education around the world and focuses on two key areas:
- The essential elements of accreditation, which are education, practical experience and tests of professional competence; and
- The nature and extent of continuing professional education needed by accountants.
IAESB pronouncements are of three types:
- International Education Standards (IESs) express the benchmarks that IFAC member bodies are expected to meet in the preparation and continual development of professional accountants. They establish the essential elements of the content and process of education and development at a level that is aimed at gaining international recognition, acceptance and application
- International Education Guidelines for Professional Accountants (IEGs) interpret, illustrate, elaborate, or expand on matters related to International Education Standards. The guidelines assist IFAC member organisations with implementing the standards. The guidelines may also recommend practice that is wider or deeper than the practice described in the IESs
- International Education Papers for Professional Accountants (IEPs) explain, examine, analyse, or otherwise critically assess education issues and practices. The aim of these papers is to encourage consideration and comment on the issues so they may be advanced. The papers may also be descriptive, aiming to promote awareness of, and transfer knowledge and information on, education and development issues or practices relating to the accountancy profession.


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I can upload my video clip that capture from my mobile phone to youtube. But sometimes, I want it to be animate gif, so that I can easily blend it with my blog post. What software I need to do that?
Basically you need a cell phone can capture video into avi or 3gp, and you need mplayer to convert your video to animate gif. At last, you can use GIMP to refine your gif's quality. Here is my output animate gif.
Here is the simple steps how I do it.
1. Snapshot with your cell phone.
2. Upload to your pc.
3. Convert using mplayer
mplayer -vo gif89a 04112007006.3gp
4. The result output will be in out.gif, open with GIMP to make some refinement.
Each of the frame will be separate by different layers in GIMP, you can edit each of them easily. Remember to optimize it by selecting Filters -> Animation -> Optimize ( for GIF). This will increase your quality of the animation gif and further reduce the size of the image. You can have a preview by selecting Filters -> Animation -> Playback
5. Save your animation gif.
While saving to GIF, remember to select save as Animation. ( It will be pop up when you click save)
Hope you enjoy doing this, have fun.

source: openbmb/Ultra-FineWeb


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This article was originally distributed via PRWeb. PRWeb, WorldNow and this Site make no warranties or representations in connection therewith.
SOURCE: Haselton Group
Mimio, one of the world's leading providers of interactive teaching technologies, today announced the launch of MimioScience™ interactive lessons.
Cambridge, MA (PRWEB) March 15, 2013
Mimio, one of the world's leading providers of interactive teaching technologies, today announced the launch of MimioScience™ interactive lessons. The state-of-the-art software, one of the first to address the impending Next Generation Science Standards (NGSS), comprises an extensive series of 75 interactive whiteboard units that provide more than 225 high-quality lessons for students in grades 3-8.
"Science education in the United States is frequently described as 'a mile wide and an inch deep,'" said Manny Perez, Mimio's general manager. "As schools attempt to cover everything from physical science to life science, nothing is taught or learned in sufficient depth, a problem that really plagues science education. Our goal in developing MimioScience was to design a teaching tool that effectively and efficiently distills science teaching to its fundamental core elements: concepts, principles, and processes. The lessons' targeted activities give students a way to apply and extend what they've learned through application and inquiry."
Moving away from presenting science content as a list of facts to be memorized, the MimioScience curriculum is organized into a set of practices to be performed. Every grade-appropriate activity, tested for effectiveness by students and teachers alike, ties a particular science content or principle to a science practice. In this way, MimioScience interactive lessons support the aim of the NGSS, which is to identify what students can do, not just how many memorized facts they can recount. Each lesson works on Mimio interactive whiteboards and those developed by other vendors.
T. V. Joe Layng, Ph.D., director of learning sciences at Mimio and one of the key authors of the MimioScience lessons stated, "We know science education is not working well for many students in the United States. We also know our system of education is strongly connected to our ability to compete in an increasingly global economy dependent on highly skilled workers in the science, technology, engineering, and mathematics (STEM) fields. Learning in science begins in early childhood, and we designed MimioScience with that in mind. This is a time when young minds are curious about science and ready to engage in the science practices and language that form an underpinning that can be built upon and strengthened throughout the rest of a student's K–12 education."
In June, 26 physical science units (about 80 lessons) and 18 science processes units (about 54 lessons) will be available for downloading. During the winter of 2014, Mimio will release 7 engineering and technology units and 18 earth and space units (about 54 lessons). Twelve life science units (about 36 lessons) will become available for download in April 2014.
The price of the MimioScience interactive lessons is $1,299 per school per year. Schools that buy the software now will get two academic years (2013-2015) of use for the price of one year's purchase. In addition, schools will have access to MimioStudio software during the same academic years.
The MimioScience curriculum is the second content package by Mimio. The company also offers MimioReading™ comprehension suite, a research-based supplemental reading comprehension program for grades 3-8. The software program's advanced design uses both individualized adaptive reading instruction and whole-group reading lessons for interactive whiteboards to improve reading test scores.
Both content programs are integrated with the MimioClassroom suite of interactive technologies, including the MimioTeach™ interactive whiteboard, which converts any dry erase board into a fully interactive whiteboard; the MimioProjector™ interactive projector, which allows teachers to simply connect the device to their computer to project lessons, graphics, and images onto a conventional dry erase board or other flat surface; the MimioVote™ assessment; the MimioView™ document camera; the MimioPad™ wireless pen tablet; and the MimioCapture™ ink recorder.
With the recently introduced MimioMobile™ license, teachers can direct a fully collaborative learning environment using the MimioStudio™ 10 classroom software. With a single MimioMobile license for the teacher's computer or laptop, every student with an iPad® or iPad mini can interact with lessons displayed on the classroom's interactive whiteboard. Additionally, teachers can use the MimioMobile app to control the interactive whiteboard and display the MimioScience lessons in MimioStudio software, from anywhere in the room.
"In order to produce a steady supply of young people who are well prepared to meet the new standards in science, we have to change the way we 'teach' science," said Perez. "With MimioScience and its concept-focused approach, we have harnessed the transformative potential of technology, coupled with collaborative learning opportunities and fresh content, to help teachers strengthen their existing lessons and drive learning outcomes higher."
Mimio is a global leader in interactive teaching technologies that offer a better way to learn and an empowering way to teach. As part of Newell Rubbermaid's global portfolio of leading brands, Mimio designs innovative, affordable educational technologies and solutions to increase effectiveness and engagement in K-12 classrooms. For more information, visit mimio.com. Follow Mimio on Twitter _USER_ and "Like" us on our Facebook page at _URL_
For the original version on PRWeb visit: _URL_

source: HuggingFaceFW/fineweb-edu


Update on the 2020-2021 College Admissions Cycle
By this point, many colleges and universities have concluded their Regular Decision processes, notified applicants, and released their adjusted acceptance rates for the 2020-2021 admissions cycle. For some elite universities, those acceptance rates plummeted to record lows, such as Harvard's 3.4% and Yale's 4.62%. This 2016 satirical piece in the New York Times announcing Stanford's supposed "0% acceptance rate" is now looking like a prediction more than a joke — in fact, Stanford has even delayed their admissions decisions due to a staggering influx of applicants this year, which implies they will follow the same trend.
A large number of students are also in waitlist limbo as schools wait to hear back from those accepted applicants. These waitlists are particularly useful for schools that have taken a financial hit during the pandemic and are eager to fill their freshman classes. Some less selective colleges are even still allowing students to apply on a rolling basis, like Ithaca College. Many are also offering new perks to students as an incentive for attendance. What this means for applicants is that wealthy families and families who will be able to pay full tuition will be more likely to get in. This could even happen at some elite schools, despite any increases in financial aid available.
This year's college admissions cycle has been unique, to say the least, and its long-term effects on the higher education system in the U.S. are not clear yet. Has the process really changed, and if so, what are the most important changes and key takeaways?
One of the most publicized results of this college admissions cycle is that the most prestigious and intensely competitive schools became even harder to get into. This could be attributed to a few factors, including:
A significant increase in the number of applications.
This is the most likely culprit for the plummeting acceptance rates at top colleges in the U.S. With an increase in free time and a lack of after-school activities, many high school seniors remarked that applying to college became their "extracurricular."
There is also the likelihood that it's become even harder to stand out because admissions officers didn't have enough time to properly review applications. One way to skim through the thousands of applicants is to review quantitative data available, such as grades and test scores. But with some schools opting for a pass/fail grading system and standardized testing being canceled or made optional (see below), this led some schools to change evaluation procedures. Still, the standards remained the same for many colleges and universities, meaning that the process simply took longer with more applications to read.
It's not just the Ivy Leagues either — the University of California system is becoming more selective after receiving the most applications in the United States this cycle, rejecting a large number of in-state applicants even though they are funded by tax dollars.
"Things are much more nuanced now," says Lisa Przekop, admissions director at UC Santa Barbara, in an interview with NPR. "Maybe in the past, I would've focused on that GPA right away. Now when I'm looking at that academic picture, I have to look at the fact that did the student challenge themselves as much as they could have? Were the courses even available? Do I see any trends in their academic performance? If their spring term of last year, their junior year, was all pass/no pass, can I safely assume that they did well in those courses? And that's where you really had to rely on what the students shared in their essays to try to piece that together."
Changes to standardized test requirements.
As mentioned before, more schools making standardized tests optional in the admissions process leads to a lack of quantitative data that helps differentiate applicants. Many students were also unable to take standardized tests due to the effects of COVID, but those who did might have had a leg up in the process.
However, these changes could lead to overall changes in the way test scores are considered, even if it doesn't do away with them completely. Permanent changes to the weight that standardized tests have could benefit low-income students, seeing as test scores are often correlated with a family's wealth. It could mean a greater emphasis on grades, which are considered in the context of a student's school offerings, not against national percentiles, or extracurricular involvement. More importance was given to essays as well, especially compelling essays that weren't on the topic of COVID.
While some schools are becoming test-optional, most of the top schools still rely on test scores, such as UPenn and Georgetown, as our CEO Pierre explained to MarketWatch. Many schools have also declined to share their acceptance rates for students who didn't submit their scores, and this points to the fact that schools still rely on test scores. Unless schools opt for a strict test-blind policy, we can't say for a fact that the wave of test-op has had a tremendous impact on the admissions process at the most competitive colleges.
Students on gap years/deferrals taking up space in the new class
A small but still significant group of students who were holding their place after a COVID-inspired hiatus might have had an impact on this year's applicants. The pitfalls of virtual learning prompted previously enrolled students to take unexpected gap years, and members of the class of 2024 deferred admission in favor of getting the full college experience in the future. This means that there are fewer spots available in the incoming class, where there were already limited spots to begin with.
With all of this in mind, what are the potential changes to come?
Larger and more diverse incoming classes.
There has long been a call for schools with large endowments to expand their class sizes, and this competitive cycle is only bringing that to that to the forefront. Some have heeded the call — for instance, Rice University is increasing its freshman class by 20%, one of the largest increases for private institutions yet. But the needle hasn't really moved on the issue at the most prestigious universities, with only a slow growth in the resources necessary to make an expansion possible.
In the U.S., the number of high school graduates has risen by 44%, meaning that more people will need a spot at a school somewhere. Despite a surge in applications to top colleges, overall, there was a decrease in the number of students attending college, specifically low-income students. The number of students completing the Free Application for Federal Student Aid (FAFSA) also declined 9.1% by March 5 compared with this time last year, and fell more sharply at high schools serving large populations of low-income students and students of color. However, on a positive note, many schools have focused on creating a more diverse freshman class, especially elite schools. These changes have been a long time coming, but racial justice movements last year led to some admissions departments reevaluating their criteria for the better.
A rehaul of the entire process.
Now that the standardized test barrier has begun to break, priorities in the college admissions process may be reevaluated and scrutinized. For example, there is a proposed Colorado law to make CO schools test-optional and remove the legacy status factor that keeps students of alums from securing a spot just because of their last name. Compounded with the effects of Varsity Blues in exposing unfairness in the college admissions process, the strangeness many students, parents, counselors, and admissions officers faced this year may prompt a longer, closer look at the fairness of the existing selection process.
Increased potential for virtual learning.
Virtual life is here to stay in many ways, and college is not an exception. Institutions such as the University of Texas at Austin and the University of Florida offer degree-earning programs online, and many other schools have at least offered certificates or Coursera classes with the same content they teach to enrolled students. Some schools and universities are still staying with the hybrid model come fall, and community colleges are offering cheaper programs to students who would participate in virtual classes. To put it plainly: don't delete Zoom just yet.
Even if the college admissions process returns to some semblance of normalcy in the future, it will be hard to forget the lessons of the past year, so don't expect the COVID-era changes to disappear anytime soon.


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Sensing drought stress
This project is led by Martina Buck, a MSc student in my group for Compuational Ecosystem Science.
Satellite remote sensing data of surface reflectance is widely used to measure vegetation structure and green foliage area and quantify indices such as the NDVI (normalized difference vegetation index). However, effects of abiotic stress (e.g. droughts) and physiological responses are not directly measured or insufficiently captured by such indices and other available surface reflectance-based satellite products. We know, however, that additional information is contained in certain spectral bands and provides insights into the physiological part of plant responses (beyond structural responses).
In this project, we develop new methods for making more fully use of remote sensing data for monitoring drought stress and plant physiological responses across. For this, we're applying machine learning on the full spectral information of surface reflectance and ancillary obtained from remote sensing and climate reanalysis. The target for algorithms of supervised machine learning are new estimates for the physiological (-only) response to water stress, developed by Stocker et al., 2018 New Phytologist.


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The Sickle Cell Disease Implementation Consortium (SCDIC) is the first research program to use Implementation Science to identify and address barriers to quality care in Sickle Cell Disease (SCD). Implementation science examines study methods that promote the adoption of research findings into healthcare. Therefore the broad scope of implementation science is particularly suited to address healthcare in SCD. SCDIC is a cooperative research program that will promote the development and evaluation of strategies that take a multi-modal, multi-sector approach to 1) conduct a needsbased community assessment of the barriers to care for subjects with SCD, 2) design implementation research studies that address identified barriers to care and 3) participate in the development of a SCD Registry, in collaboration with clinical centers and the NHLBI. Each Clinical Center is expected to enroll and follow at least 300 adolescents and adults with SCD into the SCD Registry.
Please use the links on the left to learn more about SCDIC.


it occurs, typically by using the value zero for null and unmapping the first page of memory, but it would be much nicer to prevent this type at error at compile-time. Impossible, you say? Not at all. In fact, functional languages in the ML family such as Standard ML, Ocaml, and Haskell have always made a distinction between nullable types (types that can have a reserved null value, such as "int option") and non-nullable types (such as "int"). There's no reason for every type to include, by default, a feature you may not use. There's nothing magic about this; it doesn't make a program any more difficult to type check if you say some values can be null and other values can't. We could make a similar distinction in a language such as C#. In fact, someone already has. One of the most exciting research projects at Microsoft is an extension of C# called Spec#. Spec# has a lot of truly cutting-edge features that I won't get into right now, but the one simple feature that I do want to mention is non-nullable types. These allow you to affix an exclamation mark (!) onto any reference type, yielding a new type that cannot be null but is otherwise the same. For example, consider this simple string comparison method: public int StringCompare(string left, string right) { for(int i=0; i<Math.Min(left.Length, right.Length); i++) { if (left[i]!= right[i]) { return left[i] - right[i]; } } return right.Length - left.Length; } public int Foo(string name) { return StringCompare(name, name + "bar"); } If I enter this into a Spec# buffer, it underlines the references to "left" and "right" with red lines to indicate that I may be dereferencing a null value, which is a compile-time error (not just a warning). The solution is to change the signature of StringCompare to the following, indicating that it only accepts non-null strings: public int StringCompare(string! left, string! right) If I do this, however, I get an error in Foo() that it's passing a possibly-null string where a non-null string is expected (a type error). Supposing I want Foo to accept null values, I can add the appropriate null check and the error goes away: public int Foo(string name) { if (name == null) return 0; return StringCompare(name, name + "bar"); } Even more importantly, Spec# ships with improved signatures for a large number of.NET Framework methods. You no longer have to worry about NullReferenceExceptions occurring when you pass null to a Framework method that doesn't accept it - you find out at compile-time. They generated most of these signatures automatically by reflecting on the CLR and looking for an argument being tested for null followed by a throw of NullReferenceException, but ideally the CLR team would include the proper types from the beginning. Non-nullable types are also present in other extension languages and tools. Cyclone, the safe C dialect, adds non-nullable pointers to C (along with several other types of pointers, see Pointers). ESC/Java adds non-nullable pointers, along with many other extensions, to Java (see non-null pragma). Microsoft has a well-known internal static checking tool called PREfix which allows the specification of non-null types in C++ code using the SAL_notnull SpecStrings annotation. This feature is so easy to add and so useful that just about every new language does so. So why have we continued to battle null values for all these years when there's an easy-to-implement, well-known compile-time solution? Got me, but I wouldn't mind seeing this feature in C# 3.0.MSDNArchive sharing of the most difficult problems in cryptographic key management is keeping a secret key safe from both compromise and loss. If you don't make enough backups, the key might be destroyed in a hardware failure or natural disaster. But if any backup is compromised, the key is compromised. Rather than invent new tools, one might try to solve the problem with encryption. Just encrypting the key normally is not helpful, since then you have the same problem with the key needed to decrypt it. Instead, if you encrypt your key using multiple keys, then store these keys in different locations, you need all the keys to decrypt it. This protects against compromise, but if any key is lost, so is the original key. To fix this, you'd have to encrypt the original key many times, each time using just some of the keys. For example, suppose you had 5 keys and you wanted to be able to decrypt using any 3 of them. Then you'd need to perform all the following encryptions: E1(E2(E3(K))) E1(E2(E4(K))) E1(E2(E5(K))) E1(E3(E4(K))) E1(E3(E5(K))) E1(E4(E5(K))) E2(E3(E4(K))) E2(E3(E5(K))) E2(E4(E5(K))) E3(E4(E5(K))) The number of encryptions needed grows very quickly. It also takes quite a bit of time and space to store all these multiply-encrypted keys. Let's look at some other solutions. One solution is to simply break the key file into two parts, make a copy of each, and store the four parts in four locations. Then, even if any one is compromised, the key is not revealed. Unfortunately, this scheme is not that helpful, because just knowing half of someone's private key is enough to drastically decrease the time needed for a brute-force search to crack the remainder of the key. Here's another simple solution: create a one-time pad (a file of random data) the same size as the private key, then XOR them together. Put the result in one place and the pad in another, and destroy the original key. We call each file a "share" or "shadow". Later, you can XOR the two shares together to retrieve the original key. Since the bytes of each file are random, you can be assured that neither piece will reveal any information about the key by itself. We can extend this scheme to n pieces by just creating n - 1 one-time pads, adding them together, and subtracting this from the key data to obtain the nth share. Unfortunately, if even one piece is lost, so is the key. This is called an (n,n) secret sharing scheme, because we have n shares and need n of them to reconstruct the secret. Here's another more useful scheme: let the private key be represented as the number S. Choose a random line in the plane passing through the point (0, S). Next, choose n random points on that line as your n shares. Now, if we know any two of the shares, we know the line, and so can find S. If we only know one share, then we just know one point, and for every T there is a line passing through (0, T) and that point; hence, the secret could be anything at all. This is called an (n,2) secret sharing scheme, because we have n shares and need 2 of them to reconstruct the secret. Particularly useful for individuals is the (3,2) scheme - you can keep one share on your person on a floppy or USB pen drive at all times, one share on your hard drive, and one share backed up at a secure remote location. When


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Projects in Physical Biology Group
- Project 1
- Project 2
- Project 3
Formation of three-dimensional cellular spheroids - combining mathematical modelling and experiments
Most cells in the human body are organised in three-dimensional structures. This leads to complex intercellular interactions that cannot be reproduced in two-dimensional monolayers of cell cultures. On the other hand, studying intercellular interactions in vivo is still rather complex. To bridge the gap, multicellular spheroids – three dimensional ball-shaped aggregates – have been developed as an in vitro model system for cellular interactions in tissues.
Since they are physiologically more relevant, multicellular spheroids are popular models in tissue engineering as well as drug development and toxicological tests. In spite of these numerous applications of a fully formed spheroid, relatively little is known about the details of its formation. Various techniques for spheroid formation have been established of which almost all are based on the same principle (reviewed in ): The cells are cultured in a convex non-adhesive environment, in which they cluster due to gravity and then aggregate. Findings that E-Cadherin expression correlates with spheroid formation capacity, suggests that intercellular adhesion plays a key role in spheroid formation.
In this project we investigate how fundamental physical properties of the cell, primarily intercellular adhesion, contribute to the formation of cellular spheroids and the maintenance of the structure. To this end we apply a highly interdisciplinary approach combining cell biology, advanced microscopy, image analysis and mathematical modelling.
Different phases of spheroid formation. Snapshots of a 72 h time lapse of approximately 150 breast cancer cells (T-47D) in a round bottom well, recorded with a Zeiss Cell Observer and a 10x objective by Nariman Ansari. Scale bar: 50 µm. A: Individual cells and smaller cluster come together and aggregate into a flat discoid. B: The discoid folds up. C: The cells form one three dimensional cluster. D: The cluster rounds up, becomes more compact and the cells form a basal membrane.
 Pampaloni F, Reynaud EG, Stelzer EHK (2007) The third dimension bridges the gap between cell culture and live tissue, Nat Rev Mol Cell Biol, 8:839-45.
 Pampaloni F, Ansari N, Stelzer EHK (2013) High-resolution deep imaging of live cellular spheroids
with light-sheet-based fluorescence microscopy, Cell Tissue Res, 352:161-77.
 Lin RZ, Chou LF, Chien CC, Chang HY (2006) Dynamic analysis of hepatoma spheroid formation: roles of E-cadherin and β1-integrin, Cell Tissue Res, 324:411-22.
People involved in this project:
Sakshi Garg and Stefanie Bunse, Group of Erin Schuman (MPI Brain Research, Frankfurt)
Light sheet-based fluorescence microscopy in 3D cell culture and drug screening
Undesired cytotoxic effects of many cancer drug candidates are mostly recognized quite late during the clinical trials. Just one out of ten drug candidates entering phase I trials reaches the market. This low success rate drives the high development costs and the prices of successfully marketed drugs. New assays predicting the efficacy of drugs in the early, pre-clinical stage are required to increase the success rate in drug development. Modern assays are performed with three-dimensional cell cultures. Three-dimensional cultures essentially avoid hard and flat surfaces. Hence, they favor less constrained physiological sample dynamics and promote cells growth in tissue-like environments. The effect of a drug can be investigated in an environment similar to the target tissue. This improves the reliability and the physiological significance of the assay.
We develop three-dimensional cultures of tumor cell spheroids (Figure 1) for drug screening. The cultivated tumor spheroids serve as a model for tumors in the living organism. We evaluate the therapeutic benefits as well as the toxicity of drug candidates in the spheroids by means of light sheet based fluorescence microscopy. We develop a fluorescence imaging workstation for three-dimensional cultures based on LSFM, the Tissue-Culture LSFM (TC-LSFM). TC-LSFM allows dynamic long-term observations of living three-dimensional cultures (Figure 2). Cell viability is ensured over several days by a special perfusion chamber featuring a tight control of temperature, medium flow, pH, and gas exchange.
The research activities are also expected to promote novel scientific approaches in modern 3D cell biology like tissue homeostasis and development, epigenetics, stem cell research, nutrient flow and oxygenation, particularly genetic noise.
All references are found via: _URL_
For further information, please contact:
From the Ultramikroskop to 4Pi Microscopy to Theta Microscopy to Tetrahedral Microscopy to Light sheet-based fluorescence microscopy (LSFM)
Specimens scatter and absorb light, thus, the delivery of the probing light and the collection of the signal light become inefficient; many endogenous biochemical compounds also absorb light and suffer degradation of some sort (photo-toxicity), which induces malfunction of a specimen. In conventional and confocal fluorescence microscopy, whenever a single plane is observed, the entire specimen is illuminated (Verveer 2007). Recording stacks of images along the optical z-axis thus illuminates the entire specimen once for each plane. Hence, cells are illuminated 10-20 and fish embryos 100-300 times more often than they are observed (Keller 2008). This can be avoided by using light sheets, which are fed into the specimen from the side and overlap with the focal plane of a wide-field fluorescence microscope. In contrast to an epi-fluorescence arrangement, such an azimuthal fluorescence arrangement uses two independently operated lenses for illumination and detection (Stelzer 1994; Huisken 2004).
Optical sectioning and no photo-toxic damage or photo-bleaching outside a small volume close to the focal plane are intrinsic properties. Light sheet-based fluorescence microscopy (LSFM) takes advantage of modern camera technologies. LSFM can be operated with laser cutters (e.g. Colombelli 2009) and in fluorescence correlation spectroscopy (FCS, Wohland 2010). We have also successfully evaluated the application of structured illumination in a SPIM (Breuninger et al., 2007). Christoph Engelbrecht investigated the performance of our SPIMs (Engelbrecht & Stelzer, 2006) both theoretically and practically. We also designed and implemented a wide field frequency domain Fluorescence Lifetime Imaging (FLIM) setup, which is based on a SPIM. This arrangement provides an inherent optical sectioning capability and reduces photo bleaching compared to conventional wide field and confocal fluorescence microscopes. Most recently, we implemented incoherent structured illumination in our DSLM (Keller 2010). The intensity modulated light sheets can be generated with dynamic frequencies and allow us to estimate the effect of the specimen on the image formation process at various depths in objects of different age.
The single plane illumination microscope (SPIM) employs a cylindrical lens to generate a light sheet. A collimated laser beam is focused into the plane of the detection lens along one direction while the other direction remains collimated (Greger et al., 2007). While this approach is relatively simple and straightforward it suffered from the low quality of the cylindrical lens and the inefficiency of the illumination system (Breuninger et al., 2007). The major advantage of the digital scanned laser light sheet-based fluorescence microscope (DSLM; Keller et al., 2008) is that it relies entirely on cylindrically symmetric optics and hence provides a very good optical quality. In addition, the DSLM employs a minimal number of optical components and does not suffer from excessive wave front aberrations.
The development of LSFM at EMBL draws on many previous developments. In particular confocal theta fluorescence microscopy, which was originally developed together with Steffen Lindek, played a very important role. About a dozen papers on theta microscopy describe its properties and that of LSFM (single & two-photon, annular/Bessel beams, (a)symmetric arrangements, …) theoretically as well as practically.
All references are found via: _URL_
For further information, please contact Prof. Dr. Ernst H.K. Stelzer


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Working paper 108
Two parallel tracks of research on economic transformation in developing countries have operated at a distance from each other over the last two decades. A global track – global value chains/global production networks (GVC/GPNs) – has focused on the increasing interconnectedness of global trading networks and has overlooked the role of the state and the explanatory power of domestic political economy. Meanwhile, a domestic track – including literature on developmental states, industrial policy and political settlements – has tended to take a methodologically nationalist perspective to examine economic transformation in developing countries, with limited reflections on external economic and political pressures. This paper contributes to an emerging stream of literature that examines how the domestic and global scales influence how developing country governments and firms tackle the challenge of economic upgrading. By combining insights from the political settlements and GVC/GPNs literature, this paper examines the Rwandan government's attempt at upgrading its coffee production to enter specialty coffee markets. It shows how the existing GVC/GPNs literature makes an important contribution to describing how multipolar governance influences the pathways for economic upgrading in Rwanda's coffee sector, but that even where access is granted, benefits are captive to the demands of international buyers, and gains for some have not translated across the sector. Insights from the political settlements literature showcase how domestic politics influences who benefits from insertion to GVC/GPNs and how the unequal provision of opportunities affects political stability.


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VISION & MISSION
To be a leading center of excellence in teaching, learning, research, and scholarship in Siddha Medicine.
To produce competent graduates with sound knowledge and skills in Siddha Medicine and Surgery who could serve in the National Health Care System and engage in research and innovation in Siddha Medicine with special emphasis on the social, economic, and spiritual development to foster and promote the cultural heritage.
On completion of the BSMS programme graduates should be able to perform the following in their professional careers.
- Diagnose the various diseases and other health-related problems in the community, and plan and implement appropriate preventive, curative, and rehabilitative measures.
- Recommend and implement activities that promote the health of individuals, family, and communities towards better wellbeing.
- Conduct in a work harmoniously as a team member in a health care delivery system.
- Educate and train Siddha allied health care workers.
- Exhibit integrity in their professional affairs.
- Maintain high ethical conduct in their relationship with patients, colleagues, and the community.
- Manage and carry out health-related research expected by the Stakeholders.
- Collect and use ancient and modern information to be innovative and engaging in lifelong learning.
- Develop skills for identifying the herbs, minerals and metals as well as animal product to prepare the Siddha drugs by themselves.
- Recognize social, cultural diversity within the unity


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Physical Sciences Division
Learning to See Atoms
World-leading atom probe tomography expert discusses state of the science, solving materials challenges
Well versed in the history of atom probe imaging, Dr. Michael K. Miller of Oak Ridge National Laboratory spoke on the promises and challenges of atom probe tomography, which provides three-dimensional images of atoms in a sample. The talk was given to a packed room as part of the Frontiers in Chemical Imaging Seminar Series. This series, hosted by Pacific Northwest National Laboratory, features academic, government, and industrial leaders discussing novel advances in imaging.
"Miller literally wrote the book on atom probe tomography," said Dr. Lou Terminello, who leads the Chemical Imaging Initiative at Pacific Northwest National Laboratory.
Promises Made. In designing catalysts to transform intermittent renewable energy into use-any-time fuels, scientists examine new materials, made by adding small amounts of different elements to existing materials. Adding an element, especially where a material's crystalline grains intersect - a boundary -- can change a material's properties significantly. Using atom probe tomography, researchers can obtain sharp, 3D images of the atoms with their chemical identity.
"We can obtain incredibly detailed and beautiful images of atoms in a sample," said Miller.
With these images, scientists can determine a lot about the atoms on the surface, including the quantity and location of different atoms. This information could help analyze the characteristics of complex oxide based insulating materials and materials used in nuclear reactors.
Challenges Before Us. However, obtaining meaningful or scientifically significant images requires overcoming two challenges. The first is setting up the experiment itself. The scientist must create a very sharp "needle" of a sample. Depending on the properties of the material, creating the sample can be especially difficult. However, shaping the sample perfectly makes all the difference. Further, scientists must establish appropriate experimental conditions to obtain accurate data.
"It is not a simple system, where you just plug something in and use it," said Dr. Satya Kuchibhatla, a materials scientist on the Chemical Imaging Initiative. Kuchibhatla also leads research on the new atom probe system in EMSL.
The second challenge is interpreting the data, which is generated at a rate of up to 16 gigabytes per experiment. Researchers need to be able to quickly and accurately distinguish between artifacts in the images and the real features.
"Miller's talk really inspires me to continue my work in atom probe tomography," said Kuchibhatla, who is giving an invited talk at Surface Analysis 2011 in Albany, New York.
More About Miller: Dr. Michael K. Miller, a native of England, is a senior researcher and a UT Battelle Corporate Fellow at Oak Ridge National Laboratory, where he developed the concept of the three-dimensional atom probe. His work expands on atom probe tomography and includes studies of superalloys, phase transformations, and radiation damage. He was president of the International Field Emission Symposium, and edited the annual conference proceedings of the International Field Emission Society for 12 years.


Quick Answer: Does Gayatri Mantra Work?
Why is Gayatri mantra so powerful?
What is the best time to chant Gayatri Mantra?
Indonesian Hinduism. The Gayatri Mantra forms the first of seven sections of the Trisandhyā Puja (Sanskrit for "three divisions"), a prayer used by the Balinese Hindus and many Hindus in Indonesia. It is uttered three times each day: 6 am at morning, noon, and 6 pm at evening.
Can we chant Gayatri Mantra before sleeping?
– Gayatri Mantra can be chanted from two hours before sunrise to one hour before sunrise and sunset can be done till one hour later. – Do not chant this mantra at night.
How can I impress Lord Shiva by Mantra?
If you want peace of mind and if you want to please Shiva, you can chant the mantra. करचरणकृतं वाक् कायजं कर्मजं वा श्रवणनयनजं वा मानसंवापराधं । विहितं विहितं वा सर्व मेतत् क्षमस्व जय जय करुणाब्धे श्री महादेव शम्भो ॥ If you are looking to meditate upon Shiva, then Shiva Dhyaan Mantra is for you.
How do you pray to Shiva?
Does Gayatri mantra increase intelligence?
Which is most powerful mantra?
How do you chant Gayatri Mantra?
What are the 7 mantras?
What is the power of Gayatri Mantra?
The power of GAYATRI MANTRA was found to be the highest, making it the most potent Hymn of the world. The combination of sound waves at this particular frequency of the Mantra is claimed to capable of developing specific spiritual potentialities.
Can Lord Shiva fulfill our wishes?
Why Gayatri mantra is 108?
To recite a mantra 108 times is said to help bring in harmony with the vibrations of the universe. … Famous mathematicians of Vedic culture saw 108 as some of the completeness of presence.
Is Gayatri mantra cursed?
Originally Answered: Why is Gayatri Mantra locked? Yes It is true curses do exist. The rules are: Mantra should be taken as a deeksha from Siddha Guru.
Is Gayatri mantra really works?
Does Gayatri Mantra fulfill all wishes?
Can I chant Gayatri mantra at night?
Can a girl chant Gayatri Mantra?
Can women chant the Gayatri mantra? Yes. Nowhere is it said that women cannot chant. … The men thought that if ladies chant Gayatri mantra, it will bring them a lot of power; healing power and sankalpa Shakti.
Which mantra is powerful for money?
Lakshmi MantraLakshmi Mantra is synonymously also called Money Mantra. Neel N is the founder of Prophet666.com. These are powerful Hindu Mantras and Yantras for wealth, prosperity and abundance.
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Let try a practice set. Open a word document and type in the following list of names. Alternatively, you can copy and paste what is shown here into your Word document.
To make the conversion to a table, you need to make a couple of decisions. Do you want the names to reside in one cell or would it be beneficial to have the first name and last name in separate table cells. For practice purposes, let's separate the first and last names.
Select the list of names in your document
Click on Table | Convert | Text to Table
The Convert Text to Table dialog box will be displayed.
|Typical of the MS Office program, the dialog box will guess at the number of columns needed based on the text selection. In this case all of the names have two words separated by a space, thus the dialog box suggests 2 columns and the number of rows is set based on the number of items in the list of names.|
Your next choice in the dialog box is the Table Autofit behavior. You can set the column width using auto or some predefined sizing, fit it to the content, or fit it to the window. Choosing the auto will create a table with columns equally distributed across the page within the margins. Choosing fit it to the content will create columns of varying widths based on the length of the longest word in a column. Choosing Fit it to window will give you a similar result to the Auto choice in this example. Within the dialog box, you also have the option to select from a myriad of predefined Auto Formated styles for your table. Feel free to experiment on these options. Remember you can always use the undo key to return to your type written list.
Last choice is controlling how your data is broken up into columns and rows. You can choose for it to be separated by paragraphs, commas, tabs or other. In our example, Word suggests "Other" which is blank. In this case it is using a space to separate the columns. You can type in any other character that may define the best way to separate the data into columns.
Once all of your selections have been made in the dialog box, click on OK and your text will now be displayed into a table format. At this point, all table features are available to you as if you had created the table from scratch.
This feature is another powerful tool within Word for you to put into your bag of tricks.


Determining the Length of a Spring
One of the key features of a constant force spring or variable force spring is its overall length. How this overall length is determined and why it is important is a discussion that will aid designers and engineers when working on a project.
To begin let's discuss the attributes of the two springs mentioned above. Both constant force springs and variable force springs are made to exert a linear force. Both springs are extended by overcoming the force manufactured into the spring and both will retract when the spring force is greater than that opposing it. The difference in the two designs is indicated by their respective names: A constant force spring will exert a relatively constant force through its extension while a variable force spring will change in force throughout the travel length. Usually variable force springs are stronger when extended and weaker as they retract. In order to maintain a consistent retraction of the spring, minimize space, and obtain the lowest possible cost, the overall length should be customized for the specific application.
The general rule for constant and variable force springs is that the overall length should include at least 1.5 wraps of material to remain when fully extended. Consideration must be made for the initial pickup and any pre-load positioning as well as the actual travel length when in use. A formula for approximation could then look like this:
Overall length = Pickup length + Pre-load length + Working extension + (Inside diameter x 3.14 x 1.5). If the spring is mounted on an oversized spool (spool greater than the free ID of the spring) the spool diameter should replace the inside diameter in the above equation.
Before completing this exercise it is important to keep tolerances in mind. The inside diameter of a constant force or variable force spring has a standard ± 10% tolerance. Specialized designs may have a tighter or looser tolerance. The maximum possible ID should be used in the formula.
A variable force spring has a spiral form without a constant diameter. However, it is the final inside diameter that should be used to determine the overall length. The extra length of steel required to keep 1.5 wraps will be formed to this final inside diameter. The expansion of the coils for a weaker force will only affect the outside diameter.
Finally, we will briefly discuss the pitfalls of designing a spring that is too short or too long for a given application. The most obvious problem with a design that is too short is that the spring will escape from its mounting position. For instance, a short spring could release off a spool once fully extended. This would cause product failure as the spring would not retract to the intended position and could become a hazard. If a design uses slightly less than the 1.5 wraps the ID could deform into an oblong shape when mounted in a cavity. This could cause the spring to jam or destroy the force profile of the spring.
Designing a constant force spring that is too long will cause a design to be larger than required. The outside diameter of the spring will be larger due to the layering of additional length and therefore require more space. For both variable and constant force springs the additional length will increase the weight of steel used and the overall price of the spring. Carefully optimizing spring length is an important step in designing for large volume production.
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African pink jacaranda (Jesse Durko, courtesy )
This monthly feature spotlights a plant well-suited for South Florida gardens.
Stereospermum kunthianum, the African pink jacaranda, produces lots of pink trumpet-shaped blooms from February to April. The bright blooms cover the tree particularly heavily after extended drought periods. They are carried in large pendulous panicles and appear before the new foliage emerges. Individual blooms are 1 1/4 to 2 inches wide and 1 1/4 inches long. The lower corolla lip is streaked with red markings, standing out against the overall pink coloration.
The foliage is pinnate with an average of four pairs of leaflets and terminal leaflet. The overall leaf averages 10 inches in length with leaflets about 3 1/4 inches long and 1 1/4 inches wide. Leaves are green above and yellow-green below with prominent veins.
The pink jacaranda varies considerably in size depending on where it grows. Trees growing in moist locations can attain 40 feet in height, whereas trees in very dry rocky areas may only reach 10-15 feet. The dark gray bark sometimes peels like a sycamore, which is ornamental. Sandy well-drained soil and sun are preferred for best growth.
Sources: Jesse Durko's Nursery, 5151 SW 70th Ave. (Viele Road), Davie, _PHONE_; Wonder Gardens at Sears, University Drive and Broward Boulevard, Plantation, _PHONE_; Dynaserv Nursery, 990 S. Flamingo Road, Davie, _PHONE_; Delray Garden Center, 3827 W. Atlantic Ave., Delray Beach, _PHONE_.
African pink jacaranda
Scientific name: Stereospermum kunthianum
Origin: Mozambique, Zimbabwe
Growth rate: moderate
Nutritional requirements: low
Soil requirements: sandy, well-drained
Salt tolerance: Low-medium
Drought tolerance: high
Light requirements: full sun
Pest problems: none so far


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ELWT1122 - Field Construction III
This course gives the student a basic understanding of overhead transmission structure construction and installation requirements for 69KV systems. Students will also participate in two industry hot line schools, one sponsored by the Minnesota Municipal Utilities Association and the other by the Minnesota Rural Electric Cooperatives.
- Construct post insulator 69KV structures.
- Construct wishbone 69KV structures.
- Construct H-frame 69KV structures.
- Install 69KV high voltage electrical systems.
- Retire overhead distribution electrical systems.
- Retire underground distribution electrical systems.
- Display professional conduct.
- Install conductor on wishbone 69 KV project.
- Install conductor on post 69 KV project.
- Install conductor on H-frame 69 KV project.


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Huge underground gas reserves, up to 16% of the total reserves, remain unused. The natural gas in these fields is too contaminated for exploitation. With existing technology, cleaning these fields is much too costly. As a result of research done by Ralph van Wissen MSc these fields may in the future become more profitable. In cooperation with Shell, Van Wissen developed a cleaning technique based on the centrifugal separation of gasses. He further built a prototype that can be scaled up to be used in producing natural gas. Van Wissen has obtained a doctorate from the Eindhoven University of Technology on Monday 4 December.
Depleted gas reserves
According to most predictions, the worlds gas reserves will be depleted within this century. Therefore, the discovery of new reserves and the full exploitation of existing reserves are high on the agenda of the big oil and natural gas companies. It is almost impossible to convey the economic value of 16% of the worlds reserves. They represent more that 360 times the annual natural gas production of Shell, Exxon, and BP put together.
Relatively clean gas mixture
These unrecoverable gas reserves are contaminated with CO2 and H2S (hydrogen sulphide). Current cleaning processes, which use selective absorption techniques and membranes technology, are too limited. If the concentration of CO2 and H2S is more than 15%, more energy is lost in these cleaning processes than is gained in natural gas. With the new technique developed by Van Wissen it is possible to clean highly contaminated natural gas (containing 15% to 70% CO2 and H2S) and turn it into a relatively clean gas mixture with only 5% contamination. The resulting energy loss is only a very small percentage. Conventional cleaning processes can be used without much extra costs or waste of energy to further purify this mixture.


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The impact of fishing activities is considered as the most important anthropogenic mortality factor for marine turtle populations in the Mediterranean Sea. The Barcelona Convention adopted an Action Plan for the Conservation of Mediterranean Marine Turtles in 1989, acknowledging that catches by fishermen are the most serious threat to the turtles at Sea and that their conservation deserved special priority. In the Mediterranean, interactions of sea turtles with fishing gears, including trawl nets, are still insufficiently studied. Surface longline, driftnet and bottom trawl nets operating in the Mediterranean are the major threats to the survival of this species, even if the impact of fixed gears (gillnets and trammel nets) should be carefully considered.
Several countries (22 Mediterranean and 15 non-Mediterranean) are usually fishing in the Mediterranean Sea, and an undefined number of small boats are really active in non-EU countries. Thus the fishing effort in this area is a key factor to take into account in considering the turtle bycatch.


Support Site for The Unemployed & Underemployed
Tuesday July 29th 2014
Find the error, its impossible
maths pic
Find the error, its impossible:
Did you know that 80% of UCDS students could not find the error above?
Forward this to at least 5 people with the title 'Find the error, it's impossible',
and when you click 'Send', the answer will be right in front of your eyes!
Reader Feedback
34 Responses to "Find the error, its impossible"
 1. Misy says:
 What is the answer?
 2. Laurence says:
 Okay, the fact that you said that 20% of the students solved it contradicts the fact that you said the error is impossible to find. If someone found the error, then it's not impossible.
 I have a hint that this question is just another way for someone to chain posts.
 There are some riddles like these that do have answers, but I believe this is just another one that's a waste of time.
 3. Barbara says:
 Only error I see is there's no ' in the word it's in "its impossible"…
 4. Shego13524 says:
 Also, I think there should be a semicolon instead of a comma… But I agree with the fact that it's not impossible due to the 20% of people who did find it… Although that data wasn't in the version they got, was it?
 5. max field says:
 There are a few errors, depending upon what kind of problem for which one is looking. One is that the series of numbers should begin with zero. Another is that there should either be a period or a semicolon where the first comma is. I use periods after "error" and after "impossible." Another problem is that "its," as used in the sentence should is "it is," so there should be an apostrophe as in "it's." Those UCDS students aren't very bright, are they?
 6. Colter says:
 The answer is "impossible"
 It says to find the error above; when you look above you'll notice it states "Find the error, ITS IMPOSSIBLE". The numbers are all in chronological order so there is no error there, and the data referring to the UCDS students is worthless. It's one of those trick questions were learn to solve in grade school. Hope this helps, happy holidays!
 7. Ashley says:
 The answer is NOTHING…because when you click SEND, NOTHING is right in front of your eyes!!!
 8. Josh says:
 The answer is its (its impossible). It should be it's. The error is an error of grammar. If you look closely in the text for what title to use when forwarding this on to 5 people, the apostrophe is present on the it's. Therefore being right in front of your eyes when you email it.
 9. nidger says:
 Find the error, its IMPOSSIBLE..
 the answer is IMPOSSIBLE.. nothing to do with the numbers..or how its spelt..
 it is or it's must be a statement..!!!
 10. Pretty Boy says:
 The "Error" here is that the numbers do not start from '0′ but from the number '1′… '0′ (Zero) is a number too and it must be the first in the row… simple… :)
 11. David says:
 The error is in grammar. supposed to be IT'S instead of ITS.
 12. Robert Wakeford says:
 I've been looking on the web for the answer to this and it seems about 50/50 as to whether the answer is 'grammer' or 'nothing'.
 Personally I like the grammer answer.
 13. Jeff says:
 Its simple…There is no "0″ to start…The row of numbers should start with "0″.
 14. Jeff says:
 Its simple…There is no "0″ to start…The row of numbers should start with "0″. Also meaning Nothing..which stats about seeing it when u forward. You see nothing or zero.
 15. Jeff says:
 Error #2
 The answer has NOTHING to do with the numbers, and it isn't a grammatical or punctual error. The error itself is in syntax. The title states that it is impossible, yet it says 80% of UCSD students could NOT solve it. Therefore, 20% HAVE solved it, meaning it is in fact NOT impossible. There's the error.
 16. jb says:
 well email says it's "ALMOST" impossibleso therefore the answer does not have anything to do with the wording. If there is an error it has to be something else. It may be the apostrophe that's missing from the word (it's).
 17. keeks says:
 totally agree with Jeff… the error in the mail is inconsistency when it says it's impossible at first and then that 20% people could find the error :)
 18. MCFLeetwood says:
 Hi – Actually if done correctly using a font where the lower case L looks like the number one, then when you forward and click send it goes from reading l23456789l0l1l2l3l4l5l6l7l8l920
 to L23456789L0L1L2L3L4L5L6L7L8L920
 I have tried this several times changing fonts, but never got the JEST behind it. I must be amoung the 20% with bad Grammer lol – MC
 19. mojorisin1970 says:
 There is NO error in the sequence of numbers, its not impossible. Therefore, it is possible. Hope this helped
 20. Alex says:
 The answer is in the first sentence..
 The error is stating that Its (It's) impossible. The fact that it has been solved by any percentage, means that it is possible. If the problem was impossible, then it would be 100% of the students.
 Find the error, its impossible..
 error = impossible
 21. david l says:
 LOL!! Ya'll should try looking up UCDS!! LOL!! The whole idea is to make everyone think as hard as all of you did and completely miss the obvious.
 22. Melanie says:
 A lot of you are right, but just not completely. See above website for Wikianswers.
 23. Jim says:
 the answer is very simple :find the error ….the word error is all you have to find….thats it…
 24. Jim says:
 said another way…..find waldo….what do you do…you look for waldo hidden somewhere on the page…
 25. gigi says:
 The Error is the the sentence of:
 "Find the error, its impossible"
 there are some reasons why they are:
 #1 after error there is suppose to be a period
 #2 Its should be "It's" and therefor It's would have to be capital
 #3 theres no period
 #4 impossible is suppose to be capital
 26. Michael B says:
 I guess it is impossible to find an error where no error exists. Interesting that 20% of the students found an error. Is this the 20% that failed?
 27. Clark says:
 Not sure where most of you went to school but, in Ohio, we studied GRAMMAR, not 'grammer' and the challenging sentence does, indeed, contain errors in GRAMMAR and punctuation.
 28. Alex says:
 Find the error. "It's impossible".
 29. eddie says:
 The error is the actual words "The Error". That's what they are looking for here.
 30. GRoblich Magflurg says:
 It's grammatical it should read Find the error. It's impossible. Use of full stops.
 31. Andrew says:
 The answer is rather overlooked, and would not be very obvious to anyone who did not attend the school. (or were overly obsessive, as I am.)
 Most look to the grammatical error as the 'all in all error' but one other thing struck me. I asked myself 'who's this 80%' and did a Google search for UCDS… it's a developmental school, where as UCSD is a highly prestigious school. Now if you think about this being delivered to people attending the University of California San Diego, not noticing the error in the school's initials sounds a lot more of a 'Ohhhhhhh, dang it!' than "oh, 'its' should have an apostrophe."
 The likely hood of someone mistyping UCSD as UCDS is far less likely, as it has a fairly large connection to most people, far more than its versus it's.
 Of course, with how often this has gone around the internet it's been changed over and over again. I tried to look to the earliest I could find, and all of them had UCDS. Which was later corrected. Thought it was odd that no one has pointed that out.
 Of course, I'm not always right, so it could be grammatical, I simply see it more likely being a misspelling of the school.


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Weather forecasts can save thousands of lives
In a recent article in Nature, Peter J. Webster, professor of Earth and Atmospheric Sciences at the Georgia Institute of Technology, underlines the importance of regional weather forecasts to avoid losses of live and property.
Hurricane Sandy was not as fatal as it could have been, thanks to accurate and long-range meteorological data and satellite imagery. However, the state of affairs is different in many developing countries. "Although only 5% of tropical cyclones occur in the north Indian Ocean, they account for 95% of such casualties worldwide", states Webster.
While developing countries are theoretically able to access data from global weather-forecast models, they face several obstacles: poor internet connections, low budgets and insufficient capacities to extract regional forecasts from them. The author states that global partnerships could serve as a bridge between the providers of such information and the user community.
In this field there has been significant progress, for example in Bangladesh. Forecasts, produced in Europe and processed in the United States are integrated into the regional disaster-management protocol by local experts. Thanks to the implementation of a hazard-forecasting system as well as effective planning and training, people can be evacuated in due time. Moreover, farmers are now able to take the necessary precautions to save their crops and livestock. Based on a World Bank report, Webster estimates that every dollar invested in this system enabled saving as much as $40.


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Mac Basics: Applications, files, and folders (OS X Lion)
Learn about applications and how files and folders are accessed and organized in Finder. Also, learn about getting applications from the App Store.
An application is a computer program that gives you the tools to accomplish specific tasks. For example, you're probably using the application Safari right now to read this webpage. Other applications include Mail, iTunes, Pages, TextEdit, and many more.
Accessing an application
To open an application, click the Launchpad icon in Dock or click the application's icon in Dock (if it's there). Depending on the application, it may display an interface window, palettes, tool bar, or other interface components, or it could display nothing at all until you open a file or create a new one.
Your Mac's applications can be accessed from the Launchpad icon in the Dock
To quit an application, choose Quit from the application menu or press Command-Q. Keep in mind that closing a window (by clicking the round, red button) will typically not quit the application.
Getting more applications
You can purchase and install applications for your Mac from App Store, which is included with OS X Lion and Mac OS X v10.6.6 and later. To start browsing software from App Store, click the App Store icon in the Dock. You can use the search field in the upper-right corner of the App Store window to search for applications.
You can use App Store to find, install, update, and view purchased applications
- Featured - Click to browse new and noteworthy applications.
- Top Charts - Click to browse the most popular applications.
- Categories - Click to browse applications in specific categories, such as Photography. You can browse applications in a particular category by choosing an item from the All Categories pop-up menu in the Quick Links section. The Quick Links sections is located in the upper-right part of the window displayed when you click Categories.
- Purchases - Click to browse applications you have purchased.
- Updates - Click to browse updates to applications you have installed on your Mac.
- Search Field - Enter a name or type of application your looking for and press Return.
To use App Store, you need to sign up for an Apple ID. If you already have an iTunes Store account or other Apple account, you can use that Apple ID.
To access your files on your Mac, you use Finder. Finder allows you to see all files and folders on your Mac and search for them using the search field in the top-right corner of the Finder window. Once you find a file you want to open, simply double-click the file, it will open in the application that supports its file format.
To close a file, just click the round, red button in the upper-left corner of its window. Keep in mind that closing a file will not necessarily quit the application too. To quit an application, choose Quit from the application menu or press Command-Q.
Folders on your Mac are used to organize your file and applications.
File appearances may differ a little from each other depending on what type of file they are and what they contain
Your Documents folder (in the Finder sidebar under Favorites) will contain all documents that you create. The Finder sidebar includes several other folders, such as Movies, Music, and Pictures, to help keep all your files organized by type. The Applications folder contains all your applications and the Desktop folder contains all the stuff that's currently on your desktop.
Organizing files and folders
If you want to add more folders to set up an organizational scheme, here's how to create a new folder:
- Make the Finder active (click the desktop, click inside any Finder window, or click the Finder icon in the Dock).
- From the File menu, choose New Folder; a new "untitled folder" icon appears in the active Finder window.
- Name your folder by simply typing a name in the highlighted text box next to the folder icon.
Or, you can simply press the Shift-Command-N key combination.
To organize your files and folders, drag any file, folder, or application that you want into your new folder, or drag the folder into any other folder to establish an organized hierarchy.


as applies to EVERYTHING
But falsification implies ockhams razor
Not everything has a covariable or alternative, incompatible explanation
Oi at 9:35 AM on August 11, 2020 | #17298 | reply | quote
Hickams dictum does not explain causality because causality implies cause and effect
A specific effect
However, it does still invalidate ockhams razor if we recall not only can illnesses be comorbid (or yes, falsifiable symptoms),
But a symptom be contributed by 2 illnesses which DO HAVE THE SAME biological chemical AAAND somatic anatomatical etc pathways, pathologies, result
Psychosis for instance. Or bipolar depression as opposed unipolar even in people without bipolar
You could argue dsm is not science but a reflection of clinical summed traits
True. But there are also different mutations, even with the same proteins or nucleotides, chromosomal abnormalities or alleles. Many mental illnesses share this. Many then inside spectra, subtypes
Classical autism shares the same causes as AS. But they ALSO DIFFER in MUTATION. As well symptoms, NOT SEVERITY
Parkinsons too
But we do know this. Whether it is conclusive we know WHICH for SURE
Is a matter of conclusivity. Not lack of provability
It might be unprovable whether we can ever prove it aka also prove provability
But it is definitely provable insofar as we have the data necessary. What we lack is the replicability
But replicability is an integrity issue
In newton it was not replicability since he never tested outter space
Unless we cant test, the only inductive issue is stuff like whether any pinpointed gene is alone enough to cause this
Or whether it is the ONLY sum of mutations that cause it
Might be, AS arises from these 2 mutations
But also a totally separate 2
Other hand, it is still provable, where multiple mutations occur being we have POLYGENOMIC TOOLS
Yes yes nucleotides not genomes but bear with me
Neutral theory was falsifiable
Because it was bullsh-t
But polygenomic assessment makes it easier
Whether we know where the allele originated, is ofc open to finding older corpses or an issue of dating degrading the sample
It is also not relevant to note this, alleles, wont solve mutation
Why? Mutations dont last more than at most 2 generations and those that do without new emergence only deplete as much they accumulate
If i go back 5 generations, and average assume fecundity for birth order even irrespective a btw proven not hypergamic rate, it is still maybe i share 0.0001% of the same mutations
In addition to new 1s
Yet others which arent eeeeven mutations but actual hard inheritance, say my great great aunt who had auburn hair,
That is deleted too. We can prove that if not by the way dominant or recessives work in now multiple generations passed, by dna test
Oi at 9:50 AM on August 11, 2020 | #17299 | reply | quote
It might be falsifiable the gene that causes it is the only 1 but dating is not an issue, save for imperfectness, embalment (not that i would desecrate a grave) so if you know which 1 that caused it she had,
It is...verifiable, no other allele would matter if i had any other too
Besides genetic incompatibility -- this is provable upon discovery
I am not suggesting this gene was incompatible with any other. Im just noting a general point here
Unless i applied my great great aunt or myself to all auburn descendants or assumed my ggm lacks it (unlike my gggm), i am pretty safe to confirm
Oi at 9:56 AM on August 11, 2020 | #17301 | reply | quote
Because i can only be incorrect in my claim if i overextend my claim
But a claim can be specific. That is not a nothing
Oi at 9:57 AM on August 11, 2020 | #17302 | reply | quote
I know this isnt quite probably useful to many here but maybe it is interesting
It is worth noting irony, *popper mentored hayek*
Yes. I dont like hayek. But they werent like enemies. To the contrary, at least in teaching anyway as well friendlier than with rothbard hayek ever had after the years went by (which is ofc tragic, being friendship shouldnt be held hostage but being kicked from cato by koch, i guess understandable he would be envious, hayek a 2nd rate mind much as keynes also 2nd rate got popular...though the latter, he only it is said, cackled over & even mises had a fallingout, sweet guy too, with schumpeter)
Oi at 10:21 AM on August 11, 2020 | #17303 | reply | quote
The snark wasnt directed at anybody here to clarify, earlier
It was a snark at dead guys
Oi at 11:01 AM on August 11, 2020 | #17304 | reply | quote
Here is a less primary source
You seem to come from that angle too
Reason is sociopolitical but not economical to you?
The thing is, outside of scientism, the political economy is the economy & economics is a sociology
So either scientific methodology is applied to science or everything social, cultural AND economical is reason based
But reason based in that it is human reason
If it isnt the cognition nor the axiom, isnt EVERYTHING not directly empirical a reason exercise?
Regardless what 1 thinks of economics being a sociology, it is still political
If politics is reason based, i just fail to see how those are separate
Oi at 11:22 AM on August 11, 2020 | #17305 | reply | quote
Bounded rationality isnt something needed nor math
Math can do monetary or marketing can be bounded
Ayn wasnt focused on economics but there is a reason it is directly relevant to it
This is why polanyi worked on embedment or weber, industrialization
All of it is reason. Economics is simply a specialization whereas ayn generalized it in an ideal, than a description
Oi at 11:25 AM on August 11, 2020 | #17306 | reply | quote
Whatever profession popper was or wasnt, rothbard was or wasnt,
You might be surprised to learn i consider myself a political sociologist 1st, an economist 2nd
Not 1st. So perhaps it is less to do with viewpoint. Somebody can come to a different conclusion even being only secondarily an economist
Oi at 11:30 AM on August 11, 2020 | #17307 | reply | quote
Which i sensed from how Rafe words it, he is hinting at the Weiser controversy
Surely enough, i googled it
Oi at 11:38 AM on August 11, 2020 | #17309 | reply | quote
Mises broke from Weiser on more than only 1 thing. Menger's arguments were only part of that
Weiser actually influenced Hayek more. I mentioned Laske+Polanyi
Polanyi worked with and influenced him even MORESO than weiser EVER DID
Laske's ideas are similar to Kuhn's but applied to sociology
Culturalism i mentioned, remember? Even the neurohayekians cite Kuhn
Only certain hermueneticists actually even cover this. The road to postmodernism is 1
Oi at 11:41 AM on August 11, 2020 | #17310 | reply | quote
This is then where it boils down to Husserl v Simmel primarly in part later on
Oi at 11:42 AM on August 11, 2020 | #17311 | reply | quote
Luckman, THATS the other name, other than Laske
Oi at 12:08 PM on August 11, 2020 | #17314 | reply | quote
Thank you for all the interesting links. I have been going through a lot of them using curi's suggestion of the dream reader app. It works great and I can get through a lot more content faster without sacrificing comprehension.
However, I fear that as someone who doesn't have a basic understanding of the various topics you are presenting, that I am building a library from sheets of papers here and there. Instead of books.
Any suggestions for a beginner?
Periergo at 12:15 PM on August 11, 2020 | #17315 | reply | quote
On epistemology / logic or economics?
Ive linked popper's logic of discovery up there as have I Gordon on austrian methodology
Espistemology, i have not linked?
Enquiry Concerning Human Understanding by Hume
Truths and meanings by Davidson (not an endorsement FTR)
Truth and moral sciences by Putnam (also not an endorsement)
Charles Pierce, it is best if you just get his collected papers. That is, besides, where the gold is -- personally, i hate neopragmatism but he is a MUST READ for EPISTEMOLOGY
[even BEFORE putnam or davidson, personally i hate most of all both but it gives background to the debate]
I assume you're familiar Human Action by Mises, but i have


Blogs & Comment
Puma's environmental profit-and-loss
Attempts to calculate social and environmental 'bottom lines' are fraught with danger.
A chart from Puma's Environmental Profit and Loss Account.
It's attractive, but very dangerous, to try to calculate a 'bottom line' for a firm's social or environmental performance. Attractive, because key stakeholders are increasingly interested in knowing those kinds of details. But the main danger should be obvious: there's just no way to add up the disparate factors that make up a firm's social or environmental performance. How do you add together litres-of-water-used plus hectares-of-habitat-destroyed? On the social performance side, how do you sum up number-of-women-in-senior-management plus fair-trade-contracts signed?
The answer of course is that you can't. You can't add up things that are represented in different units of measure. That's not to say that you can't or shouldn't track and report these various numbers, but it casts a dim light on the prospects of arriving at a global assessment of a firm's social or economic performance.
Unless, of course, you simply put a dollar figure on everything, in which case the math becomes quite easy.
That's what shoemaker Puma has done, with its new Environmental Profit & Loss Account (E P&L). It has attached a dollar value to its greenhouse gas emissions and water consumption, and compared that to the dollar value of the shoes it produces. And, interestingly, Puma is publicizing the fact that, environmentally, the company is in the red. Puma extracts more from the environment than it provides to consumers.
Now, in standard terms, any firm that uses more (in dollars) than it puts out (in dollars) is going to go out of business pretty quickly. But as Puma's Jochen Zeitz points out, that's not the case for many environmental inputs because so many environmental inputs are unpriced—that is, they cost a company nothing. Pollution, for example, when unregulated, costs a company nothing, and when under-regulated costs the company less than the cost such pollution imposes on others. So what Puma has done is put a dollar value on these things so that it can figure out what its environmental bottom line would be, if it actually had to pay for everything it consumes and emits.
There are two key problems with such attempts to calculate an environmental bottom line this way. One is practical: there just aren't uncontroversial ways to put a dollar figure on every unpriced environmental input. Certainly there are people who can provide methods for doing so; but that doesn't mean there's a clear, right way to do it.
The other problem is, well, philosophical. It's not at all clear that everything we want to say about environmental ethics can be summed up in terms of economic impact. What's the dollar value of the loss of a species? Is the value of beautiful scenery really captured by summing up how much each of us would be willing to pay to preserve it?
Still, Puma deserves credit for this rather striking bit of transparency. Even though the "E P&L" is a pretty incomplete picture, it nonetheless does tell us something about the company's overall environmental impact, and its commitment to doing better.
(Thanks to Andrew Crane for pointing me to the Puma story.)


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by Sally Morch, MEd, Teacher, Greytown Primary School, Greytown, Wairarapa, New Zealand and Carmen Aldridge, Teacher, Christchurch East School, Christchurch, New Zealand
Once upon a time, a long time ago, in a land far, far away, the ground shook in a way not heard of before. Oh no! Not so long ago and not so far away, in fact the ground shook in a way that had often been heard of before.
In February 2011 the earthquake that shook Christchurch, New Zealand, was of a magnitude significantly less than that which had shaken the previous September but it caused considerably more damage. In fact the 6.5 earthquake that hit Christchurch at 1:00 p.m. on 22nd February resulted in 185 lives lost and many more people displaced from homes and businesses damaged or destroyed.
Children in schools were well taken care. Many of their schools were damaged. When they returned to school some children needed to use other sites for their classes.
Greytown Class Creates Boxes of Hope
During January 2012, when planning for the new year at school, teacher Sally Morch decided that the children in the class needed to look outside themselves and their immediate area. What better way to do this than to plan for an interaction between a class at a Christchurch school and her class in Greytown, New Zealand far away from the destruction?
While searching the Internet a "boxes of hope" unit of study was found that had been used by a teacher in the USA for her class to get to know their classmates.
This was adapted for use between the Greytown School class and a class in Christchurch. Initially a Christchurch New Zealand Reading Association (NZRA) delegate was contacted and she put Morch in touch with Christchurch East School. The principal kindly forwarded the email to a teacher of a similar year level.
Christchurch East School Room 4 teacher Carmen Aldridge e-mailed to sort things out between the classes so that by the end of the second week of Term 1 the Christchurch class had filled out a survey about their likes and dislikes.
Initially it was intended for the teacher to match up the children. Instead the class sat in a circle and talked about each survey and then they were asked to hand them around until someone felt that this person liked things they did or if they felt they liked the sound of a person. It was hard to believe but when the last survey was handed out, it went to someone of similar interests. In the end everybody had a survey.
That's when the fun began! Each child in the class chose five special things about their buddy from the survey and made a Comic Life poster with the person's name and illustrations of these items on it.
The students then wrote a bio-poem about themselves. They used a template so they all looked the same but with their own ideas. They wrote a letter to their Christchurch buddy to go in the box.
And then the fun began again! The children each chose a shoebox and spent several days decorating it with scrapbooking paper and cut out pictures until they were delight to behold. The boxes had been collected from the local Minx shoe store. Fortunately they were good solid boxes because they would be loved to death at both ends of the process, no doubt.
Parents and families donated pens, rubbers, pads, notebooks, mini tennis balls, stickers, toothbrush and toothpaste, magazines, books and cars for the boys and pretty things for the girls. Soon the decorated shoeboxes were filled with goodies.
Packaging them up was exciting. Using two very large cartons the shoeboxes were carefully stacked inside. With much manoeuvring getting them all in was accomplished, including a larger shoebox with extra goodies for the teacher.
Next step was to contact the courier. The cost for this was covered by a generous donation by one family business. Away the parcels went.
The Boxes Arrive
The teachers organised the two classes to Skype for the opening of the boxes of hope. On the last day of Term 1, big boxes arrived in Room 4 from Room 7 at Greytown School. The children in Room 4 were so excited. They were surprised at the amazing things in the boxes of hope and the generosity of the children in Room 7, their whānau, and the Greytown School community. The children now had lots of new things to do over the holidays.
Christchurch Responds with Thank You Boxes
At the beginning of Term 2, Room 4 students brainstormed what they could do for the children in Room 7, as they felt it was important to acknowledge their hard work and effort. This also fitted in with the Christchurch East School's schoolwide focus of "Giving Back to the Community." This theme came about after the year of earthquakes and it being timely to reminisce and think about all the schools, people, and businesses that had supported them during the past year. At the time they were learning about 3D shapes in geometry, so they decided to make boxes and call them "thank you Boxes."
They chose coloured card, decorated the outside, and cut, folded, and glued the boxes together. They chose candles to represent hope and thanks. They engraved the candles and filled the etched words with paint. Most of these just said "Thank You." They wrote a letter to our buddy to thank them, made bookmarks, and put donated items and individually chosen items in the boxes. The final task was closing the lids with stickers. The thank you boxes were packaged up and couriered off to Greytown School.
After the holidays at the beginning of Term 3, Aldridge heard from Mrs. Morch that they had received the parcel. The classes Skyped again and this time got to watch the Room 7 buddies open their boxes and chat to them. Both classes sang songs and talked to each other.
And so… to the end of the story. No, no not the end of the story at all as this is now going to be a continuing association between the two classes. Writing stories for each other and sharing via Skype. What an amazing, authentic context for writing.


HOME > Feature Articles > A look at the spiritual side of samurai arms and armour
Text by Antony Cummins
It is said that Tokugawa Ieyasu – the shogun of all Japan – once turned to his retainers while attending the theatre and proclaimed that it was almost time to prepare the bamboo for the banner poles. What could he have meant by that? Japanese military equipment is not just interesting from a technical perspective, but also has a fascinating spiritual and ritualistic aspect. Why was a garden hoe used as a crest on a commander's helmet? How did the colours of lacings interact with the colours of armour plates? And how did the spirit of the god of war imbue the samurai with power? The answers to these questions, given below along with a selection of other fascinating details, give colour and depth to our image of the samurai.
Two basic forms of samurai armour
There were two categories of samurai armour: the archaic oyoroi armour and the more compact armour known as gusoku.
Red line on a spear
A red line is often seen painted in the groove of old spears. This line was the sign of a warrior of excellence and was used only with permission. If you see a Japanese spear in a museum, look out for the ring at the bottom of the shaft, which stopped the spear splitting when moist, as well as a ring that prevented blood from dripping down to the hands, and a further ring with an eyelet for attaching a troop or personal marker.
The Five Elements
The Taoist concept of a universe made up of yin (negative energy) and yang (positive energy) is played out in the Chinese version of the Five Elements theory, in which wood, fire, earth, metal and water interact in the Cycle of Creation and the Cycle of Destruction. Samurai armourers took into account this complex theory, which was a core part of Japanese life. The colours and ornaments of a set of armour, for example, were carefully chosen to avoid any clashing on a cosmic level and to work together to generate the correct energy. Each element was represented by a colour, such as black for water and yellow/gold for earth. The colours of the thread and of the plates they held in place were expected to work in harmony, while the gold or silver vertical bands on the helmet – which represent the sun (yang) or the moon (yin) – had to be of the correct number to work in harmony with the armour. The bamboo used for the banner pole had also to be of the correct element and direction of growth, so when Tokugawa Ieyasu said it was almost time to prepare the bamboo for banner poles, he meant that it was almost the 15th day of the 8th month in the Chinese calendar – a time of power.
Helmet crest
The garden hoe crest, often gold/yellow, represented the centre of all things in Five Elements theory and was usually adorned with a rising dragon, making it the symbol of a leader.
A golden/yellow garden hoe represented the element of earth, which according to tradition was the element at the centre of all other elements, while the dragon was a symbol of rising chi energy; the overall meaning was that a leader was the central figure who commanded all others with the power of a rising dragon.
The seat of Hachiman
The ventilation hole at the apex of the helmet was known as the seat of the god Hachiman and represented a boundary between heaven and earth. It was said that through this hole came a giant war serpent deity with 98,000 scales, imbuing the warrior with courage. Small cloud-like decorations on the helmet further denoted this celestial division. A samurai should never put his finger in the hole of the helmet, unless taking it off to commit ritual suicide, and must never show the inside of the helmet lining except for in times of surrender.
The crown of the king of hell
Leg greaves ranged from cloth with protective metal or bamboo vertical splints to fully enclosed and sculptured leg encasings. Each had a rubbing patch on the inside, to protect the horse and avoid causing damage when they knocked against each other. The greaves of a mounted warrior had knee guards with three mounds, said to represent the crown of the king of hell, while greaves for foot soldiers had no knee protection so as not to become an annoyance when walking.
Overall, a samurai had to consider his status, his past achievements and his personal connection to the Five Elements when constructing or purchasing armour. To wear the wrong lacing, to wear something beyond his station or to calculate the incorrect spiritual relationships of colour and style could all lead a samurai into disaster, but getting it right would set him apart as a man of worth. To find out more, have a look at Book II in the Book of Samurai series: Samurai Arms, Armour & the Tactics of Warfare.
About the author
Antony Cummins is a researcher and an author focusing on the historical reality of Japanese samurai and ninja. He is the head of a small team that translates and publishes historical texts on Japanese military culture and tactics, and has published many books on Japanese military history. He has worked for multiple TV documentary productions, including for the Smithsonian, and is the leader of a project seeking to revive the samurai school of war known as Natori-Ryu. For more information and free download samples visit: _URL_
Image credits: The images in this article are taken from Samurai Arms, Armour & the Tactics of Warfare and were recreated from the original Japanese manuscripts by Jay Kane, Vangelis Drosos and Andridja Dreznjak ©Antony Cummins.


text:
"A subject dead is not worth presenting": Cromwell, the Past, and the Haunting of Thomas Carlyle
This essay examines Thomas Carlyle's painful struggle to write a book on Oliver Cromwell and the Puritan era in the years 1838 to 1845, and seeks to discover why this otherwise prolific author found it so difficult to produce a history of the man who occupied the central place in his pantheon of heroes. It does so by examining his metaphoric conception of the past as a body that could, if treated correctly by the historian, be presented "alive" rather than "dead," and his feeling that the past and the voices of its "dead heroes" were haunting him like ghosts. The metaphoric construction and progress of this haunting is explored using critical approaches derived from Jacques Derrida and Paul de Man. By placing Carlyle's crisis of authorship in conversation with these thinkers, I attempt to cast a new light on his relationship to the past and his sense of the difficulties involved in giving voice to the dead. It was only through a subjugation of his own authorial voice to that of his dead subject that Carlyle was able to bring an end to the haunting that had threatened to silence him in the early 1840s.
Copyright © Université de Montréal, 2013


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Table of Contents
- 1 Types of Bonds
- 1.1 Stretcher Bond.
- 1.2 Header Bond
- 1.3 English bond
- 1.4 Flemish Bond.
- 1.5 Dutch Bond.
- 1.6 Raking Bond.
- 1.7 Garden Wall Bond.
- 1.8 Facing Bond.
- 1.9 Share this:
- 1.10 Like this:
- 1.11 Related
Content of this article :
Types of bonds, Stretcher bond, Header bond, English bond, main features of English bond,Arrangement of Bricks in English Bond, Flemish bond, Dutch bond, Garden wall bond, Raking bond,Two varieties of raking bond viz., Diagonal bond and Herring bone bond, Facing bond.
See also :
Types of Bonds
The bricks being uniform in size can be arranged in a variety of ways. The following are the various types of bonds used in brick masonry :
In this type of Bond all the bricks are laid as stretchers, that is length wise, as shown in Fig. 2.29. This bond is used-in half brick thick walls.
In this bond, all the bricks are laid all headers. The elevation of the wall laid in header bond is shown in Fig. 2.30. This bond is used for curved surfaces in work such as well lining or well foundation etc.
This is the most common and popular bond and is used in most of the structures. The English bond consists of alternate layers of headers and stretchers. That is to say, one layer will be of stretchers and the other layer of headers.
The following are main features of English bond :
- The alternate courses are of headers and stretchers.
- Each alternate header is centrally supported over a stretcher.
- If the thickness of a wall is an uneven or odd number of half bricks, there will be best stretchers on the face and headers on the back, similarly headers on the face and stretchers on the back of the wall in every course.
- If the thickness of the wall is an even number of half bricks, there will be stretchers on the face and stretchers on the back ; similarly, headers on the face and headers on the back every course of the wall.
- The walls having a thickness of two bricks or more will have stretchers or headers on the face and back of the wall whereas the interior will be filled with header only.
Arrangement of Bricks in English Bond
Two, one brick thick walls meeting at right angles at the corner. Fig. 2.32.
Two one and a half brick walls meeting at right the corner. Fig. 2.33
Two, two bricks thick walls meeting at right angles at the corner. Fig. 2.34
Two walls, one brick thick and one and a half brick thick, meeting at right angles at the centre (T-junction). Fig. 2.37.
Two brick and one and a half brick T-junction, (e) Two, one and a half brick thick walls crossing each other at right angles. Fig. 2.39.
In this type of bond, each course consists of header and structures alternately arranged. The Flemish bond as of two types, viz, Single Flemish and Double Flemish, The single Flemish bond consists of Flemish bond on the face of the wall and English bond on the back of the wall. Whereas the double Flemish bond consists of Flemish bond on the face as well as on the back of the wall.
Flemish bond admits the use of greater number of brick bats and hence it is economical. But English bond is stronger than Flemish bond. It is also claimed that Flemish bond is better in appearance than the English bond.
It is a modification over the English bond and consists of alternate courses of headers and stretchers, except that every stretcher course starts with a three-quarter brick and in every alternate stretcher course in header is placed after the three quarter brick as shown in Fig. 2.46.
The walls which are more than two-brick thick will become weaker in longitudinal strength, as the headers being used in the interior of the wall to increase the transverse strength. This defect is removed by using raking bond (rake means inclination). In this bond the bricks are laid at some inclination to the face of the wall.
There are two varieties of raking bond, Diagonal bond and Herring bone bond.
(i) Diagonal bond.
This type of bond is employed in walls, which are 2 to 4 thick. In this bond, the face bricks are first laid and then the bricks are laid diagonally. The inclination of the bricks should be so adjusted that the bricks may be filled without cut ting.
(ii) Herring bone bond.
This bond is best suited for walls which are at least 4 bricks thick. In this case, the bricks are laid at an angle of 45° in both directions, commencing from the center line as shown in Fig. 2.47.
Raking bond pattern of laying bricks is also sometimes used for laying bricks on the floors.
Garden Wall Bond.
There are two types of garden wall bond viz. English Garden Bond and Flemish Garden Bond. In the English garden bond, one course of headers is used after every three to four courses of stretchers, whereas in the Flemish garden bond, in each course one header is used after every three or four stretchers
This bond is used when the bricks for the face work are costlier than the other bricks and as such the number of face bricks is economized by using more stretchers. This bond is also used when the thickness of the face and back bricks is different. There are a number of stretcher courses followed by header courses. The thickness of stretcher courses should be multiple of the thickness of thinner bricks. For example, the thickness of face bricks is 5 cm and that of back bricks in 3 cm. Then after three courses of face bricks and five courses of back bricks the height of face and back bricks will become the same. Now at this height header course should be provided.


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Let me blow your mind a bit: When you choose things, you're not choosing based on personal preferences. Your choices are somewhat random, and you're wired to like them.
Every day you choose between nearly identical sodas and sunglasses and seats. Psychologists have long known that over time those choices lead to biases, such as always reaching for a Sprite or Dr. Pepper or Coke. Now researchers at Johns Hopkins have found the same behavior in babies, whom they watched (over and over and over again) as they randomly chose a block from a room full of identical ones—and then stopped liking all the others.
This suggests that we like things because we chose them, which is very different than what we think we're doing, choosing things because we like them. The babies' behavior implies that this penchant for dismissing all the non-chosen options is a fundamental and hardwired part of human behavior.
You've seen this phenomenon in action any time a friend raves about a product or neighborhood or brand without an obvious basis for her enthusiasm: She's just justifying her previous choice.
A follow-up study presented babies with shiny new toys alongside the toy they'd previously picked out of a room full of identical toys, and the babies gravitated toward the previously picked toy, indicating that they weren't choosing based on personal preference or intrinsic traits of the toy. They were just doubling down on their previous choice. As one does.