Choices In Breeding-Drive Or Liveability
written by Bonnie Wittrock
submitted by Marj Brooks
I think one of the things people must start to realize is that we CAN have awesome drives and liveability in our working dogs. If you own or are looking to buy a working breed you must realize that you need to be a person with the time to exercise the dog properly. If you expect to have a Doberman that lays around all day and would be content to lay around all night then you are in for a eye-opening experience. It simply is not in the recipe for a good Doberman. However, it is not asking too much to have a dog that is capable of relaxing and being a good house companion. The dogs that are unable to do that are faulty in my perfect picture of the total Doberman. It is not an either/or choice. As breeders we should be striving to produce the dog that does have the drives to be a good worker and the nervous system to control the behaviours.
Years ago when I started to separate the nervous system from the drives in my evaluation process everything became much clearer to me as to why certain dogs behaved in the way that they did.
Try to visualize the drives and the nervous system as if they were an electrical system. The nervous system is the center wire that runs the dog. The drives are the wires that connect to the core or nervous system wire. So, in your thinking you see a center (nervous system) wire with lots of wires coming into it (drives). If the drive wires are big and can carry a lot of stimulus and the Nervous system wire is small then what you have is a dog in overload mode most of the time. The stimulus coming into the nervous system is just too much for the dog to handle and remain calm. Improving nervous systems will calm the dog to his drives. It is possible to have a high-drive, high-energy dog that can be calm but only if the nervous system is a strong part of the dog's makeup.
A dog with a weaker nervous system is in conflict or overload. Many make the mistake of breeding less drives to compensate for a weak nervous system instead of breeding the same or more drive with better nervous systems. For some reason breeders have a tendency not to see the end goal and mistakenly choose the wrong road to follow.
Start to look at dogs and their faults and reverse what you are seeing and then decide if your are on the right path of choices. You cannot successfully increase drive and decrease nerves.
You can expand this thought process to other aspects of breeding. Heads are another place that wrong choices are often made. Just go to any show ring and think of this. Years ago when muzzles began to get to narrow and were lacking under jaw the choice in breeding seemed to tend toward narrowing the skull to put the muzzle in balance with the head instead of increasing the muzzle to be in balance. Now many dogs have that narrow collie-type head that has no power or substance to it. The head is not functional for the purpose of the breed. When you take substance out of the head you can't help but take it from the body too. When you take away substance you take away power.
Every breeder has to have a talk with themselves in their heart of hearts and evaluate their breeding programs without making excuses for it. Evaluate honestly and your breeding program can't do anything but improve. Your idea of the perfect Doberman is what your breeding program should represent, not anyone else's. You should read and educate yourself. You should train and go to all types of training seminars in order to expand your ideas on what a perfect Doberman is and should be. Talk to other breeders, trainers, pet owners, etc. to build your opinion on what you want. That opinion should expand, change and evolve as time goes by. Don't just parrot what you hear others say. Know why you believe your opinions to be true and be able to share your knowledge with others and let them pick what
they want to use for themselves. There is a place in this world for all types of Dobermans … those with character, hardness, trainability, beauty, etc … the buying public has a wide range of needs.
Now that you have started to arrive at what you want in your breeding program you need to understand that your type of dog may not be right for everyone. This requires you to select the right homes for your puppies so they can excel in the area you believe to be most important. If you have chosen to breed a softer, quieter type of dog you will send the buyer on to someone else who in looking for a high drive, high energy type dog. You have nothing to gain by trying to place a puppy into a home that is
not going to be optimum for the pup or the people. The reverse of this is if you are breeding for the hard core, sport type with energy to burn you need to send a buyer on who is not in a life style to keep up with a dog of this type. None of use can benefit from breeders placing dogs in home that have little chance of success.
Buyers should be aware that just because a dog barks at the fence when people walk by does not make them a personal protection dog. That is where choosing a dog that is training in the sports that require more is where the buyer should go to choose a dog for their protection needs. Choosing from a pedigree that shows some proof of trainability, courage, stamina, character, temperament, physical beauty, and companionship will increase the chances of their getting the dog they are looking for. Remember that in everyone's minds eye their dogs are perfect but it is in the performance arena that reality often slaps one in the face.


text:
We know that whole grains are good for us and we should eat more of them. When it comes to cooked grains, oatmeal, quinoa, and brown rice may come to mind. Not many of us will think of corn. Corn is a flexible whole grain that can be eaten not just as corn on the cob and popcorn, but also as cornmeal, grits, and polenta.
What Is Polenta?
Forms of polenta have been eaten as early as Roman times. These early forms were made with ingredients like chestnut flour or spelt.
These days, polenta is usually made from yellow cornmeal. Cornmeal is made from dent corn – also known as field corn, which is different from the sweet corn you eat. It's higher in starch and lower in sugar.
It's often prepared as a porridge-like dish similar to grits, made by cooking cornmeal in water over low heat. It needs to be stirred often and cooked slowly. It can be made from finely ground or coarse ground cornmeal. In some countries, polenta is made from white or red cornmeal.
Instant – or "quick" polenta – is pre-processed so that the cooking time is shorter. Some people say it doesn't taste as good as regular polenta. You can also find ready-made polenta that's fully cooked. It's often served with various foods like meats, fish, and vegetables.
Polenta and Nutrition
A 100-gram serving of polenta cornmeal contains:
- 371 calories
- 8.5 grams of protein
- 77 grams of carbohydrates
- 6 grams of dietary fiber
There are many health benefits to eating polenta:
Gluten-free. Because polenta is made from dried, ground corn, it's gluten-free. This means it's safe for those with gluten intolerance or celiac disease. It's still important to read the product labels to make sure that the cornmeal wasn't made in a factory that processes products that do contain gluten. This could result in cross-contamination.
Whole grains. Like other whole grains, corn kernels have three parts. These are the germ, hull, and endosperm. Whole grain cornmeal has all three parts, which means it has high nutritional value.
That also means that whole grain cornmeal can go bad quickly if not stored in the refrigerator or freezer. For this reason, most of the cornmeal found in supermarkets may not be whole grain. Check the ingredients label to make sure that the cornmeal you're buying says "whole grain".
Whole grains are complex carbohydrates so they take longer to break down. They're also high in dietary fiber, which helps keep you fuller longer. This makes you less likely to overeat, so it's easier to maintain a healthy body weight. The American Heart Association recommends that whole grains make up at least half of the grains you eat.
Rich in antioxidants. Corn contains antioxidants that help to lessen or prevent damage from free radicals. If free radicals accumulate in the body, they can further illness and aging.
Some of these antioxidants are phytonutrients – also known as phytochemicals. They may play a role in reducing the risk of chronic disease.
Research is ongoing, but there are promising links between carotenoids in corn and better immunity, as well as protection against skin cancers.
How to Prepare Polenta
In general, the ratio is 1 cup cornmeal to 4 cups of liquid. This liquid can be water, milk, or stock. While it cooks, stir occasionally. The consistency will go from soupy to porridge-like. You can adjust the amount of liquid as it cooks. Add more water if it's still gritty. Polenta can take 45 minutes to 1 hour to cook.
To speed up the cooking time, you can soak the cornmeal in room temperature water for 8 to 12 hours before cooking. The polenta will only need to cook for about 7 to 8 minutes after that.
Polenta can also be fried or grilled. After cooking in water, pour it into a greased sheet pan. Spread it out evenly, then cover with plastic wrap. Refrigerate it for a few hours or overnight. The polenta should set into a firm block. You can then slice it up and pan-fry or deep-fry it.
How to Make Polenta Healthier
Basic polenta is generally quite healthy since it's made with water and some salt. Some recipes call for milk or cream instead of water, which will increase the calorie count. If you use store-bought stock, this may increase the amount of sodium in your polenta.
Deep-frying or pan-frying the polenta slices will increase the amount of fat and calories. To make it healthier, bake it or air fry the slices instead.
Instead of adding salt or cheese for flavor, add herbs and spices like thyme, rosemary, parsley, dill, sage, or saffron. Try adding yogurt for creaminess.
Other flavorful, nutritious additions include vegetable purees, mushrooms, or lemon zest. Make it a breakfast polenta with fruits or nuts, sweetened with a bit of honey or maple syrup.

source: openbmb/Ultra-FineWeb


text:
Research Shows How Computation Can Predict Group Conflict
When conflict breaks out in social groups, individuals make strategic decisions about how to behave based on their understanding of alliances and feuds in the group. But it's been challenging to quantify the underlying trends that dictate how individuals make predictions, given they may only have seen a small number of fights or have limited memory. In a new study, scientists at the Wisconsin Institute for Discovery at the University of Wisconsin-Madison develop a computational approach to determine whether individuals behave predictably. With data from previous fights, the team looked at how much memory individuals in the group would need to make predictions themselves. The analysis proposes a novel estimate of "cognitive burden," or the minimal amount of information an organism needs to remember to make a prediction.
Image credit: Thinkstock

source: HuggingFaceFW/fineweb-edu


text:
Climate change might have helped bring about the fall of the ancient Khmer civilization in Angkor, Cambodia, nearly 600 years ago, new research suggests.
Historians have given various explanations for the fall of the empire that stretched across much of Southeast Asia between the ninth and 14th centuries (801 to 1400), from land overexploitation to conflict with rival kingdoms.
But the new study offers strong evidence that two severe droughts, punctuated by bouts of heavy monsoon rain, could have weakened the empire by shrinking water supplies for drinking and agriculture, and damaging Angkor's vast irrigation system, which was central to its economy.
The kingdom, one of the greatest civilizations of all time, is thought to have collapsed in 1431 after a raid by the Siamese from present-day Thailand.
"Angkor at that time faced a number of problems — social, political and cultural. Environmental change pushed the ancient Khmers to the limit and they weren't able to adapt," said study author Brendan Buckley, a climate scientist at Columbia University's Lamont-Doherty Earth Observatory in New York. "I wouldn't say climate caused the collapse, but a 30-year drought had to have had an impact."
The researchers were able to reconstruct 759 years of past climate in the region surrounding Angkor by studying the annual growth rings of cypress trees in a nearby national park. The tree rings revealed evidence of a mega-drought lasting three decades — from the 1330s to 1360s — followed by a more severe but shorter drought from the 1400s to 1420s, right before the empire collapse.
The droughts could have led to crop failure and a rise in infectious disease, and both problems would have been exacerbated by the density of the population, Buckley said.
They also found evidence for intense rainy seasons that might have damaged Angkor's hydraulic system. During a normal monsoon season, Angkor's vast network of canals, embankments and reservoirs could have handled heavy downpours, but after extended droughts, the system may have been vulnerable to clogging.
The researchers suspect that El Niño, a cyclical warming of the tropical Pacific Ocean, might have played an important role in shutting down the monsoon rains in this region, leading to droughts.
"The evidence from monsoon Asia should remind us that complex civilizations are still quite vulnerable to climate variability and change," said study researcher Kevin Anchukaitis, also of Columbia University.
Similar studies suggest that abrupt environmental changes may have pushed other ancient civilizations over the edge, including the Anasazi people of the southwestern United States; the Maya people of Central America; and the Akkadian people of Mesopotamia.
The results were published this week in the journal Proceedings of the National Academy of Sciences.
© 2012 LiveScience.com. All rights reserved.


text:
In response to the COVID-19 pandemic, IPA has launched Research for Effective COVID-19 Responses, or RECOVR. Through this effort, IPA is generating rigorous evidence, advising governments, and bringing together partners across the research-to-policy sector to rapidly provide decision-makers with rigorous data and evidence to mitigate the impacts of the crisis.
We would like to acknowledge the Global Poverty Research Lab (GPRL) for their support and the Yale Research Initiative on Innovation and Scale (Y-RISE) for their partnership in this effort.
IPA's RECOVR Impact Goals
To equip decision-makers in vulnerable contexts with timely data, evidence, and analysis to:
Reduce COVID-19 transmission rates
Improve social-safety net responses
Build resilient and adaptable businesses and employment opportunities
Keep children safe, healthy, and learning
Improve women's health, safety, and economic empowerment
Build resilience and protect the financial health of families and individuals
Promote peace and safety, and improve humanitarian response
How we are achieving our RECOVR impact goals
Rapid Response Surveys to Answer Critical Policy Questions (8+ countries)
- The RECOVR survey: IPA has built a rapid response panel survey to directly inform key government partners on the health, economic, and social ramifications of the pandemic, and will be running it in eight countries to start. The survey is meant to document real-time trends of policy concern and inform decision-makers about the communities that are hardest-hit by the pandemic. Learn more here.
- The COVID-19 Economic Impact Surveys, a joint effort with the International Growth Centre, is measuring the economic impact of the crisis on a variety of agents, such as large companies, SMEs, informal and micro businesses, self-employed people, workers, and farmers in lowand middle-income countries. Learn more here.
A Portfolio of IPA Studies to Generate Rigorous Evidence on COVID-19 (80+ studies)
- We are rapidly developing more than 80 new individual evaluations related to the COVID-19 response. Some build on existing studies to answer how existing programs under evaluation are impacting people's ability to cope with the pandemic.
- Others are new studies that have been quickly developed to inform the design of new programs aimed at mitigating the impacts of the crisis on health, livelihoods, learning, and other outcomes.
A Global Hub that Centralizes Research and Policy Lessons (100+ projects)
- We are collaborating with peer organizations to centralize and share research, resources, and funding opportunities to inform global stakeholders and advocate for more funding to be allocated to economic responses, especially in the global south.
Advising Governments on Evidence-Based Approaches
- Over the last five years, we have partnered with dozens of ministries in over 15 countries. Almost every partner we have (and new partnerships we have just formed) has urgent requests for data needs and evidence-informed advice.
- For example, with Y-RISE, CEGA, and researchers, we are advising the government's social protection responses in Bangladesh, Ghana, Nigeria, and Togo. And we are supporting education system distance learning responses in Ghana, Peru, Rwanda, and Zambia.
Research-on-Research to Strengthen the Quality of Remote Data Collection
- Evaluating different methods and ways of conducting phone surveys
- Hub for data-gathering world: lessons for phone banking in low-income countries
- Evidence synthesis and 'how-to' guidance on phone survey methods (Coming soon!)


text:
- Unique modular vegetation system designed to promote biodiversity in urban areas.
- Pre-filled with soil substrate and wildflower seed mix to suit local conditions.
Pocket Habitat was developed by Arup for British Land's existing building and urban land stock, providing shape and structure and encouraging wildlife.
Individual units are placed together to create a striking carpet of vegetation. Each unit is tied to its neighbour and has contact on all sides to ensure there are 2.8 pockets per square metre.
The form of each Pocket Habitat is engineered to provide sheltered, shaded and exposed areas to enhance plant growth.
As well as shape, colour has been incorporated in the soil substrates to add an even greater impression of texture and visual beauty. The differing substrates are carefully chosen to help promote diverse communities of species.
Because each Pocket Habitat only weighs 20kg at delivery, they are ideally suited to being manually handled, speeding up installation and making retrofitting of existing buildings simple and effective.
Once the bags are positioned, nestled together to form a regular pattern, a simple drawstring opens the bag to allow rain and light to promote seed germination and plant growth.


text:
Real-time calculation of total light interception in crop canopy
Daily total PAR interception is divided into three scales: organ, plant and canopy, and the core is organ scale calculation. Calculation of total intercepted PAR could be combined with photosynthetic rate parameter to study the relation between photosynthesis efficiency and production of specified canopy, after that, further analysis of agricultural production decisions may be carried out.
- Authors retain copyright and grant the Conference organisers right of first publication with the work simultaneously licensed under a Creative Commons Attribution License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this proceedings volume.
- Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the proceeding's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this proceedings volume.


text:
To be "stuck in ___" means that something is in a place and isn't coming out very easily. A person can be "stuck in" a room:
The door wouldn't open, and I was stuck in the bathroom for 20 minutes.
In this example:
Hey, um, you've got something stuck in your teeth.
...the speaker says "stuck in your teeth". Obviously, the food isn't inside of the actual teeth. Instead, this sentence means that the food is in between some of her teeth and isn't coming out.
Some other common places where things get stuck include:
I was stuck in traffic for over an hour.
There's something stuck in my throat.
Our car got stuck in the mud.


text:
Over deze norm
1.1 This test method describes standardized procedures for the sensory evaluation of heat in oleoresin capsicums ranging from 100 000 to 1 000 000 Scoville heat units (S.H.U.).
1.2 This test method is intended as an alternative to the Scoville heat test, but results can be expressed in Scoville heat units (see ASTA Method 21.0 and ISO 3513).
1.3 This test method does not apply for ground red pepper, low heat chili peppers, or chili powder.
1.4 The values stated in SI units are to be regarded as standard. No other units of measurement are included in this standard.
1.5 This standard does not purport to address all of the safety concerns, if any, associated with its use. It is the responsibility of the user of this standard to establish appropriate safety and health practices and determine the applicability of regulatory limitations prior to use. Specific precautionary statements are given in Section 8.
|Nederlandse titel||Standard Test Method for Sensory Evaluation of Oleoresin Capsicum|
|Engelse titel||Standard Test Method for Sensory Evaluation of Oleoresin Capsicum|


text:
Medical & Clinical Psychology: Laboratory of Cognitive Interventions
The Laboratory of Cognitive Interventions (LOCI) examines the cognitive processes or biases associated with drug use and relapse. Once these cognitive biases are identified, cognitive retraining interventions are developed to target (reduce) these cognitive biases. Cognitive retraining interventions, such as attentional retraining, can be delivered in the laboratory or using mobile devices such as personal digital assistants (PDAs) or Smartphones. Currently the laboratory is examining the efficacy of an attentional retraining intervention for smoking cessation delivered on a Smartphone. The laboratory is also investigating the utility of mindfulness-based interventions and pharmacological interventions that improve cognition. Ultimately, cognitive interventions might be delivered on a Smartphone when the individual is most in need of the intervention (EMI, Ecological Momentary Intervention).


text:
Several years ago, I used a post by another Australian librarian as a basis for my class to design a book cover for Children's Book Week in Australia. This week my students designed a book cover using the following online sites.
- The title came from Random Article link on left hand sidebar of Wikipedia
- The author's name was created from Random Name Generator
- Students used word generator to get the search term for their cover image. That search term was used in Flickr CC to choose an image.
Students then saved all three results and created a book cover using MS Powerpoint or MS Paint, saving the final file as a jpg and adding it as a post on their blogs.
What worked well:
- Students were engaged
- Most completed the task in 50 minutes but did not have time to place it in a blog post.
- I used it with 13 year olds. Care may need to be taken with younger students as one topic from wikipedia random articles was not suitable. Care may need to be taken with the photos as well.
- Great teaching lesson on creative commons for the use of image. Students had to read the licensing and save the image url to place on their blog post or in small print on their book cover.
- Exposed them to some tools that may help when they cannot think of titles or prompts etc the random type generators.
Have you done something similar? What other ideas do you have for some of the random generators on the internet.


text:
Matokeo ya kidato cha pili Tanga 2022 – Matokeo ya kidato cha pili Tanga 2022
Matokeo ya kidato cha pili Tanga 2022 – Matokeo ya kidato cha pili Tanga 2022; Tanzania's form two results for the 2022/2023 academic year will soon be released and students
across the country are eagerly awaiting the outcome. This is a crucial moment in the lives of many young people in Tanzania, It is a time of great anticipation, but also one of intense pressure, as students hope to achieve the best possible results. With the right amount of preparation and hard work, students can make sure they are well-prepared to handle the challenge of the form two results. The results will open up new opportunities and help students to get one step closer to achieving their dreams.
Form two results are an important milestone in any student's academic journey. Students in Tanzania who are awaiting the results of their form two examinations for the 2022/2023 school year can take comfort in knowing that their hard work and dedication will pay off. With the right approach, students can achieve success in their exams and make the most of their results. This article will provide an overview of the Form Two Results 2022/2023 Tanzania, including what they mean, how they are determined, and how they can be used to further a student's academic goals.
The quantification for grade ranges at FTNA results shall be as follows
75 – 100 = A – indicating excellent
60 – 74 = B+ – indicating very good
50 – 59 = B – indicating food
40 – 49 = C – indicating average
30 – 39 = D – indicating satisfactory
20 – 29 = E – indicating unsatisfactory
0 – 19 = F – indicating fail
The weight for each grade shall be A= 5, B+ = 4, B=3, C = 2, D = 1, E = 0.5 and F = 0
Grades A, B+, B and C shall be regarded as credit while D shall be regarded as the lowest pass.
Grades E and F shall not be considered in calculating GPA.
How to check form two results Tanga | steps to view Form two necta 2022 Results Tanga
Use this article to download full pdf in form two results 2022/2023
_TAG_ 01;Turn on Internet data in your phone or computer
_TAG_ 02; Log in to chrome or opera then click _URL_
_TAG_ 03; If you are on a special necta website Search the area labeled FTNA results
_TAG_ 04; Then click the FTNA results area
##When you are on the page make sure you click on the area marked Matokeo ya kidato cha pili 2022/2023 necta or Form two necta format 2022 Results
How to Check Form Two results Via SMS
_TAG_ 01; Go to your phone write message and type <> example#rank* S0130*ftna*2020 (Send SMS to 15311)
The process Cost per SMS is Tshs 200/= This service is only available for Tigo, Vodacom and Zantel subscribers.
_TAG_ 03; Final you can check your results
About form two National Assessment examination tanzania
The Form Two National Assessment examination is conducted every year in Tanzania. It is a key step in advancing students' reading and writing skills and also covers their knowledge of other subjects like Basic mathematics, Physics, Chemistry, Geography, History, English, Kiswahili, Civics, Biology, And other subjects
The National Examinations Council of Tanzania (NECTA) is a Government Institution which was established by the Parliamentary Act No. 21 of 1973. NECTA is responsible for the administration of all National Examinations in Tanzania.
The decision to establish NECTA was a follow-up of an earlier move, in April 1971, when Tanzania Mainland pulled out of the East African Examinations Council (EAEC) to conduct her own examinations. Zanzibar pulled out of EAEC in 1970. Before the pull out, between 1968 and 1971, Tanzania sat for foreign Secondary School Examinations conducted jointly by the East African Syndicate, which before then were conducted by the Cambridge Local Examinations Syndicate alone. The Examinations conducted by the Cambridge Local Examinations Syndicate then were the School Certificate and the Higher School Certificate Examinations. The School Certificate Examinations was taken by the African Students for the first time in 1947 and that of the Higher School Certificate in 1960.
Summary of NECTA's History
After Tanzania Mainland had pulled out of the East African Examinations Council, in 1971 and before NECTA was established by Law, in 1973, the Curriculum and Examinations Section of the Ministry of Education was responsible for all examinations. With the establishment of NECTA, the Examinations became its responsibility in accordance with the law. The Curriculum continued to be under the Ministry of Education and the University College, Tanga until when it was taken over by the newly established, autonomous Institute of Curriculum Development (ICD) in 1975, which in 1993 was renamed as the Tanzania Institute of Education (TIE).
Between 1972 and 1976 the first staff of NECTA were recruited, among them was Mr. P. P Gandye who was recruited in 1972 and later on in 1994 was appointed as Executive Secretary. The other staff members continued to be recruited and especially so when NECTA's premises moved from the Ministry of Education Headquarters to the present premises at Kijitonyama near Mwenge. Presently the number of NECTA's staff is more than 250.


text: Although it is the world's largest recipient of remittances, India lacks information about the investment behavior of its remittance receiving households. Using data from Reserve Bank of India and the Tobit analysis, this paper examines how remittances, different household and migrant characteristics have affected both the propensity to invest and the amount of investment by the remittance receiving households. The findings have significant implications for policy purposes. For example, government programs can create incentives for older migrants to have more remittance transfers. Remittance money used for children's education could be matched to create robust flow of educational investments.


interesting facts about snails for kids
Snails are one of the ancient living animals on this earth. Their ancestors have been around for 500 million years. They have many interesting characteristics and can be a great pet option for your kids.
We have listed some popular and engaging snail facts for kids in this article. Hope you have a fun time reading it.
11 Most Interesting & Fun Facts about Snails for Kids
Snails are often kept as pets in houses. Be it the land snail or the freshwater one. Kids have an amazing love and curiosity about this small animal. But be careful while petting one as they can be vigorous plant-eaters. So make sure you keep your plants away and safe from them.
1. Ever heard of snail races?
The snails that are found on land are very slow. The reason behind this is the absence of bones inside their body. They use muscle tissues to move. Their speed is usually between 0.5 – 0.7 inches per second.
They leave a trail behind while moving because of the slime they release which is a lubricant that helps them move forward. People have fun organising snail races in various parts of the world.
snail facts and information for kids
2. They can not hear sounds
Snails belong to the class of gastropods and the animals belonging to this class cannot hear as they lack ears. Snails have eyes and olfactory organs that help them to survive. Their sense of smell helps them majorly to search for food.
Although they do not need a large amount of food and can adapt well to the conditions they live in. They prefer to live near the availability of food. They can see objects that are very near to them.
3. They carry their home on their back
It is the most attractive feature of snails. They carry a spiral-shaped shell on their back. They are born with this shell and the shells are soft at birth but harden afterwards. It is made up of calcium carbonate and protects their soft body and internal organs such as their lungs.
It also protects them from predators. They withdraw themselves inside it when they sense danger and during hibernation and sleeping. They can not survive without this shell as it also protects them from the climatic conditions of their habitat.
4. You can find them almost everywhere
Snails are found in almost every corner of the world except for the polar regions due to the excessive cold. You can find them on rocks as well as leaves. You can also find them under the water and stems of the plants.
They can adapt to human habitats as well and live in gardens and public parks. They live in rainforests, woodlands, and limestone and Rocky outcrops. They are also found in grasslands.
5. They are ancient animals
The ancestors of the snails are some of the ancient animals that existed on earth. Their fossils have been found and researched and it is revealed that they existed around 500 million years ago.
Their lifespan is limited to 3 – 7 years in the wild. However, they are known to survive longer in captivity, up to 10 – 15 years or even longer. You can think of getting one as a pet for your kid.
6. They are eaten by humans
The land snails have been made to the diet of humans for centuries. The European countries of Spain and France have considered them a delicacy. However, they are not common in diets everywhere.
They can be a good source of calcium for humans and other animals as well. Their consumption should be monitored carefully because some of them are attacked by parasites which when consumed by humans or animals might cause severe diseases.
7. They possess thousands of teeth
Snails possess tongues like humans but their tongues are different in the way that they have rows of tiny teeth on them. These are also known as radula instead of teeth.
The snails can have around 15,000 – 20,000 of such teeth which helps them in grinding the food that they eat. They use their tongue to scrape off the food such as leaves, which is their favourite. They are also considered pests as they can destroy large amounts of crops on farms.
8. They have both gills and lungs
Depending on the species, snails can possess both lungs and gills. The land snails possess lungs and the snails that live underwater breathe through their gills, just like the fishes do.
Some of the water snails have reduced gills and have difficulty taking oxygen from the water. These snails often come to the surface of the water to breathe in air which then goes into the lungs to provide them with oxygen.
9. The Snails can hibernate
In dry climatic conditions, the snails stay inactive for a long time to preserve energy. During the winters, the snails enter the state of hibernation. The duration of their hibernation is 4 – 6 months.
During this time, their palpitations and metabolism slow down. An interesting fact here is that to protect themselves from the prolonged cold, they can hibernate for 3 years. They also hibernate this long to survive for longer periods of time.
10. They are mainly herbivores
The snails are commonly herbivores. Their diet consists of leaves, flowers, stems, fruits, and garden crops. The underwater snails and some of the larger snails can be carnivores and omnivores as well.
They prefer calcium-enriched food which keeps them healthy and helps in their growth. Calcium also keeps their shells hard and thick to protect their inner bodies from any outside danger. They can also feed on dead organic matter, fungi and algae.
11. Their shells keeps growing
We know that the shells of the snails are soft at birth. It keeps hardening as they grow. This shell keeps growing along with the growth of the snail. Snails can get as big as the size of your hand.
They can recover from minor damages and cracks in their shells but once broken completely, they can not replace it by growing another shell.
Different Types of Snails
The snails have a wide range of varieties and species. There are more than 60,000 species of them in the world. We have listed here the most common snails that can be easily seen in our surroundings.
 - Apple snail – They are the freshwater snails that are kept as a pet in aquariums. You need to have a large tank to keep it as a pet.
 - Garden snail – It is common in Europe but also found in other parts of the world as well. They destroy crops and plants on a large scale.
 - Giant African Land Snail – They can get as big as 8 inches in length. They live from 5 – 7 years. They cause damage to agriculture.
 - Mediterranean Green Snail – They are new species and have been around since the 1980s only. They are found in the rainforests of Northern Africa and Western Australia.
 - Orchid Snail – These are very small in size. They are known to destroy the orchards and the greenhouses.
 - Roman Snail – It has a beautiful shell and is used in the French dish Escargot. It is a land snail and has two pairs of tentacles on its head.
What does a snail eats?
Snails are herbivores and eat vegetables, fungi, seaweed, and fruits.
Do snails have teeth?
Snails have the highest number of teeth. They can have around 20,000 teeth.
Why are snails slow?
The snails do not have bones in their body. They move with the contraction of the muscle tissues. They need to create a slime track on which they can glide or move. This slime making takes time and that is the reason for their slow movement.
Scientific name for snail
The scientific name of snail is Achatinoidea
Is a snail an insect?
Snail is not an insect. It is a different kind of animal.
What class do snails belong to?
It belongs to the class Gastropoda. Animals belonging to this class have a coiled shell that is big enough for them to completely withdraw into.
Do snails have tongues?
Most common snails have a tongue similar to the humans except for the fact that theirs is covered with rows of tiny teeth.
How do snails move around?
Snails use muscular contractions to move. Their feet attach to the surface on which they are moving with the help of the slime they create from the glands under their mouth.
Does a snail have a foot?
The snails are invertebrates which means they have only one foot to move around.
Where do snails live?
Snails live almost everywhere except for the polar regions due to the cold weather. They live near the availability of food. They are found in tropical and subtropical rainforests, dry rainforests, temperate rainforests, Native grasslands, limestone outcrops, rocky outcrops, eucalypt forests and woodlands.
Do snails live in the ocean?
Snails are known to live underwater, both freshwater and oceans.
How do snails get their shells?
The snails create their shells through the process of biomineralization. They have a shell gland that secretes the organic matrix of carbohydrates, proteins and lipids that makes the hard base of the shell. Calcium carbonate is responsible for making the mineral of the shell.
Can a snail survive without its shell?
A snail is unable to survive outside its shell. It protects it from environmental conditions and predators.
Are snails born with their shells?
Snails are indeed born with their shells but they are soft during birth and gets hardened


text:
In my previous post, we considered the "Axiom of Protoequivalence"—that is, the statement that every fully faithful, essentially surjective functor (i.e. every protoequivalence) is an equivalance—and I claimed that in a traditional setting this is equivalent to the axiom of choice. However, intuitively it feels like AP "ought to" be true, whereas AC must be rejected in constructive logic.
One way around this is by generalizing functors to anafunctors, which were introduced by Makkai (1996). The original paper is difficult going, since it is full of tons of detail, poorly typeset, and can only be downloaded as seven separate postscript files. There is also quite a lot of legitimate depth to the paper, which requires significant categorical sophistication (more than I possess) to fully understand. However, the basic ideas are not too hard to grok, and that's what I will present here.
It's important to note at the outset that anafunctors are much more than just a technical device enabling the Axiom of Protoequivalence. More generally, if everything in category theory is supposed to be done "up to isomorphism", it is a bit suspect that functors have to be defined for objects on the nose. Anafunctors can be seen as a generalization of functors, where each object in the source category is sent not just to a single object, but to an entire isomorphism class of objects, without privileging any particular object in the class. In other words, anafunctors are functors whose "values are specified only up to unique isomorphism".
Such functors represent a many-to-many relationship between objects of and objects of. Normal functors, as with any function, may of course map multiple objects of to the same object in. The novel aspect is the ability to have a single object of correspond to multiple objects of. The key idea is to add a class of "specifications" which mediate the relationship between objects in the source and target categories, in exactly the same way that a "junction table" must be added to support a many-to-many relationship in a database schema, as illustrated below:
On the left is a many-to-many relation between a set of shapes and a set of numbers. On the right, this relation has been mediated by a "junction table" containing a set of "specifications"—in this case, each specification is simply a pair of a shape and a number—together with two mappings (one-to-many relations) from the specifications to both of the original sets, such that a specification maps to a shape and number if and only if and were originally related.
In particular, an anafunctor is defined as follows.
- There is a class of specifications.
- There are two functions mapping specifications to objects of and.
,, and together define a many-to-many relationship between objects of and objects of. is called a specified value of at if there is some specification such that and, in which case we write. Moreover, is a value of at (not necessarily a specified one) if there is some for which.
The idea now is to impose additional conditions which ensure that "acts like" a regular functor.
- Functors are defined on all objects; so we require each object of to have at least one specification which corresponds to it—that is, must be surjective.
- Functors transport morphisms as well as objects. For each (the middle of the below diagram) and each in (the left-hand side below), there must be a morphism in (the right-hand side):
- Functors preserve identities: for each we should have.
- Finally, functors preserve composition: for all (in the middle below),, and (the left side below), it must be the case that :
Our initial intuition was that an anafunctor should map objects of to isomorphism classes of objects in. This may not be immediately apparent from the definition, but is in fact the case. In particular, the identity morphism maps to isomorphisms between specified values of ; that is, under the action of an anafunctor, an object together with its identity morphism "blow up" into an isomorphism class (aka a clique). To see this, let be two different specifications corresponding to, that is,. Then by preservation of composition and identities, we have, so and constitute an isomorphism between and.
There is an alternative, equivalent definition of anafunctors, which is somewhat less intuitive but usually more convenient to work with: an anafunctor is a category of specifications together with a span of functors where is fully faithful and (strictly) surjective on objects.
Note that in this definition, must be strictly (as opposed to essentially) surjective on objects, that is, for every there is some such that, rather than only requiring. Given this strict surjectivity on objects, it is equivalent to require to be full, as in the definition above, or to be (strictly) surjective on the class of all morphisms.
We are punning on notation a bit here: in the original definition of anafunctor, is a set and and are functions on objects, whereas in this more abstract definition is a category and and are functors. Of course, the two are closely related: given a span of functors, we may simply take the objects of as the class of specifications, and the actions of the functors and on objects as the functions from specifications to objects of and. Conversely, given a class of specifications and functions and, we may construct the category with and with morphisms in acting as morphisms in. From to, we construct the functor given by on objects and the identity on morphisms, and the other functor maps in to in.
Every functor can be trivially turned into an anafunctor. Anafunctors also compose. Given compatible anafunctors and, consider the action of their composite on objects: each object of may map to multiple objects of, via objects of. Each such mapping corresponds to a zig-zag path. In order to specify such a path it suffices to give the pair, which determines,, and. Note, however, that not every pair in corresponds to a valid path, but only those which agree on the middle object. Thus, we may take as the set of specifications for the composite, with and. On morphisms,. It is not hard to check that this satisfies the anafunctor laws.
If you know what a pullback is, note that the same thing can also be defined at a higher level in terms of spans., the category of all (small) categories, is complete, and in particular has pullbacks, so we may construct a new anafunctor from to by taking a pullback of and and then composing appropriately.
One can go on to define ananatural transformations between anafunctors, and show that together these constitute a -category which is analogous to the usual -category of (small) categories, functors, and natural transformations; in particular, there is a fully faithful embedding of into, which moreover is an equivalence if AC holds.
To work in category theory based on set theory and classical logic, while avoiding AC, one is therefore justified in "mixing and matching" functors and anafunctors as convenient, but discussing them all as if they were regular functors (except when defining a particular anafunctor). Such usage can be formalized by turning everything into an anafunctor, and translating functor operations and properties into corresponding operations and properties of anafunctors.
However, as I will argue in some future posts, there is a better solution, which is to throw out set theory as a foundation of category theory and start over with homotopy type theory. In that case, thanks to a generalized notion of equality, regular functors act like anafunctors, and in particular AP holds.
Makkai, Michael. 1996. "Avoiding the Axiom of Choice in General Category Theory." Journal of Pure and Applied Algebra 108 (2). Elsevier: 109–73.


text:
shuttle, including a silkworm experiment designed by Chinese students. Already, this past March, a S*T*A*R*S experiment—involving teams of students from around the world—was begun on Zvezda, an all-purpose Russian module on the space station.
Kimberly Campbell, S*T*A*R*S' program manager, believes the main benefit of the student programs will be kindling enthusiasm for space, science and engineering. "It challenges young minds to ask 'Why?' and provides the tools necessary to discover the answers on their own."
by Julie Wakefield


Tag: date
How to find messages of a specific date on new facebook
Facebook messenger have changed a lot over the time.Lots of features has been added but some of the features requested by the users are still missing.One of the feature is the ability to search for the messages that has been sent in a specific date. Although you can search messages by using specific term that made in that conversation but you still cant search for messages by specific date.In this tutorial lets look how to fix this problem step by step using alternative ways. Read More


The Blog
Rabbis Side with Catholics, Urge Obama to Drop Mandate
12:19 PM, May 24, 2012 • By HOWARD SLUGH
Widget tooltip
Single Page Print Larger Text Smaller Text Alerts
On May 7, 2012, the Rabbinical Council of America (RCA), the largest organization of rabbis in the United States, approved a resolution recognizing that the Health and Human Services (HHS) regulation that mandates employers provide access to contraceptives, abortifacient drugs, and sterilizations forces many employers to "violate the injunctions of their religion." The RCA, which represents more than 1,000 Orthodox rabbis, urged the Obama administration to amend the regulation to protect the religious liberties of all employers.
The RCA resolution also recognized the important role the Catholic Church has played in safeguarding religious liberties. Recently, 43 Catholic organizations filed lawsuits challenging the mandate. The rabbis who supported this resolution intended to correct the misconception that this is a uniquely Catholic or Christian issue, or that the desire to amend the resolution stems from an animus towards women. The HHS regulation coerces many Jewish employers into violating their theological obligations and demeans the important relationship between rabbis and their congregants. The question at the heart of this issue is whether the administration will create the religious exemption necessary to protect religious people's ability to fully participate in the economy.
Prior to the new lawsuits, public scrutiny of this mandate had lost its intensity. The media had achieved some success in misconstruing opposition to the mandate as a "war on women" led by the Catholic Church, rather than as a broad multi-faith effort to protect constitutional rights. They had turned their coverage to other issues, and many people, even some opponents of the mandate, seemed to accept the mandate as a fait accompli. Against that backdrop, the RCA decided it had to act. The rabbis who supported this resolution hope to demonstrate that this issue affects people of all faiths and highlight the importance of safeguarding every American's religious liberty.
Supporters of the current regulation frame arguments in favor of religious exemptions as a "war on women." The supporters of this resolution want to make clear that they aim to protect the sacred relationship between clergy and the faithful. Religious people want the administration to take reasonable steps to protect their liberty; the "war on women" narrative is a politically motivated smear. A religious waiver is required in this area in order to ensure that Orthodox Jews, along with adherents of other faiths, can run businesses and employ others, without being mandated to violate the tenets of their religion.
Howard Slugh is an attorney in Washington, D.C.
Recent Blog Posts
The Weekly Standard Archives
Browse 19 Years of the Weekly Standard
Old covers


text:
Board games aren't necessarily bound to become obsolete - at least, not if researchers at Queen's University in Ontario, Canada have anything to say about it. They will change, however. Queen's Human Media Lab (HML) recently unveiled a prototype board game that uses traditional flat cardboard tiles (i.e: cards), but the images on those tiles are projected onto them by an overlooking digital projector. The images stay on the tiles as they're moved around by the players, courtesy of an overlooking camera that tracks their movements. This means that the tiles could display moving video, that their display could change entirely depending on what's happening in the game, or that it could be customized by the players. Monopoly night may never be the same.
The technology was developed by HML associate professor Roel Vertegaal and Queen's School of Computing grad Mike Rooke. They applied it to the existing board game Settlers of Catan, in which players compete to colonize the island of Catan. Game play, in their version at least, consists of moving hexagonal tiles around on a flat tabletop, making it an ideal candidate.
Each tile is marked with seven infrared markers, one in the center and one at each corner. These markers are what allow the overhead infrared camera to track their movements, which in turn tells the projector, via a computer, where to move its projected display. There is no limit to the number of tiles that can be used, as long as they fall within the camera's field of view. The technology allows the players do to some interesting things:
- If a player is wearing an IR marker on their finger, they can select a tile simply by pointing to it
- They can change the character of a tile by rotating or sliding it
- By picking up a tile and tilting it, they can "pour" its content into another tile
- By picking up a tile and making a flinging motion with it, they can "throw" its content across the table and onto another tile
- They can reveal a menu on the tile by putting their finger over its middle marker for more than one second
While regular people aren't likely to be setting up cameras and projectors, it is Vertegaal's hope that within five to ten years, the development of thin-film Organic LED (OLED) screens will make the technology more practical - OLED utilizes self-luminous diodes, so no backlight is necessary. Such technology could also be used in a variety of other applications, turning virtually any object into an interactive device.
Just enter your friends and your email address into the form below
For multiple addresses, separate each with a comma


text:
Portable Document Format (PDF) files can be made into interactive forms, in which users fill in text, make item selections and check boxes. These forms are useful for electronic applications. To create an interactive PDF you must use Adobe Acrobat. The free PDF reader Adobe Reader does not enable you to create PDFs. You can create a PDF from scratch or convert an existing document into an interactive form.
Open your word processor of choice. (You have many more formatting options if you create the document this way and then convert to PDF.) Enter the content that you want to include in the interactive form. Just leave space for the interactive fields. You will add those later. Format the document with the font, text size and text colour you want.
Save the file once you're happy with the way it looks. Remember that it's much more difficult to edit a file as a PDF than as a text document.
Open Adobe Acrobat.
Click the Forms menu and select Start Form Wizard.
Select the option An Existing Electronic Document in the wizard. Choose the Word file you just created. Follow the on-screen instructions to complete the conversion into a PDF form.
Click the Forms menu again and select Add or Edit Fields. Select Form Tools under the Forms menu. Choose a tool you want to use to create the first interactive form field. Each tool is used to create different types of fields, such as text fields, items in a list, selectable buttons and check boxes.
Click the area on the page in which you want to insert the first field. Click and drag to draw a rectangle, defining the size of the form field.
Enter a name for the field in the Field Name box. Choose whether you want the field to be required for users.
Continue adding new form fields until you've completed the form.
Click the "Preview" button to preview your form as recipients will see it.
Select Save from the File menu to save the form.
When you're ready to send the form to a group of recipients, select Distribute Form from the Forms menu. Select an option for distributing the form in the Distribute Form Wizard. You can distribute it using your own server or by e-mail.
Tips and warnings
- When you're ready to send the form to a group of recipients, select Distribute Form from the Forms menu. Select an option for distributing the form in the Distribute Form Wizard. You can distribute it using your own server or by e-mail.


text:
What is the purpose of this Playbook?
The 10-page playbook was developed to help customer-facing employees share accurate, timely, and consistent information with their customers about Acquirer's acquisition of Acquired Co.
What are materials in this playbook?
The following documents are for internal use only. Do not distribute these materials to anyone outside the company:
- Customer Key Messages
- Customer Talking Points
- FAQs: Customer Facing Employees
- FAQs: Customers and Distributors
These documents may be tailored and shared with customers, as approved by your respective business sales & marketing organizations:
- Customer Letter
- Customer Letter Attachment


Leah MacRae meets Drama Workshop students with Learning Disabilities.
Actress Leah MacRae
Actress Leah MacRae
Actress Leah MacRae, known for her role in successful Scottish show River City as Ellie Mclean, visited a drama workshop by CKUK, involving people with learning disabilities.
CKUK, or Common Knowledge United Kingdom, is a Glasgow based organization that reaches out to people with learning disabilities with a strong conviction that such people 'deserve better' opportunities.
They believe that people with learning disabilities need more skill sets so that they too can pursue their personal interests and talents.
Along with this, CKUK also addresses a number of varied social issues, that range from autism-related bullying, dealing with internet and associated safety issues, work as well as sexual health.
Learning disability is a major aspect of neurobehavioral disorders like Autism. People with mild to severe Autism often suffer from learning disabilities that greatly inhibit the process of social integration as well employment readiness in their adult lives.
In recent times, though, it has been observed that it is more beneficial to harness the specific skills of people dealing with Autism than trying to push them to emulate normal life and work.
Leah MacRae in CKUK with Autistic Adults
Leah MacRae enjoying her time at CKUK with people having Learning Disabilities and Autism
Leah MacRae, who is known for the diverse characters she has played over the years, understands the struggle of people with learning issues, because, her aunt had a similar disability.
Others under-estimate people with learning difficulties. But, my aunt had learning difficulties and, therefore, I don't. It's just ignorance stemming from lack of social awareness really" she explained. One cannot agree more, for it has been repeatedly seen how people with behavioral disorders are at times much more productive than the most normal individual when they are given a job suited to their respective skills.
Common Knowledge has received grants from Comic Relief that helped greatly in arranging the drama workshops for the over 16s with disabilities.
As the River City star watched, the group performed physical warm-ups, rehearsals, and vocal trainings just like any other theatre group.
One of the members, Wesley Greer, opened up about how a motivating workshop like this altered his outlook and helped build his confidence. He had been diagnosed with Asperger's Syndrome when he was just six years old and needless to point out that his life had not been a cakewalk.
Because of the Asperger's, Greer also suffered from severe anxiety issues, which hampered his social life and his self-belief resulting in his confidence taking a downwards dip.
However, being associated with CKUK and taking part in drama workshops, meeting people like him, making friends and getting to know people who do not judge his inabilities, has added a significant positive impact on his outlook.
Wesley Greer happily agrees that"It's helped me to build my confidence and work with others less fortunate than me", adding that, "This took me out of my comfort zone".
The drama group is the first of its kind that strives to understand people with learning difficulties and believes that there are a lot of other opportunities outside the regular school education system.
Leah MacRae's involvement definitely added to their efforts. MacRae is a hugely popular actress and her presence among these students and participants gave then that extra shot of confidence which they tremendously need.
Leave a Comment


text:
A woman sits on the edge of a box frame holding a rifle as she stares into a bin filled with guns. Who is she? What is she doing with so many weapons?
The image is from the Pittsburgh Public Schools Collection, but its meaning is a mystery. Whoever assembled the weapons, odds are that they didn't leave records explaining their purpose. People who hide stores of guns rarely do. (In fact, if you know anything about this image, we'd love to know.)
Some subjects continue to fascinate us but present a challenge for museums. Crime is an unwelcome but integral part of any city's history. It affects relationships between people and neighborhoods. It focuses debate on enforcement and prevention. Crime can illuminate the benefits of new technology but also raise darker questions about its impact. What kinds of objects help museums explore a topic that may lead in uncomfortable directions?
A simple gray felt hat in the History Center collection is one example. The hat appears unremarkable until close examination reveals multiple bullet holes. It belonged to off-duty police officer Charles H. Schultz, who, 95 years ago on June 10, 1921, was on Federal St. on the Northside when three armed bandits jumped out of a car and robbed two men making a bank deposit for Boggs & Buhl Department Store. One employee was shot, and the assailants fired wildly into the crowded street. Officer Schultz confronted the bandits as they fled. Shots were exchanged as Schultz grabbed one of the men and wrestled him to the ground. When Schultz arrived at the Northside police station, the evidence of his struggle was obvious. He stood before the desk sergeant, took off his hat, and, according to the Pittsburgh Post-Gazette, "showed four holes through the crown, made by steel bullets."
The Boggs & Buhl robbery occurred in broad daylight at 1:30 p.m. Evidence and suspects were rounded up from Aspinwall to Swissvale. One newspaper called the crime "unparalleled" in the city's history. In fact, crime across the nation had become all too common. As early as January 1921, a former superintendent of the Pittsburgh Police urged the creation of a national detective agency to fight the growing outbreak. Even children noticed. Just two days after the Boggs & Buhl robbery, a girl in Lawrenceville was accidentally shot by her brother while the children played "holdup." Fortunately, she survived.
Many people blamed the lawlessness on prohibition; others blamed economic inequity and increasingly easy access to automobiles. A frightened public demanded action.
One response is found in another set of History Center artifacts. Called "Federal Gas Billies," these billy clubs fired a spray or canister of America's newest crime prevention tool: tear gas. Emerging out of World War I, tear gas was regarded as a "humane" weapon that incapacitated but did not kill. Between 1922 and the 1930s, a Pittsburgh-based company, Federal Laboratories, Inc., became one of the nation's leading producers of tear gas products. They developed and patented multiple delivery devices, including a robbery prevention system disguised as lightbulbs. Once installed in a bank vault, the "bulbs" flooded the space with tear gas if they were triggered by a break-in.
Today, tear gas used in urban settings carries a host of complex meanings. In fact, Federal Laboratories ran into legal problems by the late 1930s when people began to question how and to whom they sold their products. But as artifacts, the Federal Gas Billies vividly illustrate how technology drawn from one field (military warfare) can migrate to another when prompted by societal pressure. They remind us that crime can shape local business as much as other factors. That the use of such items would be debated into the next century only adds to their value as part of the museum's collection.
So, what do you think? What objects today could help document Pittsburgh's hidden crime history? What part of that story would you choose to tell?
Leslie Przybylek is curator of history at the Heinz History Center.


text:
Black mamba venom holds promise for pain relief
Scientists have used the venom of Africa's lethal black mamba snake to produce a surprising outcome in mice which they hope to replicate in humans - effective pain relief without toxic side-effects.
French researchers wrote in the journal Nature that peptides isolated from black mamba venom may be a safer pain killer than morphine.
In mice at least, the peptides bypass the receptors in the brain that are targeted by morphine and other opioid compounds which sometimes cause side-effects like breathing difficulties or nausea.
Nor do the peptides pose the same risk of addiction or drug abuse.
"We have identified new natural peptides, mambalgins, from the venom of the snake black mamba that are able to significantly reduce pain in mice without toxic effect," study co-author Anne Baron said.
"It is remarkable that this was made possible from the deadly venom of one of the most venomous snakes.
"[It] is surprising that mambalgins, which represent less than 0.5 per cent of the total venom protein content, has analgesic (pain-relief) properties without neurotoxicity in mice, whereas the total venom of black mamba is lethal and among the most neurotoxic ones."
Morphine is often regarded as the best drug to relieve severe pain and suffering, but it has several side-effects and can be habit-forming.
The black mamba's venom is among the fastest acting of any snake species, and a bite will be fatal if not treated with anti-venom - the poison attacking the central nervous system and causing respiratory paralysis.
Mice are among the agile adder's favourite prey in the wild in eastern and southern Africa.
Ms Baron, who works for France's national research institute, said researchers were confident the peptides would also work in humans "and are very interesting candidates as painkillers", but much work remains to be done.
She said a patent has been issued and a pharmaceutical company is examining the possibilities.


Bodies Recovered From Missing Air Plane: Listening Practice 1 (news)
By | December 31, 2014
The following questions are based on the news story of a missing air plane provided by Voice of America. You can download the Mp3 file by clicking this link Bodies Recovered from Missing Plane
1. According to the news, where was the wreckage of the missing air plane found?
A. Java Sea
B. somewhere in Borneo
C. somewhere in Java
D. near Singapore
E. Singapore
2. What is the name of the airline?
A. Air Pacific
B. PacificAir
C. AirAsia
D. AsianAir
E. OceanAir
3. When did the plane crash?
A. Thursday
B. Wednesday
C. Tuesday
D. Monday
E. Sunday
4. How did rescuers recover bodies?
A. They used vessels
B. They used ships
C. They used plane
D. They used helicopters
E. They used life boats
5. The speaker says that the plane wreckage includes ….
A. a seatbelt
B. emergency door
C. passangers' cases
D. window blinds
E. wings
6. Where was the plane flying to?
A. Surabaya
B. Singapore
C. Borneo
D. Malaysia
E. Java Sea
Leave a Reply


text:
ON THIS WIKI
Rune of Superior Capacity
|Rune of Superior Capacity|
|Name||Rune of Superior Capacity|
|Source Mod||Blood Magic|
|ID Name|| |
|Affected by Gravity||No|
With fewer than 15 runes dedicated to capacity, it is more efficient to use Runes of Augmented Capacity. The effects of having both runes of augmented capacity and runes of superior capacity stack, but runes of superior capacity do NOT multiply the 2,000 added by each rune of augmented capacity, only the original 10,000.
The capacity of your altar can be calculated with the formula:
1.1^S * 10,000 + 2,000 * A
Where A is equal to the number of Runes of Augmented Capacity and S is equal to the number of Runes of Superior Capacity are in place. Therefore, with 3 Runes of Augmented Capacity, and 5 Runes of Superior Capacity, you end up with a total capacity of 22,105.1, or (1.1^5 * 10,000 + 2,000 * 3).
Rune of Superior Capacity has no known uses in crafting.
- 1.1.0 — Added.


Thank you for taking the time to visit our educational page. While MCI Paint & Drywall, Inc. strives to attract and retain the finest craftsmen in our industry, it's not uncommon for changes in the drywall surface to occur. Understanding why these changes take place is important.
Why is there a small circle puckering at the surface of my drywall?
This common appearance is called a screw pop. Screw pops occur from changes in the lumber drying out behind the drywall. New construction homes carry a lot of moisture in the first year and the temperature conditions in your home will dictate how rapidly you may begin to see changes. These screw pops are easy to repair and have no bearing on any structural issues.
Why do I have a crack at the wall where it connects to the ceiling?
Typically, a crack where the top of the wall meets the ceiling is due to truss uplift. The Truss is the wood framing member that forms the "triangle" shape of the roof line. They are connected to the house using metal plates. Wood will shrink and move a lot, however, drywall will not move. Builders generally use a truss clip that allows for the roof to move up and down and help avoid extreme cracking provided the drywall was fastened correctly. Cracks of this nature are typically able to be repaired in the summer months when the lifting has lowered.
Why can I see so many visual imperfections when the sun hits my walls?
Wall surface texture will vary depending on the amount of light directed to your wall location. When direct lighting, such as sunlight, shines on the wall it will magnify any blemishes. Under normal lighting conditions, blemishes should not be visibly apparent.
Serving Minnesota, Iowa, Western Wisconsin, and the Dakotas
Repairs may or may not be considered chargeable, but all work can be evaluated by a professional, experienced representative if you choose to contact us.


PLoS By Category | Recent PLoS Articles
Diabetes and Endocrinology - Pediatrics and Child Health - Physiology
Effects of Cord Serum Insulin, IGF-II, IGFBP-2, IL-6 and Cortisol Concentrations on Human Birth Weight and Length: Pilot Study
Published: Thursday, December 29, 2011
Author: Arianna Smerieri et al.
by Arianna Smerieri, Maddalena Petraroli, Maria Angela Ziveri, Cecilia Volta, Sergio Bernasconi, Maria E. Street
The IGF system is recognised to be important for fetal growth. We previously described increased Insulin-like growth factor binding protein (IGFBP)-2 cord serum concentrations in intra-uterine growth retardation (IUGR) compared with appropriate for gestational age (AGA) newborns, and a positive relationship of IGFBP-2 with Interleukin (IL)-6. The role of cortisol in the fetus at birth is largely unknown, and interactions among peptides are their real effect on birth size is unknown. Furthermore, almost all studies have previously assayed peptides in serum several years after birth, and follow-up data from pregnancy are always lacking. This study aimed at establishing and clarifying the effect of cord serum insulin, IGF-II, IGFBP-2, cortisol and IL-6 concentrations on birth length and weight.
23 IUGR and 37 AGA subjects were followed up from the beginning of pregnancy, and were of comparable gestational age. Insulin, IGF-II, IGFBP-2, cortisol and IL-6 concentrations were assayed in cord serum at birth, and a multiple regression model was designed and applied to assess which were the significant biochemical determinants of birth size.
Insulin, cortisol, and IL-6, showed similar concentrations in IUGR and AGA as previously described, whereas IGF-II was lower, and IGFBP-2 increased in IUGR compared with AGA. IGF-II serum concentration was found to have a significant positive effect on both birth length (r::0.546; p: 0.001) and weight (r:0.679; p: 0.0001). IGFBP-2 had a near significant negative effect on both birth weight (r:-0.342; p: 0.05) and length (r:-0.372; p:0.03).
IGF-II cord serum concentration was shown to have a significant positive effect on both birth length and weight, whereas IGFBP-2 had a significant negative effect. Insulin, cortisol, and IL-6 cord serum concentrations had no significant effect on birth size.


text:
The aim of this study was to determine whether impaired quality of life (QOL) persisted among patients who experienced resolved chronic graft-versus-host disease (GVHD) after allogeneic hematopoietic cell transplantation (allo-HCT). Eligible participants were patients who were relapse-free for 3 years after allo-HCT who were age ≥16 years at the time of transplantation and age ≥20 years without relapse at the time of the survey. The Medical Outcomes Study's 36-Item Short-Form Survey (SF-36), the Functional Assessment of Cancer Therapy-Bone Marrow Transplant (FACT-BMT), and a visual analog scale (VAS) were administered to assess QOL. Physicians evaluated the current status of chronic GVHD at survey using National Institutes of Health (NIH) criteria, and pretransplantation characteristics and history of GVHD were extracted from the national transplant registry database. Patients without currently active GVHD but with a history of chronic GVHD were categorized as having "resolved GVHD." Of 1250 patients informed of the study, 1216 provided consent and 1130 were included in the final analysis. A total of 745 patients (66%) had currently active chronic GVHD, 149 (13%) had resolved chronic GVHD, and 236 (21%) never had chronic GVHD after allo-HCT. Multivariable analyses showed that compared with patients with resolved or no chronic GVHD, those with active chronic GVHD reported significantly poorer QOL. The QOL scores were similar in patients with resolved chronic GVHD and those without chronic GVHD. Greater between-group differences were observed in SF-36 Physical component and VAS scores in patients age ≥50 years, but the differences were not statistically significant. Our data indicate that only currently active chronic GVHD has a significant impact on physical, mental, and social QOL in allo-HCT survivors, whereas previous chronic GVHD does not impair QOL if it has been resolved.
- Allogeneic hematopoietic cell transplantation
- Chronic graft-versus-host disease
- Long-term follow-up
- Quality of life
ASJC Scopus subject areas


text:
Hey guys, I'm trying to write custom built in solidworks tutorials, and one function the current ones use is a function called FlashIt, where you click a button in the tutorial screen and it flashes up on the solidworks screen to show you where it is. However, this function needs the variable input "ButtonID", which seems to be just a random typed in number from what I can see.
Is there some list somewhere of what button has what button ID? Or is there some way to find out?
The function in question:
newButtonID = ButtonID
Set pSldWorks = CreateObject("SwHtmlControl.SwHtmlInterface.23")


text:
Compatibility issues have been a major concern since Vista's launch in early 2007. But XP isn't innocent in all this. It, too, has it's own fair share of conflicts and, equally, tricks to get around them.
1. XP is not without its compatibility issues when using older programs. Getting them to run smoothly in XP requires a different approach (which can also be used in Vista). Locate the problem program, right-click its icon and select Properties from the menu that's displayed.
2. In the dialog box that appears, click the Compatibility tab. This menu displays options that can affect how older programs run. The most important of these is the drop-down box under Compatibility mode. Tick the box next to 'Run this program in compatibility mode for', then select an operating system.
3. In other cases, as with Vista, it may be that display settings are preventing programs running properly. In most cases, the issue can be resolved by selecting the option to 'Disable visual themes'. For an older program it may still be possible to get things working by selecting 256 colours or VGA resolution (640x480).
4. XP, like Vista, also has a Program Compatibility wizard. Go to Start, Programs, Accessories and select Program Compatibility wizard if it's listed there. If it isn't, access the wizard via Start, Help and Support. Once started, follow the steps we listed for making programs work under Vista.


George Spencer-Brown and Journalism
The following are two disconnected sections from a paper I've been trying to write for a long time now. The draft still needs work, but I thought I should post something since I haven't posted anything for a while:
Luhmannian systems theory, inspired by George Spencer-Brown's Laws of Form (1969), begins with the injunction to draw a distinction. We should emphasis that is an indeed injunction, or command. Spenser-Brown, a mathematician, likens "draw a distinction" to a recipe or musical composition. Two-sided forms are produced by distinctions, and a form is a command that if followed opens up some possibilities while simultaneously excluding others. The excluded possibilities, or the contents of the unmarked side of the form, remain available for future selection but are ignored at least temporarily. For Spenser-Brown, any mathematical operations, as well as kind of thought, relies on a distinction; therefore, communication also relies on distinctions. Different distinctions give rise to different ways of seeing and knowing.
As Spencer-Brown (1969) writes,
All distinctions have a marked side, and unmarked side, and the possibility to "cross the boundary" between marked and unmarked. In Spenser-Brown's words,
a distinction is drawn by arranging a boundary with separate sides so that a point on one side cannot reach the other side without crossing the boundary. For example, in a plane space a circle draws a distinction. Once a distinction is drawn, the spaces, states, or contents on each side of the boundary, being distinct, can be indicated" (p. 1). The space in which the distinction is drawn is called "the space severed or cloven by the distinction (p. 3).
For human consciousness as well as social systems, cognition requires the drawing of distinctions. We might call distinction a way of reducing complexity. In simple terms, if we try to take in everything we can focus on nothing.
In line with this concept of the two-side form, it is clear that autopoietic (self-producing and reproducing) systems are not entities in the ontological sense; they are differences–system/environment differences. That is to say, social systems theory does not treat systems in the ancient Greek sense as wholes made of parts (Rühl, 2008). Luhmannian systems theory is radically non-reductionist because it refuses to divide reality into whole and parts.
We can say that the journalism system draws a circle with news on the inside and non-news on the outside. To produce news, the journalistic communication must be able to cross the boundary from the marked to the unmarked sides of the form. The journalism system must continually produce news because the moment information becomes known it crosses over to the unmarked side of the form. The non-news that is repeated retains meaning but loses its news value. As Luhmann puts it, "New information is continually needed to satisfy the mass media system" because the moment information is actualized, or becomes known to the public, it loses its informative values and becomes non-information (2012, p.121).
The public, we argue, is part of the journalism system because it closes the communication loop. In other words, once a story has started circulating among the public, journalism moves on to a new story. This process is especially important in contemporary global society because, thanks in part to social media, news very quickly becomes non-news. Consequently, the journalism system rarely devotes long spans of time to a single story. And when it does stay with one story for a duration of time, it must continually uncover new details or incorporate small stories into one larger story. Autopoietic systems can learn, and the feedback loop with the public allows journalism to learn. In particular, journalism learns how to produce more news and to produce it more quickly.
…....
Luhmann argues that the printing press played a decisive role in the switch from stratification to functional differentiation. This dissemination media created a tension between hierarchy and heterarchy. This fact relates to the censorship issue. As Luhmann writes,
In China and Korea, the printing press was a dissemination tool in ruling bureaucracies. In Europe, which had from the outset set its sights on the economic exploitation and market distribution of printed material, the authorities sought to resolve the conflict by means of censorship. Their failure, inevitable with the multiplicity of printing center is various territories and the rapidly increasing complexity of printed communication, finally obliged all hierarchies, including those of politics and law, to come to terms with fundamentally heterarchically communicating society. Since the eighteenth century, this state of affairs has been celebrated as the primacy of "public opinion." As far as differentiation forms are concerned, this corresponds with the transition to functional differentiation.
Modern technology takes us an important step further. It also attacks the authority of the expert. (2012, p. 187)
The public, along with public opinion, has arisen in tandem with the journalism system, beginning with the invention of the printing press. Prior to the invention of the printing press there was no public as such. As Johannes Weber (2006), in his history of the newspaper in Europe, argues,
there is no question that the reading public was brought into existence by the beginning of printing. The same applies to the genre of political publishing and journalism in the narrower sense. (p. 388).
Since Luhmann died in 1998, he witnessed only the start of the Internet revolution. But Dirk Baecker—student, translator, and editor of Luhmann—extends Luhmann's work in this area. Baecker lists four dissemination media—oral language, writing, print, and the computer—and argues that the introduction of a new dissemination media produces the challenge of dealing with an overflow of meaning, and the solution society finds is to switch to a new cultural form. We can add photography, film, radio, and television to this list of dissemination media, as they all cause some kind of discontinuity. As Baecker argues, a new dissemination media
triggers a catastrophe by forcing society to either switch to another mode of reproduction or to reduce the newly introduced media to some structure which is in line with society's received and established ways for dealing with meaning, for instance to reduce writing to a device for poets memorizing their orations, the printing press to a means for circulating holy scriptures, or the computer to a data store. (Baecker 2008, p.7)
Censorship, Baecker argues, is a means of dealing with an overflow of meaning in a printing press society, not a computer-based society. Therefore, censorship alone doesn't work anymore. The CCP cannot just censor; it must contribute new, competing information—thus the Fifty-Cent Party. It floods the mass media with competing information, and by producing more information it adds ambiguity, not clarity. It muddies the waters, so to speak. Or put another way, it increases the variety from which the public must select meaning.
Leave a Reply
You are commenting using your account. Log Out / Change )
Google photo
Twitter picture
Facebook photo
Connecting to %s


text:
Certified Vision Rehabilitation Therapist (CVRT) Handbook, Section 5, Code of Ethics for Vision Rehabilitation Therapists
Revised: December 6, 2012
We professionals in the area of Vision Rehabilitation Therapy (VRT) of persons who are blind and visually impaired, recognize our commitment to provide the highest quality of services to those individuals whom we serve. The purpose of our profession is to instruct individuals with visual impairments in the use of those compensatory skills and aids that will enable them to live safely, productively, and interdependently. Our primary obligation as Rehabilitation Teachers is to consumers, and in all of our professional relationships, we will keep the best interests of consumers as our priority. Vision Rehabilitation Therapists are committed to consumers and their families, to our employers the community, our profession and other professionals; and to ourselves. We recognize our actions and in-actions affect the lives of those whom we serve, and we accept this responsibility.
Defined by this Code of Ethics, the Vision Rehabilitation Therapist is a professional practicing in the private or public sector who evaluates, instructs, and guides a person with a visual impairment through a consumer-centered individualized plan of rehabilitation instruction designed to achieve stated life skills and goals. These competencies encompass specific, identifiable, evaluation and teaching skills and knowledge to enable a person with visual impairment to develop and/or enhance sensory and kinesthetic capabilities, personal management skills, communication skills, orientation skills, low vision utilization, assistive technologies, vocational skills, leisure and recreation activities, and home management. The Vision Rehabilitation Therapist also will assist the consumer to understand his/her vision loss and facilitate the development of appropriate coping mechanisms.
Vision Rehabilitation Therapists pledge themselves to standards of acceptable behavior as it relates to the following: Commitment to the Learner; Commitment to the Community; Commitment to the Profession; Commitment to Colleagues and Other Professionals; and Commitment to Professional Employment Practices.
- Commitment to the Learner
- The Vision Rehabilitation Therapist (VRT) will value the worth and dignity of each individual.
- The Vision Rehabilitation Therapist will take all reasonable precautions to provide for the physical safety of the learner from conditions that interfere with learning and protect the best interest of the learner.
- The Vision Rehabilitation Therapist will conduct a record review before beginning instruction with the learner. The specialist will make reasonable attempt to obtain and evaluate information about the learner that is relevant to the VRT assessment and instruction.
- The Vision Rehabilitation Therapist will respect the rights of the learner and legal representative to participate in decisions regarding the instructional program.
- The Vision Rehabilitation Therapist will make the recommendation for the continuing or discontinuing of services with the learner and/or their legal representative and will base that recommendation upon an evaluation of the learner's needs, abilities, and skills. Their recommendation will be made in the learner's best interest, independent of personal or agency convenience.
- The Vision Rehabilitation Therapist will provide information regarding the various types of VRT devices and strategies, and will explore with the learner which device(s) and strategies will best meet specific needs. The Vision Rehabilitation Therapist will not dispense or supply specialized aids and devices unless it is in the best interest of the learner.
- The Vision Rehabilitation Therapist will seek the support and involvement of the family and/or legal representative to promote the learner's instructional goals and in advancing his or her continued success. For example, the VRT will share information as appropriate with the learner's permission with the family that will facilitate the learner's welfare and independence, but will not communicate information that violates the principles of confidentiality.
- The Vision Rehabilitation Therapist will seek the advice and counsel of colleagues whenever such consultation is in the best interest of the learner.
- The Vision Rehabilitation Therapist will respect the privacy and confidentiality of all information pertaining to the learner obtained through or stored in any medium (i.e., hard copy, cellular phone conversations, electronic mail, social-media, facsimile, texting, video, audio-visual). He or she will not divulge confidential information about any learner to any individual not authorized by the learner to receive such information unless required by law or institutional policies, or unless withholding such information would endanger the safety of the learner or the public.
- The Vision Rehabilitation Therapist will obtain permission from the learner or legal representative before inviting others to observe a lesson or before recording the voice or image of the learner.
- The Vision Rehabilitation Therapist will obtain full informed, written permission from the learner or legal representative before releasing information to a requesting agency or individual.
- The Vision Rehabilitation Therapist will make all reports objective and will present only data relevant to the purposes of the evaluation and instruction. When appropriate, the specialist will share this information with the learner and/or the family and/or legal representative.
- The Vision Rehabilitation Therapist will endeavor to disseminate information to service providers involved with the learner as it relates to VRT knowledge, instruction, and experiences so as to facilitate the goals of the learner.
- The Vision Rehabilitation Therapist will not allow undue consideration of personal comfort or convenience to interfere with the design and implementation of lessons.
- The Vision Rehabilitation Therapist will endeavor to establish and maintain a trusting relationship with the learner, maintain ethical standards of behavior and manage conflicts of interest by full disclosure.
- The Vision Rehabilitation Therapist will avoid accepting a referral for services of a learner with whom he or she has a current or has had a prior relationship which may compromise the integrity of the instruction. If, because of the unavailability of other competent professionals this is not possible, the nature of such a relationship will be made known to supervisor(s) for the learner's protection and to avoid the appearance of impropriety.
- The Vision Rehabilitation Therapist will be responsible for services to learners who are referred and who are accepted as a learner and will provide ongoing supervision when any portion of the service is assigned to interns or student teachers who are enrolled in training programs, with the understanding that each individual will function under strict supervision.
- Commitment to the Community
- The Vision Rehabilitation Therapist will not discriminate or knowingly engage in behavior that is harassing or demeaning based on age, gender, gender identity, race, ethnicity, culture, national origin, religion, sexual orientation, disability, socioeconomic status, or on any other basis prohibited by law.
- The Vision Rehabilitation Therapist will not engage in sexual harassment.
- The Vision Rehabilitation Therapist will demonstrate in his or her practice an appreciation of the need to provide necessary accommodations, including full participation in program access, accessible facilities and services.
- The Vision Rehabilitation Therapist will not engage in any activity that results in the exploitation of the learner. Exaggeration, sensationalism, superficiality, and other misleading activities are to be avoided.
- Commitment to the Profession
- The Vision Rehabilitation Therapist will exercise professional judgment related to the practice of vision rehabilitation therapy services.
- The Vision Rehabilitation Therapist who is conducting research, will seek informed consent and provide information to include (1) description of the research, (2) the purpose of the research, (3) the participant's right to withdraw from the research even after participation has begun; (4) the potential risks, discomfort, or adverse effects that could occur; (5) the potential research benefits; (6) the plan for confidentiality; (7) incentives for participation; and (8) whom to contact for further information.
- The Vision Rehabilitation Therapist will interpret and use the writing and research of others with integrity. In writing, making presentations, or conducting research, the Vision Rehabilitation Therapist will be familiar with and give recognition to previous work on the topic.
- The Vision Rehabilitation Therapist will not engage in fabrication, falsification, or plagiarism in proposing, performing, or reviewing research, or in reporting research results. If the VRT discovers significant errors in his or her published data, he or she will take reasonable steps to correct such errors via correction, retraction, erratum, or other appropriate publication means.
- The Vision Rehabilitation Therapist will give credit through joint authorship, acknowledgment, footnote statements, or other appropriate means to those who have contributed significantly to research or concept development in accordance with such contributions.
- The Vision Rehabilitation Therapist reviewing material submitted for presentation, publication, grant, or research proposal will respect and guard the confidentiality of and the proprietary rights in such information of those who submitted it.
- The Vision Rehabilitation Therapist will conduct investigations in a manner that takes into consideration the welfare of the subject(s), and report research in a way as to lessen the possibility that the findings will be misleading.
- The Vision Rehabilitation Therapist will not accept gratuities or gifts of significance over and above the predetermined salary, fee, and/or expense for professional service.
- The Vision Rehabilitation Therapist will not engage in commercial activities that result in a conflict of interest between these activities and professional objectives with the learner.
- The Vision Rehabilitation Therapist involved in development or promotion of VRT devices, books or other products will present such products in a professional and factual way.
- The Vision Rehabilitation Therapist will report suspected or known negligence, illegal, or unethical behavior in the practice of the profession to appropriate authorities.
- The Vision Rehabilitation Therapist will not misrepresent his or her credentials.
- Commitment to Colleagues and Other Professionals
- The Vision Rehabilitation Therapist will engage in professional relationships on a mature level and will not become involved in personal disparagement.
- The Vision Rehabilitation Therapist will not knowingly make false, deceptive, or fraudulent public statement concerning his or her practice or other work activities; nor that of persons or organizations with which he or she is affiliated.
- The Vision Rehabilitation Therapist will not knowingly offer professional services to a person receiving VRT instruction from another Vision Rehabilitation Therapist, except by agreement with the other specialist or after the other specialist has ended instruction with the learner.
- The Vision Rehabilitation Therapist who is a


text:
White House to host science fair
U.S. President Barack Obama is set to honor scientific achievements of students Monday as part of a push to strengthen science education in American schools.
Mr. Obama will host the White House Science Fair, celebrating students who have won competitions in science, technology, engineering and math.
The projects to be presented at the event include a model solar car, a water purifier for rural communities and a toilet designed to conserve water.
The president said last year that students should be recognized for science achievements in the same way the White House has historically honored American sports teams.
Professional and collegiate athletic champions are routinely invited to the White House for ceremonies celebrating their wins.
Mr. Obama has made science, technology, engineering, and math priorities in his education platform.
That push includes a $4 billion program to encourage states to improve those subjects, as well as increase participation among women and minorities.
Mr. Obama is also expected to announce he will appear on an upcoming episode of the popular Discovery Channel show MythBusters. The show uses scientific methods to test urban legends.VOANews


also fix multiple single core wires in one insulating sheath. The multi-core wires in the same sheath can be as many as 24 cores. The parallel multi-core line is indicated by "B", and the twisted multi-core wire is indicated by "s".
Insulated wires can be divided into single wire and multi-core wire according to the stock number of each transmission line. Generally, the insulated wires above 6 square mm are all multi-core wires. The insulated wires with 6 square mm and below can be single wires and can also be multi-core wires. We call the single wire of 6 square mm and the following as hard wire, and multi-core wire is called copper wire.
Hard wire is indicated by "B" and copper wire is indicated by "R". The common insulating materials of ACSR Cable are polyethylene and high pressure polyethylene. The "V" of PE indicates that "Y" is used for high-pressure polyethylene.
Bv copper core polyethylene insulated wire; BLV aluminum core polyethylene insulated wire; BVV copper core polyethylene insulation layer polyethylene protective cable; Blvv aluminum core polyethylene insulation layer polyethylene protective cable; BVR copper core polyethylene insulation copper wire;
RV copper core polyethylene insulation layer is installed with copper wire; RVB copper core polyethylene insulation layer flat electrode connecting wire copper wire; BVS copper core polyethylene insulation layer twisted copper wire; RVV copper core polyethylene insulation layer polyethylene wire sheath copper wire;
BYR high voltage polyethylene insulated soft cable; Byvr high voltage polyethylene insulation layer polyethylene wire sheath copper wire; Ry high voltage polyethylene insulated copper wire; RYV high voltage polyethylene insulation layer polyethylene wire sheath copper wire;
BVVB copper core polyethylene insulation layer polyethylene protective wire sleeve flat cable; BLVVB aluminum core polyethylene insulation layer polyethylene protective wire sleeve flat cable; Bv-105 copper core high temperature resistant 105 ℃ polyethylene insulated wire.
For more information on cables, click Joy 'cable Blog