text:
As a simple baseline calculation, let's say you take 2 weeks off each year as unpaid vacation time. Then you would be working 50 weeks of the year, and if you work a typical 40 hours a week, you have a total of 2,000 hours of work each year. In this case, you can quickly compute the annual salary by multiplying the hourly wage by 2000. Your hourly pay of $12.50 is then equivalent to an average annual income of $25,000 per year.
Want to reverse the calculation? Start with the annual salary and answer the question: 25,000 a year is how much hourly?
Now let's consider the case where you get paid $12.50 an hour, but you work all year with no vacation time. In the previous case, we assumed 2 weeks of unpaid vacation, but if you worked the entire year without any breaks, that would be 52 weeks. Assuming 40 hours a week, that equals 2,080 hours in a year. Your hourly wage of $12.50 would end up being about $26,000 per year in salary.
If you wanted to be even more accurate, you can count the exact number of working days this year. 2013 starts on a Tuesday (January 1, 2013) and ends on a Tuesday (December 31, 2013). It has a total of 365 days in the year including both weekdays and weekends. There are 104 weekend days (counting every Saturday and Sunday in the year), and 261 weekdays (Monday through Friday). So if you worked a normal 8 hour day on every weekday, and didn't work any overtime on the weekends, you would have worked a total of 2,088 hours over the 2013 year. You can then convert your hourly pay to a yearly salary of roughly $26,100 per year.
Remember that most companies give employees time off for various holidays, so that should really be included in the calculation. If your company decided to switch you from hourly pay to salary, you might get paid $26,100 per year, but you wouldn't actually have to work 2,088 hours since some of those days would be holidays. So your yearly income wouldn't necessarily change, but the actual number of hours you work over the year might be slightly less.
If you're working a regular 8-hour day, then you can simply take your hourly wage and multiply it by 8 to get your daily rate. So making $12.50 per hour is equivalent to making $100 per day.
Assuming you work 40 hours a week, you would make $500 per week.
If you look at an average month as 4 weeks, then you can estimate the average monthly earnings from $12.50 per hour to be $2,000 per month. Of course, some months are longer than others, so this is just a rough average. Another way to estimate the amount you make each month is to divide the annual salary by 12 months. For example, if you calculate the yearly total to be $26,100 per year, then your monthly average would be $2,175 per month.
Now here's an interesting twist. Let's say you start a business that earns you passive income. Your business runs without you, and if it's an online business, the internet is running 24 hours a day, 7 days a week, with no breaks on weekends or holidays. Just for fun, we can calculate how much you would make in a year if your website was generating $12.50 per hour.
Over 24 hours, you would make about $300 in a day. That means over 7 days (including the weekend) you'd bring in $2,100 in a week. Let's assume a month averages out to 30.5 days, then you'd end up with roughly $9,150 each month. Finally, in 2013 there are 365 days, so you could be making $109,500 a year. Now that would be a nice salary!
ConvertUnits.com provides a tool you can use to calculate the equivalent annual salary based on your hourly wage. You can factor in paid vacation time and holidays to figure out the total number of working days in a year. The salary calculator will also give you information on your daily, weekly, and monthly earnings. Remember that a full salary with benefits can include health insurance and retirement benefits that add more value to your total annual salary compared to similar hourly rates. You may also want to factor in overtime pay and the effects of any income taxes on your take home pay. Type in your own numbers to convert hourly to annual pay.
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One Million New Books In School Libraries
McGuinty Government Investing In Literacy, Supporting Ontario Businesses
Ministry of Education
Elementary students started the school year with more than one million new books in school libraries, and there are more on the way.
School libraries play an important role in encouraging young students to develop strong literacy skills and a love of reading. It is essential that those libraries have up-to-date collections for all students.
Over one million library books were delivered to schools this summer, while about 700,000 more are expected before the end of this school year.
Last January, the government selected 72 Ontario-based vendors, and negotiated discounts up to 50 per cent for school boards. To date, this has saved boards about $3 million and allowed them to purchase 175,000 more books. More savings and additional books are expected during the school year.
- School boards received an initial investment of $15 million in February and an additional $10 million in May, for a total investment of $25 million to purchase library books.
- Ninety-nine per cent of the initial investment went to businesses in 37 Ontario cities.
- Over 40,000 additional Grade 3, 6 and 9 students are meeting or exceeding the provincial standard in reading, writing and math, compared to six years ago.
Strong literacy skills are crucial for future success. By ensuring that our elementary school libraries are stocked with up-to-date and affordable books and resources, we're giving young students more tools to succeed."
We knew that our library needed updating to reflect new curriculum needs and materials for our diverse school community. This funding provides valuable resources for students and for teachers to continue delivering effective instruction. Thanks to the significant discounts, we received more value for our money. Our students are definitely benefiting from a more current and exciting library collection."
As an independent company, the business that this funding brought to us was wonderful. It gave us - and other small retailers and distributors from Ontario - the opportunity to build strong relationships with new clients and to expand our market."

source: HuggingFaceFW/fineweb-edu


For the first time, Mechinat Harel courses will help Russian-speaking Israelis to get ready for national service.
School students all over the country take these courses before the army. The aim of the programmes (called Mechina Kdam-Tzvait in Hebrew) is to thoroughly prepare recruits for their service.
The curriculum includes volunteer work and in-depth studies of Israeli society, the distinctive features of the country and its population groups, its culture and nature.
Now Mechinat Harel courses, in a project supported by the Genesis Philanthropy Group, are the first to be designed specifically for Russian speakers.
The recruits take tours, meet key public figures, explore Israel's nature and learn about serving in various units within the armed forces. The programme also includes 12 days of volunteer work with children, the elderly and people with special needs.
Forty participants have already signed up, and this number is expected to grow in the future.
The participants receive physical and educational training, meet IDF officers and prepare for service in elite units.
The recruits also study the history of Soviet Jews, the refusenik movement, the Holocaust in the USSR and the Jews who fought in the Soviet army during World War II.
Ishai Hadad, director and founder of the courses and a captain in the IDF reserves, says that when young people learn about the pivotal role Soviet Jews played in the history of the Jewish people, they find it much easier to integrate into Israeli society and to feel like full-fledged citizens.


Tech firm helps district with computer lessons
2013-02-13T00:00:00Z Tech firm helps district with computer lessonsJamar Younger Arizona Daily Star Arizona Daily Star
February 13, 2013 12:00 am •
Ava Bemer watched over her seventh-grade science class at Sierra Middle School early Thursday afternoon as the students completed an assignment on earthquakes.
The class was mostly quiet as the students studied the difference between a seismograph and a seismometer, and attempted to describe what "magnitude" is.
Instead of flipping through textbook pages to find the answers, however, the students watched a video and viewed images on their individual laptop computers before completing the assignment.
The videos, images and accompanying text are the result of a partnership between the Sunnyside Unified School District and Discovery Education, which provided digital textbooks and an accompanying science curriculum to the school district.
Discovery Education, which is part of the media company that owns the Discovery Channel and Animal Planet, is pitching in to assist Sunnyside's latest effort to enhance its One-to-One computing program, which provides a laptop computer to a every one of the 8,500 district students in fourth through ninth grades.
Discovery Education continues to work with the district to develop its science, technology and math programs, after charging $58,000 for the digital textbook.
In this, the first year the district implemented the Discovery Education program, it is being used in sixththrough eighth-grade science classes, said Pam Betten, director of middle schools and the One-to-One program.
The district adopted the program because of Discovery's reputation as well as its focus on the new state-adopted Common Core standards, which are expected to better prepare students for college and careers by teaching them to think more critically.
"Unlike a traditional textbook, you can actually engage the students into seeing these science concepts in real time," said Steve Holmes, assistant superintendent for curriculum and instruction.
District officials still face many challenges with its technology, ranging from maintaining the equipment and online content to figuring out how the computers and programs can lead to better academic achievement.
"Of course we want the growth of the learning to show on tests. We also want to be able to capture how kids are beginning to think and what that looks like," Betten said.
Options for learning
In Bemer's class, students had different options for reviewing the lesson and answering the questions.
In addition to the video, the lesson includes photos, diagrams and captions that read aloud when students clicked on the paragraph.
The home page is similar to what's found in a college course, with an overview of the class along with previous and current assignments.
When students are done with a lesson, they click a "submit" button at the end of the assignment instead of leaving a piece of paper on the teacher's desk.
If students don't finish the assignment in class, Bemer allows them to finish the work and submit it from home.
When children complete a test, they receive their grades immediately.
"It shows kids where they did poorly," Bemer said. "It's easier for students to see how they're doing. They can go back and look at grades."
It's easier for Bemer to give students feedback on their work, she said.
Bemer does not view the program as a replacement for a textbook, but rather as a supplement that can help students, especially those with learning disabilities, she said.
Some of the students who use the program see advantages as well.
"It's much easier to use the website than using normal textbooks and having the teacher explain it," said seventh-grader Oscar Fuentes, 12.
Fuentes said seeing the videos and images helps him remember the lessons better than just reading the information in a textbook.
"Once I see the videos and diagrams, it gets stuck in my head," he said.
For seventh-grader Julissa Reyes, the program allows her to better understand the class assignments, she said.
"I like that it's really organized," said Reyes, 13.
Ongoing challenges
Although district officials, teachers and students have benefited from the increased technology, there are still challenges associated with relying on computers and the Internet.
"It's cool, but it's presented new challenges for us," said Holmes, the assistant superintendent. "Like what happens when one breaks? How do we take care of them?
"Unlike a textbook, where a page gets ripped out and you can figure it out. If you break your computer, we have to go through a whole series of troubleshooting."
Teachers have also had to learn how to teach in a classroom where usually every student has his or her own computer with Internet access. Bemer described the changes as an "evolution in classroom management."
"It's keeping them on focus. We've learned how to spot the kids on the wrong websites," she said.
One of the bigger challenges will involve using the increased technology and online curriculum to improve academic results in the district, which received a C grade from the state department of education in 2011-12.
Sunnyside started giving laptops to students in fifth grade three years ago and has added grades each year since, Betten said.
The district is making the transition to the Common Core standards, along with the new Partnership for Assessment of Readiness for College and Careers (PARCC) assessment.
The state will phase out the AIMS graduation test by 2017. Students will be evaluated using the PARCC assessment in 2015, while the Common Core standards will be fully implemented next year.
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- Do humans carry bacteria?
- Where is the most bacteria found in the human body?
- What is the dirtiest part of the house?
- Can a person be too clean?
- Why do bacteria move?
- Which is older bacteria or virus?
- How do bacteria grow?
- Are we more bacteria than human?
- How much of human body is bacteria?
- Has science created life?
- How much of the world is bacteria?
- Where do germs live in your body?
Do humans carry bacteria?
Species commonly found in humans: Staphylococcus epidermidis, Staphylococcus aureus (potential pathogen).
What it does: This is one of the most common microbes found on the human skin and nose.
About 25% of healthy people carry this bacteria, according to the CDC..
Where is the most bacteria found in the human body?
gutBacteria live on the skin, inside the nose, in the throat, in the mouth, in the vagina, and in the gut. The majority of the bacteria found in the body live in the human gut. There are billions of bacteria living there (Figure 2). We call the group of all the microbes found in the body the human microbiota.
What is the dirtiest part of the house?
The 9 Dirtiest Spots in Your HomeKnobs, handles, and switches.Makeup.Bathroom.Laundry.Home office and living room.Pets.Personal items.Good habits.More items…
Can a person be too clean?
It seems counterintuitive, but that's exactly what the so-called "hygiene hypothesis" suggests. You can actually be too clean for your own good. … A study released in June added to the growing mound of evidence that the too-clean-for-health hypothesis might be on track.
Why do bacteria move?
Microbes also have a need to move. They move towards good things, such as nutrients, and away from harmful chemicals. Microbes have a variety of methods for moving, both through the use of appendages, such as flagella or pili, orwithoutsuchstructures;theycanevenco-opthostcellular machinery to move between cells.
Which is older bacteria or virus?
Viruses did not evolve first, they found. Instead, viruses and bacteria both descended from an ancient cellular life form. But while – like humans – bacteria evolved to become more complex, viruses became simpler. Today, viruses are so small and simple, they can't even replicate on their own.
How do bacteria grow?
Bacteria do not grow and multiply the same way as animals or humans. They take in nutrients and reproduce by dividing – one bacteria splits and becomes two bacteria, two become four, four become eight and so on. Doubling can occur quickly if the conditions – enough nutrients, proper temperature, adequate moisture, etc.
Are we more bacteria than human?
It's often said that the bacteria and other microbes in our body outnumber our own cells by about ten to one. That's a myth that should be forgotten, say researchers in Israel and Canada. The ratio between resident microbes and human cells is more likely to be one-to-one, they calculate.
How much of human body is bacteria?
As of 2014, it was often reported in popular media and in the scientific literature that there are about 10 times as many microbial cells in the human body as there are human cells; this figure was based on estimates that the human microbiome includes around 100 trillion bacterial cells and that an adult human …
Has science created life?
Scientists have created a living organism whose DNA is entirely human-made — perhaps a new form of life, experts said, and a milestone in the field of synthetic biology. … But their cells operate according to a new set of biological rules, producing familiar proteins with a reconstructed genetic code.
How much of the world is bacteria?
five million trillion trillionSize. The number of bacteria on earth is estimated to be 5,000,000,000,000,000,000,000,000,000,000. This is five million trillion trillion or 5 x 10 to the 30th power.
Where do germs live in your body?
Food and water can be contaminated by disease-causing germs. Germs can get into the body through the mouth, nose, breaks in the skin, eyes and genitals (privates). Once disease-causing germs are inside the body they can stop it from working properly.

source: openbmb/Ultra-FineWeb


Sangin: Afghanistan's poppy town that became deathtrap for British army
Area of Helmand province has been scene of nearly a third of the 300 British soldiers' deaths since 2001
Medics in Sangin
Medics from the emergency response team transport a battle casualty in Sangin. Photograph: MoD/Getty Images
Of the 300 British soldiers who have died in Afghanistan since 2001, 96 have been in Sangin, the most dangerous place in the country for Nato soldiers. The 300th victim is the seventh marine commando to have been killed or fatally wounded there in as many weeks. At least 16 British troops have died after being shot in the Sangin area in that time.
Four years after UK troops deployed there, the Taliban continue to aggressively contest control of the Helmand town, which has become infamous for the vast number of improvised explosive devices used by insurgents, which have been responsible for most British deaths. The town is also responsible for more than 10% of the daily casualties of the entire Nato mission.
Sangin has a long history of being troublesome for foreign troops. It was the scene of the first major military engagement in the south during the second Anglo-Afghan war of 1878, when the British fought a cavalry battle against 1,500 fighters. But today it is the drugs trade and tribal politics that have helped to make it a particularly lethal place to operate.
The town is close to tracts of well-irrigated land for growing poppies, and its proximity to the country's main highway makes it an important smuggling centre for opium and other goods. Analysts and diplomats familiar with the area say the high level of violence is in part due to drug smugglers keen to maintain a level of mayhem that allows their trade to flourish.
Weak and corrupt local government – a nationwide problem – also plays its part in fuelling local support for insurgents. That is further complicated by infighting between communities, a problem largely made possible by the decline of the tribal system, which was damaged by factional fighting during the civil war of the 1990s.
Scores of British troops have been killed in Sangin since Tony Blair, egged on by overconfident British generals, dispatched more than 3,000 service men and women to Helmand in 2006.
Ever since, they have been vulnerable to attacks, first by small arms fire and mortars, then roadside bombs, now by both, as they established isolated patrol bases to search for a hidden enemy and tried to give assurance to local Afghans frightened of the Taliban but distrustful of British troops.
They set up more and more forward bases and checkpoints in the area between Sangin and their supply base at Camp Bastion near the provincial capital of Lashkar Gah. Their vulnerability was compounded by a shortage of helicopters.
British troops in Helmand were spread too thinly, yet Gordon Brown blocked requests for more troops.
The last big British push was Operation Panther's Claw, which began in late June 2009 and was wrapping up in August when Simon Valentine became the 200th soldier to die since the invasion in 2001. That was a campaign designed to make an area of central Helmand safe for people to vote in the Afghan presidential elections.
The operation was concentrated in an area roughly along a line running north-east to south-west from Sangin to Gereshk to Lashkar Gah – part of what is called the green zone of the Helmand river valley. The map of Helmand has changed little in the 11 months that it has taken for 100 soldiers to be killed and many more to suffer life-changing injuries.
Instead of mounting grand offensives designed to seize more territory from insurgent control, the British mission was focused on the long, slow slog of counterinsurgency – holding on to areas they already had.
British commanders said they hoped it would be a turning point in the eight-year conflict. It was not. The operation took nearly 3,000 British troops, many engaged in heavy gunfights, to capture an area the size of the Isle of Wight. Security is said to be better now for the local population but the operation did not achieve the breakthrough hoped for. Ten British soldiers were killed in the operation, including Lieutenant Colonel Rupert Thorneloe, commander of 1st Battalion the Welsh Guards. Many more were wounded.
By the turn of the year, the US was sending thousands more troops. They now total about 20,000 in Helmand, more than double the number of British soldiers in the province, and more are on their way.
The US took over the key town of Musa Qala, won, lost, and then recaptured by British troops after fierce gun battles. But British troops were left to patrol Sangin.
Senior British military officials are still smarting over suggestions that the US had to take responsibility for southern Iraq three years ago – let alone Musa Qala now – because the British could not cope. While the US marines launched a much bigger operation to the south of Lashkar Gah, British commanders argued at the time that they had responsibility for most of the areas where the majority of Helmandis live.
In February this year British troops took part in Operation Moshtarak, an effort to further strengthen government control around Helmand's provincial capital of Lashkar Gah. However, UK troops focused on Nad-e-Ali, where there was already some British presence, while the US marines mounted an offensive against Marjah, a predominantly rural area where the Taliban were in complete control and where fighting has been more intense.
But even without taking part in major offensives, the attempt to continuously guarantee the security of areas that have previously been "cleared" of insurgents is dangerous work for the British. The necessary "presence patrols", usually on foot, are vulnerable to ambushes and ever-more sophisticated homemade bombs. This year troops have seen an increasing number of landmines with no metal content, rendering metal detectors useless.
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Sprayers Are Simply Complex
Jun 05, 2010
Back in the day, farmers filled a sprayer with 200 gallons of spray mix, used a simple chart that told them what speed to drive and what spray pressure to maintain when using a specific spray nozzle, and they sprayed their crops. For all the computerized complexity of modern self-propelled or pull-type sprayers, that's the same principle used today. Diagnosing problems with sprayers is theoretically simple even though modern sprayers can be mechanically complex.
Everything is related to how fast the sprayer is going, pressure or flow rate through the pump and nozzles, and the width of the spray boom. Any time something malfunctions, think of those three basic inputs and back-track the symptoms to diagnose the guilty component.
-If gallons per acre (rate) are inaccurate: what could be impeding or reducing flow? Low rate could be due to plugged strainers or filters restricting flow to the pump, or flow between the pump and nozzles. High flow rate hints of worn spray tips or inaccurate inputs from the pressure sensor or flowmeter. If you can switch the system from automatic rate control to manual rate control (where you designate a specific pressure or rate) and the rate is steady and accurate on manual control, that implies the pump, strainers, filters, etc. are okay, and that the problem is in a component in the automatic rate control system. That means either the ground speed sensor, the pressure/flowmeter sensor, or the actual computerized controller is the source of the problem.
-If spray pressure or spray rate fluctuates erratically: first step--switch the system to "manual" control and see if the problem goes away. If the sprayer operates correctly in "manual", the pump and basic system is okay. Look for problems in the flowmeter or pressure sensor or speed sensor to see if they are sending inaccurate signals that's causing the automated control system to perform erratically. Make sure you're showing ground speed--erratic ground speed, or no ground speed, indicates problems with the radar or GPS or mechanical wheel speed sensor or those sensor's wiring harnesses. Intermittent signals from flow meters or pressure sensors hint of problems with those components.
-If problems persist when the system is switched to "manual": keep diagnostics simple and easy at first. Check for closed or partially closed valves, from the main valve at the tank all the way to the last control valve on the boom. Check and clean ALL strainers and filters. If your owner's manual explains how to do a "deadhead" test of the spray pump, perform that check to see if the pump is up to specs. Spray pumps leaking water from any part of their housing hints it's time to rebuild or replace the pump.
-If boom sections refuse to turn "on" or "off", be suspicious of control valves. The old push-pull plunger control valves are notorious for sticking after exposure to chemicals. Newer "ball" valves rarely stick, but are mechanical and therefore not immune to damage from time, caustic chemicals and other villains. Use a small screwdriver or feeler guage to see if the valve's electric magnet is magnetized when its switch is activated in the cab. If magnetism is absent, be suspicious of problems with the wiring harness between the valve and the cab. If the valve's solenoid magnetizes when the switch in the cab is activated, then disassemble the valve and see if there's an internal mechanical problem.
Modern sprayers have fancy stuff like hydraulic proportional valves, compensators, swath control, automatic boom shutoffs, GPS mapping and dozens of other complicated systems that all play off each other. There are times when diagnosing problems with modern sprayers is a mechanic's nightmare.
But...85 percent of the time problems with sprayers are related to the basic concepts and components that Grandpa used on his sprayer. Don't let all the fancy bells and whistles mislead you when diagnosing sprayer problems. Keep it simple, think things through logically, and most of the time the problem is simpler than it first appears.


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From Ohio History Central
Youngstown is the county seat of Mahoning County, Ohio.
Youngstown was founded by John Young in 1797 and is within the original Western Reserve of Connecticut.. Young had purchased an entire township from the Connecticut Land Company. He paid $16,085 for 15,560 acres of land. Within a short period of time, ten families settled in the village along the Mahoning River. Youngstown continued to grow and was officially incorporated in 1802.
In that same year Daniel and James Heaton built the Hopewell Furnace. Iron ore and coal deposits had been discovered near Youngstown, and an early iron industry flourished. With the completion of the Pennsylvania and Ohio Canal in the 1830s and the construction of railroads beginning in the 1850's, Youngstown continued to grow. By 1860, the population had reached 5,300, and by 1870, 8,075 people lived in the community. By the second half of the nineteenth century, Youngstown had become an important intersection of a number of major railway lines, including the Baltimore & Ohio, the Erie Lackawana, the New York Central, and the Pennsylvania Railroad. As a result of the city's growth, the Mahoning County seat was moved from Canfield to Youngstown in 1876. The population reached 33,220 in 1890.
In the late 1800s, the first steel mills were constructed in Youngstown, signaling the new influence of that industry on the city's development. The new industry attracted many immigrants to the community, including Poles, Italians, and Hungarians. In the early twentieth century, the steel workers began to demand better wages and working conditions. There were a number of strikes in this era
During World War I, the steel mills produced materiel for the war effort. As a result of this increased production, there were a number of new jobs. Youngstown's population swelled so rapidly that there was not enough housing for everyone. When the war ended, a number of workers were laid off. Once again, workers went on strike. They demanded that the companies institute an eight-hour day and a six-day week. In addition, workers wanted extra pay for working overtime. When mill owners did not respond, there were violent confrontations.
By the 1920s, Youngstown was second only to Pittsburgh in terms of total steel production in the United States. At the same time, the industry faced some significant challenges. After the closing of the canal, the city no longer had access to water transportation. In addition, there was a shortage of water for use in the mills. In spite of these problems, the city continued to grow. The population in 1920 was 132, 358 people, and Youngstown was ranked as the fiftieth largest city in the nation. The population reached its peak in 1930 at just over 170,000 residents.
The Great Depression hit Youngstown hard. Because the city's economy relied so much on the steel industry, its unemployment rate was approximately three times the national average during the 1930s. Unions were gaining popularity among workers during this era, but several steel companies in Youngstown had resisted unionization. They were collectively known as the Little Steel Companies. Workers at these mills went on strike on March 26, 1937. Although the "Little Steel" strike, as it became known, was not very successful in the short-term, it led to the creation of the Congress of Industrial Organizations, commonly known as the CIO. The CIO was able to force the Little Steel Companies to accept unionization in 1941.
During World War II, Youngstown's industries once again contributed to the American war effort. Prosperity returned to the city. With the further growth of the automobile industry in the years following the war and its demand for steel, Youngstown's economy continued to grow. This economic growth slowed in the late twentieth century, as the steel industry across the United States began to decline. Cities such as Pittsburgh and Youngstown became part of the "Rust Belt" during this era. Youngstown's population also decreased. According to the 2000 census, the city had 82,026 residents.
In recent years, the city of Youngstown has seen some economic revitalization as new industries and enterprises have been attracted to the area.
- Great Depression
- World War I
- Hopewell Furnace
- Pennsylvania and Ohio Canal
- Connecticut Land Company
- Connecticut Western Reserve
- Iron Production
- Steel Mills
- zzHungarian Immigrants
- Italian Ohioans
- Polish Ohioans
- Slavic Ohioans
- Great Steel Strike of 1919
- Little Steel Strike of 1937
- Congress of Industrial Organizations
- World War II
- Mahoning County
- Eaton, Ohio
- [The Center of Industry and Labor]
- [Mahoning Valley Historical Society]
- [City of Youngstown]
- [Wikipedia: Youngstown, Ohio]


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So it is with Meerreeng-an: Here is My Country, The Story of Aboriginal Victoria Told Through Art. It is stunningly gorgeous and every school in Victoria has been lucky enough to receive one.
The Story Cycle is arranged in nine themes arranged to explain central cultural concepts. There are stories and artworks showcasing
- Koorie Creation myths;
- the transmission of culture and law;
- ceremonies, music and dance;
- cloaks, clothing and jewellery, and
- land management, foods, fishing, hunting, weapons and tools
The experience of invasion and conflict is also explored, and resilience is celebrated in the sections about culture and identity, country and kin.
The book has numerous examples of artworks matched with stories which explain Aboriginal culture and beliefs to non-indigenous Australians like me, but for copyright reasons I'm not able to share the artwork here. However you can see some of it at Culture Victoria and there is also a video that shows how a kangaroo tooth necklace was made. Click these links to get an idea of the contents:
- The Time of Chaos told by Carolyn Briggs and Bunjil the Eagle created by Mandy Nicholson. This is the creation story that explains how plains along the southern coast of Victoria were inundated to form Port Phillip Bay. In the book this is also matched with a beautiful kangaroo skin cloak created by Mandy Nicholson. It is painted to form a map of Port Phillip Bay and all the rivers that flow into it. Every Melbourne schoolkid should know this story and the role of Bunjil the Eagle who resolved conflict between two warring nations and is the protector of our city.
- How the Murray River Was Made told by Irene Thomas and Snake and Water-lilies created by Ralph Nicholas is another creation story.
- The Possum Skin Cloak designed by Wally Cooper isn't just gorgeous, it's also symbolic of the warmth and the safety of belonging and of knowing who you are.
- The Eel Pot created by Doris Paton represents food cycles – hunting and gathering bush tucker.
- Rachel Mullett's painting 'Metung' and poem will touch your heart.
This is a fabulous resource for schools, (and invaluable for the Aboriginal Culture and History Cross-Curriculum Priority in the new Australian Curriculum), but it's also essential reading for anyone interested in Aboriginal art and culture.
Cross-posted at LisaHillSchoolStuff.
Title: MEERREENG-AN HERE IS MY COUNTRY: The Story of Aboriginal Victoria Told Through Art
Edited by Chris Keeler and Vicki Couzens
Publisher: Koorie Heritage Trust, Melbourne, 2010
ISBN 978-0-_PHONE_-0-9 (Paperback) ISBN 978-0-_PHONE_-1-6 (Hardback); 256 pp, full colour


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What is the aim of ENGAGE?
ENGAGE is a consortium of international and multidisciplinary leading research groups that aims to co-produce knowledge for designing cost-effective, technologically sound, socially and politically feasible pathways that can meet the objectives of the Paris Agreement. ENGAGE will also quantify avoided climate change impacts at the regional and national levels and identify concrete policy portfolios that maximise co-benefits and minimise trade-offs.
What are the objectives of ENGAGE?
ENGAGE has five main objectives:
- Build a legitimate, transparent, and iterative knowledge co-production process rooted in stakeholder dialogue.
- Conceptualise and operationalise multidimensional feasibility of decarbonisation policies and pathways.
- Quantify national avoided impacts of climate change and identify decarbonisation policies that maximise co-benefits and minimise trade-offs.
- Develop a new generation of decarbonisation pathways which represent multidimensional feasibility and reflect all characteristics of the Paris Agreement
- Inform and contribute to the Sixth Assessment Report of the Intergovernmental Panel on Climate Change.
Why is this important?
In 2023, global progress towards the objectives of the Paris Agreement (PA) will be formally assessed. Integrated Assessment Models (IAMs), which combine human and earth systems to help understand how key aspects of society may evolve in the future and how they might interact with a changing climate, have played an important role in identifying pathways that link strategies for achieving long-term goals with near-term actions and milestones.
ENGAGE will use IAMs to produce a new generation of pathways that incorporate cutting-edge social science knowledge to reduce social and political challenges to achieving the Paris Agreement. Such global and national pathways will transparently:
- Investigate the timing of net-zero emissions (a key target in the PA which corresponds to the time when global temperature peaks);
- Accurately reflect the climate policy landscape at national levels; and
- Incorporate potential architectures of international climate cooperation and input from key stakeholders.
How will this be accomplished?
Knowledge co-production will be achieved through an iterative stakeholder dialogue process that will include workshops, surveys and frequent interactions and feedback among scientists, policy makers, civil society, the private sector, and other key stakeholders. ENGAGE will be inclusive of major emitters and selected developing countries which will ensure the credibility and legitimacy of the scientific and policy insights.
ENGAGE will also address a historical shortcoming of IAM-based pathways — insufficient attention to social, political, and certain technological constraints and enablers of mitigation efforts — by developing and operationalising the concept of multidimensional feasibility of decarbonisation policies and pathways. To accomplish this, ENGAGE will utilize empirical analysis, statekholder dialogue, and conceptual insights from the social sciences to develop a tool which will subsequently be used to assess and improve the feasibility of decarbonisation pathways.
ENGAGE will quantify avoided climate change impacts through analysis of the exposure and associated costs for individual sectors and regions to climate change at different levels of and timing for global peak temperature. A particular focus will be on quantifying the benefits (or trade-offs) of climate policies on biodiversity, food, poverty, water, air quality, health, and employment, particularly for vulnerable populations.


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An internal capital account is comprised of money that is lent by a member to their worker cooperative. It can include an initial capital contribution when they join, as well as any earnings that members reinvest in the coop.
Many worker cooperatives require a capital contribution when a new member joins. The cost of the buy-in can vary widely depending on the cooperative. It gives the member a financial stake in the cooperative which is at risk if it performs poorly. If a new member can not afford the buy-in, it is sometimes purchased with salary or wage deductions over a period of time. Alternatively the buy-in can also be purchased with a loan from the cooperative to the member which is then paid off with future compensation. The buy-in is credited to the member's internal capital account.
Profits and losses can also credited or debited from the internal capital account as determined by the bylaws. Many coops require a portion of the profits paid to members to be reinvested in the coop. Typically the profits are retained in an internal capital account for a period of time before being paid out. For example, 30% of the profits each year might be retained in an internal capital account for five years before being paid back to a member. This tends to equalize the capital contributions of members on time scales longer than the holding period. New members will have less capital invested until they have worked for a full holding period. Any reinvested earnings are credited to the internal capital account and debited from the internal capital account when they are paid out.
The holding period is designed to limit the value of an internal capital account so that its eventual pay out does not require the sale or demutualization of the cooperative. By paying out the earnings after a short period the cooperative prevents a lifetime of member earnings from building up in the cooperative. Historically, payouts of large internal capital accounts have led to the demutualization of a number of worker cooperatives in the United States, most notably the plywood cooperatives in the Pacific northwest.
Losses are often attributed to members by debiting their internal capital account. The internal capital accounts serve as risk capital because their value can be reduced to absorb losses. For this reason the members internal capital accounts are often categorized as equity on the balance sheet. Internal capital accounts may earn a fixed rate of return (interest) on their balance.
Functionally the internal capital accounts brings the banking function within the coop. Members could deposit their money at a financial institution which then lent it back to the coop. With the internal capital accounts the members are lending to their cooperative directly, removing the financial intermediary.
When a member leave the cooperative their internal capital account is paid out. This buy-out of the member investment can occur either as an immediate cash payment, or as a debt owed to the member which is paid out over time. Spreading the payment over time has the advantage of reducing the immediate liquidity needs of the cooperative and can prevent cash flow problems.


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OSHO Online Library » The Books » Absolute Tao
Chapter 8: Witnessing
You are waiting for a friend. The friend appears - not for you, but for the man who is sitting at the top of the tree. The moment the friend appears on the road he has become present to the man at the top of the tree, but to you he is still future - he has not yet appeared on the road. Unless he comes within your boundary of perception he will not be present. He is future. Past, future and present are relative; it depends on your height and where you are.
That's why Jainas insist that Mahavira knows all the three tenses of time - because of his height. He can see end to end, nothing is hidden from him. So whatsoever you think is past is still present for him, and whatsoever you think is future is present for him.
Then the friend appears - you talk to him and he moves on. After one furlong he disappears for you, he has become past. But for the man on the top of the tree he is still part of the present. It depends how wide the compass of your understanding is. If your compass is total, then there is no time. Then you can see end to end. Then everything of the past is also present - right now. Then everything that is going to happen in the future is also present - right now. Then there is no past, no future; only present exists. Only one moment of present exists - that moment is eternity.
You have both possibilities. You can exist through the mind, then you are limited. It is just as if you are looking from a window toward the sky - then the frame of the window becomes the frame of the sky. The frame of the mind becomes the frame of your world. Then you jump out of the window; you come out under the whole sky. Now there is no frame.
In French painting a new cult is arising, the cult of paintings without frames. It is a beautiful phenomenon, because all frames are false. In life everything exists without a frame, but when you paint a picture you put a frame to it. That frame is the most false thing. And the irony is that sometimes people purchase such beautiful and decorative frames that even the picture is not as costly as the frame. The frame is more costly and precious - and the frame is false. Life exists without a frame. Have you seen life anywhere with a frame? But you take a picture; immediately a frame comes into existence. The frame is false. All frames are from the mind; mind gives a frame to everything which is frameless, formless.
You can be both, it depends on you. In deep meditation the mind is no longer involved. It goes on functioning in the beginning but by and by, when you don't listen to it, it stops its chattering. Seeing that nobody bothers, seeing that nobody pays any attention, it stops.


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PyQt5 – Getting the content of item at specific index in ComboBox
In this article we will see how we can get the content of item at specific index in the combo box. In order to do this we will use the
Syntax : combo_box.itemText(index)
Argument : It takes integer as argument
Return : It return string i.e content of item
Steps for implementation –
1. Create a combo box
2. Add items to combo box
3. Create push button
4. Add action to the push button
5. Create label to show content
5. Inside the action get the content of specific index in combo box with the help of itemIndex method and store it in variable
6. Show the content in label with the help of setText method.
Below is the implementation –
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To begin with, your interview preparations Enhance your Data Structures concepts with the Python DS Course. And to begin with your Machine Learning Journey, join the Machine Learning – Basic Level Course


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SQLite::VirtualTable::Pivot::Cursor - a cursor for a pivot table query
Objects in this class represent cursors for queries on pivot tables.
They maintatin a statement handle corresponding to an unpivotted query on the base table. The pivotting operation is done one row at a time, as data is returned; i.e. we order by the id, and group on the fly.
It must be possible for multiple cursors to exist at once on the same pivot table, in case it occurs more than once in a query.


Formula for Calculating Typing Speed
For calculating Typing Speed there are two formulas are used. One formula is based upon characters counting and the second one is directly applied on words count. Let explore the two typing test speed calculation formulas in detail.
1. Character based Formula :
A. Gross WPM
hindi typing gross word per minute formula
Here WPM = Word Per Minute
All typed entries = Total Key Strokes (or key depression)
Gross WPM is really the typing speed that you typed in one minute its getting by total key Stroke (Key depression) divided by 5 (One word = 5 character) and then divided by total minute to get word per minute speed.
If you type 200 character in 1 minute then your typing speed will be = 200 / 5 = 40 WPM
But GWPM is not your actual speed, actual speed is calculating by correct word you typed known as 'Net WPM'.
Note: delete, backspace, shift and other keys are not calculated in key stroke.
B. Net WPM Formula
Calculation of Net WPM
Net speed can be calculated by deducting errors in gross wpm. For example if you typed 40 Word in 1 Minute but you typed 3 word wrong then your Net WPM = 40 - 3 = 37 WPM
C. Accuracy Formula:
Accuracy is a percentage ratio of Gross and Net Word Speed:
Accuracy = (Net WPM / Gross WPM ) * 100 = 37 / 40 * 100 = 92.5 %
2. Words based formula :
In word base calculation each space separate two words. The word count regardless of how many characters in it. For Example the sentence "We are learning typing." As you can see here total 4 words.
A. Gross WPM : Total Words Typed / Total Time Taken (in minutes)
Example : Suppose a candidate A Typed total 350 Words in 10 Minutes:
Gross Speed in WPM : 350/10 = 35 WPM
B. Net Speed : (Total Words Typed - Word Error ) / Total Time Taken (in minutes)
Example : Suppose the A candidate typed total 350 words in 10 Minutes in which he typed 20 words wrong:
Net Speed in WPM = (350 -20) / 10 = 33 WPM
C. Accuracy : (Net WPM/ Gross WPM ) * 100
Accuracy = 33/35 * 100 = 94.28 %
Calculation of Errors
Errors are calculated by following two criteria
1. Errors thats corrected
If you correct wrong word that you typed then you will use backspace to delete that word will not calculated in WPM.
2. Errors that are incorrect
If you not correct the errors you made then you will penalize 5 character for each word error (Regardless of how many character in this wrong word). So always try to type accurate and if mistake made then correct it.


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Copyright © tutorialspoint.com
dump [-W | -w]
On media that cannot reliably return an end-of-media indication (such as some cartridge tape drives), each volume is of a fixed size; the actual size is determined by specifying cartridge media, or via the tape size, density and/or block count options below. By default, the same output file name is used for each volume after prompting the operator to change media.
files-to-dump is either a mountpoint of a filesystem or a list of files and directories to be backed up as a subset of a filesystem. In the former case, either the path to a mounted filesystem or the device of an unmounted filesystem can be used. In the latter case, certain restrictions are placed on the backup: -u is not allowed, the only dump level that is supported is 0 and all the files and directories must reside on the same filesystem.
|-level#||The dump level (any integer). A level 0, full backup, guarantees the entire file system is copied (but see also the -h option below). A level number above 0, incremental backup, tells dump to copy all files new or modified since the last dump of a lower level. The default level is 0. Historically only levels 0 to 9 were usable in dump, this version is able to understand any integer as a dump level.|
|-a||auto-size. Bypass all tape length calculations, and write until an end-of-media indication is returned. This works best for most modern tape drives, and is the default. Use of this option is particularly recommended when appending to an existing tape, or using a tape drive with hardware compression (where you can never be sure about the compression ratio).|
|Archive a dump table-of-contents in the specified archive_file to be used by restore(8) to determine whether a file is in the dump file that is being restored.|
|The number of kilobytes per dump record. The default blocksize is 10, unless the -d option has been used to specify a tape density of 6250BPI or more, in which case the default blocksize is 32. Th maximal value is 1024. Note however that, since the IO system slices all requests into chunks of MAXBSIZE (which can be as low as 64kB), you can experience problems with dump(8) and restore(8) when using a higher value, depending on your kernel and/or libC versions.|
|The number of 1 kB blocks per volume. Not normally required, as dump can detect end-of-media. When the specified size is reached, dump waits for you to change the volume. This option overrides the calculation of tape size based on length and density. If compression is on this limits the size of the compressed output per volume. Multiple values may be given as a single argument separated by commas. Each value will be used for one dump volume in the order listed; if dump creates more volumes than the number of values given, the last value will be used for the remaining volumes. This is useful for filling up already partially filled media (and then continuing with full size volumes on empty media) or mixing media of different sizes.|
|-c||Change the defaults for use with a cartridge tape drive, with a density of 8000 bpi, and a length of 1700 feet. Specifying a cartridge drive overrides the end-of-media detection.|
|Set tape density to density. The default is 1600BPI. Specifying a tape density overrides the end-of-media detection.|
|-D file||Set the path name of the file storing the information about the previous full and incremental dumps. The default location is /etc/dumpdates.|
|Exclude inodes from the dump. The inodes parameter is a comma separated list of inode numbers (you can use stat(1) to find the inode number for a file or directory).|
|-E file||Read list of inodes to be excluded from the dump from the text file file. The file file should be an ordinary file containing inode numbers separated by newlines.|
|-f file||Write the backup to file; file may be a special device file like /dev/st0 (a tape drive), /dev/rsd1c (a floppy disk drive), an ordinary file, or - (the standard output). Multiple file names may be given as a single argument separated by commas. Each file will be used for one dump volume in the order listed; if the dump requires more volumes than the number of names given, the last file name will used for all remaining volumes after prompting for media changes. If the name of the file is of the form host:file or user@host:file dump writes to the named file on the remote host (which should already exist, dump doesnt create a new remote file) using rmt(8). The default path name of the remote rmt(8) program is /etc/rmt; this can be overridden by the environment variable RMT.|
|Run script at the end of each tape (except for the last one). The device name and the current volume number are passed on the command line. The script must return 0 if dump should continue without asking the user to change the tape, 1 if dump should continue but ask the user to change the tape. Any other exit code will cause dump to abort. For security reasons, dump reverts back to the real user ID and the real group ID before running the script.|
|Honor the user nodump flag UF_NODUMP only for dumps at or above the given level. The default honor level is 1, so that incremental backups omit such files but full backups retain them.|
|-I nr errors|
|By default, dump will ignore the first 32 read errors on the file system before asking for operator intervention. You can change this using this flag to any value. This is useful when running dump on an active filesystem where read errors simply indicate an inconsistency between the mapping and dumping passes.|
|A value of 0 means that all read errors will be ignored.|
|Compress every block to be written on the tape using bzlib library. This option will work only when dumping to a file or pipe or, when dumping to a tape drive, if the tape drive is capable of writing variable length blocks. You will need at least the 0.4b24 version of restore in order to extract compressed tapes. Tapes written using compression will not be compatible with the BSD tape format. The (optional) parameter specifies the compression level bzlib will use. The default compression level is 2. If the optional parameter is specified, there should be no white space between the option letter and the parameter.|
|-k||Use Kerberos authentication to talk to remote tape servers. (Only available if this option was enabled when dump was compiled.)|
|The user-supplied text string label is placed into the dump header, where tools like restore(8) and file(8) can access it. Note that this label is limited to be at most LBLSIZE (currently 16) characters, which must include the terminating \0.|
|-m||If this flag is specified, dump will optimise the output for inodes having been changed but not modified since the last dump (changed and modified have the meaning defined in stat(2) ). For those inodes, dump will save only the metadata, instead of saving the entire inode contents. Inodes which are either directories or have been modified since the last dump are saved in a regular way. Uses of this flag must be consistent, meaning that either every dump in an incremental dump set have the flag, or no one has it.|
|If you use this option, be aware that many programs that unpack files from archives (e.g. tar, rpm, unzip, dpkg) may set files mtimes to dates in the past. Files installed in this way may not be dumped correctly using "dump -m" if the modified mtime is earlier than the previous level dump.|
|Tapes written using such metadata only inodes will not be compatible with the BSD tape format or older versions of restore.|
|-M||Enable the multi-volume feature. The name specified with f is treated as a prefix and dump writes in sequence to 001, 002 etc. This can be useful when dumping to files on an ext2 partition, in order to bypass the 2GB file size limitation.|
|-n||Whenever dump requires operator attention, notify all operators in the group operator by means similar to a wall(1).|
|-q||Make dump abort immediately whenever operator attention is required, without prompting in case of write errors, tape changes etc.|
|-Q file||Enable the Quick File Access support. Tape positions for each inode are stored into the file file which is used by restore (if called with parameter -Q and the filename) to directly position the tape at the file restore is currently working on. This saves hours when restoring single files from large backups, saves the tapes and the drives head.|
|It is recommended to set up the st driver to return logical tape positions rather than physical before calling dump/restore with parameter -Q. Since not all tape devices support physical tape positions those tape devices return an error during dump/restore when the st driver is set to the default physical setting. Please see the st(4) man page, option MTSETDRVBUFFER, or the mt(1) man page, on how to set the driver to return logical tape positions.|
|Before calling restore with parameter -Q, always make sure the st driver is set to return the same type of tape position used during the call to dump. Otherwise restore


The Most Popular Violin Types - thumbnail
Have you been wondering how many violin types there are and which are the most popular?
In general, no two violins are the same. Some have found their way into musical history, while others are the go-to choice for those new to the world of violins. Playing the violin involves understanding your stringed instrument and its anatomy – everything from the chin rest to the sound box. If you are planning to buy your first violin and dive deep into learning it, or you have already been playing for a while, you might be curious what types of violin are available and how violins evolved over the centuries.
In this article, I'm taking an in-depth look at the most popular types of violin so that you get a taste of everything the violin family has to offer. Whether you're looking to invest in a new violin or want to learn more about the different types of violins, this article will look at different types of violins, their origin, and their sound.
Are you looking for a violin but are not sure what size you need? Check out my article about the different sizes of violin, then come back here to find your perfect match.
Different Types of Violins
Modern Violin
The most common type of violin is called a modern violin. If you go to a music shop or look for an acoustic violin in online shops, you'll most likely get that one. You may also find it under the name acoustic violin or classical violin.
It's hollow body, called the sound box, is made of wood and is responsible for resonating the sound created using the bow and the strings. Modern violins have metal and synthetic strings that are played with a Tourte bow.
The modern violin is often treated as a reference point as other violin types are being compared to it.
You can listen to the beautiful sound of a classical violin in this recording of the Sibelius Concerto, op. 47 played by Hilary Hahn:
Let's have a quick look at the history. The modern violin originates from the Baroque violin, and this one had its origins in a few earlier instruments:
 - lira da braccio – Italian instrument with 7 strings used mainly by poets-musicians in the 15th and 16th centuries as an accompaniment to recitations and narrative poetry
 - vielle (also: fidel, viuola) – French oval instrument popular among troubadours in the 13th to 15th centuries, invented around 10th century
 - rebec – Spanish 3-stringed instrument, which appeared between the 11th and 13th centuries
 - rabab – Arabian 2-stringed fiddle brought to Europe in the 11th century
 - pear-shaped lira from the 9th century.
The words 'violin' and 'fiddle' are sometimes used interchangeably because they're the same thing. I already covered the differences between fiddles and violins, but I'll also give you a recap in this article.
The style of music shows the subtle difference between classical violins and fiddles. The fiddle is a key part of traditional folk music, where the musicians learn by ear instead of through written sheet music. Fiddlers usually play music that is designed for dancing, with quick runs and string changes. Classical violin music tends to be more complex and usually features a high range of different bowing techniques, left hand techniques, and dynamic differences. It's not unusual to find fiddlers who are originally classically trained.
Fiddle players sometimes prefer a flatter bridge for their instrument, instead of the arched bridge of classic violins. By having a flatter bridge, fiddlers are able to play more notes at once.
Fiddling style depends on where it is played and by whom. In this video, Carol Ann Wheeler shows examples of fiddle music from around the world:
Baroque Violin
The predecessor of the modern violin is the Baroque violin. It's the most popular choice amongst violinists who want to recreate the authentic classical sound of a violin.
The baroque violins you find today are designed to be as close to those used in the 1650 – 1750s as possible. It comes from the same period as these great composers:
 - Johann Sebastian Bach (1685–1750)
 - Antonio Vivaldi (1678–1741)
 - Tomaso Albinoni (1671–1751)
 - Georg Philipp Telemann (1681–1767)
 - Johann Pachelbel (1653–1706)
 - George Frideric Handel (1685–1759)
Fun Fact: Some pieces from the Baroque era, such as Partitas and Sonatas by Bach, have a lot of double stops and chords. The construction of the bridge for the baroque violin can make it harder to play single strings, but easier to achieve nice sounding chords and double stops. Maybe that is why Bach decided to include so many of them?
Baroque violins use gut strings and a baroque-styled bow. They differ from our modern violins in the size of its bass bar, bridge, fingerboard, neck, and tailpiece. They don't have a chin rest and are normally played without a shoulder rest. The baroque's neck has a shallower angle, causing less pressure on the bridge and strings. Moreover, the fingerboard is shorter.
Despite those differences, a baroque and modern violin still appear fairly similar. The real difference is in their sound. A baroque violin has a gentler note and is often tuned lower. Most baroque players play with little to no vibrato.
Fun Fact: Are there any modern pieces composed specially for a baroque violin? Yes, there are! There is even a special annual contest for composers called "Composition Competition" that was organized for the first time in 2020. Last year the task was to compose a piece for a baroque violin and a harpsichord. Second edition, named "Ruzickova Composition Competition", challenges the composers to create a piece for a baroque quartet. You can watch one of the winning pieces from the first edition below. Enjoy!
Hardanger Fiddle
The Hardanger Fiddle comes from Norway, and it's called a national instrument there. Its contemporary design is similar to a violin, but it differs from the 4 string violin as it has 8 or 9 strings. 4 of the strings are played similarly to a violin, while the rest resonate from them.
The appearance of a Hardanger Fiddle differs from a violin as it is made using a thinner wood. They're usually highly decorated with images of carved animals and black ink decorations. It's not uncommon to find mother-of-pearl on the fingerboard and tailpiece.
Like other fiddles, the Hardingfele (as it is called in Norwegian) is used to create traditional Norwegian folk music for dancing. A Hardanger usually leads a bridal processional to the church in Norway.
The earliest known Hardanger Fiddle was made by Ole Josen Jasstad in 1651 in Hardanger, giving the instrument its name. The current style of Hardanger was first made in 1850, adopting a similar structure to a violin.
The Most Popular Violin Types - Hardanger fiddle - Copenhagen - Jerry
The Most Popular Violin Types - Hardanger fiddle - side view - Copenhagen - Jerry
You can this beautiful Norwegian instrument on the webpage or ask a Norwegian luthier on
If you're curious how a Hardanger Fiddle sounds, make sure to check out the video below.
Semi-Acoustic Violins, Electric Violins, and Silent Violins
I'm grouping the next three types of violins together to show the differences in their composition and when they're used.
What is a semi-acoustic violin?
A semi-acoustic violin is also known as an acoustic-electric violin. It offers both acoustic and amplified options. The hollow body allows you to use it like a classical violin, while the built-in electronics offers amplification similar to electric violins.
Unlike electric violins, you won't experience much feedback as they have a hollow body.
These violin types blend the classical with the contemporary to create a violin that offers the best of both worlds.
The Most Popular Violin Types - Electric-acoustic Violin with Modified Soundbox
The shape of a sound box in an acoustic-electric violin might be modified in a very creative way as we can see on this example (instrument seen on
If you're struggling to choose between a modern violin and an electric one, the semi-acoustic instrument will be right up your street.
You get the traditional look of a violin with the flexibility of being creative and experimenting with amplification without committing fully to an electric violin.
The jack output allows you to amplify the violin, although this violin won't offer you the ability for silent practice using headphones.
It's a popular choice for those who want a variety of musical options to play. Although the sound quality is negatively affected by adding a pickup,if you want to be creative with amplification and adding effects to the sound it might be a perfect option for you.
The semi-acoustic violin is one of the most versatile stringed instruments and works for almost every setting.
The Most Popular Violin Types - MiSi pickup
Alternatively, you can also transform your acoustic violin into a semi-acoustic one by adding a pickup. I am personally using MiSi Acoustic Trio Pickup & PreAmp.
I personally recommend my students get an acoustic violin and add a pickup later. It will be less expensive and you will probably find an instrument with a better price-quality ratio. It


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|Scientology Video Channel||
USING THE TONE SCALE
The simplest thing to know about this scale is that people find it difficult to respond to communication which is too far above where they are stuck on the scale. If you try to help someone in apathy by talking to them in enthusiasm, you will probably not have much success. The gap between such extremes is not easily bridged unless you understand the Tone Scale.
Using knowledge of the Tone Scale, however, you would recognize the emotion one-half to one full tone above the person, communicate in that tone and thus bring him up to higher tones. By moving up the scale gradiently it is possible to help someone overcome fixed conditions and regain a more happy and vital outlook.
The Tone Scale is of enormous value in life and its relationships. Mr. Hubbard thoroughly researched human behavior and the full body of his work in this area furnishes an accurate description of the attitudes and behavior of others. By knowing where a person falls on the scale, one can precisely predict his actions.
Knowledge of the Tone Scale gives one a greater understanding of his fellows than ever before available. It is a true technology of helping others to improve their conditions.


The Council for Black Aging Community of Montreal Inc. exists to provide services; be an emotional support network; to organize activities and create opportunities for seniors to engage in social, recreational, cultural and educational activities; to prevent social isolation; foster their continued engagement in the community; enhance their quality of life; and to promote, encourage and assist seniors to maintain for as long as is possible, their autonomy and independence at home.


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NSNotification objects encapsulate information so that it can be broadcast to other objects by an NSNotificationCenter object. An NSNotification object (referred to as a notification) contains a name, an object, and an optional dictionary. The name is a tag identifying the notification. The object is any object that the poster of the notification wants to send to observers of that notification (typically, it is the object that posted the notification). The dictionary stores other related objects, if any. NSNotification objects are immutable objects.
Basically - you are handed these objects when you receive a notification - the original poster of the notification can put objects into an NSDictionary, you can get this dictionary using the userInfo: method.


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Website Detail Page
written by Chandralekha Singh
This 30-question research-based multiple-choice test is designed to evaluate students' conceptual understanding of symmetry and Gauss's Law. The test may be administered to students in calculus-based introductory physics courses or upper-level undergraduate E&M courses.
The survey is based on investigations of students' difficulties with the concepts of symmetry, electric field, and electric flux and should be given in a 50-minute period. Statistical results have shown the survey to be reliable and valid. A summary of the construction and analysis of the survey is available in Student Understanding of Symmetry and Gauss's Law of Electricity, Am. J. Phys. 74 (10), 923-936 (2006).
This assessment is free for use by instructors in their classroom. However, as it takes years of development effort to create and validate reliable assessment instruments, the file is password-protected. Furthermore, the author requests that 1. students are not given copies following examination; and 2. none of the questions are incorporated into web-based question delivery systems without adequate security to prevent printing or unauthorized access by students.
To obtain the password, please send a request with your name, email, institution, and a link to a page at your institution that confirms you are an instructor.
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Symmetry and Gauss's Law Conceptual Evaluation:
Is Key Reference Of Student understanding of symmetry and Gauss's law of electricity
A summary of the survey's development, reliability, and validity is provided in C. Singh, "Student understanding of symmetry and Gauss's law of electricity," Am. J. of Phys 74 (10), 923-936 (2006).relation by Lyle Barbato
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Entertain Your Plants
But take my word for it, music doesn't help
Every year I receive several requests from students interested in designing a science fair experiment to see if music improves plant growth. Back in the 1980s and early '90s, a flurry of research projects studied the effects of sound on plant growth. As long as I have been on the review boards for plant science journals, I have never read or heard of a research project that proved music made plants grow. Scientists have never proven that classical music was better than rock and roll or acid rock. There has never been any indication that soft music is more beneficial than loud music.
The only published research on sound's effect on plant growth features the effects of sonic booms. Exposing tomato plants to sonic booms resulted in stunted and distorted growth. Microscopic examination showed disruption of cell components. If sonic booms can shatter glass, it is no wonder they can disrupt plant cells.
There was one Kansas State University study, however, that showed greenhouses with piped-in music produce more salable plants than greenhouses left quiet. All the greenhouses studied had approximately the same number of plants. After all marketable plants had been sold, the researcher simply recorded the number of plants in each greenhouse that needed to be discarded due to poor quality. The number of plants discarded from the greenhouses that did not have music piped in was significantly greater than the number of discarded plants from the musical greenhouse.
The researchers concluded that people took better care of the plants in greenhouses that had piped-in music.
I can't remember if the music played was rock and roll, classical or instrumental. This gives you an idea as to how long ago the experiment was conducted.
Ask Dr. Gouin your questions at _EMAIL_. All questions will appear in Bay Weekly. Please include your name and address.


X-ray style,manner of depicting animals by drawing or painting the skeletal frame and internal organs,. It is one of the characteristic styles of the art of some prehistoric hunting cultures.
origin of the
style can be
traced to
seen in the Mesolithic art of northern Europe (c. 8000–2700 BC), where
the earliest
early examples
were found on fragments of bone in southern France dating from the late Magdalenian Period. Animals painted in the X-ray motif
have been found, but animals with internal motifs have also been discovered in the art of hunting cultures in
northern Spain,
Siberia, the Arctic Circle, North America, western New Guinea, New Ireland, India, and Malaysia. It is found today primarily in the Aboriginal rock
, cave,
art and bark paintings of eastern Arnhem Land, in northern Australia.
Figures painted in X-ray style vary in size up to, reaching 8 feet (2.5 metres) in length and are delicate, polychromed renderings. The style is also sometimes used to render delicate polychromed images of the interior cavity of the animal. Images are known in which only the outline and the skeleton of the bird, fish, or mammal are indicated, and the entire internal system of organs is expressed by a "life line," a single, horizontal line that runs from the animal's mouth to a dot representing the heart or stomach. Whether the depiction of an animal in the X-ray style had particular religious symbolism is not known.


Quick Answer: Can My Parents Kick Me Out At 16?
How do you disown a minor?
In most states, you have to be over 16 to pursue emancipation..
At what age is a parent not legally responsible?
Can I lock my 17 year old out of the house?
Can my parents kick me out at 16 UK?
How can I get kicked out of my house at 16?
In order to be emancipated and be able to move out at age 16, you will need to prove to the court that you have a source of income. It's important to keep in mind that minors fall under specific child labor laws, which prevent teens from working long hours. Find a safe place to live.
At what age can I kick my teenager out?
18When a child turns 18, a parent's legal obligation to financially support their child ends. While a parent's love may be unconditional, parents of minor children are obligated to house, feed, and pay for their children's needs. But when a child turns 18, parents can, in fact, legally evict their child.
Can I throw my son out at 16?
In the case of children between the age of 16 and 18, parental responsibility ends if the child marries. … Therefore, if either of you do have parental responsibility for this boy, it would be inadvisable to throw him out. Clearly the current situation is unsustainable and you all need help of some kind.
Can my mom kick me out if I pay rent?
Your parents can't kick you out. They may evict you though. If they live at your place, they can evict you for any reason. If you do not live with them, they must follow the Anti-eviction statute for grounds for removal.
How can I live alone at 16?
As a minor, you can: But if you are at least 16 years old, the court may order that you are allowed to live independently. The court decides what supervision you need. CHIPS cases are usually filed by the county, after child protection investigates. Ask your parents to sign a Delegation of Parental Authority (DOPA).
What can legally do at 16 UK?
Can your parents kick you out at 16?
Is it illegal for my parents to kick me out?
Parents have no obligation to provide support to adult children. As a result, they can kick you out with no notice.
Can you live alone at 16 with parental permission?
Legally you can live outside your parents' home if it is not otherwise against the law, in the absence of you being emancipated. If your parents ensure all your expenses are covered and therefore they do not engage in child neglect, you may be able…
Can a teenager move out at 17?
What rights do 16 year old parents have?
What do you do if your parents kick you out at 16?
Go talk to a caseworker or school counselor. Tell them that you want to be emancipated from your parents. They will get you a lawyer and start the process. Find family and friends who will allow you to stay on their sofa.
Can your parents disown you?
Once your children come of age, you are free to disown them. A parent can financially and emotionally cut off his own children with legal impunity. … Namely: People have a right to disown. Passing a law saying, "You have to stay in touch with your parents" or "You can't disinherit your kids" just seems tyrannical.
Can I move out at 14?


didn't have any restraints on the values of the CVs. Although in principle they should sample all the conformational space available, in facts it could take a very long time to do so. To force sampling towards a predefined direction, you could insert some restraints on the CVs (a reader interested in how to set restraints during a metadynamics simulation with PLUMED can have a look here.
You can now compare the above graph with the following one (Figure 9), obtained from a metadynamics simulation with the same set-up as above, but featuring restraints on the RoG. Upper restraints were used on the RoG to force the system to explore conformations associated to smaller values than the initial one. By tuning the restraints according to your specific aims, you can force the sampling towards a given region of the conformational space.
Figure 9: The effect on upper restraints of the RoG of the structures sampled.
What are the main differences between your plot and this one, in which upper restraints were used on the RoG?
Cluster analysis of the trajectories
To perform ensemble-docking runs a cluster analysis [20] must be performed so as to pick up a set of representative structures sampled by the protein (it would not be feasible to perform docking calculations on all of the structures sampled along MD simulations). Of course, while reducing the number of structures to consider, a good cluster analysis procedure should maximize the diversity of conformations sampled by the BP. In this way, if conformations prone to host the ligand were sampled during MD simulations, at least a representative for that "conformational mode" will be included in the pool of clusters that we are using for docking. Performing a successful cluster analysis, namely being able to actually include representatives of all the "conformational mode" remains a difficult task, and a lot of recipes have been proposed during the years [20]. Here we will perform a simple cluster analysis using the tool "cluster" within the GROMACS 2016 package with an RMSD cut-off of 2 angstroms on the BS.
We will perform the cluster analysis on both plain and metadynamics trajectories (again, you could use pre-calculated clusters for the docking. Go to the directory MD/plain and copy there the file apo-solv_withBS.ndx from tutorial_files/cluster_analysis. To perform the cluster analysis only on the binding pocket (and not, for example, on the whole protein), you need to edit the index file (ndx extension) previously created, and insert there the serials of all residues defining the BP. At the end of the apo-solv_withBS.ndx file, you should have something like the following:
[ BS33 ]
172 174 175 176 177 _PHONE_ _PHONE_ _PHONE_ _PHONE_ 1978 [...] 2832 2835 2838 2839 2869 2871 2872 2873 2874 2875 2876 2877 2878
To run the cluster analysis type:
gmx_mpi cluster -f../../tutorial_files/apoMD/equil-pbc.trr -s equil-pbc.tpr -n apo-solv_withBS.ndx -cl clusters.pdb -cutoff 0.02 -method gromos
The following output will appear, asking you to select the region of the system that you want to consider:
Select group for least squares fit and RMSD calculation:
Group 0 (System) has 51592 elements
Group 1 (Protein) has 3721 elements
Group 2 (Protein-H) has 2870 elements
Group 3 (C-alpha) has 351 elements
Group 4 (Backbone) has 1053 elements
Group 5 (MainChain) has 1405 elements
Group 6 (MainChain+Cb) has 1743 elements
Group 7 (MainChain+H) has 1746 elements
Group 8 (SideChain) has 1975 elements
Group 9 (SideChain-H) has 1465 elements
Group 10 (Prot-Masses) has 3721 elements
Group 11 (non-Protein) has 47871 elements
Group 12 (Water) has 47865 elements
Group 13 (SOL) has 47865 elements
Group 14 (non-Water) has 3727 elements
Group 15 (Ion) has 6 elements
Group 16 (CL) has 6 elements
Group 17 ( Water_and_ions) has 47871 elements
Group 18 (BS33) has 118 elements
Type 18 to select the binding site region.
Now, another output will be prompted, asking you what part of the protein we want to be written in the pdb file of each cluster. Of course, since we need to run docking calculations on those structures, we need the entire protein without water molecules. Type 1 and the cluster analysis will start.
This calculation can take up to several hours and for this reason we have already pre-calculated 10 clusters coming from the apo plain MD and 10 clusters coming from the BE-META. These simulations were from 10 to 100 times longer than the ones performed in this tutorial (clearly, 10 ns are not enough to allow the binding pocket to reach the RoG of the holo X-ray structure). You can find the clusters needed for the subsequent docking calculations in../../tutorial_files/cluster_analysis/clusters_ready/.
Protein-ligand docking with HADDOCK
Note that protein-ligand HADDOCKing typically requires fine-tuning a handful of parameters that requires the most advanced privilege on the web server. If you did not apply for the "guru" access level yet, it is time to apply for it via our registration portal. Alternatively, you can use the course credentials that were provided to you during the summer school to submit your docking runs. Please, use the pre-calculated runs to move on with the analysis section.
Setting up a new docking run targeting the identified binding pocket
We will now setup a docking run targeting specifically the identified binding pocket of the protein. For our targeted ligand docking protocol, we will first create two sets of restraints that we will use at different stages of the docking:
 1. For the rigid-body docking, we will first define the entire binding pocket on the receptor as active and the ligand as active too. This will ensure that the ligand is properly drawn inside the binding pocket.
 2. For the subsequent flexible refinement stages, we define the binding pocket only as passive and the ligand as active. This ensures that the ligand can explore the binding pocket.
In order to create those two restraint files, use the HADDOCK server tool to generate AIR restraints: (unfold the Residue selection menu):
Selection 1: Active residues (directly involved in the interaction) -> enter here the list of residues defining the binding site
Selection 2: Active residues (directly involved in the interaction) -> enter here the residue number of our ligand
Click on submit and save the resulting page, naming it GLUCO-UDP-act-act.tbl
Note: This works best with Firefox. Currently when using Chrome, saving as text writes the wrong info to file. In that case copy the content of the page and paste it in a text file.
Note: Avoid Safari for the time being - it is giving problems (we are working on it).
Now repeat the above steps, but this time entering the list of residues for the binding pocket into the passive residue list. Save the resulting restraint file as GLUCO-UDP-pass-act.tbl
Note: If needed, click on the links below to download two pre-generated distance restraints files:
The number of distance restraints defined in those file can be obtained by counting the number of times that an assign statement is found in the file, e.g.:
grep -i assign GLUCO-UDP-act-act.tbl | wc -l
Compare the two generated files: what are the differences? How many restraints are defined in each?
Note: A description of the restraints format can be found in Box 4 of our Nature Protocol 2010 server paper:
We will now launch the docking run. For this we will make us of the guru interface of the HADDOCK web server:
Note: The blue bars on the server can be folded/unfolded by clicking on the arrow on the right
 - Step1: Define a name for your docking run, e.g. bemeta-ensemble or apoMD_ensemble.
 - Step2: Prepare the ensemble of 10 conformations that you will provide as starting structure for the protein.
HADDOCK accepts ensembles of conformations as starting files, provided all the coordinates are concatenated in one single PDB file and all the conformations contain EXACTLY the same atoms (same number, same names, same chain/segid, …). And easy way to prepare the "bemeta" and "apoMD" ensembles from the clusters files provided in the folder../../tutorial_files/cluster_analysis/clusters_ready/ is to use pdb-tools.
cd../../tutorial_files/cluster_analysis/clusters_ready/
python ~/software/pdb-tools/ meta/.pdb > bemeta_ensemble.pdb
python ~/software/pdb-tools/ apo/
.pdb > apoMD_ensemble.pdb
 - Step


text:
Birds don't have teeth or paws or hands, antlers, horns, or spines, but they do have beaks.
The beak -- also known as the bill -- has two parts: the upper mandible and the lower mandible.
Unlike your teeth, beaks are covered with skin. This skin produces a substance called keratin -- the same material feathers, hair, and fingernails are made of. The keratin produced by a bird's beak will dry and condense to make the bill hard and durable. The dried keratin also gives the beak a glossy appearance. As the keratin wears down, it's replaced so the beak will remain sharp.
Does having a beak make up for not having teeth, paws, hands, antlers, horns or spines? It has to. Birds must rely on their beaks to carry out many different tasks.
The number one use for the beak is to gather or capture food. However, birds also use beaks to pick up building materials and construct their nests. (Think about building a house with your mouth!)
But birds use beaks for even more. When they have to, birds use beaks and feet as weapons to defend themselves, their nests, and their chicks.
Birds use beaks for drinking, feeding their young, and preening.
Some birds, like the American white pelican, even grow special structures on their beaks during breeding season to make themselves more attractive (at least, to each other).
Beaks come in a wonderful assortment of shapes and sizes, each perfectly suited for that particular bird's favorite foods and typical feeding behaviors.
Some beaks are specialized to be just right for certain diets. Birds with these bills use them the same way you use a spoon to eat ice cream or a fork to eat salad.
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text:
Instructions: Assume once again that you are a consultant who works for the Diligent Consulting Group. You are continuing to work on the analysis of the customer database
Complete the following tasks in the assignment template:
- Create a scatterplot in Excel with "Annual Amount Spent on Organic Food" on the y (vertical) axis and "Age" on the x (horizontal) axis.
- Insert a trendline.
- What does the trendline indicate about the relationship between these two variables?
- Calculate the correlation coefficient for these two variables using the =CORRELATION formula in Excel.
- Interpret the correlation coefficient.
- Does the correlation coefficient agree with the slope of the best fit line? Explain.
- Add the equation for the best fit line on the chart.
- Does this equation match the linear regression equation from the Case for this module? Explain.


text:
Fox Members and Kids 12 & Under are FREE!
Seniors/Students/Military – $4
Standard Admission – $5
Complex sociological themes run through this science-fiction classic about three astronauts marooned on a futuristic planet where apes rule and humans are slaves. The stunned trio discovers that these highly intellectual simians can both walk upright and talk. They have even established a class system and a political structure. The astronauts suddenly find themselves part of a devalued species, trapped and imprisoned by the apes.


years of age.
Using our viral signature in combination with our SeptiCyte lab signature, especially on a point-of-care platform, will lead to faster and more accurate diagnosis of sepsis, which will ultimately lead to faster and more directed treatment.
When the test costs come down, patients can ultimately be monitored.
For instance, patients on chemotherapy are particularly prone to getting infectious conditions. If they could monitor themselves on a regular basis to see whether they were getting an infection, then they could be treated much earlier, and there would be less side effects of chemotherapy.
The use of biomarkers can provide a prognosis for sepsis, but patients can also be stratified. Patients in intensive care and wards can be categorized or stratified into different levels of treatment or management requirements.
The future for patients with suspected sepsis is very positive, especially with the use of host response signatures in combination with point-of-care machines for better and earlier diagnosis.
What is Immunexpress' vision?
The original company vision was to be able to aid clinicians in making better diagnoses, especially for patients suspected of infection, which would then lead to better patient outcomes.
The company's vision is for our tests to be a clinician's first choice of diagnostic procedure when they suspect that a patient has infection. This would then guide a clinician on how to manage a patient and what other diagnostic tests might be of use.
In addition, I mentioned earlier that sepsis doesn't have a diagnostic gold standard, I would like to see the Immunexpress tests being a new gold standard for diagnosing sepsis based on host response.
Where can readers find more information?
About Dr. Richard Brandon
Richard is currently co-founder and Chief Scientific Officer for Immunexpress, a Seattle-based company commercializing host response assays for sepsis diagnosis. He is a qualified veterinarian and gained his PhD in Biochemistry from the University of Queensland, and his MBA from the Queensland University of Technology.
After a brief period in veterinary practice, his career has focused on molecular immunology / genetics and its application in understanding the immune response to infection.
Before co-founding Immunexpress, he has spent time as a veterinary pathologist, a post-doctoral researcher at Cornell University and The Memorial Sloan-Kettering Cancer Center in New York, and in an equine-DNA parentage-testing laboratory.
April Cashin-Garbutt
Written by
April Cashin-Garbutt
 - APA
 Cashin-Garbutt, April. (2018, August 23). Differentiating sepsis and systemic inflammatory response syndrome using biomarkers. News-Medical. Retrieved on April 11, 2021 from _URL_
 - MLA
 Cashin-Garbutt, April. "Differentiating sepsis and systemic inflammatory response syndrome using biomarkers". News-Medical. 11 April 2021. .
 - Chicago
 Cashin-Garbutt, April. "Differentiating sepsis and systemic inflammatory response syndrome using biomarkers". News-Medical. _URL_ (accessed April 11, 2021).
 - Harvard
 Cashin-Garbutt, April. 2018. Differentiating sepsis and systemic inflammatory response syndrome using biomarkers. News-Medical, viewed 11 April 2021, _URL_
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Apes mount a much stronger early immune response compared to African and Asian monkeys


The Daily Ardmoreite
 - KESAM workshop is 'like Christmas'
 - email print
 - Christmas was moved to the day after Halloween for some Ardmore City Schools teachers.
 K-8 Scholars Appreciating Mathematics, based at Southwestern Oklahoma State University, leads workshops and gives materials to kindergarten through eighth-grade teachers to improve math instruction.
 Teachers from across the Ardmore district attended a KESAM workshop at the Noble Pavilion Friday during a professional development day. Each attendee received a large box of supplies to go with the hands-on activities they learned through the workshop.
 "It's like Christmas. Usually we would have to buy these things ourselves or ask for a grant," said Melissa Knight, Charles Evans fourth and fifth-grade special education teacher.
 All the activities discussed and demonstrated at the workshop focused on adding a visual and hands-on element to math lessons.
 The supplies that teachers received, known in education jargon as manipulatives, are often purchased by teachers using their own funds. Now, teachers can actually do the activities learned without having to pay for it out of their own pocket.
 "Manipulatives are a great tool for special education students. This will help tremendously with their learning," Knight explained.
 These supplies and the workshop were paid for by the district's Title I funding.
 "There's nothing like watching a child when they figure something out and a teacher when what they provide is the tool that gets a student to that moment," said Assistant Superintendent Missy Storm. "We are glad to be able to provide a program with the proven success enabling teachers to have that moment."
 Activities included a loop game, where a student reads a card with a math problem on it. Then a student with the answer reads the question on their card. If all questions are answered correctly, then each student will have read their card.
 Ways to look at a math problem as a butterfly or a bow tie in order to remember what needs to be done to solve it were demonstrated.
 "It was very informative," said Shikisha Coloney, Charles Evans fourth-grade teacher. "There are a lot of new ways to teach basic concepts that kids don't always get the first time. It's all stuff we can start using tomorrow."
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text:
The ethics of dealing with the provision of nutritional therapies has been complicated by technological advances that have affected all of medical science. As a result, nurses are increasingly confronted with decisions regarding the provision of invasive treatments. Indeed, enormous faith is invested in the ability and wisdom of healthcare professionals to alleviate suffering and accomplish cure through the application of invasive therapeutic interventions such as percutaneous endoscopic gastrostomy (PEG) placement. Such decisions are often complex, present a moral dilemma, and are further complicated by prevailing politico‐economic, social, and cultural influences. The insertion of tubes for artificial nutritional support in those patients who can be defined as "vulnerable" is no exception. This article explores both the clinical and ethical realities of PEG tube placement and use thereafter in vulnerable patients. The ethical principles of autonomy, beneficence, and justice are discussed within the context of PEG placement and feeding and recommendations are given for nurses practicing in the area of gastroenterology.
About the author: Sarah Breier Mackie, PhD(c), RN, is Clinical Nurse Specialist, Royal Hobart Hospital, and a PhD candidate at the University of Tasmania, Australia.
Received June 20, 2000; accepted September 25, 2000.
Address correspondence to: Sarah Breier Mackie, PhD(c), c/o Royal Hobart Hospital, Division of Medicine, GPO Box 1061L, Hobart 7001, Tasmania, Australia (e‐mail: _EMAIL_).