Movement Speed
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As of Patch This information is reliable as of patch
Movement speed (MS) is an attribute that controls the action cost of moving.
Movement speed can't be adjusted during character generation, and is not affected by other attributes, such as agility. The player and most other characters begin with a default movement speed of 100.
Overview[edit | edit source]
How fast a character moves is determined by a combination of quickness (QN) and movement speed (MS).
 - Quickness determines how fast a character is overall. It affects all actions, including moving, attacking, using items, and just about anything else a character can do. For that reason, if you have a choice between increasing your quickness or your movement speed, it is generally preferable to increase your quickness.
 - Movement speed is a more specialized attribute that affects only movement actions. Improving your movement speed can allow your character to move multiple spaces in a single turn (or, more commonly, to move one extra space during the course of a few turns), helping you to outrun enemies, escape dangerous situations, or keep your distance as you fight an enemy with a ranged weapon.
Mechanics[edit | edit source]
Characters generate a certain number of action points each turn equal to ten times their quickness (QN) value, or QN x 10. Each time a character moves, the character expends some or all of those action points, depending on their movement speed.
Moving consumes a number of action points equal to 100000 ÷ MS.
If your movement speed and your quickness are both equal to 100, this means that you can move exactly once per turn.
Action points generated per turn
QN × 10
Action cost of a single movement
Total movements per turn
QN × MS10,000
Increases in movement speed follows a simple logic based on how much greater it is than the base movespeed of 100. 150 movespeed means that you will move 1.5 times faster than normal. For example, with 100 quickness, you will see the following behavior as your movement speed increases:
 - 100 MS - You move 1 time each turn
 - 120 MS - You move 1.2 times each turn (6 times every 5 turns)
 - 150 MS - You move 1.5 times each turn
 - 180 MS - You move 1.8 times each turn
 - 190 MS - You move 1.9 times each turn
 - 200 MS - You move 2 times each turn
Because of this, negative decreases will have more significant impacts to how often you can move. 50 movespeed means moving 0.5 times a turn, half that of the base movespeed; However, +50 is moving 1.5 times instead of double the movespeed.
Modifying Movement Speed[edit | edit source]
These things directly modify a character's movement speed, changing the action cost of a single movement, and thus the number of movements the character may take per turn.
Name Type Movement Effect
Bounding boots.pngbounding boots equipment +15 movement speed while worn, along with increased sprint speed.
Dazed effect -10 temporary movement speed.
Dismembered (feet) effect -20 movement speed as long as the feet are dismembered. (penalty may vary depending on number of feet)
Greased equipment modifier -5 movement speed while worn.
Heavy Weapons without Tank type of equipment -25 movement speed while equipped.
Hobbled (short sword skill) effect -50% temporary movement speed for 16-20 rounds.
Hyper-elastic ankle tendons cybernetic implant +6 movement speed while implanted.
Interdictor.pnginterdictor enemy -10 temporary movement speed for each interdiction beam focused on the character.
Ironshank disease -8 to -80 movement speed. This penalty worsens the longer the character is infected.
Lovesick effect -5 temporary movement speed.
Magnetized boots.pngmagnetized boots equipment -5 movement speed while worn.
Motorized treads.pngmotorized treads cybernetic implant +150 permanent movement speed.
Multiple Legs physical mutation +8 to +53 permanent movement speed, depending on mutation level.
Nocturnal apex.pngnocturnal apex cybernetic implant +10 temporary movement speed while activated.
Prone effect -80 temporary movement speed until you stand up.
Rocket skates.pngrocket skates equipment +5 movement speed while worn.
Sandals of the riverwives.pngsandals of the river-wives equipment +5 movement speed while worn.
Skulk injector.pngskulk injector (in darkness) effect +25% or +40% temporary movement speed while active, depending on whether the user is a mutant or a True Kin.
Skulk injector.pngskulk injector (in daylight) effect -20% temporary movement speed while active.
Spring-loaded equipment modifier +5 to +10 movement speed while worn.
Ultra-elastic ankle tendons cybernetic implant +10 movement speed while implanted.
Yeshyrskin slippers.pngyeshyrskin slippers equipment +20 movement speed while worn.
Swimming in pools of 2000+ drams effect -50% when active
Wading in pools of _PHONE_ drams effect -20% when active
Additional Types of Movement[edit | edit source]
Beyond your movement speed attribute, there are many additional ways to change the speed at which you move, or cause you to move around without directly modifying your movement speed.
Some common examples include:
Modding[edit | edit source]
In XML and the game code, movespeed is stored as a penalty to the base movespeed. This means that it increases when negative numbers are added to the stat. Wishing for stat:MoveSpeed:0 will set the movespeed to the base 100. Setting movespeed to 0 requires wishing it to 100.


Mystery bird: Inca tern, Larosterna inca
This mystery bird comes with a bit of a twist: If you woke up on a beach and saw this bird, where in the world would you be? (includes video)
Inca tern, Larosterna inca (protonym, Sterna Inca), photographed at Bristol Zoo, England.
Image: Adrian Pingstone, September 2005 (public domain) [velociraptorize].
Question: This mystery bird comes with a bit of a twist: Instead of me telling you where this bird was photographed, you tell me! If you had been caught in a terrible storm before being shipwrecked, and then, whilst sitting on the beach, you spied this bird, where in the world would you be?
Response: This lovely seabird is a captive Inca tern, Larosterna inca, the only member of its genus. This bird is another species that I think of as a "flying fieldmark" because there is nothing else in the world that looks quite like it.
This species' range is restricted to the Humboldt Current, which is a cold, low-salinity oceanic current that flows north from the southern tip of Chile to northern Peru (South America). This is the largest ocean upwelling in the world, and it forms the basis for the world's richest and most productive marine ecosystem.
It is here where the Inca tern is found; nesting in hollows or burrows along the coasts of Peru and Chile and feeding primarily on small fish, particularly anchovies. If you saw this bird after being shipwrecked, you would know that you are somewhere on the western coast of South America.
Here's a video of a couple wild Inca terns at Pucusana near Lima, Peru, filmed on on 20 April 2011:
twitter: _USER_


Older Migrants and (Im)mobilities of Ageing: An Introduction
TitleOlder Migrants and (Im)mobilities of Ageing: An Introduction
Publication TypeJournal Article
Year of Publication2017
AuthorsCiobanu, RO, Hunter, A
JournalPopulation, Space and Place
Keywordsimmobility, migration, mobility, old age, older migrants, transnationalism
This guest editorial introduces a special issue entitled "Older migrants: (im)mobilities of ageing." The movement of people is a core concern of population geographers, and the last decade has witnessed a "mobilities turn." This literature has given much attention to younger people who move, but thus far has largely ignored people who migrate in later life, or whose previous migrations significantly shape their present experiences of ageing. The articles in this special issue address this lacuna, drawing on different categories of older international migrants to and from various European countries. More specifically, the special issue's ambition is to respond to 2 questions. What added value does the "new mobilities paradigm" contribute to the study of older migrants, who may have migrated long ago or be less mobile today than in the past? And conversely, what added value does studying oldermigrants contribute to the mobilities paradigm?While acknowledging earlier critiques of this paradigm, we contend that the mobilities perspective helps to elucidate the experiences of oldermigrants, through its insistence on the capacity formobility—whether physical, virtual, communicative, or imaginative—at diverse scales, including but certainly not limited to international crossborder moves. Mobility thus conceived is an important but neglected factor for older people to achieve better quality of life. We also argue that research with older migrants offers rich potential for refining the mobilities paradigm, for example, in terms of "mobility regimes" governing access to health care and social protection, to which older migrants may be particularly exposed.
Refereed DesignationRefereed


text:
the Universe with Photography
By the late 1800s, photography was changing the way astronomers
studied the Universe. The telescope had become a high-powered
camera that recorded images of objects on photographic plates.
These images were more accurate than hand drawings and revealed
objects and details far too faint for the eye to detect.
Astronomers would soon discover that the Milky Way was only
one of countless galaxies, each one a vast swirl of stars.

source: HuggingFaceFW/fineweb-edu


text:
What is The 90/90 Hip Lift?
The 90/90 Hip Lift is an integral and foundational exercise from the Postural Restoration Institute (PRI). It is often taught in the foundational courses from PRI, and it is often where many clients, patients, and athletes begin their PRI journey. As a practitioner, I find myself coming back to this piece quite often, as it allows me to see an individual's motor control in many specific areas and more.
The 90/90 Hip Lift is an exercise that begins in a supine position (on your back), with your feet on an elevated surface, and knees in a flexed (or bent) position.
Sometimes you can have something in between your knees, other times not. The following article will describe more beyond just the initial position. The execution of this movement may be the most underrated aspect of this exercise, as a well executed 90/90 Hip Lift can help teach foundational lessons for further exploration later on.
Background for Using This Exercise
There are lots of reasons why someone might want to use this exercise. Reasons may involve relieving a certain region of sensory pain, improving sensory awareness of the body, and perhaps improving injuries that are often re-occurring. More specifically, the science of postural asymmetry and its effect on the body is evidenced from the Postural Restoration Institute's multi-disciplinary approach.
At the end of the day, there are several internal and structural asymmetries that are present in the human body, along with hemispheric (or brain) asymmetries that can dictate varying function of the body. For example, there is a liver on the right side of the body, and the heart on the upper left side of the chest wall. Further, there are different attachments of the diaphragm, with the right crus of the diaphragm being stronger, broader and longer than the left diaphragm.
In the brain, there are different structures that are more neurologically active in the right vs left hemispheres. For example, Broca's and Wernicke's area are found in the left hemisphere for language production, but not in the right hemisphere. This has a great impact on asymmetry for communication and interpretation of language. (1)
With this said, the purpose of varying movements isn't necessarily to "eliminate" any asymmetries as a cause of this and be as perfectly symmetrical as possible, because this would need for you to move your heart, liver, re-arrange your physical brain, along with removing other key body parts, but rather understand and acknowledge the body's asymmetry with respect to performance on a daily or competitive level.
From a clinical perspective, I find myself utilizing the 90/90 Hip Lift from a foundational perspective, as it is often the first position that is introduced from a motor control position:
- It's easier to learn finer detailed movements, and adapt them from this position
- You can change multiple positions of limbs, such as legs in adduction/internal rotation or the opposite leg in abduction/external rotation, while still being in the base 90/90 Hip Lift position
- It's perhaps easier to feel and sense muscles activating
- It allows you to focus on breathing as well
Often I may progress from this 90/90 Hip Lift position to sidelying, seated, or even progressing to standing if it is necessary to do so.
Populations that May Benefit:
- Individuals who are placed into chronic positions (due to work, constant standing, etc.)
- Anyone looking to improve upon their body's musculature, particularly the hamstrings, abdominals, and gluteals
- Populations that find themselves "neurologically stuck" in an extended posture bilaterally
- Individuals who experience further symptoms secondary (or because of) a tight lower back, anterior hip pinching during squatting, or even hip discomfort during lunging, among other things
- Individuals who display excessive hip or femoral external rotation (barring osteoor bony adaptations), and are looking to improve hip internal rotation values
Instructions for the 90/90 Hip Lift
From the PRI manual verbatim
- Lie on your back with your feet flat on a wall and your knees and hips bent at a 90- degree angle.
- Place a 4-6 inch ball between your knees.
- Inhale through your nose and exhale through your mouth, performing a pelvic tilt so that your tailbone is raised slightly off the mat.
- Keep your back flat on the mat. Do not press your feet into the wall, instead dig down with your heels. You should feel the muscles on the back of your thighs engage.
- Hold this position while you take 4-5 deep breaths, in through your nose and out through your mouth.
- Relax and repeat 4 more times.
Understanding and Executing the 90/90 Hip Lift
It is my hope that if anything, you stick to the "algorithm" if you aren't comfortable moving beyond this level. However, this is my site, and I'd like to provide you with my interpretation of how to improve your execution of the 90/90 Hip Lift.
With Table A, there are 8 pieces that essentially need to take place before moving on. If they don't take place, can you really say you've achieved authentic muscular contractions in the correct manner?
- Can you say you've achieved a posterior pelvic tilt, if indeed you haven't achieved a posterior pelvic tilt without the hamstrings and obliques?
- Can you say you've achieved compression of the anterior superior and inferior ribcage if you haven't inhibited the pectoralis major/minor, and utilized the obliques and serratus anterior attachment on the ribcage?
- Can you say you've achieved an appropriate zone of apposition if you use accessory neck musculature to help with breathing, instead of the abdominals, thoracic diaphragm, and pelvic diaphragm?
Now, with the process of troubleshooting, it is definitely okay to miss key elements, because that is the point – you haven't learned the whole movement, so you'll be acquiring one piece at a time. It may in fact take 5-10 minutes (or even days, weeks, or months!) to teach the sensation of what posterior pelvic tilt means without using any musculature that does not contribute, for example.
One key item to not overlook is the bolded red mechanical action of ribcage compression on inhalation – the reason being that you don't want your ribcage to flare and expand upon inhalation, when you just achieved your position. This effectively loses the mechanical advantage that your internal obliques have on your ribcage and pelvis, along with utilizing the diaphragm to help improve upon thoracolumbar and ribcage positioning … which is the whole point of the exercise.
At the end of the day, learning the 90/90 Hip Lift will set the stage for greater stacking as we progress towards the 90/90 Hip Shift, and 90/90 Hip Shift with Integration.
So, if you only have 12.5% of Table A, that is fine, as long as you progress towards 25% the next time you practice it, then onwards to 37.5% while also retaining the original first piece to this puzzle in the process.
Cueing and Attention
A common denominator among many of these PRI activities is the attention to detail found in the movement itself, along with the execution of these exercises from the athlete's perspective.
When you have an activity that requires attention in more than one area, such as acquiring and maintaining sensation in hamstrings (back of your legs) and adductors (medial aspect of your legs) simultaneously, it quickly becomes apparent that some level of interoception, or a lesser-known sense that helps you understand and feel what's going on inside your body, is necessary. However, as a coach, how do you prioritize which piece of the movement to coach? How do you allow for ease of understanding? Is interoception detrimental towards performance (similar to internal attentional focus)?
Something familiar for coaches to recognize and coach is a back squat. At the end of the day, it is simple. It involves a level change (standing tall to sitting down) with a fixed torso (that does not fold nor bends during the movement), and there happens to be a barbell on your back. Initially it is as easy as that, but then eventually you'll need to pay attention to:
- Hand position
- High bar vs low bar
- Foot width and position
- Intra-abdominal pressure
- Visual gaze
… among many other nuances found in a wide variety of successful squatting.
However, despite all of these individual pieces that can be fine tuned in the back squat, how can any individual successfully back squat when there can be anywhere from 5 to 8 items to pay attention to in the squat?
This answer lies in the sensory processing and motor output associated with different movements and is analogously related to how the 90/90 Hip Lift can progress and advance beyond its simplistic nature.
Understanding Sensation and Sensory Processing
"… The nervous system extracts only certain pieces of information from each stimulus while ignoring others… Thus, we receive electromagnetic waves of different frequencies, but we see them as colors… Colors, tones, smells, and tastes are mental creations constructed by the brain out of sensory experience. They do not exist as such outside of the brain."(Kandel et al.) (3)
Writing a whole bit on perception in less than a paragraph would be a disservice since there are literally books upon books on the topic, so I'll save that document for another 3000+

source: openbmb/Ultra-FineWeb


text:
Special FeatureTravel Japan by Train
Japanese railways use a wide range of technologies, some developed in the age of steam, some futuristic. Which ones are used depends on the requirements of the specific situation. These two pages present four intriguing technologies: older techniques for safe rail travel in a land of steep mountains, and innovative railcars developed with the environment or cost-savings in mind.
Written by Takahashi Koki Photos by Hirota Izumi, Kawada Masahiro
Other photo credits: JR Hokkaido, Hakone Tozan Railway
Koumi is the world's first hybrid train to carry passengers on regular runs. JR East began operating it in July 2007 on the Koumi Line in the highlands of Nagano Prefecture. Its diesel engine generates electricity, which charges the batteries, which power the motor. The engine is quiet and the train is easy to control and maintain, but best of all it uses less energy. When the brakes are applied the engine stops working, and the braking energy is converted into electricity to give the batteries an extra charge. Compared to a conventional train with the same configuration, the energy savings are theoretically 20%, in practice 10%. The hybrid also emits far fewer noxious pollutants. JR East plans to take eco-friendly rail transport a step further, by developing a vehicle powered by fuel cells using hydrogen, which emit no pollution at all when used.


text:
Hill First Baptist Church is a small church that packs a big historical punch.
Located at the top of a steep stretch of road where North Pope Street meets Reese Street and counting less than 100 members, Hill First has a history that spans 145 years and includes highlights like being constructed from slaves that once were part of Athens Baptist Church, visits from Martin Luther King Jr. and Sr., and being the central meeting place for the Southern Christian Leadership Conference during the Civil Rights Movement.
To celebrate its 145th anniversary and its important part in Athens' history, the church will hear messages Sunday from Minister Ronnie Swoopes and Bishop James Washington that focus on remembering the past, embracing the present and anticipating the future.
"As a minister, I feel privileged to pastor a church that is a flagship church in our community, especially in terms of the African-American community," said the Rev. John D. Menefee of Hill First. "The church has a historical significance and was birthed at a time when blacks were just beginning to experience the freedom that we so often take for granted, and I think it's a privilege to pastor a church in the community that is a little slice of history."
The story of Hill First begins in 1830, when a group of Euro-American parishioners and their slaves started worshipping together at a Presbyterian church building. That church became Athens Baptist Church and is now known as First Baptist Church of Athens.
In those days, slave religion was taught with a cautious air in many cities due to the fear and controversy that surrounded the education of slaves. Although they were quoted passages from the Bible, many of the slaves did not know how to read and thus were unable to read the Bible themselves, which suited some owners who wanted their slaves to remain illiterate. The slaves worshipped outside of the church walls in slave quarters, or in the church but at separate services away from the white members.
During this period of time, most churches had Euro-American ministers that would direct slaves' Sunday services, but that was not the case at Athens Baptist Church. There, slaves were given autonomy to preach to their fellow slaves. On Sept. 5, 1846, Brother Glaskow was the first African-American minister to be ordained to preach the Gospel.
Athens Baptist Church explored the idea to create a house of worship for blacks separate from whites in April of 1857.
At this time, black members held a conference to request permission to build a church of their own.
Permission was granted, and on May 5, 1857, all of the church members, black and white, built the first church for black parishioners. The two churches shared their land and name until March of 1867, four years after the signing of the Emancipation Proclamation, when Hill First Baptist Church separated from the members of Athens Baptist Church.
Hill First was named in honor of its first minister, the Rev. Floyd Hill, who led the church without the ability to read or write.
He claimed that after a day of prayer in the woods, he had emerged with the ability to read. Hill never offered any other explanation for how he learned to read.
Since Hill's death on Oct. 18, 1888, only 24 ministers have served the congregation of Hill First: Pastor L.T. Smith, Pastor Gardner, Pastor Hall, Pastor A.B. Murden, Pastor L. H. Mills, Pastor J.T. Johnson, Pastor Gamble, Pastor J.H. Brown, Pastor M.L. Fambrough, Pastor W. H. Perry, Pastor A. W. Williams, Pastor McFadden, Pastor Q.L. Jones, Pastor O.M. Collins, Pastor Robert B. Hawk, Pastor William P. King, Pastor Amos J. Jackson, Pastor Prathous C. Land, Pastor Benjamin K. Willis, Pastor John Sherman Pelt, Pastor Ronnie Swoopes, Pastor Anthony Hudson, Pastor Benjamin G. Rivers and now Pastor John D. Menefee, Jr.
Other ministers who have graced the pulpit at Hill First are Hosea Williams, SCLC leader and founder of Hosea Feeds the Hungry, and William Holmes Borders, pastor of Wheat Street Baptist Church between 1937-88.
Noteworthy associate and affiliate ministers have been Minister Priscilla Bryant, the Rev. Renee Daniels, the Rev. Dr. Berry Rice, the Rev. Clifford Craft, the Rev. David Stanley, the Rev. Larry Blount, the Rev. Richard Haynes and the Rev. Lonnie Daniels.
The church currently is part of the Reese Street Historic District, but church member Misty Davis has been working with John Townsend, the church historian, to have Hill First recognized by the National Register of Historic Places.
"We are currently being considered for that," Davis said. "I have been a member of the church for the last year and a half to two years, and I have been really impressed by the connections (the church congregation has) with each other and the community."
With less than 100 members on record, the congregation has to work very hard to sustain the church.
"They are incredibly proud of the church and the fact that it has been able to be a viable member of the community for as long as it has," Davis said. "They are really happy that they have been able to sustain this church."
Going into the future, the church plans to apply for grants to expand its community garden so it can provide more healthy food to those in the community who are struggling financially.
The church also wants to be able to help people with chemical dependency and drug problems to rehabilitate their lives.
"Many churches and religious organizations have opened and closed their doors in the last 145 years, and we're very grateful to still be around, to still be able to be of service to the community," Menefee said. "We're very grateful that God has allowed us to see 145 years. I think it's a testament to God's faithfulness and to some of the people who have served in this church in the past who have allowed us to make it to this point."


text:
The reasons behind sub-networking date back to the early specification of
IP - where just a few sites were running on Class A network numbers,
which allow for millions of connected hosts.
It is obviously a huge traffic and administration problem if all IP
computers at a large site need to be connected to the same network:
trying to manage such a huge beast would be a nightmare and the network
would (almost certainly) collapse under the load of its own traffic
Enter sub-networking: the A class IP network address can be split up to
allow its distribution across several (if not many) separate networks.
The management of each separate network can easily be delegated as well.
This allows small, manageable networks to be established - quite
possibly using different networking technologies. Remember, you cannot mix
Ethernet, Token Ring, FDDI, ATM etc on the same physical network - they
can be interconnected, however!
Other reasons for sub-networking are:-
- Physical site layout can create restrictions (cable run lengths)
in terms of the how the physical infrastructure can be connected,
requiring multiple networks. Sub-networking allows this to be done in an
IP environment using a single IP network number.
This is in fact now very commonly done by ISPs who wish to give their
permanently connected clients with local networks static IP numbers.
- Network traffic is sufficiently high to be causing significant
slow downs. By splitting the network up using subnetworks, traffic that
is local to a network segment can be kept local - reducing overall
traffic and speeding up network connectivity without requiring more
actual network bandwidth;
- Security requirements may well dictate that different classes of
users do not share the same network - as traffic on a network can always
be intercepted by a knowledgeable user. Sub-networking provides a way to
keep the marketing department from snooping on the R & D network traffic
(or students from snooping on the administration network)!
- You have equipment which uses incompatible networking technologies
and need to interconnect them (as mentioned above).


text:
Since the 1930s, women have had an important role in documenting, preserving and celebrating Florida's diverse cultural heritage. March is Women's History Month, and in this podcast we will recognize and give voice to some of these women.
We begin with Eatonville native Zora Neale Hurston, who documented turpentine workers in Cross City, Florida as part of the Works Progress Administration's Federal Writers' Project. Through her essay "Turpentine," and field recordings, Hurston captured unique, first-hand accounts of day-to-day life in the turpentine camps, and the traditions that were an integral part of the workers' culture.
During the same time Zora Neale Hurston was conducting fieldwork in Florida, Sarah Gertrude Knott founded both the National Folk Festival and the National Folk Festival Association in 1934; among the earliest advisors for these endeavors was Ms. Hurston. In 1952, under contract from the Stephen Foster Memorial Commission, Knott organized the first Florida Folk Festival and formed the Florida Folk Festival Association. She also served as director of the first two Florida Folk Festivals in 1953 and 1954.
Succeeding Sarah Gertrude Knott as director of the Florida Folk Festival from _PHONE_ was "Cousin" Thelma Boltin from Gainesville. In addition to sharing her gifts as a storyteller, organizer and emcee, Cousin Thelma—a title earned from her familial rapport with festival participants—scouted the state for folk artists to recruit for the festival. With the help of Barbara Beauchamp, Boltin established the Florida Folk Festival in White Springs as a valuable institution for sharing and celebrating the state's varied traditions.
The success of the Florida Folk Festival brought the Stephen Foster Memorial Center a grant from the National Endowment of the Arts, and the Florida Folklife Program was instituted in 1976. Dr. Peggy Bulger was Florida's first State Folklorist, founding and administering the Florida Folklife Program from _PHONE_. She created a large body of fieldwork which laid the foundations for the Florida Folklife Collection, and instituted valuable outreach programs such as apprenticeships, educational videos and publications, workshops and exhibits. Dr. Bulger went on to serve as the Senior Program Officer for the Southern Arts Federation, and later as director of the Library of Congress' American Folklife Center.
With the establishment of the Florida Folklife Program came significant contributions from many other women. Working alongside Peggy Bulger was Brenda McCallum, who was instrumental in documenting and establishing contacts in Florida's communities. She also played an important role in developing the Florida Folklife Program Archive, and today the American Folklore Society awards a prize in her honor to institutions and individuals working with folklife collections. Tina Bucuvalas served as the State Folklorist from _PHONE_, though her work in the Florida Folklife Program dates back to 1986 with the Miami-Dade Folklife Survey. She currently serves as Curator of Arts and Historical Resources for the City of Tarpon Springs, and recently edited The Florida Folklife Reader.
The list of women who have been integral to the research, documentation and teaching of Florida's folk traditions continues with Lillian Saunders, Merri Belland, Doris Dyen, Nancy Nusz, Riki Saltzman, Jan Rosenberg, Debbie Fant, Andrea Graham, Laurie Sommers, Mary Anne McDonald, Teresa Hollingsworth, and Betsy Peterson. As part of the Florida Folklife Collection, the recordings in this podcast provide a unique look into to some of the methods, philosophies and motivations behind the work of folklorists.
This podcast features songs, stories, speeches and interviews from Zora Neale Hurston, Sarah Gertrude Knott, Thelma Boltin, Peggy Bulger, and Doris Dyen.


text:
On Earth Day, Digital Networks Turning Global Commerce a Brighter Shade of Green (SAP Ariba)
Kelly Barner is quoted in the following article published by SAP Ariba on April 19, 2019.
When Earth Day was first celebrated in 1970, its organizers envisioned a future where the nations of the world would band together to protect the environment. At the time, technological advancement was widely associated with the rapid industrialization of the developing world, contributing to smog, polluted waterways and toxic landfills.
Few might have predicted that 49 years later, technology would take the forefront in global efforts to achieve greener, more environmentally sustainable business practices across borders and industries. By opening up transparency among the millions of buyers and suppliers who engage in commerce every day, digital networks enable trading partners to gauge each other's adherence to Earth-friendly standards in their business operations.
Click here to read the rest of the article.


What is ubd.exe?
The genuine ubd.exe file is a software component of iCloud by Apple.
Ubd.exe is an executable file that belongs to Apple iCloud for Windows, a program that enables users to upload data from their Windows-based PCs to Apple servers. This is an essential process for Apple iCloud and should not be disabled. iCloud is a cloud storage service that offers users online storage space to for data such as documents, photos, and music. The data is kept on remote servers and can be accessed by any authorized iOS, Macintosh or Windows device, with the ability to share and send data to other users, and to old data if the Apple device is lost or stolen. Apple Inc. is an American company that develops consumer electronics, computer software, as well as online services. The company is known for its smartphones, tablet computers, personal computers, media players and smartwatches. Apple develops the OS X and iOS operating systems, the iTunes media player, the Safari web browser, as well as several dozen productivity suites. Apple was founded by Steve Jobs, Steve Wozniak, and Ronald Wayne in 1976, to develop and sell personal computers. The company is currently based in Cupertino, California, USA.
UBD stands for Universal Bridge for Desktops
The.exe extension on a filename indicates an executable file. Executable files may, in some cases, harm your computer. Therefore, please read below to decide for yourself whether the ubd.exe on your computer is a Trojan that you should remove, or whether it is a file belonging to the Windows operating system or to a trusted application.
Click to Run a Free Scan for ubd.exe related errors
Ubd.exe file information
Windows Task Manager with ubd
Ubd.exe process in Windows Task Manager
The process belongs to software iCloud or Apple by Apple (
Description: Ubd.exe is not essential for Windows and will often cause problems. Ubd.exe is located in a subfolder of "C:\Program Files\Common Files". The file size on Windows 10/8/7/XP is 59,240 bytes.
There is no information about the author of the file. It is certified by a trustworthy company. The application starts when Windows starts (see Registry key: Run, MACHINE\Run). The ubd.exe file is not a Windows system file. The ubd.exe file is a Verisign signed file. The program is not visible. The process can be removed using the Control Panel's Add\Remove programs applet. Ubd.exe is able to monitor applications. Therefore the technical security rating is 22% dangerous, however you should also read the user reviews.
Uninstalling this variant: If you have any problems with ubd.exe, you can also visit the [1][2] website or uninstall the program using the Control Panel ⇒ Uninstall a ProgramApple or iCloud.
Recommended: Identify ubd.exe related errors
Important: Some malware camouflages itself as ubd.exe. Therefore, you should check the ubd.exe process on your PC to see if it is a threat. We recommend Security Task Manager for verifying your computer's security. This was one of the Top Download Picks of The Washington Post and PC World.
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Best practices for resolving ubd issues
A clean and tidy computer is the key requirement for avoiding problems with ubd. This means running a scan for malware, cleaning your hard drive using cleanmgr and sfc /scannow, uninstalling programs that you no longer need, checking for Autostart programs (using msconfig) and enabling Windows' Automatic Update. Always remember to perform periodic backups, or at least to set restore points.
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The Business of Future Phones
Advances in technology are more prevalent and lucrative than ever. Phones that implement technology to support VR, new design and the scope to be more than 'just a phone' are increasingly in demand. So, what does future phone technology look like? Sensors may be the key to finding out.
future mobile phone
Photo by Justin Main on Unsplash
What Is A Proximity Sensor?
A proximity sensor is a sensor used to detect the presence of nearby objects. There are various kinds available online to suit the many possible applications. RS Components hosts several proximity sensors. Robust, reliable and incredibly powerful, they have been used in various industrial businesses for years.
Before, they were most commonly found in compressors, large turbines, and machines that relied on sleeve-style bearings. These sensors could detect any variation in movement between mechanical parts, often highlighting the need for repair.
Photo by Samuel Zeller on Unsplash
Now, these types of sensor are mostly known for their use in mobile phones. The technology industry is embracing the use of sensors to innovate how and why we use mobile telephones.
Sensors aren't technically a new feature for the IPhone. They have been used to activate and deactivate 'sleep mode' for some time, detecting if there is an object within close range. As an example, when the user is making a phone call, the handset automatically puts the screen into sleep mode, and this is due to a sensor detecting the user's ear.
apple phone
Photo by Matthew Kane on Unsplash
However, in August 2017, Apple filed a patent that described how they were planning to use the phone's pre-existing sensors to measure new types of information for health benefits.
They claim that the use of proximity sensors, in conjunction with light sensors and the camera can collect data that will be used to determine the health of the user. This will feed into their ongoing campaign for the Apple Watch, which has proven to monitor the user and encourage an improved, healthier lifestyle.
Missing cars keys could be one of life's more irksome obstacles. By using your smartphone as the key, Bosch hopes to stop you having to hunt the missing keys ever again.
President of Bosch's Automotive Electronics Division, Harold Kroger, spoke about the innovative system online.
"Perfectly Keyless, our digital vehicle access system, means that drivers will be able to do without traditional car keys. It's a great example of stress-free connected mobility."
With the vehicle identifying the driver's smartphone via on-board proximity sensors, there's no longer any need for a key. If you're concerned that you may be just as likely to lose your phone as you would a key, the whole system can be deactivated online.
This use of sensors highlights how by continuously developing technologies already in use, we can start to put bigger value on day-to-day objects. First a telephone, then a key, what else can the smartphone become using sensors?
Pioneers in virtual reality, Samsung have relentlessly strived to merge VR headsets with their smartphone releases. The technology juggernauts have manufactured and released a number of headsets to pair up with the Samsung Galaxy handsets. Sensors have a large part to play in how the two pieces of equipment work together to create a seamless VR experience.
To collect the relevant data and create a seamless experience for the user the headset uses various sensors working together including an infra-red camera, proximity sensors, ambient light sensors, and more. This means when the wearer moves their hand in front of the headset, this will trigger the cursor to move, or an action to be completed.
Wearables and virtual reality are in the forefront of future tech. But by harnessing the data collected by sensors, are they able to create that future.
Market Growth
Because the technology industry is embracing sensors to transform devices, the number of sales of sensors is becoming increasingly attractive to businesses owners.
business graph
Recent market analysis suggests that the popularity of sensors will continue to grow over the next couple of years, in correspondence with the rise of sensor use in tech fields.
For more industry updates, keep an eye on the latest business news.
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Programs Grades K-2
Grades K-2
Programs for grades K-2 are 60 minutes in length and can be combined together for a full day field trip experience. Each program connects to multiple curriculum standards and emphasizes inquiry.
River Discovery: Discover the Connecticut River and the plants and animals that make their homes along its shores. Students participate in activities identifying parts of the River, learning about its varied ecosystems and habitats, animals and plants. This program can take place at the Museum and at your school.
Curriculum Connections: heredity/evolution, structure/function, geographical space/place, interactions of humans and the environment, gather information from multiple sources, interpret information, read/respond, producing texts, applying language.
Living with the River: "Meet" the people who have lived along the Connecticut River, from the White Mountains to Long Island Sound, farmers to fishermen, city to small town. How does the River affect people's lives? Through hands-on activities, stories and gallery explorations, students will find evidence of different jobs, communities and experiences. This program takes place at the Museum.
Curriculum Connections: science & technology in society, structure/function, US history, humans & environment, local history, geography, human movement, economic systems, gather information, analyze & interpret information, read/respond, producing texts, applying language. For 2nd graders – add a second program to the day with a sail on the Onrust for an adventure on the River.
Big Birds of Winter: (Available February and March) Explore our Eagles of Essex exhibit as you learn about the biology and ecology of eagles, and other big birds along the River. Can you build an eagle's nest? How big is an eagle egg? Students will find out about raptors, gulls and why the lower Connecticut River Valley is the winter home for one of the largest groups of eagles on the East Coast. A spotting scope allows a close-up view of the most successful pair of eagles in the state! Can be a gallery program or combined with a boat tour on the River to observe eagles and other winter birds. This program can take place at the Museum or at your school.
Curriculum connections: heredity/evolution, earth's systems, structure & function, humans & the environment, gather & interpret information, read/respond, producing texts.
Schedule a Program
We recommend scheduling your program at least 2 months in advance. You can call _PHONE_, ext. 113 or email _EMAIL_. Please have ready school name, grade level, number of students, best school contact number and email, requested program, requested date (please give 3 dates), requested start time and end time.
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Epidemiology of Andean cutaneous leishmaniasis : incrimination of **Lutzomyia ayacuchensis** (Diptera: psychodidae) as a vector of **Leishmania** in geographically isolated, upland valleys of Peru
Faculty of Pharmaceutical, Biomedical and Veterinary Sciences. Biomedical Sciences
The American journal of tropical medicine and hygiene. - Baltimore, Md
, p. 607-612
The southernmost limit of the distribution of endemic Andean cutaneous leishmaniasis (CL), commonly known as Uta, is localized in the western Andean valleys of Ayacucho, Peru. This area is completely isolated from other regions endemic for this disease. Identification of the insect vector for Andean CL was carried out by combining entomologic and parasitologic approaches. Two Lutzomyia species were captured: Lutzomyia ayacuchensis and Lu. noguchii. The former species was considered responsible for transmission of Leishmania because 1) there was a coincidence in space and time between the presence of this insect and the distribution of Andean CL, 2) it was shown to be highly anthropophilic, 3) Leishmania parasites of the subgenus Viannia were detected by a specific polymerase chain reaction assay, 4) promastigotes isolated from this insect were shown by multilocus enzyme electrophoresis and molecular karyotyping to belong to the same deme of Leishmania (Viannia) peruviana as the one circulating in humans living in the study area, and 5) the complete cycle of L. (V.) peruviana was observed in experimental infections of Lu. ayacuchensis. Parasite and vector homogeneity found in Ayacucho contrasted with the heterogeneity reported for other areas endemic for Andean CL. The potential influence of ecologic determinants on this geographically isolated area is discussed.


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Hornyfqnz is an online slang dictionary that defines common texting and internet communication slang phrases. The name "hornyfqnz" is a mixture of the terms "horny" and "fun." It refers to someone who is entertaining and makes you want to have sex with them.
1)What does Hornyfqnz mean?
"Hornyfqnz" refers to someone sexually stimulated or interested in sexual action. The term frequently indicates someone seeking or engaging in sexual activity.
2)The meaning of Hornyfqnz
"hornyfqnz" refers to someone sexually stimulated or interested in sexual action. The term is frequently used to describe someone "turned on" or "horny" by another person. It can also refer to someone who is sexually attracted to another person.
- What exactly does hornyfqnz mean? It's a little mysterious, but we can make some educated guesses.
- The most likely reason is that it's a misspelling of "horny." This makes sense because "horny" is a slang term for sexually aroused.
- Another suggestion is that it's a play on the word "horny," with the "h" replaced by an "f" to sound more like the word "horn." This might be used to describe someone who is having an especially sexual mood right now.
- Whatever the case, we can be certain that "hornyfqnz" is a phrase used to describe someone who is sexually aroused. So, if you see someone using this expression, they are most likely trying to communicate that they are horny!
4)What is the meaning of Hornyfqnz?
Hornyfqnz is an abbreviation for someone sexually stimulated or interested in sexual activity. The term is frequently used to describe someone who is hornier than usual.
5)What does Hornyfqnz stand for?
- Hornyfqnz is an abbreviation for "Horny For No Reason." The phrase is frequently used to describe someone sexually aroused for no apparent reason.
- There are several reasons someone could feel horny for no apparent cause. They may be sexually dissatisfied and haven't had sex in a while. It could also be a symptom of an underlying medical illness, such as a hormone imbalance.
- If you're feeling horny for no apparent reason, there are a few things you can attempt to alleviate the urge. You can begin by masturbating. If that doesn't work or you're uncomfortable, try distracting yourself with other tasks. If the sensation persists, it is important to seek medical attention to rule out any underlying problems.


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The arrival at a name can be
an interesting chain of impulses, thoughts and experiences. This chain
started with an Internet article on the research of Thomas Bugnyar on the
intelligence of ravens. The raven Hugin was the best at finding food in
colored film canisters and Munin would come along and steal it from him. Hugin
developed a new deceptive strategy of faking a food discovery and, while
Munin was occupied with the false site, would double back and eat from the
real site, demonstrating an undocumented intelligence.
The names resurfaced in my reading of Bernard Cornwell's historical novel
of the ninth century Danish invasion of England, The Last Kingdom. There
he explains that Hugin and Munin are the ravens that sit on the shoulders
of Odin and fly out in reconnaissance each day. Interest up, I 'googled'
Norse mythology and found that Hugin represents thought and Munin
memory. I think this is Bugnyar's subtle humor -- memory as a mugger of
I felt I was nearing a name with the idea that the mind at its fullest
rests in the center of the feedback -- from thought and the future on one
hand, and from memory, experience and the past on the other.
The final link in
finding a satisfactory name came with the discovery in Terry Johnston's
account of the 1868 Battle of Beecher Island in Colorado Territory. He
mentions the wise old plains Cheyenne leader, Two Crows. Crows are smaller
cousins to the raven, but the name has a better fit for one


text:
Using static and non static synchronized method for protecting shared resource is another Java mistake we are going to discuss in this part of our series "learning from mistakes in Java". In last article we have seen why double and float should not be used for monetary calculation, In this tutorial we will find out why using static and non static synchronized method together for protecting same shared resource is not advisable.
I have seen some times Java programmer mix static synchronized method and instance synchronized method to protect same shared resource. They either don't know or failed to realize that static synchronized and non static synchronized method lock on two different object which breaks purpose of synchronizing shared resource as two thread can concurrently execute these two method breaking mutual exclusive access, which can corrupt status of mutable object or even cause subtle race condition in Java or even more horrible deadlock in java.
Static and non static synchronized method Java
For those who are not familiar static synchronized method locked on class object e.g. for string class its String.class while instance synchronized method locks on current instance of Object denoted by "this" keyword in Java. Since both of these object are different they have different lock so while one thread is executing static synchronized method, other thread in java doesn't need to wait for that thread to return instead it will acquire separate lock denoted byte.class literal and enter into static synchronized method. This is even a popular multi-threading interview questions where interviewer asked on which lock a particular method gets locked, some time also appear in Java test papers.
Bottom line is that never mix static and non static synchronized method for protecting same resource.
Example of Mixing instance and static synchronized methods
Here is an example of multithreading code which is using static and non static synchronized method to protect same shared resource:
here shared count is not accessed in mutual exclusive fashion which may result in passing incorrect count to caller of getCount() while another thread is incrementing count using static increment() method.
That's all on this part of learning from mistakes in Java. Now we know that static and non static synchronized method are locked on different locks and should not be used to protect same shared object.
Other Java thread tutorials you may like:


text:
How do we do it?
At Lauriston Nursery we believe that great learning happens naturally when children feel relaxed, safe and confident in their nursery, supported by adults with whom they feel a secure attachment. If children are able to form positive, happy relationships in the early years – this will ripple out to all areas of their life – including school.
Settling in and making a great start
Starting at nursery can be a very emotional time for children and parents. Whether a child is moving from another setting or if they have never left their main carers before we will always ensure that a child has all the support they need to feel settled and secure. At our nurseries, are assigned a key person before they start. This practitioner is dedicated to them during their settle in sessions and all early sessions until they are settled and happy. Children often need a cuddle, hug or someone to hold their hand during these early days and we believe that children should always be shown this affection and care at the start and throughout their time at our nursery.
The support of caring, experienced practitioners
Forming strong bonds and connection with adults is an integral part of a child's well-being in early childhood settings. Practitioners are dedicated to building their relationship with young children as soon as they start at nursery. Feeling safe, secure and having a strong attachment to adults allows each and every child to flourish. All of the practitioners at our nurseries are highly experienced, being trained with particular skills in emotional well-being. This allows for a unique understanding of each and every child. It also importantly means that practitioners are attuned to whatever support they need in that moment – whether that is an emotional hug or belief and encouragement in their skills and abilities.
Supporting emotions and big feelings
A child's ability to handle emotions and communicate how they are feeling is so important to their well-being now and in the future. At our nurseries practitioners validate a child's feelings, acknowledging them rather than silencing them. We help children express themselves by vocalising how they might be feeling, such as "I wonder if you a feeling cross/frustrated/worried right now?" Validating feelings and giving them the vocabulary to express themselves is one of the most effective ways to help a child who is feeling overwhelmed by their big emotions. We cannot always fix things but we can give our support and understanding and enable them to be better prepared to handle such feelings in the future.
Building self-confidence and resilience
At the heart of our approach is building a child's confidence, self-esteem and belief in their abilities. We encourage independence as soon as a child is ready for it. Children love the feeling that they can do something by themselves, master something and experience success. With little steps, we support this in all areas of learning, from preparing a snack to climbing a tree. Practitioners believe in every child's ability and will endeavour to support them in any way that they need. This also includes building resilience. Whilst more than anything we want children to be happy, we also know that life can sometimes be tough. We want children to be resilient and to face whatever challenges that come their way in the most positive way. Being able to handle emotions, understanding them in themselves and in others will give them the best opportunity for a happy life, from nursery, school and beyond.


December 1785. The family moved again to Northumberland, Pennsylvania where they had three more sons, Donald, Thomas, and Martin.
There were no records of Donald being licensed to practice medicine in either New York or Pennsylvania because there were no medical schools or licensing boards and in 1785, the Constitution of the United States had yet to be
1. They were 4th cousins. This information is from the late Roger Morris of South Africa via Marcia McIntyre of Australia.
2. 10th cousins from an unnamed Chief of Glenoe, who was the father of Patrick, 1st Camis-na-h-Erie.
3. As mentioned previously, Donald IV was never Chief, because he predeceased his father James (III).
4. Alexander James MacIntyre said Donald was inducted into Lodge St. John No. 50 of Inveraray at Damally in 1780. Duncan McIntyre of Australia has found that at that time, Lodge 50 was north of Stirling and not in Inveraray, and there is no record at this Lodge of Donald's induction. However, he did find a record of an induction in 1782 of a "D. McIntyre into the Lodge Canongate, Kilwinning, No. 2 in Edinburgh, where medical students were commonly inducted.
5. Professions would be considered physician, lawyer, minister, and usually for younger brothers, the military.
6. The research was by Duncan of Australia.
7. Long Island was originally a Dutch possession when Henry Hudson explored it for the Dutch East India Company.
8. Edinburgh Medical School was established in 1736 and was the first in the English speaking world with a real curriculum. It was considered the leading center of medical education when it was attended by Donald (IV). Among it's instructors was Dr. Alexander Munro, considered a master anatomist. He was succeeded by his son, who probably was Duncan's anatomy instructor in 1778, when he entered Edinburgh Medical School. This school supplied most of the leading physicians, researchers, and educators to the school in London and Dublin and the rest of the English speaking world, including the United States where the first small school was not established until 1807. The first physician to achieve fame in the United States was Ephraim McDowell, "a well-trained physician who had studied at Edinburgh Medical School" before beginning practice in on the Kentucky frontier. Dr. Donald MacIntyre was among those students of Edinburgh Medical School who preceded Dr. McDowell. Ref. Medicine, An Illustrated History, A. S. Lyons and R. J. Petrucelli, Pub. By H. N. Abrams, 1978.
ratified. In the 1790 Census, a Doctor Donald McIntire, a wife, three sons, and an adult female, were listed as living in Northumberland County, Pennsylvania. The adult female (not his wife) could have been a servant or possibly his sister Lucy, who had immigrated before she married. Donald's last son, Martin, was born only weeks before Donald died in 1792. The records for administration of his estate, describe Donald (IV) both as a yeoman and doctor. His grave, in Northumberland, Pennsylvania, has never been located. We know the Cognizances of the Chief were kept in the family and that their correspondence always referred to him with pride, as Doctor Donald.
In the first edition, Dr. Donald was listed as the 4th of Glenoe. This was based on the records available in 1977 and the fact that there were no records to the contrary or even a tombstone with a date. Subsequent research has revealed that, without question, Dr. Donald died in 1792, seven years before his father, James (III), and therefore, he never became chief. Two hundred years later, this fact almost prevented the recognition by the Lyon Court of his g-g-g-g-grandson, James (VIII) of Glenoe. The numbering system, which includes Donald as the fourth Of Glenoe, was probably started in 1901 by Duncan MacIntyre, (XIV) of Camus-na-h-Erie, in the only other published history of Clan MacIntyres.1,2 At that time, the birth and death dates were not clearly established and there was the added problem of the movement of the Chiefs back and forth across the Atlantic. In this, the second edition of Clan MacIntyre, A Journey to the Past, Dr. Donald will remain as Donald (IV) primarily to avoid confusion when making comparisons with the first edition, but also to indicate his pivotal role in bringing the chiefship from Scotland to the United States at the time of a significant moment in the history of western civilization. In any event, the numbering system of chiefs is somewhat arbitrary and there is no official system. However, it is the general custom for Scottish chiefs to be numbered according to their sequence in their list of clan chiefs, regardless of their name. Usually, the given name is not used but replaced with their title, e.g. Tenth of Glenoe. Even so, as mentioned before, Duncan (I) was not the first Chief of Clan MacIntyre, or even the first name identifiable as chief. He is called, "first", because he is the first to be in a legal document that connected him with Glenoe. It is also based on subsequent documents, which refer to his son Donald, as Second of Glenoe. We could have started with earlier dates and earlier Chiefs, if the information were authenticated and more complete. Duncan (I)'s grandfather, Duncan, is the first Chief for whom we can accurately identify a name.
In 1792, Dr. Donald MacIntyre died at about age thirty, and was buried in Sunbury, Pennsylvania. He was survived by his three sons, and Lady Esther, who died in 1823.
James, Fifth of Glenoe
James (V) was born in 1785 in Newburgh, New York State, United States of America. He was only seven years old when his father died. The family moved from Pennsylvania to Johnstown, New York, to be near their aunties (Catherine, Anne, Isabella, and Lucy). As mentioned before, James, heir apparent, did not become Chief upon the death of his father because his grandfather, James (III), was still alive at Glenoe. James, the younger, now replaced his father as heir apparent to his grandfather. When James (III) died in 1799, his grandson James, now age fourteen, became the Chief, and in deference to his father, Dr. Donald, he is styled, James (V). This the youngest age for any MacIntyre to become chief although James (III) was not much older at sixteen.
In 1806, seven years after the death of his father, James received a letter from his Uncle Duncan. Duncan told him he was leaving Glenoe and moving his family to Edinburgh. Although only 21 years old, James went to Scotland and arrived at Glenoe shortly after Duncan had departed.3 James left behind in the United States, his widowed mother, and three younger teenage brothers. This suggests that the family may have thought there would be improved educational and financial opportunities in Scotland or simply that it was his duty to return, whatever the cost. In a letter from James (V), written two years after his arrival in Scotland, he said he had been traveling and he was sympathetic to the economic distress of others, without mentioning any difficulties of his own. James (V) stayed at Glenoe off and on from 1806 until 1810.4 There is no evidence that he left Glenoe because of economic
1. The MacIntyres of Glenoe and Camus-na-h-Erie, by Duncan MacIntyre, Edinburgh, 1901.
2. For those who might compare this history with other histories, note that MacIntyres, A Clan History by Duncan McIntyre of Australia, has numbered the Chiefs in the technically correct order, excluding Dr. Donald as a Of Glenoe because he predeceased his father. Thus, in Duncan's history, James V, to be discussed next, is James (IV) in place of Donald (IV), and each succeeding Chief is accordingly numbered one lower.
3. It is an interesting coincidence that it was at age twenty-one that James' father, Dr. Donald, left Scotland to practice medicine in the United States, the same age James left the United States to live in Scotland.
4. Although the last direct connection between James (V) and Glenoe was in the letter of 1808 there are good reasons for selecting 1810 as the date that all connections were severed between the MacIntyre chiefs and Glenoe. 1810 was the year the lease was transferred from Duncan to another MacIntyre and it was the year that Mary MacIntyre, James (V)'s aunt, requested a pension from the Earl of Breadalbane in the name of MacIntyres of Glenoe. Thus, 1810 is probably the year that both James and Mary left.
hardship. The tacksman contract to farm Glenoe was transferred from Duncan (who had died in 1808) to a John MacIntyre who had previously shared in running the sheepfold and apparently thought he could make a go of it. James (V) must have had some financial success since he stayed in Scotland for twelve more years, married, and started a family.
A family story handed down through the generations says that James went back to Scotland to further his education, where his father and grandfather were educated in the professions.1 Whatever


tutorStudy Options
Vocabulary Quiz
somewhere • country • further out
crowded • outside
 1. He is mostly an dog, but when it's really cold he stays in the house.
 2. We need to find close to sleep tonight.
 3. The bus is usually when people are going to and from work.
 4. The city is very noisy for me because I grew up in the.
 5. Every year we move of the middle of the city.
Comprehension Quiz
Answer the following questions about the interview.
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102 A Million Dollars
Keith answers the questions, "What would you do with a million dollars?"
 - Transcript
 - Audio Notes
Probably somewhere near Tokyo.
'Somewhere' is a non-specific place. In the example, we are talking about a place near Tokyo, but we don't know the exact location. We can use this word to give a general location. Notice the following:
 1. Do you want to go somewhere with beaches for vacation?
 2. She lives somewhere near the post office.
Would you buy a house in the city or the country?
'Country' is the opposite of the city. It is a place where there are animals, trees, farms, rivers, and many other natural things. Notice the following:
 1. He lived in the country until he was 15 years old.
 2. On the weekends, we go to our house in the country.
further out
Well, a little further out of the middle of Tokyo.
If a place is a greater distance away from the middle of Tokyo then it is 'further out.' We use this word to talk about distance away from something important, like a city. Notice the following:
 1. Every day she swam a little further out from the side of the pool.
 2. I thought you lived further out than this.
Some place not too crowded.
If a place is 'crowded' it has a lot of people in it. Usually in crowded places it is difficult to move because of all the people. Notice the following:
 1. The bar was too crowded and there was no place to sit.
 2. I thought the concert would be really crowded, but there weren't a lot of people there at all.
outside dog
Well, maybe a dog, but an outside dog.
An 'outside dog' is a dog that lives outside of the house, maybe in a small dog house or a kennel. This would be a dog that could live in different types of weather, rain or snow. Notice the following:
 1. Because our dog is so big he has to be an outside dog.
 2. We have an outside dog to protect the house.


text:
LabVIEW front panel window.
- In the Getting Started window, select File»New VI or select Blank VI from the New section to create a new VI.
- Add a Waveform Graph indicator to the front panel. Double-click the Waveform Graph text label to edit the label. Change the name of the label to Signal Samples.
- Add a second Waveform Graph indicator to the front panel. Change the label to FFT Result.
- Switch to the block diagram and place a MathScript Node on the block diagram.
NOTE: You can enter commands in the MathScript Node in one of two ways. First, you can enter commands directly in the node. Second, you can import the script from an existing.m file.
- Copy and paste the following script into the MathScript Node:
You also can load and save scripts from.m files by right-clicking the border of the MathScript Node and selecting Import or Export from the shortcut menu.
The first command line in the previous script does the following:
- Calls the fft function to apply a fast Fourier transform (FFT) to an input vector called signalin.
- Calls the abs function to calculate the absolute value of the result of the fft function.
- Assigns the result to a variable called fftresult.
The second command line in the previous script assigns the fftresult variable to the first half of the data that is the result of the analysis of the previous line. The reason for this step is that the result of applying an FFT to a real-valued signal is symmetric, so it is common to examine only half of the result.
- Right-click the left side of the MathScript Node frame and select Add Input from the shortcut menu. Enter signalin in the input terminal to add an input for the signalin variable in the script.
- Right-click the right side of the MathScript Node frame and select Add Output from the shortcut menu. Enter fftresult in the output terminal to add an output for the fftresult variable in the script.
- Right-click the fftresult output terminal and select Choose Data Type»1D-Array»DBL 1D from the shortcut menu to specify the data type of the fftresult output variable.
- Add a While Loop to the block diagram so that the loop encloses all the elements on the block diagram, as shown in the following block diagram. The While Loop allows the acquisition and analysis in the code to run continuously.
- Right-click the conditional terminal of the While Loop and select Create Control to add a Stop button to the front panel.
- Add the Simulate Signal Express VI to the block diagram, inside the While Loop to the left of the MathScript Node. The Simulate Signal Express VI simulates acquiring data from a measurement device.
- Choose the following configuration options in the Simulate Signal dialog box and then click the OK button.
- Signal type = Square
- Frequency = 50 Hz
- Add noise = checked
- Noise type = Uniform White Noise
- Noise amplitude = 0.3
- Samples per second (Hz) = 10000
- Automatic = checked
- Connect the data output from the Simulate Signal Express VI to the Signal Samples graph to display the synthesized signal.
- Add a Convert from Dynamic Data Express VI to the block diagram. Click the OK button to choose the default settings for the VI and close the configuration dialog box.
The Convert from Dynamic Data Express VI converts data from the dynamic data type to a 1D array of scalars, which is a data type that the MathScript Node supports.
- Wire the output from the Simulate Signal Express VI to the input of the Convert from Dynamic Data Express VI.
- Wire the output of the Convert from Dynamic Data VI to the signalin input of the MathScript Node.
- Wire the fftresult output on the right side of the MathScript Node to the FFT Result graph terminal. The block diagram should resemble the following screenshot.
- Switch to the front panel and click the Run button to run the VI. LabVIEW displays the live signal in the graph on the left side of the front panel and the results of the analysis in the graph on the right side of the front panel.
- Click the STOP button and then switch to the block diagram.
- Add a Filter Express VI to the block diagram inside the While Loop.
- Choose the following selections in the Filter dialog box and click the OK button.
- Filter type = smoothing
- Moving average = Triangular
- Half-width moving average = 7
- Wire the output of the Simulate Signal Express VI to the Signal input of the Filter VI.
- Right click the Filtered Signal output of the Filter VI and select Create»Graph Indicator from the shortcut menu to create a waveform graph. This graph displays the filtered signal. The block diagram should resemble the following screenshot.
- Switch to the front panel and click the Run button to run the VI.
6. Using the MathScript Node, Part II
This section includes an example of building a more complicated VI that displays an RF antenna pattern for a dish antenna in linear (XY) and polar plots. The example shows how to build a custom user interface to add interactivity to an algorithm you define in a script in a.m file using a MathScript Node. The example adds a control input to set the amplitude/lambda input parameter of the algorithm.
Creating the User Interface
- Open a new VI.
- Add a knob control to the front panel. You can use this control to set the size and wavelength of the antenna.
- Change the name of the Knob control to Amplitude/lambda.
- Add an XY graph to the front panel. You can display the results of an application by using indicators, charts, and other graphical displays on the front panel of a VI.
- Add a polar plot indicator to the front panel. You can use this indicator to show the RF antenna pattern as a function of the angle.
- Switch to the block diagram and locate the controls and indicators you created on the front panel. Move the polar plot indicator and the XY graph to the right side of the block diagram, as shown in the following screenshot.
Adding a Script to a MathScript Node
- Add a MathScript Node to the block diagram.
- Copy and paste the following script into the MathScript Node. This script processes the gain of the antenna at different angles.
% Create angle vector in radians
theta = linspace(-pi/2,pi/2,1000);
u = 2*pi*a*sin(theta);
% initialize matrix
E = ones(size(u));
% Get index of non-zero values
i = find(u);
% Evaluate Antenna pattern equation
E(i) = pi*a^2*abs(2*besselj(1,u(i))./(u(i)));
% change theta to degrees units for polar plot
- Right-click the left border of the MathScript Node and select Add Input from the shortcut menu.
- Enter a in the input to add an input for the a variable in the script.
- Right-click the right border of the MathScript Node and select Add Output from the shortcut menu.
- Enter Out in the output terminal to add an output for the Out variable in the script. This variable represents the angle vector for plotting purposes.
- Right-click the Out output terminal and select Choose Data Type»1D-Array»DBL 1D from the shortcut menu to specify the data type of the Out output variable.
- Repeat the steps 5 through 7 for the E variable. This variable represents the gain output at different angles.
- Add a Bundle function to the block diagram to combine the X and Y components of the regular plot, as shown in the following block diagram.
- Add a For Loop to the block diagram.
- Place a Bundle function inside the For Loop.
- Connect the input and output terminals. The squares in the border of the For Loop indicate the loop is set to auto index, or process each input element separately.
- Right click the Polar attributes input of the Polar Plot VI and select Create»Control from the shortcut menu.
- Switch to the front panel and set the Amplitude/lambda control to 2. Configure the parameters of the polar plot to show a Log scale and display only the right half of the plot, as shown in the following front panel.
- Run the VI. The graph updates and then the VI automatically stops.
- Switch to the block diagram. Add an express While Loop that encircles all elements on the block diagram, as shown in the following screenshot.
- Run the VI. The results represent the gain of a dish antenna at different angles.
7. Related Links


problem 1-10
0 pts ended
The temperature profile at a location in water flowing over a flat surface is
experimentally measure to be T(°C) = 20+80e where y is the distance in meters (m) measured normal to the surface with y=0 corresponding to the surface. What is the value of heat transfer coefficient at this location? Assume that the thermal conductivity of water is k=0.62 W/(m*K)
Answers (0)


Preparing for Your Neighborhood Clinic Visit
The King County Bar Association, sponsor of the Neighborhood Legal Clinics, has posted a useful checklist for preparing to attend a session at one of their legal clinics. To make the best use of your time please:
1. Decide on the desired outcome or goal.
2. Schedule an appointment at a Neighborhood Legal Clinic.
3. Write a list of specific questions for the attorney.
4. Bring to the clinic appointment:
–Agreements or contracts (signed or proposed)
–Written rules or policies
–Court orders
–Court papers served on you or that you filed with the court
–All letters or emails to and from person or business with whom you have the disagreement
6. Identify all deadlines.
7. Tell the legal clinic volunteer about these deadlines.


text:
Carl E. Wieman,
Wendy K. Adams, and
Katherine K. Perkins
This item is a 2008 article in Science magazine that highlights research done by the Physics Education Technology Project on how students use interactive simulations to meet their learning needs. The article discusses research by the PhET project on the design and use of simulations in a variety of educational settings. Results indicate that concept mastery is measurably improved when students explore simulations in addition to traditional labs. In addition, use of simulations was correlated with higher student motivation and active involvement in the learning process.
The PhET project provides technology-based resources and information for physics education, most notably, simulations on a wide range of topics. The simulations are developed in conjunction with careful research to enhance their effectiveness as learning tools.
Metadata instance created
February 10, 2009
by Caroline Hall
July 8, 2010
by Lyle Barbato
Last Update when Cataloged:
October 31, 2008
This resource is part of a Physics Front Topical Unit.
Topic: Wave Energy Unit Title: Teaching About Waves and Wave Energy
A must-read article from Science magazine, this item summarizes the research efforts of the PhET project on the use of interactive simulations in the physics classroom. Results indicate that concept mastery is measurably improved when students explore simulated physical processes in addition to traditional labs. Use of simulations was also correlated to higher student motivation and active involvement in the learning process.
C. Wieman, W. Adams, and K. Perkins, PhET Research: Simulations That Enhance Learning, Science 322 (5902), 682 (2008), .
Wieman, C., Adams, W., & Perkins, K. (2008, October 31). PhET Research: Simulations That Enhance Learning. Science, 322(5902), 682-683. Retrieved May 23, 2013, from _URL_
%0 Journal Article %A Wieman, Carl %A Adams, Wendy %A Perkins, Katherine %D October 31, 2008 %T PhET Research: Simulations That Enhance Learning %J Science %V 322 %N 5902 %P 682-683 %8 October 31, 2008 %U _URL_
Disclaimer: ComPADRE offers citation styles as a guide only. We cannot offer interpretations about citations as this is an automated procedure. Please refer to the style manuals in the Citation Source Information area for clarifications.


text:
" with a woman regardless if it is his wife or a prostitute.
The idea of "one flesh" does not mean that the man is exclusive to that woman. It means that they join themselves as if married. This is true regardless of who the man does this with.
This is also clear in Ephisians 6:16-17 (NIV)
16 Do you not know that he who unites himself with a prostitute is one with her in body? For it is said, "The two will become one flesh." 17 But whoever is united with the Lord is one with him in spirit.
It is clear that many believers can unite with the Lord as many prostitutes can unite with one man.
Furthermore, in John Skinner's Genesis: International Critical Commentary (T & T Clarke, Edinburgh, 1930) p. 70, Skinner notes that the word for "flesh" here is synonymous for "clan" or "family group"--both in the Hebrew and Arabic. This word for "flesh", in fact, is the same word used here in Leviticus 25:49
An uncle or a cousin or any blood relative in their clan may redeem them. Or if they prosper, they may redeem themselves.
Clearly, there is no restriction of one man becoming an exclusive single flesh with a woman.
There are many other arguments that can be heard and answered at BiblicalPolygamy.com


text:
In order to act more decisively in case of an environmental incident, a policy support team that can quickly provide advice is desirable.
Responding to environmental incidents requires quick advice that takes the various factors involved and the impact on people, animals, the environment and food safety into account as much as possible. The former Dutch Ministry of Housing, Spatial Planning and the Environment formed the Policy Support Team for Environmental Incidents (BOT-mi) in 2005. BOT-mi is an interdepartmental group of experts that provides advice following the occurrence of environmental incidents. The team's advice is preferably based on the integrated assessment of the opinions of various institutes that can in some situations be contradictory.
RIKILT, which is part of Wageningen UR, contributes via the group of experts to:
- the optimisation of the organisation of BOT-mi
- the provision of joint advice on the risks resulting from environmental incidents
- the provision of joint advice on possible measures
- the expansion of knowledge on specific types of incidents in order to optimise future advice
The way in which BOT-mi is organised is continually developing. An example of this is the work carried out on the optimisation of the integrated website (ICAWEB). In addition, BOT-mi takes part in exercises and gives advice when incidents occur.
In a separate project, RIKILT conducts analyses by order of the Ministry of Infrastructure and the Environment (via the MOD). Depending on the type of incident, RIKILT performs a limited number of additional analyses in order to obtain more insight into the substances formed in fires and that form a potential risk to people and animals. This also involves the use of bioassays to detect any as yet unknown contaminants.
BOT-mi consists of a group of experts that can advise local government authorities following environmental incidents and fires. In order to carry out its role, the organisation must run and prepare optimally for incidents. This is accomplished through regular consultations, training courses and exercises. When incidents occur, advice regarding the situation is given in conjunction with other partners. In addition, a number of analyses can be carried out via this project to determine whether harmful substances have entered the food chain.


beginning of a pattern, and, as well as with '/' and '$', cannot be grouped inside parentheses. A '^' which does not occur at the beginning of a rule or a '$' which does not occur at the end of a rule loses its special properties and is treated as a normal character.
The following are illegal:
foo/bar$ foobar
Note that the first of these, can be written "foo/bar .
The following will result in '$' or '^' being treated as a normal character:
foo|(bar$) foo|^bar
If what's wanted is a "foo" or a bar-followed-by-a-newline, the following could be used (the special '|' action is explained below):
foo | bar$ /* action goes here */
A similar trick will work for matching a foo or a bar-at-the-beginning-of-a-line.
The advantage of %array is that you can then modify yytext to your heart's content, and calls to unput() do not destroy yytext (see below). Furthermore, existing lex programs sometimes access yytext externally using declarations of the form:
 extern char yytext[];
%% "zap me"
%% [ \t]+ putchar('' ); [ \t]+$ /* ignore this token */
If the action contains a '{', then the action spans till the balancing '}' is found, and the action may cross multiple lines. flex knows about C strings and comments and won't be fooled by braces found within them, but also allows actions to begin with %{ and will consider the action to be all the text up to the next %} (regardless of ordinary braces inside the action).
- ECHO copies yytext to the scanner's output.
- REJECT directs the scanner to proceed on to the "second best" rule which matched the input (or a prefix of the input). The rule is chosen as described above in "How the Input is Matched", and yytext and yyleng set up appropriately. It may either be one which matched as much text as the originally chosen rule but came later in the flex input file, or one which matched less text. For example, the following will both count the words in the input and call the routine special() whenever "frob" is seen:
int word_count = 0; %%
frob special(); REJECT; [^ \t + ++word_count;
%% a | ab | abc | abcd ECHO; REJECT;.| /* eat up any unmatched character */
- yymore() tells the scanner that the next time it matches a rule, the corresponding token should be appended onto the current value of yytext rather than replacing it. For example, given the input "mega-kludge" the following will write "mega-mega-kludge" to the output:
%% megaECHO; yymore(); kludge ECHO;
First "mega-" is matched and echoed to the output. Then "kludge" is matched, but the previous "mega-" is still hanging around at the beginning of yytext so the ECHO for the "kludge" rule will actually write "mega-kludge".
%% foobar ECHO; yyless(3); [a-z]+ ECHO;
{ int i; /* Copy yytext because unput() trashes yytext */ char *yycopy = strdup( yytext ); unput( ')' ); for ( i = yyleng - 1; i >= 0; --i ) unput( yycopy[i] ); unput( '(' ); free( yycopy ); }
An important potential problem when using unput() is that if you are using %pointer (the default), a call to unput() destroys the contents of yytext, starting with its rightmost character and devouring one character to the left with each call. If you need the value of yytext preserved after a call to unput() (as in the above example), you must either first copy it elsewhere, or build your scanner using %array instead (see How The Input Is Matched).
Finally, note that you cannot put back EOF to attempt to mark the input stream with an end-of-file.
- input() reads the next character from the input stream. For example, the following is one way to eat up C comments:
%% "/*" { int c;
for ( ; ; ) { while ( (c = input())!= '*' && c!= EOF ) ; /* eat up text of comment */
if ( c == '*' ) { while ( (c = input()) == '*' ) ; if ( c == '/' ) break; /* found the end */ }
if ( c == EOF ) { error( "EOF in comment" ); break; } } }
- YY_FLUSH_BUFFER flushes the scanner's internal buffer so that the next time the scanner attempts to match a token, it will first refill the buffer using YY_INPUT (see The Generated Scanner, below). This action is a special case of the more general yy_flush_buffer() function, described below in the section Multiple Input Buffers.
- yyterminate() can be used in lieu of a return statement in an action. It terminates the scanner and returns a 0 to the scanner's caller, indicating "all done". By default, yyterminate() is also called when an end-of-file is encountered. It is a macro and may be redefined.
int yylex() {... various definitions and the actions in here... }
%{ _TAG_ YY_INPUT(buf,result,max_size) \ { \ int c = getchar(); \ result = (c == EOF)? YY_NULL : (buf[0] = c, 1); \ } %}
If you do not supply your own version of yywrap(), then you must either use %option noyywrap (in which case the scanner behaves as though yywrap() returned 1), or you must link with -ll to obtain the default version of the routine, which always returns 1.
[^"]* { /* eat up the string body... */... }
\. { /* handle an escape... */... }
%s example %%
foo do_something();
bar something_else();
is equivalent to
%x example %%
foo do_something();
bar something_else();
Without the qualifier, the bar pattern in the second example wouldn't be active (i.e., couldn't match) when in start condition example. If we just used to qualify bar, though, then it would only be active in example and not in INITIAL, while in the first example it's active in both, because in the first example the example start condition is an inclusive (%s) start condition.
Also note that the special start-condition specifier <*> matches every start condition. Thus, the above example could also have been written;
%x example %%
foo do_something();
<*>bar something_else();
<*>.| ECHO;
BEGIN(0) returns to the original state where only the rules with no start conditions are active. This state can also be referred to as the start-condition "INITIAL", so BEGIN(INITIAL) is equivalent to BEGIN(0). (The parentheses around the start condition name are not required but are considered good style.)
int enter_special;
%x SPECIAL %% if ( enter_special ) BEGIN(SPECIAL);
blahblahblah...more rules follow...
%{ _TAG_ %} %s expect
%% expect-floats BEGIN(expect);
[0-9]+"."[0-9]+ { printf( "found a float, = %f , atof( yytext ) ); } { /* that's the end of the line, so * we need another "expect-number" * before we'll recognize any more * numbers */ BEGIN(INITIAL); }
[0-9]+ { printf( "found an integer, = %d , atoi( yytext ) ); }
"." printf( "found a dot );
%x comment %% int line_num = 1;
"/*" BEGIN(comment);
[^* * /* eat anything that's not a '*' */ "*"+[^*/ * /* eat up '*'s not followed by '/'s */ ++line_num; "*"+"/" BEGIN(INITIAL);
%x comment foo %% int line_num = 1; int comment_caller;
"/*" { comment_caller = INITIAL; BEGIN(comment); }
"/*" { comment_caller = foo; BEGIN(comment); }
comment_caller = YY_START;
%x str
%% char string_buf[MAX_STR_CONST]; char *string_buf_ptr;
\" string_buf_ptr = string_buf; BEGIN(str);
\" { /* saw closing quote - all done */ BEGIN(INITIAL); *string_buf_ptr = '\0'; /* return string constant token type and * value to parser */ }
 { /* error - unterminated string constant */ /* generate error message */ }
\\[0-7]{1,3} { /* octal escape sequence */ int result;
if ( result > 0xff ) /* error, constant is out-of-bounds */
*string_buf_ptr++ = result; }
\\[0-9]+ { /* generate error - bad escape sequence; something * like '\48' or '\_PHONE_' */ }
nbsp; *string_buf_ptr++ = ' ; \\t *string_buf_ptr++ = '\t'; \\r *string_buf


text:
A study in Canada cited by Alan Johnson when Education Secretary found that the introduction of tighter provincial restrictions on leaving school between 1920 and 1990 had helped in raising both average attainment and average incomes. The study found that students compelled to attend an extra year of school experienced an average increase in annual income of about 12%. It also found that compulsory schooling is closely associated with significant benefits.
Mike doesn't link to the study, but I suspect he means this pdf. And if he does, there's a problem, because it shows the exact opposite of what Mike and Alan Johnson would like. Here's page 17:
Average grade attainment is 0.24 points higher with a school-leaving age of 14 compared to a lower or no school leaving age...Raising the dropout age to 15 versus 14 exhibits an even larger increase in average grade attainment (0.63 points). However, the effect from increasing the limit age again to age 16 is negative. (emphasis added).
This is exactly what the law of diminishing returns predicts. If someone has little education, there's a decent gain from giving them more. But the more schooling they have, the smaller are the marginal gains from more of it.
Worse still, the paper suggests there might be negative spillovers from higher school leaving ages. It finds (table 2) that raising the leaving age to 16 has a small but significant negative effect upon students' chances of getting degrees. This is consistent with the possibility that forcing people to stay at school disrupts the learning experience for those who want to learn.
There might be a case for raising the education leaving age to 18. But it's not to be found in the paper cited by Mike or Alan Johnson. I hope this isn't supposed to pass for evidence-based policy-making.


text:
The Spirit of Enterprise:
The spirit of enterprise is one of the main characteristics of human potential that differentiates humans from other animals. Humans quite instinctively are born with an enterprising nature as an inherent part of their natural mindset.
That's how they took over the world and dominate it today over all other species.
Enterprise meant different things to different cultures depending on the geographical locations they lived in as well as different periods of time they belonged to.
Our Ancient Ancestors:
To our ancient ancestors about 50,000 years ago enterprise meant breaking out of the geographical boundaries of the African continent and spread all over the world including Europe and Asia, looking for better and easier ways to live.
It meant inhabiting as far as the interiors of Siberia falling under Tundra regions and as high as the towering plateaus of Tibet rightly said to be the roof of the world.
The spirit of enterprise guided humans in all the geographical locations to envisage systems in order to survive and execute them to maintain survival.
The Great Explorers:
The human enterprise set off to explore the geographical landmass when…
- Marco Polo left his native Venice, traveled further into Asia for 24 long years and wrote about paper money, eyeglasses and spaghetti.
- Magellan, the first navigator to cross the Pacific, was hacked to pieces by a tribe in the Philippines.
- Captain Cook mapped New Zealand and discovered Australia's east coast.
- Richard Francis Burton searched the source of the Nile and discovered Lake Victoria.
- Vasco da Gama sailed from Europe to Africa and from there to the great source of spices in India.
- Ibn Battuta travelled more than 73,000 miles and explored North and West Africa, South and Eastern Europe, South, Central and Southeast Asia along with the Middle East and China.
- Sir Ranulph Fiennes reached both poles and crossed the Antarctic and Arctic Ocean.
- Columbus discovered the new world telling humanity about Americas for the first time in the human history.
The Making of The USA:
It was not only about the individual explorers who were endowed with a spirit of enterprise to explore, but also about the entire chunks of populations who shaped the modern day world with their exclusive enterprise in the foreign land of America when they as the unfortunate have-not's in their motherland sailed off to the new uncharted territories to make it their new home in search of unexplored sources of wealth.
And today the United States of America stands as the richest nation in the world!
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text:
Off-campus UMass Amherst users: To download dissertations, please use the following link to log into our proxy server with your UMass Amherst user name and password.
Non-UMass Amherst users, please click the view more button below to purchase a copy of this dissertation from Proquest.
(Some titles may also be available free of charge in our Open Access Dissertation Collection, so please check there first.)
A history and test of planetary weather forecasting
A unique methodology for forecasting weather based on geocentric planetary alignments originated in ancient Mesopotamia. The method, called astrometeorology, was further developed by Greek, Arab, and Renaissance scientists including Ptolemy, Al-Kindi, Tycho Brahe and Joannes Kepler. A major 17th century effort to test the method in a Baconian fashion was made by John Goad. Building on the ideas of Kepler and Goad, I test an isolated component of the method, specifically a correlation between geocentric Sun-Saturn alignments and cold temperatures, using modern daily temperature data from New England, Central England, Prague and other locations. My hypothesis states there is a correlation, shown in daily temperature records, between cooling trends in specific regions and the geocentric alignments of the Sun and the planet Saturn. The hypothesis is supported by a number of tests that show lower temperatures on days when Sun-Saturn alignments occur, especially when near the equinoxes. The astronomy of this positioning suggests that tidal forces on the atmosphere may be part of a mechanism that would explain the apparent effect. The abandonment of planetary weather forecasting by the intellectual elite in 16th and 17th century Europe is next organized as a history and discussion. In the final section, applications of the methodology to climate cycles is explored, particularly in regard to a 1536-year recurring cycle of outer planets and a cycle of similar length found in climate records. In addition, an account of biological processes that are structured around astronomical cycles is presented. ^
Climate Change|Meteorology|History of Science
"A history and test of planetary weather forecasting"
(January 1, 2010).
Doctoral Dissertations Available from Proquest.


text:
An excerpt from _URL_ archives copyright © 2000 - 2013
Where did the German Niemi family come from? What is the German Niemi family crest and coat of arms? When did the Niemi family first arrive in the United States? Where did the various branches of the family go? What is the Niemi family history?
Spelling variations of this family name include: Niemi, Niemira, Niemiera, Niemcryc, Niemiryez, Niemeyer, Nirmiry, Niemirowicz and many more.
First found in East Prussia, where the name came from noble lines and gained a significant reputation for its contribution to the emerging mediaeval society. It later became more prominent as numerous branches of the same house acquired distant estates, some of which were located in other countries. Through the acquisition of these estates as well as their important contributions to society, the family successfully elevated their social status. In East Prussia they were related to the Polish Litwa Clan and seated in East Prussia in 1413, a territory which later became part of Poland.
This web page shows only a small excerpt of our Niemi research. Another 231 words(16 lines of text) covering the years 1501, 1612, 1659, and 1825 are included under the topic Early Niemi History in all our PDF Extended History products.
Another 27 words(2 lines of text) are included under the topic Early Niemi Notables in all our PDF Extended History products.
Some of the first settlers of this family name or some of its variants were: settlers who traveled to the New World and established themselves along the eastern seaboard of the United States, and Canada in the 18th and 19th centuries..
The Niemi Family Crest was acquired from the Houseofnames.com archives. The Niemi Family Crest was drawn according to heraldic standards based on published blazons. We generally include the oldest published family crest once associated with each surname.
This page was last modified on 23 September 2010 at 15:35.
houseofnames.com is an internet property owned by Swyrich Corporation.


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I have a jquery popup, which has a list of text boxes to insert phone numbers. The user can choose to add more text boxes if they want. Each time they add a text box, I am adding a jquery required validator like so:
$("_TAG_" + i).rules("add", {
 required: true,
 messages: {
 required: "Phone number is required."
On the line with the text box, there are multiple text boxes. I am trying to pipe all the errors to a div to the left of all the text boxes (1 div per row). Is there a way to tell the above validator where to display the error message?
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text:
A circular e-mail from my colleague George Wilmers:
Two economists have recently won the 2008 Arrow Prize in Economic Analysis and
Policy for a paper providing scientific evidence that (i) studying improves the learning outcomes of college students, and (ii) having a college roommate who plays video games adversely affects academic performance.
So now we can encourage our students to work with a clear conscience that,
statistically at least, we are not wasting their time.
The paper in the B.E. Journal of Economic Analysis and Policy