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Definition of domed
a. - Furnished with a dome; shaped like a dome.
The word "domed" uses 5 letters: D D E M O.
No direct anagrams for domed found in this word list.
Words formed by adding one letter before or after domed (in bold), or to ddemo in any order:
e - demode demoed g - dodgem l - molded o - doomed
Shorter words found within domed:
de demo do doe dom dome ed eddo em me med mo mod mode od odd ode oe om
List shorter words within domed, sorted by length
Words formed from any letters in domed, plus an optional blank or existing letter
List all words starting with domed, words containing domed or words ending with domed
All words formed from domed by changing one letter
Other words with the same letter pairs: do om me ed
Browse words starting with domed by next letter
Previous word in list: dome
Next word in list: domelike
Some random words: geanticline


Boston's first nickname dates to the early 19th century when the city was referred to as 'The Athens of America.' This moniker aptly expressed the young city's spirit of intellectualism and eager pursuit of knowledge. Today, Boston continues to demonstrate the prescience of this title as the region's universities, hospitals, and private enterprises play a leading role in the rapidly expanding field of life sciences.
With so much intellectual and monetary capital in the region supported by an unmatched labor force and academic pipeline, the Boston region is likely to be the country's life sciences leader for the foreseeable future.


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Hayseed's DIY Workshops: Backyard Livestock 101
Sun May 27, 10am, $30
Chickens are a great way to manage insect populations in your garden, fertilize soil and turn a compost pile… all while giving you the best eggs you've ever had. Rabbits help to turn vegetable scraps into great fertilizer and also make a high quality lean meat that has been enjoyed by people worldwide for ages. If their meat isn't of interest, they also make fabulous pets. In this class, learn all about the anatomy and behavior of chickens, nutrition, housing, and proper handling of chicks and adults! You'll also learn about rabbit care, different types of housing, handling and harvesting techniques. There will not be any live slaughtering demos, sorry! Students will leave with a choice of either a copy of Storey's Guide to Raising Chickens or Storey's Guide ro Raising Rabbits so that they can get started on their own backyard flock or colony.

source: HuggingFaceFW/fineweb-edu


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Jamie Hood, British Museum
As work on the Chiseldon Iron Age cauldrons progresses we are constantly making discoveries. Possibly the most exciting feature we have found so far is a decorated handle.
The decorated handle and section of rim came from a cauldron that had broken into several pieces during burial due to the weight of the overlying soil. Although we had used X-radiography to examine the handle fragment in its soil block before we began conservation, it was difficult to make out the surface due to the dense soil and corroded condition of the metal. This meant that when I was removing the soil I had to progress extremely slowly. However, it made discovering the decoration below especially exciting.
The decoration consists of three curved plates that have been riveted below the rim on either side of and directly beneath the handle. The additional plates were carefully made and are likely not only to have been decorative, but also served to strengthen the point where the handle is attached.
While the plates could represent abstract decoration they strongly resemble a cow's head, with the side-plates representing ears, the central plate a muzzle and the handle taking the form of boldly curved horns. Stylised decoration inspired by the shape of animals was not uncommon in the Iron Age and its association with feasting in this context is particularly relevant. However, decoration on cauldrons is extremely rare and this is a significant and exciting discovery.
To help with the interpretation Stephen Crummy, an illustrator from the Department of Prehistory and Europe at the British Museum, has been scanning the decorated handle with a laser to make a three-dimensional image which will show its shape far more accurately and aid in creating a virtual reconstruction of the vessel.
The Chiseldon cauldrons research project is supported by the Leverhulme Trust


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"An*thro*po*cy*ber*syn*chro*ni+*ci*ty n (fr Gk anthropos, man +cyber, governor + synchronicity, coming together in time) The study of the rhythmic aspects of the person-computer interface".
Autodesk Distinguished Fellow Joel N. Orr coined the term to describe "an area of person/machine interface research that is largely unexplored-- but holds great promise, especially for virtual reality. Untapped aspects of our being can greatly enhance the contact between people and computers. The secret: Rhythm. Human-scale rhythms--visual, auditory, and kinesthetic--can and should be incorporated into the design of effective computer systems".

source: openbmb/Ultra-FineWeb


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a. Cognitive: Deciding where is the most strategic place on the court to hit the overhead
B. Perceptual: Seeing what type of spin the ball has
C. Motor Skills: utilizing good footwork make tiny adjustments until the overhead has been hit
- Fine is more prevalent in this skill because tiny adjustments need to be made to ensure successful placement of and contact with the ball.
- Discrete is more prevalent because the tennis swing has a distinct start and stop.
- Tennis is external due to outside factors that could shift movement of the ball before contact with the racquet, such as wind.
- Overheads are a stroke done by a single person and, thus, they are individual.
D. Perceptual Motor Skills: seeing where the ball is and then moving to be in the ideal position to hit the overhead


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The Center for Workplace Productivity at Orchid is a unique and innovative approach to working with businesses. Our core belief is that strong executive function roots grow a flourishing company, from startups to the established company. By getting to know the internal working habits of our clients, we help them identify the potential pitfalls for failure in the early stages and expansion phase of their company's development, and teach them more effective habits to build their business. Using a curriculum based on sound psychological and executive function principles, we build relationships with our clients from the infancy stages, infusing expertise in executive functions into their DNA. Our approach is:
Consultation: Assessing the needs of the organization and the individuals that comprise the team using norm-referenced, reliable and valid measurement tools. Additionally, we conduct interviews and spend 1-1 time within the organization to learn the environment.
Education: Curriculum based interventions to address areas of need identified through the consultation phase.
Training: Group and individual sessions focused on the unique executive function needs and how to infuse them into the inner workings of the organizational group


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Promoting Green and Sustainable Schools in Pennsylvania!
"These award-winning schools serve as a model for all of Pennsylvania by incorporating innovative technologies and strategies to use resources effectively and efficiently,'' Corbett said. "I congratulate them.''
The schools are: Albert M. Greenfield Elementary School, Philadelphia School District; Broughal Middle School, Bethlehem Area School District, Northampton County; Nazareth Area Middle School, Nazareth Area School District, Northampton County; and Westtown School, Chester County.
Lower Merion School District, Montgomery County, was awarded the first-ever District Sustainability Award for applying energy conservation initiatives across multiple school buildings throughout the district.
Albert M. Greenfield Elementary School - School District of Philadelphia
School District Nominated was:
Additional Green Ribbon Schools Information:
Helpful GRS Resources - Helpful Links for GRS 2012-2013
Previous Year Winners!
Pathways to Green Schools...
This Pathways to Green Schools site is designed to provide school districts with helpful information in one location. It includes the latest information on state programs and grants available for your school, as well as best practices from districts around the state--where schools and communities are making investments that help conserve natural resources and reduce energy costs.
We believe that the entire educational experience should include green and sustainable practices. This includes the transportation to and from school, the buildings where our students learn, the energy being used in our schools, the food being served in our cafeterias, and the curriculum that is taught in the classrooms.
There are many ways that schools can become more green and sustainable, and each step forward is a step in the right direction.
We hope you will get started on the Path, and we look forward to hearing about your success.


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a wide variety of products. For information specific to Assistive Technology go to _URL_ Click on "Media & Technology" in the left column and then on "Assistive Technology and Special Needs." Audio Visual and computer equipment are located by clicking on "AV & Computer." For more information contact:
Jerry Cochrane, Coordinator
Iowa Educators Consortium
1120 33rd Avenue SW
Cedar Rapids, IA 52404
Phone: _PHONE_, _PHONE_
IEC Website: _URL_
Iowa Center for Assistive Technology Education and Research (ICATER)
ICATER is an assistive technology resource center located within the University of Iowa College of Education that serves the university, as well as communities throughout the state. The Center provides students with disabilities, parents, College of Education students, and education professionals hands-on assistive technology training, information, and materials. ICATER also conducts and collaborates on research projects, resulting in innovative methods and best practices of assistive technology usage. Through these training programs and research projects, ICATER impacts all students with disabilities by providing access to a variety of assistive technology devices, helping them accomplish their educational goals. Please contact us at _URL_


Viewing posts tagged debugging
Debug any of Drupal's PHPUnit tests in PhpStorm with a DDEV-Local Environment
Being able to execute, and step debug, Drupal's test using the PhpStorm UI makes it easier and more efficient to write tests for your projects. Learn how to configure PhpStorm to run Drupal's PHPUnit tests inside of a DDEV-Local environment using docker-compose and a remote PHP CLI Interpreter. This setup will work for both Drupal core and your custom code.
Learning to Debug: Stop Thinking and Look
Debugging is a discipline that requires patience, and a fervent attention to detail. In the often times fast paced world of software development, when we're faced with deadlines, and an ever growing list of new features to add, and bugs to resolve, it can be a difficult to slow down and proceed in a meticulous, measured fashion. When it comes to solving difficult problems though, this fastidious approach is exactly what's required to locate, and resolve, a problem's root cause.
Learning to Debug: Stop Making Assumptions
Here's an example of an assumption; The sun will rise tomorrow. An assumption is something that is accepted as true or as certain to happen, without proof. This kind of thinking, while convenient, is prone to concealing facts, and troublesome when debugging code. This article defines what an assumption is, and provides some techniques for helping to eliminate them during debugging.
Using A Remote Debugger With CasperJS and PhantomJS
Earlier this year, my colleague wrote about how we've started using CasperJS at Lullabot to perform regression testing. I didn't have much chance to dig into it until recently, when we decided to implement some tests for Drupalize.Me. So far, I'm really enjoying CasperJS—except when something in my test simply doesn't work, and I spend hours asking CasperJS to take screenshots using console.log(), trying to discover what's happening. Fed up with this process, I wanted a debugger...
Careful With That Debug Syntax


3 Kg. Their vision is astonishing; one comparison suggests that they can see unaided as well as we see with powerful binoculars. The oldest verified eagle in Maine was 32 years and 11 months old!
Seeing their numbers recover is inspiring, but I have mixed emotions: the heron colony on my land has been abandoned, most probably because of the threat to the nests, eggs and young from the circling eagles.
PS: Many countries have chosen eagles as their national symbol, including Albania, Austria, Mexico, Montenegro, Philippines, Poland, Romania and the USA. I think the Mexican Golden Eagle is my personal favorite, partly because of the charming prickly pear cactus it is perching on.
PPS My friend Mary Pearce has explained the story behind the Mexican seal. Apparently the Aztecs, guided by the prophecies of Huitzilopochtli (the god of the sun and war), ended their migration from farther north by building Tenochtitlan (now Mexico City), on an island in a lake where an eagle held a snake perched on a flowering nopal (prickly pear) cactus.


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In his book, Living Originalism, Jack Balkin proposes what he calls the "interaction theory" of the original semantic meaning of the word "commerce" in the Commerce Clause. He claims that "commerce" meant "social interaction." In this article I show why this theory is wrong due to errors of commission and omission. Balkin is wrong to reduce "commerce" to "intercourse," "intercourse" to "interaction," and "interaction" to "affecting." This triple reduction distorts rather than illuminates the original meaning of "commerce." And Balkin omits from his discussion the massive amounts of evidence of contemporary usage—along with dictionary definitions of "intercourse"—establishing that "commerce" referred to the trade or transportation of things or persons, and did not include such productive economic activity as manufacturing or agriculture, much less all social interaction. In this article, I also reply to Balkin's criticisms of my book, Restoring the Lost Constitution. I show how his heavy reliance on Gunning Bedford's resolution in the secret Philadelphia convention is misplaced in a discussion of the original meaning of the Commerce Clause.
2012 U. Ill. L. Rev. 623-667
Scholarly Commons Citation
Barnett, Randy E., "Jack Balkin's Interaction Theory of "Commerce"" (2011). Georgetown Law Faculty Publications and Other Works. 626.


Milagro Sativa oil
Hemp benefits, facts and MAINSTREAM: where does it all come from?
Hemp: where does it all come from?
Hemp and CBD products are now in the mainstream. They are available on the high street and from
online retailers. As more and more people recognise the benefits of these products, and as the range
of available products increases, there's an interesting question at the back of many people's minds
Where does it all come from?
Hemp: where does it all come from?
Hemp seems exotic but, in fact, it grows well in the European climate. Despite hemp's mainstream
with the cannabis plant, it has many recognised benefits, also performing well in terms of
sustainability and environmental responsibility. Hemp production in the UK is on the increase but is
still small, with approximately 1000 hectares currently growing – compared to 33,000 hectares
under cultivation across the rest of Europe, including France and the Netherlands.
Despite the small amount of hemp currently grown in the UK, production in this country is set to
increase. There is a steady growth in the understanding of hemp-derived CBD, and hemp has many
industrial uses too.
Hemp: where does it all come from?
This is not new: in the sixteenth century it was essential for making ropes and
sails, and Henry VIII made it mainstream for larger farms to dedicate land to growing hemp. Today, the
plants and seeds can be used in animal feed, and the fibres can be used as effective insulators and
building materials. Hemp fibres can be woven into a soft durable fabric too – the famous Tilley hat,
so beloved of cricketers and adventurers, now comes in a very fine hemp version.
Hemp: where does it all come from?
Currently, hemp grown in the UK is only rarely used for the extraction of CBD. Unless grown with a
Home Office licence permitting production for medical testing, hemp may only be grown in the UK
to use the leaves and stalks for industrial purposes. This means that CBD oils and other CBD
enhanced products for human consumption, currently come from other countries. Nearly all CBD
products for the UK currently come from the USA and Europe.
Hemp: where does it all come from?
There are signs that things
will change – earlier this year Lincolnshire based Bridge Farm was sold to the US private equity fund
Artemis Growth Partners for about $81m (£66m). Bridge farm is licensed to grow hemp for medical
research purposed and for export. While this has little impact on domestic CBD production, it shows
real confidence in UK hemp and CBD production and it may provide a hint as to future relaxation.
But change will be slow. For the foreseeable future, expect your high-quality CBD to come from
Holland, France or the US.
History mainstream facts and benefits
Europe and the US, however, are not the only sources of hemp or CBD. By mainstream, the six biggest
producers of hemp are China, Canada, USA, France, Chile and North Korea. Production tends to be
for mixed purposes, and it is difficult to be clear as to how much of the world's crop is primarily for
CBD. Many producers grow it for the fibres which make good textiles; it uses only a fraction of the
water required to produce a similar weight of cotton. Nevertheless, the global increase in hemp
cultivation does include increased production for CBD. At a time when the whole world's economy
needs a boost, the UK is missing an opportunity.
That's all about history mainstream facts and benefits.
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Precondition should be a noun, if it is a single word, or begin with a noun if it is a short sentence.
Resonance: In physical systems, classical (or mechanical) resonance refers to the phenomenon that a system can oscillate with larger amplitude at some frequencies than at others. These are known as the system's resonant (or resonance) frequencies. At these frequencies even small external forces that are applied repeatedly can produce large amplitude oscillations, which may seriously damage or even destroy the system.
Resource (as aspect): A Resource is something that is needed or consumed while a function is carried out. A Resource can represent matter, energy, information, competence, software, tools, manpower, etc. Time can, in principle, also be considered as a Resource, but since Time has a special status it is treated as a separate aspect. Since some Resources are consumed while the function is carried out and others are not, it is useful to distinguish between Resources on the one hand and Execution Conditions on the other. The difference is that a while a Resource is consumed by a function, so that there will be less of it as time goes by, an Execution Condition is not consumed but only needs to be available or exist while a function is active. The difference between a Precondition and an Execution Condition is that the former is only required before the function starts, but not while it is carried out. The description of a Resource (or an Execution Condition) should be a noun, if it is a single word, or begin with a noun if it is a short sentence.
Simple description of Output variability: The simple description of the possible variability of the Output from a function comprises two dimensions:
The Output can vary with respect to time, being either too early, on time, too late, or omitted (not occurring at all).
The Output can vary with regard to precision, being either precise, imprecise, or acceptable.
Snowflakes: 'Snowflakes' are a nickname for FRAM hexagons. The name is based on the similarity between the graphical representations. The idea of a non-linear development was also initially communicated by using an avalanche as an analogy. Today, the'snowflake' reference is, however, considered obsolete and potentially misleading, and should therefore be avoided.
Stochastic resonance: Stochastic resonance can be defined as the enhanced sensitivity of a device to a weak signal that occurs when random noise is added to the mix. The outcome of stochastic resonance is non-linear, which simply means that the output is not directly proportional to the input. The outcome can also occur – or emerge – instantaneously, unlike classical resonance which must be built-up over time.
System: Systems are usually defined with reference to their structure, i.e., in terms of their parts and how they are connected or put together. Common definitions emphasise both that the system is a whole, and that it is composed of independent parts or objects that are interrelated in one way or another. Definitions of this type make it natural to rely on the principle of decomposition to understand how a system functions, and to explain the overall functioning in terms of the functioning of the components or parts – keeping in mind, of course, that the whole is larger than the sum of the parts. It is, however, entirely possible to define a system in a different way, namely in terms of how it functions rather than in terms of what the components are and how they are put together. From this perspective, a system is a set of coupled or mutually dependent functions. This means that the characteristic performance of the system – of the set of functions – cannot be understood unless it includes a description of all the functions, i.e., the set as a whole. The delimitation of the system is thus not based on its structure or on relations among components (the system architecture). An organisation, for instance, should not be characterised by what it is but by what it does. Neither should it be characterised by the people who are in a given place (on the organisation chart or in reality) but by the functions they performs. One consequence of a functional perspective is that the distinction between a system and its environment, and thereby also the system boundary, becomes less important, cf., the distinction between of foreground and background functions.
Task: the formal description of work as it expeted to be carried out. According to the Shorter Oxford Dictionary, a task is "any piece of work that has to be done," which is generally taken to mean one or more functions or activities that must be carried out to achieve a specific goal. The origin is in French ergonomics in the 1950s, where a distinction was made beween task (tâche) and activity (activité). The task corresponds to the formal description of work (checking out a customer at a supermarket, taking a blood sample in a hospital, starting up a coal-fired power plant). The activity corresponds to the description of how the task is carried out in practice. Task and activity thus corresponds to work-as-imagined (WAI) and work-as-done (WAD). A task is usually described in a specific order or organisation as the result of a task analysis, which is the study of what people, individually and collectively, are required to do to achieve a specific goal, or, simply put, as who does what and why. A task usually comprises a number of steps and/or sub-tasks, hence a number of functions.
Time (as aspect): The Time aspect of a function represents the various ways in which Time can affect how a function is carried out. Time, or rather temporal relations, can be seen as a form of Control. One example of that is when Time represents the sequencing conditions. A function may, for instance, have to be carried out (or be completed) before another function, after another function, or overlapping with – parallel to – another function. Time may also relate to a function alone, seen in relation to either clock time or elapsed time. Time can also be seen as representing a Resource, such as when something must be completed before a certain point in time, or within a certain duration (as when a report must be produced in less than a week). Time can, of course, also be seen as a Precondition, e.g., that a function must not begin before midnight, or that it must not begin before another functions has been completed. Yet rather than having Time as a part of either of the three aspects of a function – or indeed, the four since it conceivably could also be considered as an Input – it seems reasonable to recognise its special status by having it as an aspect in its own right. The description of a Time aspect should be a noun, if it is a single word, or begin with a noun if it is a short sentence.
The description of a Time aspect could also be one of the commonly used descriptors of a temporal relationship [Allen, J. F. (1983). Maintaining knowledge about temporal intervals, Communications of the ACM, 26(11), 832-843].
Upstream functions: An upstream function is defined in a similar way as a downstream function (q.v.) as a function that – in a given instantiation – happens before other functions, and which therefore may affect them. The notion of upstream function is relative rather than absolute.


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A trained early childhood professional, Daniel's training sessions in the early years come from an appreciation and understanding of theories and play and are driven by research and practice exploring what that means for children in the twenty-first century. He offers a measured and purposeful approach to using technology in early years learning environments.
Digital technology and early years
In this workshop Daniel works with your team to consider the importance of offering judicious and appropriate play-based learning experiences using technology in early learning environments. It is an opportunity to unpack the opportunities and challenges that come with incorporating new technologies for children to use in the program. The session will include content about how to use technology with children for a range of purposes and offer a breadth of practical examples for those at all levels of experience with digital technology. (General audience, 1.5hours)
How can I use tech & tablets in early years
A hands on three hour session where Daniel gives a context for the use of technology in the early years through demonstrations and hands-on activities where people share apps, explore how to use tablets, projectors, cameras and digital microscopes in play-based learning environments. The focus will be to support participants to bring their play-based and child development theory to developing and designing experiences for children using technology. (Practice focus, 2-3 hours)
Screens, children & managing IT together
A dynamic information session with facilitated discussion/Q&A for parents to help them understand the latest research and thinking related to children and technology. Daniel also provides a range of strategies parents can use to not just manage screen time, but also how parents can support children's learning and development with technology. This session will leave parents feeling empowered and more secure in the role technology should play in young children's lives. (For parents, 1-1.5 hours)


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The Annales School: An Intellectual History
A new approach to the study of history emerged in France in the late 1920s around the history journal Annales d'histoire économique et sociale. The Annales school, as it came to be identified, grew to be the preeminent twentieth-century movement in historical scholarship. Its bold agenda of a "total history" embracing all the social sciences captivated historians worldwide. Numerous Annales historians have gained international reputations, among them the "founding fathers," Marc Bloch and Lucien Febvre, as well as Fernand Braudel, Emmanuel Le Roy Ladurie, François Furet, Philippe Ariés, Jacques Le Goff, and Georges Duby.
In The Annales School, Andre Burguiére explores the origins and evolution of this group that still widely influences the study and teaching of history. Intimately involved in all of the publishing decisions and direction of the Annales since 1969, Burguiére is uniquely well qualified to write this intriguing story. Drawing on firsthand experience and his own training as a historian, he offers fascinating portraits of the key figures of the movement. He deftly addresses such matters as the complicated relationship between Bloch and Febvre, the engagement of the Annales school with other historical currents such as microhistory and social anthropology, and the school's gradual shift from the socioeconomic to the sociocultural. He also steps back to assess the long-term contributions—and failures—of the Annales school.
Burguiére's account of the Annales school, the first by an insider, is a major contribution to the study of French intellectual history during the twentieth century, when French thinkers played a large role in developing new approaches to the social sciences.
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Portrait of a Review
The Notion of Mentalities
The Labrousse Moment
From Total History to Global History
Passing of the Comet
Must We Be Done with Mentalities?
Return to the Political


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Installing solar panels on the roof of buildings has become very en vogue recently. But in a few years charging up your home might be cheaper and easier than ever.
The Norwegian company EnSol AS has developed a thin, transparent solar film that can be sprayed onto windows and other surfaces, rendering them able to absorb the sun's energy just as efficiently as solar panels.
The special coating consists of metal nanoparticles suspended in a clear chemical compound, and could potentially be added to new building materials during their manufacturing process, or even to the roofs of electric cars. The company hopes to have this miraculous spray commercially available by 2016.


Calculating polygon areas in QGIS?
 - How do I calculate areas of an area shapefile in square meters or in acres (ha)?
 I didn't find that functionality in the vector tools.
 - Stev_k
 Stev_k Correct answer
 8 years ago
 Make the layer editable, then use the field calculator (Layer>Open attribute table>Field Calculator/Ctrl+I or right click shapefile>Open attribute table>Field Calculator/Ctrl+I). There is an operator "$area" that will calculate the area of each row in the table. All units will be calculated in the units of the projection, so you probably want to project it to a projection that uses feet or metres before doing that, rather than lat/lon.
 In current versions of QGIS if your data is in a Geographic CRS you can use the function transform() to project the geometries to a projected system (Preferably an equal area one) without the need to duplicate your data. In the Field calculator, something like this should work: area($geometry, 'EPSG:4326','EPSG:3763')
 _USER_: Do you mean 'area(transform($geometry, 'EPSG:4326','EPSG:3763'))'?
 _USER_ yes, my mistake.
 - This can also be done with Vector|Geometry Tools|Add/export geometry columns, which creates a new shapefile with area and perimeter (or length) columns added.
 Edit: (using the tool above, you can also unselect "save as new shape-file" in V1.8, the shapefile is now only updated!)
 Using the field calculator is probably a better idea, though, as it doesn't require the creation of a new shapefile.
 You can't change the attributes of the shapefile without enabling editing first, (calculating area counts as editing the attributes, you are adding a new column). Keep in mind that all units will be calculated in the units of the projection (meters bu default), so you to re-project it to a projected coordinate system first.
 - I wrote a script specifically for this. If you don't want to reproject your data, you can compute the area using ellipsoidal math.
 Processing Toolbox -> Tools -> Get scripts from on-line scripts collection -> Ellipsoidal Area
 You will find the script installed in Processing Toolbox -> Utils -> Ellipsoidal area
 The tool should be self explanatory and will allow you to calculate area in units of your choice regardless of projection.
 Can you give better example as code?
 - If the areas you are looking at are liable to change, such as looking at infrastructure layouts, catchment areas, study areas etc, I find it useful to simply label the areas, instead of adding them as attributes.
 Label-> round($area/10000,2)||' ha'
 This way you don't need to remember to update the catchment areas in the attribute tables as often.
 won't this save your values as strings? I would advise against saving numerical data as strings and instead include the area unit in the field name.
 - If not getting very accurate area calculations does not bother you (or if you do not want to play with different options in the field calculator as mentioned by some of the answers and comments above), in the current version of QGIS (i.e., QGIS 3.12) there is an easy way to deal with this. Go to "Project >> Properties >> General" and change the units for distance and area measurements. Now $area in the field calculator automatically transform the CRS for area (and for other geometric calculations if that matters).
 However, I personally recommend doing the method by _USER_ as it will give you more accurate results. Though you have to do a little search that what will be the 3rd parameter of transform function, i.e., most suitable CRS for your area of interest and its units.
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thoughtful - definition and synonyms
Your browser doesn't support HTML5 audio
 1. 1
 Caroline is such a thoughtful young woman.
 'I brought you some tea.' 'That's very thoughtful of you.'
 2. 2
 thinking seriously about something
 1. a.
 used about someone's face or expression
 Her face took on a thoughtful expression.
derived word
noun [uncountable]


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The Power of Patterns in Photoshop
By Linda Sattgast
To follow along, download the DS Journaling Lines pattern. After downloading, you'll need to unzip it. On a Mac, double click on the zip file. In Windows, right click on the file and choose Extract All.
Photoshop Patterns can be quite powerful, IF you know how to use them. Here are all the basics, including some little known facts about patterns.
Create a Pattern Adjustment Layer
- On the Layers panel, click on the Adjustment Layer icon and choose Pattern. Your selected document will fill with a pattern and a dialog box will appear.
- Click on the arrow next to the pattern thumbnail to open the Pattern Picker and see the patterns.
- Click on a pattern thumbnail to apply that pattern.
Load Other Default Patterns
- Click on the icon in the upper right corner of the Pattern Picker to get a flyout menu. Additional pattern sets are listed at the bottom. Click on one of the sets to load them.
- You'll be asked if you want to replace or append the patterns. Choose what you wish and click OK.
- The new pattern set will appear in the Pattern Picker.
- Most default patterns aren't very useful. You can find a few that are good to use, especially with blend modes, but you really have to search, so I prefer to create my own patterns.
- To reset the patterns in the Pattern Picker, open the flyout menu and choose Reset Patterns.
- You'll be asked if you want to replace the current patterns with the default set. Click OK.
Load 3rd Party Patterns
- To load 3rd party patterns, open the Pattern Picker flyout menu and choose Load Patterns.
- Navigate to the place on your computer where you put the DS Journaling Lines pattern. Double click on the.pat pattern file to load it.
- Choose Append, and it will appear at the end of the pattern thumbnails. There's only one pattern in this set.
- Click on the DS Journaling Lines thumbnail to apply that pattern, and your document will fill with a series of blue lines.
- Click and drag on the document to reposition the pattern.
- Change the scale of the pattern with the scale slider or simply type in a number in the scale field to get that percent.
- Click OK to accept the pattern.
Adjust the Pattern Layer in the Layers Panel
- You can clip a pattern layer to the layer below it by choosing Layer > Create Clipping Mask from the Menu Bar.
- If you change the blend mode of the Pattern layer, you can get other effects, depending on the pattern and the layer below.
- When I changed the pattern blend mode to Overlay, I get soft white lines.
- Vivid Light gave me brighter white lines.
- Again, the effect of the blend mode will vary depending on the pattern layer and the layer below, so you just have to experiment.
- You can also reduce the opacity of the pattern layer in the Layers panel to reduce the effect.
Remove Some of the Pattern
- A Pattern adjustment layer has a mask, so you can erase some of the pattern, if you wish.
- Click on the mask thumbnail to make it active.
- Make sure the Foreground Color Chip is black. If it isn't, press the letter X to switch the Color Chips.
- Get the Brush tool. Open the Brush Picker and choose the kind of brush you want. Depending on your desired effect, you might want a soft round brush or a hard round brush. I used a hard round brush. In Tool Options, the Mode should be Normal and Opacity and Fill 100%. On your document, brush to erase the pattern.
Pattern Options: Merge or Rasterize
- To merge a pattern with the layer below, Shift click on the layer below the pattern.
- In the Menu Bar, choose Layer > Merge Layers.
- Right click on the pattern layer and choose Rasterize layer. The thumbnail will change, and you will no longer be able to edit the pattern.
- To apply the mask, right click and choose Apply Layer Mask.
- With a rasterized, or simplified, layer, you can change the color.
- Press the letter D to reset the Color Chips to black over white.
- Press Alt Shift Backspace (Mac: Opt Shift Delete) to fill the lines with black.
- Lower the layer opacity to get gray lines.
Install a Pattern Set
If a pattern set is something you think you'll use often, it might be advantageous to load it inside the program so it shows up in the flyout menu as one of the pattern choices you can quickly load. Here are the file paths:
Windows: C: > Program Files > Adobe > Adobe Photoshop (your version) > Presets > Patterns
Mac: Application > Adobe Photoshop (your version) > Presets > Patterns.


Take the 2-minute tour ×
For $$A\in C_{n\times n} \text{ define the norm of A to be } ||A||=max{|[a]_{ij}|}.$$
Prove: $$ ||A+B|| \leq ||A||+||B|| $$
I really don't know how to approach this proof.
share|improve this question
1 Answer 1
up vote 4 down vote accepted
Let $C=A+B$. Then $c_{ij}=a_{ij}+b_{ij}$, so $|c_{ij}|\le|a_{ij}|+|b_{ij}|$ for each pair $i,j$ with $1\le i,j\le n$. Moreover, each $$|a_{ij}|\le\max_{1\le k,\ell\le n}|a_{k\ell}|=\|A\|\;.$$
Can you finish it from here? Use the fact that if $S$ is a set of numbers, and $x$ is a number such that $s\le x$ for every $s\in S$, then $\max S\le x$ as well.
share|improve this answer
can I then say $$|b_{ij}|\leq||B||$$ and then say $$|c_{ij}|\leq||C||$$ and since $$|c_{ij}|\leq|a_{ij}|+|b_{ij}|$$ can I conclude that $$ ||A+B||\leq||A||+||B||$$ – sarah jamal Oct 1 '12 at 9:24
_USER_: I'd say it a bit differently, but I think that you probably have the idea: each $|c_{ij}|\le|a_{ij}|+|b_{ij}|\le\|A\|+\|B\|$, so the maximum of all the $|c_{ij}|$ must be $\le\|A\|+\|B\|$. But the maximum of all the $|c_{ij}|$ is $\|A+B\|$, so $\|A+B\|\le\|A\|+\|B\|$. – Brian M. Scott Oct 1 '12 at 9:27
Your Answer


text:
Working on the Frontlines of the COVID-19 Pandemic: A Qualitative Study of Physical Therapists' Experience in Spain.
Phys Ther. 2021 Feb 01;:
Authors: Palacios-Ceña D, Fernández-de-Las-Peñas C, Palacios-Ceña M, de-la-Llave-Rincón AI, Florencio LL
OBJECTIVE: Knowledge of the experiences of health care professionals who have actively worked on the first line of the COVID-19 pandemic could help in identifying specific professional duties focused on health assistance objectives. No qualitative study has yet been published describing the experience of physical therapists during the COVID-19 pandemic. The purpose of this study was to describe and explore the experiences and perspectives of physical therapists working in public hospitals in Madrid, Spain, during the COVID-19 pandemic.
METHODS: A qualitative exploratory study was conducted based on an interpretive framework. Thirty physical therapists working at 11 national public hospitals during the COVID-19 outbreak were recruited by purposeful sampling and snowball techniques. In-depth interviews and researchers' field notes were used to collect data. Interviews were transcribed verbatim. Inductive thematic analysis was used to identify emerging themes.
RESULTS: After identifying 3912 codes and 13 categories, 3 themes emerged. First theme was "Call of Duty," COVID-19 infection dramatically spread, the hospitals were contaminated and overwhelmed, and all floors were converted into COVID-19 wards. Second theme was "Working in War Time." Every day, therapists were given "the war report," receiving their orders, meeting protective personal equipment requirements, and doing a job with fear. Third theme was "When I Arrive at Home." Working during the pandemic had an impact on the therapists' families and the information shared with them.
CONCLUSIONS: Physical therapists described the COVID-19 outbreak as an apocalyptic and unexpected war. Comprehensive support is needed for all frontline health care professionals. The COVID-19 outbreak revealed that health care systems were not prepared for a pandemic.
IMPACT: This is the first qualitative study to be published describing the experience of physical therapists during the COVID-19 pandemic.
PMID: 33517462 [PubMed – as supplied by publisher]


text:
Pulse width modulation (PWM) AC drives can generate elevated differential mode voltages due to the reflected wave phenomenon, fast rise times and peak voltages. While many users are familiar with differential mode voltages, common mode voltages created by PWM inverters are less familiar. Problems associated with common mode voltages can include erratic behavior of the controller resulting in time out errors, ground faults, and in the most extreme cases, premature failure of the motor bearings, motor windings, and cables.
Many solutions to protect motors are present in the market. This paper presents data showing how three filters: a typical dV/dt filter, a dV/dt filter utilizing a triple defense core, and a common mode choke, perform in providing both common mode and differential mode filtering. The data shows that a typical dV/dt filter does not provide common mode filtering and a common mode choke does not provide differential mode filtering. Only the filter containing the triple defense core provides both common mode and differential mode filtering to protect the motor. This paper will also discuss how the various topologies lend themselves to providing the required protection.


Give Teachers Raises
As long as we have had a public-education system, we have debated how much public-school teachers deserve to paid. The answer is simple: a whole lot more than they're earning now.
Nowhere is this truer—or more urgent—than in Mississippi, which pays its teachers the least among all southeastern states and second least in the nation. Taken together with our numerous other education challenges, which include trailing much of the nation in terms of student test scores, high school graduation rates, college readiness and other measures, any soul brave enough to sign up to be a teacher in Mississippi probably deserves a medal.
But for now, across-the-board pay increases will suffice.
Historically, legislative Democrats, liberals and passionate public-school advocates have beaten the drum for teacher pay increases with little success. Now, an unlikely champion has emerged in Speaker Philip Gunn, a Republican from Clinton.
Since assuming the speaker's role two years ago, Gunn has not exactly earned a reputation as a friend of the public school. Like his Republican colleagues, he supported charter schools, which are technically public, but critics say they drain resources from traditional schools.
Gunn also has declined to wield his influence to fully fund the Mississippi Adequate Education Program, a formula that determines how much money schools receive from the state.
Compounded over time, MAEP is $1.25 billion in the red. That chronic underfunding has caused school districts around the state to cut back drastically on personnel, including teachers.
In advocating for pay raises, Gunn is bucking the other top Republicans in state government, Gov. Phil Bryant and Lt. Gov. Tate Reeves. Bryant and Reeves support so-called merit pay in which teachers' salaries would increase only if they meet certain benchmarks. What Gunn is saying is that although "bad teachers" should probably get out of the business of educating kids, we should not wait on merit pay before we bump teachers' pay grades.
Today, only teachers in South Dakota earn less than those in Mississippi, where the average is $41,646. The Associated Press reported this week that Mississippi teachers last received an across-the-board raise in 2007, which, not surprisingly, coincided with a statewide election. As a result, educators say Mississippi cannot compete with surrounding states to attract teaching talent. If we don't hire the best teachers, our students don't receive the best education they can, and the cycle repeats.
Gunn's motives in calling for teacher raises now are not entirely clear, although politics is assuredly part of his calculus (just look at his manhandling of the short-lived attempt to move the Department of Revenue from Clinton to downtown Jackson).
As far as we're concerned, Gunn's motive on this issue is unimportant. Our teachers deserve raises now, plain and simple. Urge your lawmakers to do the right thing and support the speaker's plan.
RonniM 10 months, 2 weeks ago
I completely agree that Mississippi teachers deserve a raise. There's no question that if the state ever hopes to make strides forward in education, we must pay teachers in line with our expectations of them. We entrust our children's future to them. It's a huge responsibility, and their paychecks should reflect that.
When teachers cross state lines to take jobs in neighboring states because the pay is better (as some due in north Mississippi, for example), our state loses. When we can't attract the best and brightest due to unwillingness to pay them a decent wage, we all lose.
I would urge caution, however, to unconditionally support Speaker Gunn on this issue. The Republican plan for public schools has long been to tie teacher pay to performance, and nothing Gunn has said leads me to believe they will back down on merit pay. The best teachers may well deserve better paychecks than their less talented peers; however, test scores cannot be the only criteria for determining teacher effectiveness. We should not compare a teacher with a class of gifted students, for example, to a teacher with a class of slow learners or disabled children. Or one who teaches in a financially strapped, impoverished district with a teacher who has the good fortune of teaching in a district supplied with ample funds.
I urge Mississippians to keep their eyes on the details of any teacher-pay bill coming from the majority in the state Legislature. Yes, pay teachers more, but keep your eye on the merit-pay ball as well. And for God's sake, keep pushing for fully funding MAEP. Otherwise, Mississippi will continue to throw its public-school teachers--and its children--under the big yellow bus.
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text:
Hard Drive Installation (via WinZip) from Device Manager for R208743.exe
1.Click the location, e.g. Americas, from which you want to download the file.
2.When the File Download window appears, click Save this program to disk and click OK. The Save In window appears.
3.From the Save In drop-down menu, click to select Desktop and then click Save. The file will download to your desktop.
4.If a Download Complete window appears, click Close. A new icon appears on your desktop.
1. Double-click the new icon on the desktop labeled R208743.exe.
2. The Self-Extractor window appears and prompts you to extract or unzip to C:\DELL\DRIVERS\R208743. If you did not print these instructions, write down this path.
3. The WinZip Self-Extractor window appears
4. Click OK.
5. If the Self-Extractor window is still open, close it.
Removing Incorrectly Installed Driver First in Windows 9x or Me
1. Click the Start button, point to Settings, and then click Control Panel.
2. From the Control Panel, double-click System.
3. Click Device Manager.
4. Under Other Devices, click to highlight Unknown Device.
5. Click the Remove button at the bottom of the window. The device and category both disappear.
6. Click Refresh. The Hardware Wizard appears.
7. Click Next.
8. Click Specify the location of the driver and then click Next.
9. Click Search for the best driver and if there is not a check mark is in the checkbox next to Specify a location, click to put one there.
10. Click once in the textbox beneath Specify a location, type C:\DELL\DRIVERS\R208743 and then click Next.
Windows finds the correct driver and asks you to verify it.
11. Click Next to install it.


text:
EB to
- check whether the BASIC statement begins with a special character ('*', '[', '=' or 'EXT keyword',
- and issue 'Syntax error' [via check end of statement routine &9BA6] if none of these special
- characters match the character at the start of the statement).
- * Store the BASIC text pointer B offset (in X) back to location &1B.
- * Call routine &9B86 to check whether the next non-space character after the variable name is an '=' character.
- If it isn't then issue the 'Mistake' error, as the variable assignment is not correct and a variable
- cannot appear at the start of a statement unless it is being assigned a value.
- * Otherwise, '=' was found sucessfully.
- * Call routine &9854 to add the new variable name to the variable pointer table.
- * If the variable type is a float (location &2C contains #&05) then set X to #&06; otherwise, set X to
- #&05. This specifies the amount of space to allocate for the variable's value.
- * Call routine &9883 to allocate space for the variable (and initialise it's value to zero/null).
- * Decrement the BASIC text pointer A offset (so that BASIC Text pointer A points to the first character of the
- variable name) and continue to the LET keyword routine to evaluate the variable name (again!) and
- assign the value specified after the '=' to the variable.
Disassembly for the Execute next command line / program statement routine
||BNE -5 --> &8FB3
||032 188 155
||20 BC 9B
||JSR &9BBC Update BASIC Text pointer A (Add offset value & then reset offset to 1)
||BRA 4 --> &8FC1 Process the next program line
||BNE -19 --> &8FAE Skip the rest of the line and process the next program line
||BEQ -65 --> &8F86 Read & execute command line input
||BMI -71 --> &8F86 Read & execute command line input
||BEQ 10 --> &8FDB
||032 075 156
||20 4B 9C
||JSR &9C4B Display current line number (IWA) on screen [if TRACE is on]
||BRA 44 --> &900D
||076 032 137
||4C 20 89
||JMP &8920 '[' Begin Assembly
||076 147 190
||4C 93 BE
||JMP &BE93 EXT =
||BEQ -80 --> &8FA4 '*'-Command
||BEQ -23 --> &8FE1
||BEQ -20 --> &8FE8
||BEQ 96 --> &9060 '=' Return from Function Call (FN)
||032 166 155
||20 A6 9B
||JSR &9BA6 Check end of Statement
||BNE -78 --> &8FBD Skip the rest of the line (until '' found) & process the next program line
||BEQ -10 --> &900B
||BCC 12 --> &9025
||124 077 135
||7C 4D 87
||032 224 142
||20 E0 8E
||JSR &8EE0 Get next non-space character pointed to by Ptr A
||BCS -12 --> &9019
||032 009 153
||20 09 99
||JSR &9909 Evaluate variable/array name & return the address of the value
||BNE 27 --> &904F Create variable (LET)
||BCS -75 --> &8FEB
||032 134 155
||20 86 9B
||JSR &9B86 Check for '='
||032 084 152
||20 54 98
||JSR &9854 Create new variable name in variable pointer table
||BNE 1 --> &9045
||032 131 152
||20 83 98
||JSR &9883 Allocate space for variable
Disassembly for 9B86 Check for '=' routine
||032 213 142
||20 D5 8E
||JSR &8ED5 Get next non-space character (PTR B)
||BNE -45 --> Mistake error


text:
May 21, 2009 When the going gets rough, the tough apparently sing slower.
As vegetation reclaimed formerly cleared land in California, Oregon and Washington over the last 35 years, male white-crowned sparrows have lowered their pitch and slowed down their singing so that their love songs would carry better through heavier foliage.
"This is the first time that anyone has shown that bird songs can shift with rapid changes in habitat," says biologist Elizabeth Derryberry who made the finding as part of her dissertation research at Duke University.
She compared recordings of individual birds in 15 different areas with some nearly forgotten recordings made at the same spots in the 1970s by a California Academy of Sciences researcher, and found that the musical pitch and speed of the trill portion of the sparrows' short songs had dropped considerably. "I was really surprised to find that songs had changed in a similar way in so many different populations."
She then used archival aerial photography to see how the foliage had changed in a subset of those spots, and found that the one population whose song hadn't slowed down lived in an area where the foliage hadn't changed either.
The physics is clear, but the biology is a little less certain. A lower, slower song suffers less reverberation in denser foliage and will be heard more accurately. In turn, that means it is more likely to be copied by young males who are choosing which song they will learn. Over generations, that should cause the song to slow down and drop in pitch as the foliage changes.
In the short term however, Derryberry doesn't know whether the clearer song wins better territories or mates, although she does know that these changes in song do affect both male and female behavior.
The results add to a growing body of evidence that the acoustic and visual communications of animals change with their habitat. "Given how much the world's habitats are changing, this is sort of an unexpected but useful factor to monitor," Derryberry said. She's now testing the broader effects of ecology on song evolution in birds across areas of South America where habitat may be changing due to deforestation and global warming.
Derryberry, who earlier discovered that female white-crowned sparrows preferred the slower new songs to the chirpy old ones, is now a researcher at Louisiana State University.
Other social bookmarking and sharing tools:
Note: Materials may be edited for content and length. For further information, please contact the source cited above.
- Derryberry et al. Ecology Shapes Birdsong Evolution: Variation in Morphology and Habitat Explains Variation in White-Crowned Sparrow Song. The American Naturalist, 2009; 090514093712063 DOI: 10.1086/599298
Note: If no author is given, the source is cited instead.


text:
High-Throughput Dissolution/Permeation Screening —A 96-Well Two-Compartment Microplate Approach
Early formulation screening can alleviate development of advanced oral drug formulations, such as amorphous solid dispersions (ASDs). Traditionally, dissolution is used to predict ASD performance. Here, a high-throughput approach is described that simultaneously screens drug dissolution and permeation employing a two-compartment 96-well plate. Freeze-drying from hydro-alcoholic solutions was used to prepare amorphous formulations. The screening approach was tested on amorphous and crystalline tadalafil formulations with and without Soluplus®. The workflow consisted of: 1) dispersion of the formulations; 2) incubation within the two-compartment plate, where a dialysis membrane separated donor (dispersed formulation) and acceptor; 3) sampling (donor and acceptor), where donor samples were centrifuged to remove non-dissolved material; and 4) quantification by UHPLC-UV. To identify optimal screening conditions, the following parameters were varied: dispersion medium (buffer / biomimetic media), acceptor medium (buffer / surfactant solutions), and incubation time (1, 3, and 6 h). Surfactants (acceptor) increased tadalafil permeation. Biomimetic medium (donor) enhanced dissolution, but not permeation, except for freeze-dried tadalafil, for which the permeated amount increased. The predictiveness was evaluated by comparing dissolution-/permeation-results with in vivo bioavailability. In general, both dissolution and permeation reflected bioavailability, whereof the latter was a better predictor. High-throughput dissolution/permeation is regarded promising for formulation screening.
©2015 Elsevier B.V. All rights reserved
Drug Permeability Profiling Using the Novel Permeapad® 96-Well Plate
Purpose Here,firstexperienceswithaprototypetoolforhigh throughput (passive) permeability profiling, a 96-well plate comprising the Permeapad® membrane, are reported. The permeabilities of a set of drugs were determined and compared to published measures of oral absorption, such as human fraction absorbed (Fa) and in vitro permeability values obtained using other tools.
Methods The tool consists of a 96-well bottom and screen plate with the artificial, phospholipid-based barrier (Permeapad®) mounted between the plates' lower and upper compartments. The permeability of 14 model compounds including highand low-absorption drugs, cationic, anionic, zwitterionic and neutral molecules, was determined by quantifying the compounds' transport over time, deriving the steady-state flux from the linear part of the cumulative curves and calculating the apparent permeability (Papp). The membrane structure was investigated in a high-resolution digital light microscope.
Results The Permeapad® 96-well plate was found suited to distinguish high and low absorption drugs and yielded a hyperbolic correlation to Fa. The Papp values obtained were congruent with those determined with in-house prepared Permeapad® in the Franz cell set-up. Furthermore, good to excellent correlations were seen with Caco-2 permeability (R2 = 0.70) and PAMPA permeability (R2 =0.89). Microscopic investigation of the Permeapad® barrier
revealed the formation of phospholipid vesicles and myelin figures in aqueous environment.
Conclusion The Permeapad® 96-well plate permeation setup is a promising new tool for rapid and reproducible passive permeability profiling.
Springer Science+Business Media, LLC, part of Springer Nature 2020
Self-emulsifying drug delivery systems: About the fate of hydrophobic ion pairs on a phospholipid bilayer
Purpose To investigate the fate of hydrophobic ion pairs (HIPs) and self-emulsifying drug delivery systems (SEDDS) containing HIPs on a phospholipid bilayer.
Methods HIPs of fluorescein (FL) were formed using the lipophilic cationic counter ion octadecylamine (OCT). HIPs were incorporated into SEDDS comprising 30% Capryol 90, 40% Cremophor RH, 20% Maisine 35-1 and 10% propylene glycol and evaluated regarding log DSEDDS/release medium and dissociation of these complexes at various pH values over time. Furthermore, in vitro permeation studies were carried out in order to evaluate the fate of HIPs and SEDDS containing HIPs on a phospholipid bilayer.
Results HIPs of FL with OCT showed the highest precipitation efficiency at a stoichiometric ratio of 1:1. HIPs (1% v/v) were incorporated into SEDDS pre-concentrate. Log DSEDDS/release medium of incorporated complexes was between 2.5 and 3.5. HIPs dissociated in aqueous media up to 20% at pH 6–7.4 within 4 h. In vitro permeation studies revealed 2.7-fold improved permeation of FL after complex formation and incorporation in SEDDS. Results suggest that SEDDS fuse with the phospholipid bilayer facilitating the permeation of incorporated HIPs.
Conclusion SEDDS enhance the stability of incorporated HIPs and improve their permeation across phospholipid bilayers.
In vitro digestion models to evaluate lipid based drug delivery systems; present status and current trends
During the past two decades, a range of in vitro models simulating the digestion processes occurring in the stomach and small intestine have been developed to characterize lipid based drug delivery systems (LbDDSs). This review describes the presently existing range of in vitro digestion models and their use in the field of oral drug delivery. The models are evaluated in terms of their suitability to assess LbDDSs, and their ability to produce in vitro - in vivo correlations (IVIVCs).
While the pH-stat lipolysis model is by far the most commonly utilized in vitro digestion model in relation to characterizing LbDDSs, a series of recent studies have shown a lack of IVIVCs limiting its future use. Presently, no single in vitro digestion model exists which is able to predict the in vivo performance of various LbDDSs. However, recent research has shown the potential of combined digestion-permeation models as well as species specific digestion models.


moon vs sun
moon vs sunMany people think of the sun and moon as being opposites, and to some extent this is true. Since the moon can play such a strong role in the life of a werewolf, it's important to understand the similarities and differences between these two celestial bodies….and perhaps with this knowledge, a greater understanding of what makes the moon so special for werewolves can be extracted. Moon Vs Sun – Let's start with the moon….
The Moon
The moon is not a planet (like Earth), nor is it a star (like the Sun), rather it is satellite which orbits the Earth approximately every 29 days. The moon has alot of influence upon Earth….it's gravity affects the ocean tides. In fact, whichever side of the Earth is facing the moon will see a stronger "pull" from the moon's gravity, causing the oceans to bulge on that side of the Earth. The sun also has some influence on tides, however the moon's influence is far stronger! The old expression "it must be a pull from the moon" is actually pretty accurate! Unlike the sun, the moon does not generate its own light. Moonlight is simply a reflection of light – most of which comes from the sun (and some of which is earthlight and starlight). The moon, in comparison to the sun is incredibly tiny at only 2200 miles in diameter. In some cultures and beliefs, the moon is considered a "feminine" or "emotional" energy.
The Sun
The sun is actually a star around which the Earth orbits approximately every 365 days. It exerts some effect upon the ocean tides, but not to the effect that the moon does. Through a process called fusion, the sun produces energy resulting in light which Earthlife relies on…the moon on the other hand is incapable of this process. The sun is the largest thing in our solar system, much larger than the moon at approximately 865,000 miles in diameter. In some cultures and beliefs, the sun is considered a "masculine" energy.
Sun Sign vs Moon Sign
The factual differences outlined above on the sun vs the moon are very interesting, and it can start to be seen why the moon can play such an important role to some creatures, as it appears to exert subtle yet strong influences upon the earth and its creatures. This fact has been known for centuries, and probably in part because of this, even those interested in astrology agree there is a difference….in astrology it is interesting to note that there is both a moonsign and a sunsign! Someone's sunsign is the most common zodiac sign that people are familiar with, and represents what zodiac the sun was in at the time of a person's birth. The sunsign represents your basic self and ego and the part of you that you show and display to the world. The lesser known moonsign is the zodiac sign that the moon was in at the time of someone's birth. It represents a person's inner thoughts and feelings and emotional self, and the part of you that you keep more hidden.
You may also like...
5 Responses
 1. Attel says:
 I have battled a werewolf it isnot the moon that makes him shift he can't do that when ever he wants to. All the moon dose is make a werewolf stronger and faster.
 2. Hunter says:
 Hello…is anyone on so they can answer some questions?
 3. wereboy says:
 _USER_: Are you a werewolf and if you are. Are you a black and white with a spot here and there
Leave a Reply to Werewolf967 Cancel reply
Read previous post:
talking werewolf
can werewolves in werewolf form talk?
When a werewolf has physically shifted into werewolf form, are they capable of human speech? This question is quite controversial...


text:
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- If you have an existing account that has been blocked, do not create a new account to appeal the block. Instead, contact an Administrator, as explained here
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text:
General Position Summary:
The Intervention Specialist serves as a full-time liaison in support of students' school performance. Targeted interventions for At-Risk students will be communicated through the classroom teacher, parents, administrators, counselor and other necessary certified support staff members or outside agency personnel. They will report to the building principal.
Duties and Responsibilities:
- Identify at-risk students based on data collected.
- Consult with classroom teachers at grade level meetings to determine strategies for assistance and help with setting intervention groups.
- Utilize, implement, and promote ongoing staff development for teachers and paraprofessionals with respect to MTSS.
- Implement and document for the purpose of the General Education Intervention, along with classroom teachers.
- Implements targeted student achievement curricular at Tier II while providing regular updates to principal and classroom teachers.
- Collaborates with building officials and support staff to design an individualized plan for each identified at-risk student.
Knowledge, Skills, Abilities:
- Bachelor's degree is required; Master's degree preferable
- Current Kansas Teaching License
- Minimum of three successful teaching years of experience with involvement in collecting assessment data and developing interventions.
Applications for this position may be found at _URL_ and mailed to USD 208, 527 Russell Ave, WaKeeney, KS 67672 or emailed to _EMAIL_


Explicit guiding auto-encoders for learning meaningful representation
Yanan Sun, Hua Mao, Yongsheng Sang, Zhang Yi
Research output: Contribution to journalArticlepeer-review
6 Citations (Scopus)
4 Downloads (Pure)
The auto-encoder model plays a crucial role in the success of deep learning. During the pre-training phase, auto-encoders learn a representation that helps improve the performance of the entire neural network during the fine-tuning phase of deep learning. However, the learned representation is not always meaningful and the network does not necessarily achieve higher performance with such representation because auto-encoders are trained in an unsupervised manner without knowing the specific task targeted in the fine-tuning phase. In this paper, we propose a novel approach to train auto-encoders by adding an explicit guiding term to the traditional reconstruction cost function that encourages the auto-encoder to learn meaningful features. Particularly, the guiding term is the classification error with respect to the representation learned by the auto-encoder, and a meaningful representation means that a network using the representation as input has a low classification error in a classification task. In our experiments, we show that the additional explicit guiding term helps the auto-encoder understand the prospective target in advance. During learning, it can drive the learning toward a minimum with better generalization with respect to the particular supervised task on the dataset. Over a range of image classification benchmarks, we achieve equal or superior results to baseline auto-encoders with the same configuration.
Original languageEnglish
Pages (from-to)429-436
Number of pages8
JournalNeural Computing and Applications
Issue number3
Early online date20 Oct 2015
Publication statusPublished - Mar 2017
Cite this


text:
Authors: Glen Gilchrist
Comments: 6 Pages.
The impact of video games on adolescent behaviour is well studied, with literature reporting both negative and positive relationships. This paper demonstrates a link between video game playing and time to complete a manual task. We conclude that the playing of 1 hour of video games has a dramatic effect on assembly time, more than halving the time to assemble the equipment, from 8 seconds to 4 seconds.
Category: General Science and Philosophy


text:
Not a teacher. 'I was told...' is a passive sentence and 'They told me...' is a active sentence. If you want to change 'They told me...' into passive sentence, write 'I was told...'. But if you want to change 'I was told...(by sb)' into active sentence, 'They told me...' is just the answer when somebody=them.
- For Teachers


Take the 2-minute tour ×
I have a file in which lines are separated using a delimeter say.. I want to read this file line by line, where lines should be based on presence of. instead of newline.
One way is:
f = open('file','r')
for line in f.read().strip().split('.'):
 #....do some work
But this is not memory efficient if my file is too large. Instead of reading a whole file together I want to read it line by line.
open supports a parameter 'newline' but this parameter only takes None, '', '\n', '\r', and '\r\n' as input as mentioned here.
Is there any way to read files line efficiently but based on a pre-specified delimiter?
share|improve this question
3 Answers 3
You could use a generator:
def myreadlines(f, newline):
 buf = ""
 while True:
 while newline in buf:
 pos = buf.index(newline)
 yield buf[:pos]
 buf = buf[pos + len(newline):]
 chunk = f.read(4096)
 if not chunk:
 yield buf
 buf += chunk
with open('file') as f:
 for line in myreadlines(f, "."):
 print line
share|improve this answer
Kudos _USER_! Simple and it works like a charm. – user1264760 May 29 '13 at 11:38
The easiest way would be to preprocess the file to generate newlines where you want.
Here's an example using perl (assuming you want the string 'abc' to be the newline):
perl -pe's/abc/\n/g' text.txt > processed_text.txt
If you also want to ignore the original newlines, use the following instead:
perl -ne's/\n//; s/abc/\n/g; print' text.txt > processed_text.txt
share|improve this answer
>>> from itertools import chain, groupby
>>> class LineSplitter(object):
 def __init__(self, token):
 self.token = token
 self.count = 0
 self.prev = ''
 def __call__(self, token):
 self.count += (self.prev == self.token)
 self.prev = token
 return self.count
>>> with open('data.txt') as f:
 for k, line in groupby(chain.from_iterable(f), LineSplitter('.')):
 print repr(''.join(line))
share|improve this answer
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Our World |
10 Fascinating Insights Into Life In Poverty
by Debra Kelly
fact checked by Jamie Frater
With the global divide between the rich and the poor widening all the time, chances are good that you know someone struggling to get by, just making ends meet, and figuring out what corners can be cut to make it through another month.
SEE ALSO: 10 Good Reasons to Embrace Poverty
In 1964, President Lyndon B. Johnson famously declared war on poverty, but decades later, it's a war that we don't seem to be winning. Now, we're gaining more scientific and psychological insight into just what it means to be poor and what kind of impact poverty has on people.
10 Shrinking Children's Brains
Poverty and Brain Development
In the US, it's estimated that children make up about 24 percent of the total population and about 36 percent of the population living below the poverty line. That's a lot of children, so it's important to understand the impact of poverty on such a vulnerable group. In 2015, a study showed that being born into—and growing up in—poverty has a measurable impact on brain development right from birth.
Columbia University and Children's Hospital Los Angeles conducted a study on more than 1,000 children growing up in different income brackets, and they found something staggering. The children growing up in the lowest of those brackets had as much as 6 percent less surface area to their brains compared to children growing up in higher-income families.
As income decreased, the researchers found major differences among children raised in low-income families, even when annual incomes differed by as little as a few thousand dollars. The difference was visible in children who were as young as only a few months old. In addition, children continued to show slower growth in areas of the brain governing things like decision-making, reading, and language.
Researchers haven't yet studied how changes in circumstances might alter brain development or what specific circumstances are impacting infant brain development. However, there are plenty of thoughts on just what's causing it—from parents needing to work two jobs to having less quality time to spend with their children to chronic stress during fetal development.
9 Sleep Deprivation
Poverty and Sleep: Highlight from How America's Sleep Deficit is Damaging Longterm Health
The stress that goes with trying to figure out how you're going to pay the next round of bills is very real. Studies have shown that those living in poverty are often suffering from chronic sleep deprivation that comes from poor quality sleep rather than fewer hours of sleep.
When University of Pennsylvania researchers decided to look at how poverty impacted the quality of sleep, they found a definite correlation between income and restless sleep. After dividing more than 9,700 subjects into groups based on race and income, the researchers looked at how other things usually associated with poverty—like obesity and poor health—impacted overall individual sleep quality.
The findings were strange. Below the poverty line, minority groups were more likely to get worse sleep than white participants. However, African-American participants above the poverty line were getting worse sleep than those below it.
As this was one of the first studies to analyze the quality versus the quantity of sleep, it raised more questions about the psychological, sociological, and environmental factors that impact different groups above and below the poverty line. It also raised some intriguing questions about the cycle of poverty and how those trapped in it suffer from physical and psychological effects that are sabotaging efforts to escape the cycle. We've all had some bad nights' sleep, but when that becomes chronic, it leads to many other problems, one of which might be closely linked to poverty.
Another study in Buenos Aires looked at the sleep patterns of slum dwellers who moved to prefabricated homes as part of a nonprofit organization's housing program. Once they made the move, sleep quality and physical health increased greatly.
8 How Casinos Hurt Reservations
We all know that when it comes to casinos, the house always wins. So legalized gambling should, in theory, be benefiting those living on reservations in the US. But it's not.
The American Indian Law Journal analyzed 24 tribes in the Pacific Northwest. From 2000 to 2010, they took in $2.7 billion, even though the poverty rate rose as much as 21 percent to 38 percent.
There are many possible explanations, including alcoholism and chronic health problems, for why people spiral down the rabbit hole of poverty. But in these cases, a likely explanation may involve money from casinos that is handed out in per capita payments, often in lump sums. Depending on the tribe, yearly payments can range from a couple of hundred dollars to more than $100,000. While that might seem like a lot, it's actually not helping the recipients. Lump-sum payments may discourage people from looking for regular jobs.
That theory is supported by the Jamestown S'Klallam tribe, which eliminated both per capita payments and poverty. Instead of handing money to its people, the tribe took the casinos' profits and reinvested them into other businesses. For example, they invested in a mollusk harvesting business that became a massive export enterprise. Compare that to the Siletz tribe, which has one of the highest poverty rates among the studied tribes and one of the highest per capita payouts of casino profits.
7 Poverty Causes Hormonal Imbalances
What Is Hormonal Imbalance? – Dr.Berg
Cortisol is a hormone produced by the adrenal system. In normal amounts, it helps to regulate our body's reaction to stress. However, too much cortisol is associated with a drop in bone density and muscle mass, an increased tendency to store body fat, a compromised immune system, and problems maintaining blood sugar levels. Scientific studies have linked poverty to these higher, unhealthy levels of cortisol.
One study of farmers and city-dwelling nonfarmers in Kenya looked at the link between rain and the body's production of cortisol. Rain is crucial to the welfare of farmers, as drought conditions can destroy a food crop and wipe out their source of income. Rain is not as important to city dwellers because they look elsewhere for their income. In this case, most were metal workers.
Researchers found that environmental and situational stressors that impact the finances of people who are already strapped can create physical problems that make their situations worse. For example, when farmers knew that a particular weather condition would cause a drop in their already-meager incomes, they experienced a massive spike in stress and cortisol levels. This confirms that the stress of poverty is strongly linked to hormone production in the body and the resulting negative effects.
6 Impaired Memory In Children
Working memory is the kind of memory we use to function every day. It's how we receive, hold, and process information in the moment. Studies have shown that growing up in poverty impacts the function of working memory in children to a surprising degree.
A group of sixth-grade students was divided into rural and urban dwellers, then further subdivided by low or high family income. Each group had their visuospatial and verbal working memories tested. Researchers found that different types of poverty have different impacts on the working memories of children who are raised in it.
The low-income children raised in a city environment demonstrated weakness in their symmetric working memories, including low scores in verbal memory. That may be partly explained by their constant exposure to noise pollution. On the other hand, low-income children raised in a rural setting scored much lower in their visuospatial memory than in their verbal memory. This finding further supports the theory that noise pollution is linked to the memory problems of the city children.
High-income children that were given the same tests didn't show any of the defects in memory that the low-income children did, suggesting that the environmental factors of income—and likely the stress of being in a low-income environment—account for the difference in the children's abilities.
5 Different Types Of Poverty
All poverty is not created equal. Although everyone's circumstances are different, there are six main types of poverty, all with different causes and characteristics.
In cities with populations of more than 50,000, urban poverty exists where people suffer the effects of overcrowding or violence and rely on city services for survival. In contrast, rural poverty exists in areas with populations of fewer than 50,000 and is often characterized by services that are inaccessible. As a result, many people are forced into poverty because jobs are nonexistent or too far away.
Absolute poverty is the sort of poverty you see on television, where people don't have access to the most basic of human needs, like fresh water and shelter. On the other hand, relative poverty is much more common in places like the US, where people can't afford to live at their country's accepted standard of living.
Generational poverty is just what it sounds like—families that struggle with poverty, generation after generation, unable to escape. There's also situational poverty, where a family or individual is suddenly forced into poverty by something like a medical emergency or other crisis.
Some of these types of poverty exist alongside each other, but it's a stark reminder that not everyone's situation is the same. The answer to escape the cycle of poverty isn't the same, either.
4 Poverty And Religion
If you overlay a map of the US with the most difficult places to earn a livable income and make ends meet, you'll find a distinct overlap with some of the most religious areas of the country. According to the New York Times, as of 2014, a group of 10 counties in the Appalachian Mountains ranked among the most difficult places to live.
If you look at their Google searches, they search for subjects within a narrow theme, including things like the Rapture, Hell, and the Antichrist. While the correlation itself doesn't supply us with a reason for


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Scottish inventor George Bennie had a dream. Where trains couldn't link destinations separated by water, grand railways would stretch through the skies, guiding propeller-powered planes from city to city.
Technically, the Bennie Railplane isn't actually a monorail; to the contrary, it requires both a top and bottom rail to guide its propeller-powered planes. But like a monorail, the Railplane was meant to be a transit system deliberately separated from the ground-based one. Feeling that carrying freight and passengers along the same rails was inefficient, Bennie proposed these suspended rails that would carry passenger-only planes. He also thought it would be a brilliant way to carry passengers across the English Channel, making commutes from London to Paris fast and easy.
Bennie constructed a protype rail in Milngavie near Glasgow, in 1930. The 130-yard track wasn't long enough to allow the Railplane to achieve its optimal speed of 150 miles per hour, instead only allowing for 50 miles per hour. Despite this, the track was met with much acclaim, and Bennie, who financed the original track himself, hoped to secure funding for a larger project. Unfortunately, Bennie went bankrupt in 1937, and his Railplane dreams were shattered. The track was scrapped in 1956, a year before Bennie's death.


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5 Step Hypothesis Test for Bellevue Steel
The production manager at Bellevue Steel, a manufacturer of wheelchairs, wants to perform a second analysis of the number of defective wheelchairs produced on the day shift and afternoon shift. A sample of the production from 6 day shifts and 8 afternoon shifts revealed the following number of defects.
At the 0.05 significance level, is there a difference in the mean number of defects per shift?
Day 10 9 6 6 8 9
Afternoon 8 10 7 5 4 10 5 6
1. State the null and alternate hypotheses.
2. What is the decision rule?
3. What is the value of the test statistic?
4. What is your decision regarding the null hypothesis?
5. What is the p-value?
6. Interpret the result.
Solution Summary
The solution provides step-by-step method of performing a 5 step hypothesis test. All the steps of hypothesis testing (formulation of null and alternate hypotheses, selection of significance level, choosing the appropriate test-statistic, decision rule, calculation of test-statistic and conclusion) have been explained and the statistical analysis has been shown in details. This solution is provided in an attached Excel file and a Word file with a PDF copy.


text:
What your child can learn from doing a self portrait
The biggest collection of self portraits in the world, Face Britain was a national art project that offered every child the opportunity to make their face famous. Jeremy Newton, Chief Executive of The Prince's Foundation for Children & the Arts, explains why it's so important for children to immortalise themselves in their own work of art.
1. Your child is unlikely to have a better excuse for looking at themselves in the mirror. A self portrait gives children the time to study their eyes, nose, mouth and the rest of their face and body, and to work out how it all fits together – perfect for teaching children how to draw basic body shapes.
2. Creating a self portrait allows the maximum amount of artistic freedom. It's you, so you can create it anyway that you want. The simplicity of a self portrait means that children can experiment with whatever materials they like to create their portrait, and try any style they wish.
3. Self portraits are a great way to get into art history. Every artist, from Rembrandt to Tracey Emim, has had a go at their self portrait. It's the perfect vehicle for tracing the changes in visual art from past to present.
4. Self portraiture is the most introspective of art forms. By creating a self portrait, children learn who they are, how they want to present themselves and what's important to them.
5. Drawing a self portrait is also excellent for teaching children that these personal ideas aren't the same as what everyone else thinks. Children can learn how diverse our society's views, values and appearances are, and hopefully develop values of respect and tolerance.
6. Self portraiture helps your child to consider their aspirations for the future. When creating a self portrait it's important to encourage your child not just to think about who they are but who they want to become.
7. Self portraits allow children to see how they change as they grow. Like everyone, children are changing all the time – both year to year and day to day. Regular self portraits allow children to document that change, and help them to understand it.
8. Finally, and perhaps most importantly, creating a self portrait is fun! Self portraiture should be about creating something for yourself, and not worrying about what other people think or how they may respond. Children will learn that doing art is, at its best, quick, simple and enjoyable.


text: The concept of 'animacy' concerns the fundamental and cognitive question of the extent to which we recognize and express living things as saliently human-like or animal-like. In Animacy and Reference Mutsumi Yamamoto pursues two main objectives: First, to establish a conceptual framework of animacy, and secondly, to explain how the concept of animacy can be reflected in the use of referential expressions. Unlike previous studies on the subject focussing on grammatical manifestations, Animacy and Reference sheds light upon the conceptual properties of animacy itself and its reflection in referential processes. For the research of this study the author focussed on languages that show completely different tendencies. As a result, English and Japanese 'parallel corpora' are analysed yielding salient observations and opening intriguing discussions.


text:
Genetic Resources of Corn
The genetic material for any crop plant is extremely valuable. Before the early 20th century, those genetic resources were contained in farmers' fields and renewed each season when the crop grew and the seeds harvested. The Virginia Gourdseed corn grown on George Washington's Mount Vernon farm or the "criollo" corn that the Mayans grew in Chiapas, Mexico were all part of the global storehouse for the genes of corn.
Development of Genetic Resource Conservation in the US
During the 19th century, the practice of developing and maintaining particular varieties of crop plants became common. In the United States, Congress created the Department of Agriculture in 1862 "to procure, propagate, and distribute...new and valuable seeds and plants". In 1901, the Office of Foreign Seed and Plant Introduction was created in the Department of Agriculture. Its mission was to find seeds and plant material that could be useful to US agriculturalists. With the rediscovery of Mendel's principles of genetic inheritance in 1900, the science of plant breeding and the value of diverse genetic material grew.
In 1946, Congress passed the Research and Marketing Act, which established four centers that would perform research on new and useful crops, including those that could be used in chemical and manufacturing industries. There were four centers created: Ames, Iowa; Geneva, New York; Experiment, Georgia; and Pullman, Washington. Each station was responsible for plant breeding research as well as collecting and maintaining genetic materials from around the world for several crop species. The North Central Regional Plant Introduction Station in Ames, Iowa preserves the corn collection, containing over 20,000 accessions. Seeds intended for distribution are kept at 5ºC and 30% relative humidity.
In 1958, the National Seed Storage Laboratory (now called the National Center for Genetic Resources Preservation) began operating in Fort Collins, CO. This center provides an additional safekeeping site for many crop plants and their wild relatives. It keeps backup samples of materials from the regional Plant Introduction Centers as well as seeds from other governmental agencies, botanical gardens, national genebanks in other countries, international genebanks, nongovernmental agencies and Native American tribes. Samples are kept under conventional storage conditions (-18ºC, low humidity) and also under cryogenic storage (in canisters of liquid nitrogen at -160ºC). Seeds stored under conventional methods can remain viable for decades and seeds maintained under cryogenic conditions should be viable for hundreds of years.
Other active collections that are not part of the National Plant Germplasm System (NPGS) exist in private or institutional collections at colleges, universities, and state agricultural experiment stations. Still other collections are held by industry, nonprofit organizations, botanical gardens, and arboreta. There is no precise information regarding the number, size, or condition of many of these mostly private collections, but it has been suggested that they probably represent a substantial germplasm pool (Office of Technology Assessment, 1985), some of which may be of considerable importance. For example, commercial crop breeders, such as DeKalb Seeds or Pioneer keep their own collections for developing hybrid seed lines.
International Genetic Resource Conservation
CIMMYT (Centro Internacional por Manteniento de Maize Y Trigo/ International Maize and Wheat Improvement Center), in El Batan in the highlands of Mexico, is an important center for the storage of maize genetic materials, especially those from tropical countries. Over 28,000 landraces are maintained at the CIMMYT facility, which was established in 1963. Scientists at CIMMYT developed many crop varieties of the Green Revolutionan effort to create high yielding hybrid varieties that would eliminate hunger in the developing world.
The newest seed preservation facility is the Svalbard Global Seed Vault near Longyearbyen, Norway. Located on island archipelago in the Arctic Ocean, the center is located under a mountain in permafrost. Seeds are maintained at -18ºC under low oxygen conditions, and the permafrost provides additional protection for seeds in case of power failure. Seeds are kept only as safe storage; there are no loans of materials. Svalbard has 17,347 accessions of Zea (corn and related wild species). The Seed Vault provides backup for seed collections from around the world.
Maintaining Healthy Seed Collections
What happens to the seeds in the storage collections? Seeds, even those kept in good storage conditions, eventually lose the ability to germinate and grow. At the Plant Introduction Stations, samples from every accession undergo germination testing about every 5 years. When seeds designated for public distribution show less than 85% germination success, the accession must be "grown out" to preserve viability. In the growout, each sample or accession is planted and pollinated under controlled conditions so that plants only breed within that accession and the gene sample remains pure to that type.
All of the storage collections described above are called ex-situ storage. This means that a representative sample of seed from a particular locality was collected and preserved in a location away from the original growing site. This is an important method to preserve materials, because duplication of samples at several storage sites decreases the risk of loss from a catastrophic event (fire, weather, or even sabotage). But there are negative aspects of ex situ storage. For example, each time an accession is regenerated, there is a risk of losing some genetic variation due to random sampling. For example, if a genetic variation is rare (for example, only 1 of 100 seeds has that characteristic), then if only 250 plants are used in the growout, it is possible that gene variant might be missed. This is especially important for characteristics not visible to the eye. The other problem with ex situ storage is that the samples are staticthey are a sample of the genes at a particular time, but do not reflect any changes or responses to the environment.
For these reasons, many people believe that in situ or on-farm conservation is also important. In situ collections grow in the places where they historically occurred. These collections may be the varieties used by Andean farmers in Ecuador or the dent corn grown for generations by southern US farmers for making grits. Climate change as well as evolution of plant pests are reasons why keeping a dynamic, evolving collection of in-situ materials is important.
Anyone can help preserve crop genetic resources. In your own community, you may find families that grow a type of corn that has been in their family for generations. Farmers markets or local feed stores can be a source of information. One national organization to help get started is the Seed Savers Exchange in Decorah, Iowa. Members of this group grow varieties that may be family heirlooms and exchange them with other members.
Discovering more online:
Seed saving groups
Maintaining genetic resources at the National Center for Genetic Resources Preservation
Maintaining maize genetic resources at the international center at CIMMYT


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DHCW pleased to enable the Welsh vaccine passport
We're helping to give Welsh people access to vaccination 'passport' certificates.
Our tech and data experts have worked collaboratively with NHS Digital to develop a solution to ensure Welsh vaccination data is available through NHS England's digital COVID Pass service.
This means people in Wales can now access their vaccination status on the internet if they need to travel urgently and meet the vaccine requirements relevant to the country they are travelling to. The NHS COVID Pass can be accessed here.
On day one (25 June) DHCW uploaded over 3.7 million records to the COVID pass service, with ongoing data flows to keep vaccine records up to date.
We also developed the software and database needed to manage requests from people requesting a COVID pass letter.
NHS COVID Pass letters have been available in Wales since May for those who need to urgently travel internationally and provide proof of their vaccination status, with certificates being sent in the post. To date over 18,000 have been requested. The letters will continue to be issued only for people who are unable to access the digital Pass through the Welsh Vaccination Certification Service (WVCS), delivered by Swansea Council's contact tracing team. People can request a bilingual NHS COVID Pass letter by calling 0300 _PHONE_.
The NHS App that is used in England is not available for people to use in Wales currently.


text:
Readability Standards for Informed-Consent Forms as Compared With Actual Readability
Paasche-Orlow, Michael K.
Taylor, Holly A.
Brancati, Frederick L.
New England Journal of Medicine 2003 February 20; 348(8): 721- 726
BACKGROUND: Institutional review boards (IRBs) are charged with safeguarding potential research subjects with limited literacy but may have an inadvertent role in promulgating unreadable consent forms. We hypothesized that text provided by IRBs in informedconsent forms falls short of the IRBs' own readability standards and that readability is influenced by the level of research activity, local literacy rates, and federal oversight. METHODS: To test these hypotheses, we conducted a cross-sectional study linking data from several public-use sources. A total of 114 Web sites of U.S. medical schools were surveyed for IRB readability standards and informed-consent-form templates. Actual readability was measured with the Flesch-Kincaid scale, which assigns a score on the basis of the minimal grade level required to read and understand English text (range, 0 to 12). Data on the level of research activity, local literacy rates, and federal oversight were obtained from organizational Web sites. RESULTS: The average readability score for text provided by IRBs was 10.6 (95 percent confidence interval, 10.3 to 10.8) on the Flesch-Kincaid scale. Specific readability standards, found on 61 Web sites (54 percent), ranged from a 5th-grade reading level to a 10th-grade reading level. The mean Flesch-Kincaid scores for the readability of sample text provided by IRBs exceeded the stated standard by 2.8 grade levels (95 percent confidence interval, 2.4 to 3.2; P
Showing items related by title, author, creator and subject.
Dickert, Neal; Kass, Nancy; Paasche-Orlow, Michael; Taylor, Holly (2005-01)Although the informed consent process is crucial to protecting human research subjects, there are cases when particular information within the consent form may present risks to those subjects. In this paper, we examine a...