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The solutions aim to eliminate any delay in learning disruptions caused by the closure of schools and universities due to Coronavirus.
1 April 2020, KSA – Pearson Middle East, the world's leading learning company has introduced a range of e-learning tools to support the education ecosystem and help academic institutions counter the disruptions caused by the COVID-19 pandemic. With the government's directive to close schools and universities forcing classroom training to come at a grinding halt, parents, educators and students are now looking at innovative online tools, which can help them keep up with their studies.
For the above reason, Pearson Middle East is offering free access to its online learning platforms such as bilArabi and ActiveLearn for the K-12 segment and two-week free access to MyLab and Mastering platforms solution for Higher-Ed educators and learners with an aim to support their prompt transition to e-learning and provide rational, cost-effective means to widen educational opportunities.
Allowing students to learn remotely and at their own pace, Pearson's bilArabi and ActiveLearn offer a holistic learning experience for students with a combination of advanced technology and world class engaging content. The good thing about ActiveLearn is that the nature of home learning is very much designed for the age of the child: whether it is a Grade 12 student studying independently from their International A level e-book, or a Grade 1 learner playing an interactive maths game on ActiveLearn Primary: the aim here isn't just to provide access to content at home, but to ensure it captures their attention and cements the learning.
Additionally, since Arabic language learning in schools hasn't always been best served by the latest pedagogies or technologies, a platform like bilArabil gives learners at home a fun and engaging way to keep their Arabic language learning going, alongside the inevitable focus on the core of English, mathematics and science.
For the Middle East Higher Education segment, Pearson Middle East launched the _TAG_ campaign that keeps adding new content and resources every week in response to the evolving situation to support continuing teaching, learning and assessment away from campus. Launched four weeks ago, it started promptly offering two weeks' free access to MyLab and Mastering platforms for any professor and his/her students in addition to a series of live webinars to fast track virtual classrooms, share other professors' best practices in assessment and teaching online and more.
This week, for example, will be dedicated to the HE students on how to manage their life at home, studying and investing in themselves and also to educators inspiring them to continue to manage their classes remotely and keep students engaged. The intention is to share different experiences across the education ecosystem and hopefully help all stakeholders enhance and optimize their approaches and continue to be curious, focusing on what matters: learning.
This is obviously an unprecedented situation for all schools, universities, academic institutions, educators, parents and above all, learners. Therefore, it is essential to embrace e-learning tools & digital platforms that can support and facilitate increased engagement, personalized learning and can also combat the ripple effects of the pandemic on students' learning and progress.
To know more about Active Learn and other online digital content by Pearson, please visit: middleeast.pearson.com and for accessing free webinars for educators about best practices in distance learning, please visit: middleeast.pearson.com
To get prompt access to Higher Ed digital course-ware, please register at this link: elearning_support_form


The backboard is the white, round shaped board with the goal in it.
The sideboard is the acrylic and fence wall.
1.Service Toss for the right of the 1st service or choice of side.
After that the right to serve goes to the player who won the last point.
The player that lost the last set gets the right to start serving the next set.
The service must be played directly in the goal of your opponent. (off course your opponent will return the serve most of the time before this might happen!)
A service on the backboard or in the water is out, it must touch the net of the goal.
When serving you must stand behind the serviceline, indicated at the sideboard.
When the serve goes in the goal you win 3 points.
You have 2 attempts for each serve.
Both players can score points on every serve.
2. Winner When you play the ball in the water of your opponents pool you score one point.
3. Goal When you play the ball directly in the goal of your opponent you win three points. Also when the ball touches your opponents body or racquet.
4. Error
Your opponent wins 1 point when you:
 - play the ball that soft that it lands before the singles line ( only in singles of course)
 - hit the roof of the court. This also includes slightly touching the net of the roof.
 - hit the ball that hard that it hits your opponent's backboard and thén lands on your side of his singles line.
 - touch the ball twice.
 - the ball touches any part of your body. ( when it subsequently goes in the goal you even lose 3 points. )
 - play the ball in the net or in your side of the court.
 - play the ball out of the court in any possible way, except when it goes through your opponent's goal.
(A ball touching the middle net is allowed in all plays. Also at the service a 'let' is not given.)
5. Pointcount A set is won at 14 points.
From the score 13-13 a 2-point difference is required to win the set.
Any player that has reached 11 points or more can ALWAYS end the set by scoring a 3-point goal. This means that a setresult of 14-13 indicates a goal scored for the last point.
Official matches are played with a best of seven sets.
Sides are switches after every odd number of sets ( 1, 3 and 5). In the 7th set sides are switched after 14 and 28 points and from there on after every 7 points.
6. Doubles In doubles you take out the singles line.
After you get the serve the same players keeps serving until you lose the point. When the serve is won back again the other players has to serve.
In doubles it is allowed to block the serve at the net.
Except for the service you can always chose any position you like. For instance it is allowed to switch front and back position directly after serving.
7. Pro-rules In 'pro-rules' you cannot play the ball on any fence. You lose the point if you do. You still can play the ball on the acrylic part of the sideboard.


The Difference Between Padding and Margins in Web Design
Distinguish between the two with this guide
A stylized computer monitor
LouLou & Tummie/Imagezoo / Getty Images
Margins and padding can be confusing because, in some ways, they seem like the same thing: white space around an image or object. Here's what you as a web designer need to know about their differences.
Padding is the space between an image or cell contents and its outside border. In the image below, the padding is the yellow area around the content. In this case, padding goes completely around the contents: top, bottom, right, and left sides. You can specify how much padding (in percentage, pixels, points, etc.) for each side, and they don't have to be the same. In this way, you can position content within an element.
An illustration demonstrating and padding, borders, and margins.
In contrast, margins are the spaces outside the border of an element, between the element and whatever is adjacent to it. In the image, the margin is the white area outside the entire object. Like the padding, the margin goes completely around the contents in this example: on the top, bottom, right, and left sides. You can use margins to position divs and other elements on a page.
Always test your pages in various browsers, operating systems (including mobile), and screen sizes to make sure they display exactly as you want them to.
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Gray to grayish-brown, clayey silt to silty clay interbedded with gray to light-gray silty to fine to coarse quartz sands. Discontinuous beds of shell are common in the sands and in the clayey silts. Found in the subsurface throughout Kent County. Interpreted to be a marine deposit. Rarely the surficial unit on the uplands in northwestern Kent County where the Columbia or Beaverdam Formations are absent. Outcrops are patchy and are too small to be shown on this map. Three major aquifers are found within the Calvert Formation in Kent County: the Frederica, Federalsburg, and Cheswold, from top to bottom, respectively (McLaughlin and Velez, 2006). Ranges up to 425 feet thick.
Light gray to blue gray, fine to medium, shelly, silty, quartz sand and clayey silt. Discontinuous beds of fine sand and medium to coarse quartz sand are common. Base of the unit is marked by a coarse to granule sand that fines upwards to a medium to fine silty sand. This sand is the Milford aquifer (Ramsey, 1997; McLaughlin and Velez, 2006). In southern Kent County, can be subdivided into upper and lower units. Lower unit consists of the fining-upward sequence from the basal sand to a hard clayey silt to silty clay that ranges in color from grayish brown to bluish gray. Upper unit consists of clean to silty, fine to medium, moderately shelly sands with thin silty clay beds. Rarely found in outcrop in the upper reaches of some of the more deeply incised streams. Outcrops are too small to be shown on this map. Found in the southern half of Kent County. Up to 140 feet thick in the southernmost part of the county.
Bioturbated, dark-greenish-gray silty clay, banded light-gray, white, and red silty clay, and glauconitic, shelly, very fine sandy silt. In the Georgetown Quadrangle, the St. Marys Formation is capped by about 5 to 15 ft of bioturbated, dark-greenish-gray silty clay. A distinct burrowed horizon separates the clay from the underlying banded clay that consists of a 10- to 15-ft thick, compact, color-banded silty clay with scattered white clayey concretions. The banded clay has a sharp contact at its base with underlying glauconitic, very fine, sandy silt. The sandy silt contains shells of the gastropod Turritella. The entire thickness of the St. Marys Formation is less than 100 ft in the Georgetown Quadrangle, thinning from its thickest in the southeast corner to about 50 ft thick in the northwest corner of the map area. Interpreted to be a marine deposit of late Miocene age (McLaughlin et al., 2008).
Heterogeneous unit ranging from very coarse sand with pebbles to silty clay. Predominant lithologies at land surface are white to mottled light-gray and reddish-brown, silty to clayey, fine to coarse sand. Laminae and beds of very coarse sand with pebbles to gravel are common. Laminae and beds of bluish-gray to light-gray silty clay are also common. In a few places near land surface, but more commonly in the subsurface, beds ranging from 2 to 20-ft thick of finely laminated, very fine sand and silty clay are present. The sands of the Beaverdam Formation commonly have a white silt matrix that gives drill cuttings a milky appearance (Ramsey, 2001, 2007). This white silt matrix is the most distinguishing characteristic of the unit and readily differentiates the Beaverdam Formation from the adjacent clean sands of the Turtle Branch Formation. Interpreted to be a fluvial to estuarine deposit of late Pliocene age on the basis of pollen assemblages and regional stratigraphic relationships (Andres and Ramsey, 1995, 1996; Groot and Jordan, 1999; Groot et al., 1990). Ranges from 50 to 120 ft thick in the Georgetown Quadrangle.
Yellowishto reddish-brown, fine to coarse, feldspathic quartz sand with varying amounts of gravel. Typically cross-bedded with cross-sets ranging from a few inches to over three feet in thickness. Scattered beds of tan to reddish-gray clayey silt are common. In places, the upper 5 to 25 feet consists of grayishto reddish-brown silt to very fine sand overlying medium to coarse sand. Near the base, clasts of cobble to small boulder size have been found in a gravel bed ranging from a few inches to three feet thick. Gravel fraction primarily quartz with lesser amounts of chert. Clasts of sandstone, siltstone and shale from the Valley and Ridge, and pegmatite, micaceous schist, and amphibolite from the Piedmont are also present. Fills a topographically irregular surface, is less than 50 feet thick, and is interpreted to be primarily a body of fluvial glacial outwash sediment (Jordan, 1964; Ramsey, 1997). Pollen indicate deposition in a cold climate during the middle Pleistocene (Groot and Jordan, 1999).
One to five feet of gray coarse sand and pebbles overlain by one to ten feet of tan to gray clayey silt to silty clay that is in turn overlain by three to five feet of fine to medium sand. Laterally, finer beds are less common away from Marshyhope Creek and the deposit is dominated by fine to medium sand with scattered beds of coarse to very coarse sand with pebbles. Sands are quartzose with some feldspar and laminae of opaque heavy minerals. Underlies a terrace with elevations ranging from 35 to 50 feet and is interpreted to be fluvial to estuarine in origin. Found in the Marshyhope Creek drainage basin in Kent County and more extensively along the Nanticoke drainage basin in Sussex County. Thickness ranges up to 20 feet closer to the valley of the Marshyhope and thins away from the river.
Heterogeneous unit of light-gray to brown to light-yellowish brown, medium to fine sand with discontinuous beds of coarse sand, gravel, silt, fine to very fine sand, and organic-rich clayey silt to silty sand. Upper part of the unit commonly consists of fine, well-sorted sand. Small-scale cross-bedding within the sands is common. Some of the interbedded clayey silts and silty sands are burrowed. Beds of shell are rarely encountered. Sands are quartzose and slightly feldspathic, and typically micaceous where very fine to fine grained. Unit underlies a terrace parallel to the present Delaware Bay that has elevations between 50 and 30 feet. Interpreted to be a fluvial to estuarine unit of fluvial channel, tidal flat, tidal channel, beach, and bay deposits (Ramsey, 1997). Overall thickness ranges up to 50 feet.
Onshore and offshore geological and geophysical data were used to investigate the lithostratigraphy, seismic stratigraphy, and depositional history of the late Tertiary age post-Choptank Chesapeake Group rocks in Sussex County, Delaware and adjacent counties in Maryland. The results of this investigation suggest that the St. Marys (?) Formation and the sandy interval of which the Manokin aquifer is a part, are distinct lithostratigraphic units. The Manokin formation is proposed as an informal lithostratigraphic unit that refers to the sandy interval of which the Manokin aquifer is a part. On a regional scale, the section containing the Ocean City and Pocomoke aquifers and adjacent and intervening confining beds is best treated as a single undifferentiated lithostratigraphic unit. The Bethany formation is proposed as an informal lithostratigraphic unit that refers to this section.
Heterogeneous unit of light-gray to brown to light-yellowish-brown, coarse to fine sand, gravelly sand and pebble gravel with rare discontinuous beds of organic-rich clayey silt, clayey silt, and pebble gravel. Sands are quartzose with some feldspar and muscovite. Commonly capped by one to two feet of silt to fine sandy silt. Laminae of opaque heavy minerals are common. Unit underlies a terrace parallel to the present Delaware River that has elevations less than 25 feet. Interpreted to be a transgressive unit consisting of swamp, marsh, estuarine channel, beach, and bay deposits. Climate during the time of deposition was temperate to warm temperate as interpreted from fossil pollen assemblages (Ramsey, 1997). Overall thickness of the unit rarely exceeds 20 feet.
The Generalized Geologic Map of Delaware is a brief summary for general use indicating the major types and locations of rocks present throughout the State, and their interrelationships. The map is preliminary as it is a first step in a continuing program of detailed geologic mapping. It is based upon many existing sources of data; additional detail may be found in the references listed.
In Delaware some linear features recognized on the Landsat image can be related to known faults. Others are interpreted as possible faults; the causes of some lineations are not yet

source: HuggingFaceFW/fineweb-edu


text:
Is there a Googol of anything in the Universe?
Are vegetables intelligent? Is Pi a "normal" number? Are humans the only picky eaters? We take on your science questions, including why women generally don't go bald and how fingers can feel cold even though they're warm to the touch. Plus, we're joined by Matt Parker, the Stand Up Mathematician, who takes on your mathematical brain teasers, and explains how a simple mathematical trick can let you predict the numbers on a barcode!
In this episode
Why does red meat turn white with cooking?
Ginny Smith cooked up an answer to this culinary question...
Ginny - When you think about meat, it's made of protein and when protein is heated, the shape of it changes. Normally, it's quite a long molecule. But, as it's heated, it actually shrinks. So, if you imagine cooking a chicken breast, you see that as it cooks, it gets smaller and it also changes colour and this is because of the change in the proteins. We say they denature and that's when they go white and they scrunch up and shrink. Red meat contains an iron-rich chemical called "myoglobin" which also changes its shape when it cooks and changes colour from red when it's raw to sort of brownish grey when it's fully cooked.
If you're cooking red meat, sometimes you get a lovely brown colour on the outside and that really tasty meat smell that always makes you hungry. This happens because there's something called the maillard reaction. This is a chemical reaction between the amino acids found in the protein and some sugars, and it requires heat to occur. So, the temperature has to get up to about 154 degrees for the maillard reaction to occur and obviously, this is higher than the boiling point of water. So that means that if there's too much water in your meat or if your pan isn't hot enough, this browning won't occur. Your meat instead will cook in the water and it will just turn to light brownish grey colour, without you getting any of that lovely, crispy brown outside.
02:58 - Stand Up Maths and the Festival of the Spoken Nerd
Stand Up Maths and the Festival of the Spoken Nerd
with Matt Parker, Festival of the Spoken Nerd
Matt Parker, the stand-up mathematician joins us this week! He's currently on tour promoting a light-hearted view of science and maths as part of the
Festival of the Spoken Nerd. Hello Matt, tell us a little bit about you...
Matt - As you've mentioned, I sit in a middle of a very weird Venn diagram. I work doing proper maths communication, so I'm based at Queen Mary University of London in the maths department, but I also work doing stand-up comedy. And so, this tour is a combination of both those things. We get to do maths live on stage for comedy audiences.
Chris - The two wouldn't normally be regarded as good bed fellows.
Matt - No and we're very excited that we actually get to take this on a tour because we started just doing a monthly night in London where there were 3 of us - myself, and other stand-ups Steve Mould and Helen Arney. We began just doing the really nerdy comedy and experiments, and music that we enjoy. And people started to show up to watch it, and we gradually got bigger and bigger audiences, and we started selling out bigger venues. And now, we're being taken on a 22-date tour all across the UK.
Chris - For the first time.
Matt - Yeah, this is it. So, this is our first ever tour. We're going out, bringing live nerdery to the people.
Chris - Who comes along and listens to maths comedy?
Matt - Well, we try to be very inclusive. We do obviously attract a wide spread with some extreme values of nerds. So hard-core nerds show up and believe me, there is something in there for them, but they tend to also bring friends, partners and members of their family who are not as nerdy. And so, we've worked very hard to make sure that this is also a legitimate comedy show. So you can come, you can enjoy the show without having got a very good 'A' level in maths.
Chris - Or with a very bad 'A' level. How do you actually make maths funny? Tell us a bit about the content of the show, what sorts of things do you discuss?
Matt - We try, in this show, to do all the sciences. We try to do a little bit of physics, so we've got a flame tube which is this flame "graphic equaliser" and we can put different frequencies into it and it responds different ways. I will be solving a Rubik's cube live on stage. I'll also be doing a very dangerous experiment. I'm recreating one of Michael Faradays' experiments from the Royal Institution where I'm using parabolas to set things on fire. So, it's just all our favourite nerdy things that we can do on stage, occasionally involving fire.
Chris - Now listeners who are listening very carefully may have noted that you don't sound local. So how do you come to be here doing this because you're originally from Australia, aren't you? Western Australia?
Matt - Yes, I do strange things to vowels. I'm from Perth originally where I studied and went to the University of Western Australia, where I did physics, and then went on to do maths, and after that, I became a secondary maths teacher. I moved to London about 8 years ago to teach maths and I've gradually shifted from being a normal - I use the word 'normal' carefully - maths teacher in schools into working part-time for a university and also doing comedy part-time.
Chris - It's quite brave of Queen Mary University of London to say, "let's actually make a job around this sort of thing."
Matt - Queen Mary have been incredibly supportive. So, I'm their public engagement in maths fellow, and so, a lot of my job is to communicate maths to other people. I do a lot of maths writing and things like this, lots of mass media, but I also work with the academics and the students. And so, a decent amount of my job is training and working with the undergraduates to help them communicate maths to other people and to go into schools and work with young people. I also work with the academics to help them communicate the research they're doing to other people who may not know as much maths.
Chris - Do you actually have any evidence as to whether this translates into a tangible benefit, a measurable benefit for QMUL? In other words, do you see a lot more people applying into maths as undergraduates than you would've done, were you not there?
Matt - Well, Queen Mary do keep a close eye on where people apply from and they can try to find out how they heard about it, but that's much harder to get to. So, we do track numbers of people applying and we do track where they live when they apply to the university, but all the work that I do is not focused just on getting people to come to Queen Mary - although I'm biased, I think it's a great maths department. My goal and in fact, all the outreach work we do at Queen Mary, is to get people excited to do Maths or something science related, but we don't mind which university they go to. We just want more young people going into the science subjects.
What happens when a moving plane drops a parcel?
Matt - You wouldn't be doing the equations of motion for projectiles, would you Tilly?
Tilly - Yes.
Matt - Right, so how fast is that package going to fall as you release it?
Tilly - I don't know.
Matt - So, this is the teacher in me. I try and talk the student through the question! Initially, it doesn't matter how fast you're going forward. If you let go of this package, it's not going down at all, yet, because gravity hasn't yet kicked in. And so it's going to start [with a velocity of] zero. So, if you put down your starting velocity as zero. It's then going to accelerate according to gravity which is about 9.81 meters per second squared. Do you know which equation you have to use to work out how long it's going to take to hit the ground?
Tilly - I'm not sure. Time taken. so maybe S = ut + Ã?,½at2?
Matt - S = ut + Ã?,½at2... What's the other one? Is it v2=u2+2as?
Tilly - Yes.
Matt - It's amazing. These things just get locked in your muscle memory. So, right what you want to do now is write down...(I feel like I'm just doing tutoring live on the air. This is great for you and me, Tilly, but everyone else is getting a bit bored.) You need to write down everything you know. So you know your starting velocity, you know your acceleration, you know the distance it has to travel, and you want to find out the time. And so, which of these equations has U and S, and A, and T in it? That would be the one that you read out to me [S = ut + Ã?,½at2].
So now, if you put all your numbers into that equation in theory, so it's going to be 2002=0(time)+Ã?,½ at2 and acceleration is about 10... So it's around about. the square root of 8,000 seconds

source: openbmb/Ultra-FineWeb


locations, and that is who I now believe is in the photograph with his wife, Laura Gertrude's mother.
So the man sitting on the chair in the photo above is William John Isaacs who was in the Wiltshire Constabulary from c1881 to 1907. This has been confirmed in a reply from the History Centre to PB: "William Isaac Police number 172 born 1851 at West Cholderton entered the force in 1874 and served to 1902." In the censuses he was at Ludgershall 1881, Tinhead 1891, and Edington 1901. Coincidentally he shared the same police collar number as William Fred 'Farmer' Brown of the Metropolitan Police and Chitterne.
More about the new findings on Farmer Brown in a forthcoming blog.
Church Organ
The Willis Organ in Chitterne Church
The Willis organ in Chitterne Church has recently been tuned, cleaned and updated by an organ-builder who was trained by the original designer of the instrument.
Our organ was built in 1968 for Laleham Abbey Convent, Middlesex. The secondhand organ was offered to Chitterne Church in 1993, installed, and dedicated on 26 February 1995 by the then Bishop of Ramsbury, the Rt Rev Peter Vaughan.
This Willis Junior Development Plan Organ was designed by Henry Willis 4, the fourth Henry of the Willis family of organ builders. I know very little about organs so here I will quote AC who carried out the recent work and let him explain what the name means:
" "Junior" because they (the organs) were designed by Henry Willis, 4, who was then Junior to his father who was running the firm up until 1968. "Development Plan" because they were a series of models which started as a one manual organ with two stops and no pedals, and could be developed in stages to a two manual organ, a little larger than the Chitterne instrument, as and when funds became available. The Willis nameplate on the console IV-LVII denotes Henry Willis, 4, then the Opus Number. Opus 57 started as a one manual and pedal instrument. It gained the Swell organ, which I worked on in the early 1980s. "
Members of the Willis family of organ builders
The Chitterne Willis organ has been updated with a computer that enables recordings to be made. The recordings can be used at future services when no organist is available. I have heard a recording of AC playing the instrument and it sounded beautiful.
War Memorial 100
Field Marshall Viscount Allenby
On Sunday 28th August 1920 Field Marshall Viscount Allenby unveiled the Chitterne War Memorial to the fallen, and servicemen who had served, in the First World War. Field Marshall Allenby, who had taken command of the British Forces in Palestine in the war, was seen as a great hero at the time.
Edmund Allenby's connection to Chitterne was through his sister Faith who lived at Chitterne House with her husband Vice-Admiral Charles Lionel Napier.
Newly erected Chitterne War Memorial (sorry about the quality of the photo)
Ashley Returns, Alan's Farewell, Time Passes
A bizarre juxtaposition of events happened yesterday.
Alan working with metal in his workshop 2016
Abdon Close Centenary
1950s postcard of Council Houses showing footpath in front of the houses
1950s photo showing the access footpath from Townsend
Scots pipers on the road in Abdon Close September 1987
How We Were in 1988
1988 railings
1988 sportsfield
1988 pitts cottage
1988 back road
1988 stables
1988 arch cottages
1988 bridge cottage
1988 garage
Gassing in the Church
church pre war memorial


text:
Since water can't just run to the humidifier all the time, the water supply flow needs to be controlled. This is done by a water inlet orifice and an inlet valve assembly controlled by an electric solenoid. The solenoid is controlled by a humidistat (sort of like a thermostat for humidity).
When the humidistat says to increase humidity, the solenoid opens and supplies the water feed tube. When the humidistat says the humidity level is good or when the furnace shuts down, the solenoid shuts off, stopping water flow to the humidifier.
Through months of seasonal non-use, these parts can become seized or clogged and prevent the humidifier from working properly. Let's take a detailed look at the water inlet valve assembly in the next section.


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Garden Themes for Preschool Children
Garden themes for preschool children can be a lot of fun. After all, what preschooler doesn't love to get his or her hands dirty, see plants grow, and watch the dynamic environment of a garden.
Garden Themes for Preschool Children
When working with preschoolers, there are several ways in which you can divide up the study of gardens:
- The life cycle of a garden (from planting to harvesting)
- Environmental impact of gardening
The possibilities are really endless, but the important thing to remember when teaching preschoolers is that the process has to be hands on and it has to be interesting.
Who is a Pollinator
Pollinators have a very important job in a garden. They spread pollen from one flower to another thus causing the flowers to grow.
- Make a Pollinator Book--Every page of the book should have a picture for the child to color of a pollinator. Preferably, the pollinators are indigenous to the area, and so in theory, they could see something from their book as they're walking around outside. Underneath every picture, there should be the following simple sentence:
'The (Fill in the blank with a pollinator) helps spread pollen.'
In class, make sure and discuss that pollen is the way that new flowers grow.
- Study the lifecycle of a butterfly--Butterflies give way to all sorts of creative art projects. If you can get a butterfly observation house, this is the ideal way to observe a butterfly from the caterpillar stage all the way to the end result.
- Read Eric Carle's A Very Hungry Caterpillar--Children love this book, and what a great way to introduce the concept of a caterpillar becoming a butterfly.
The parts of a flower are an important scientific concept. Your classroom should have a poster that clearly labels the parts of a flower. At this level, it's important that preschoolers understand the function of petals, roots, and leaves.
- How does the flower get the water?--One way to show that the roots of a flower suck water up through the stem is to color carnations. To do this you will need:
- a white carnation for every child in your classroom
- a tall cup for every child in your classroom
- a few drops of food coloring
What to do:
Have the children decorate their cups. Using a pitcher pour some water into each child's cup and then add a drop or two of food coloring. This experiment is best done on a Friday afternoon. By Monday, when the children come back, the flowers will be colored. This helps "show" the kids that the water was sucked up through the stem to color the petals.
The Life Cycle of a Garden
This is the ideal thematic unit if your preschoolers have a garden to work in. Many schools are starting a "green thumb" program, and so if your school has land but no garden perhaps a simple proposal to the principal will do the trick. This is also a great activity to share with the kindergarten teacher since gardening works in seasons. Preschoolers who plant in the spring can harvest in the fall of kindergarten. However, if you don't have a garden and can't get one, there are still a few ways to exercise your kids' green thumbs.
- Container gardening--Tomatoes will grow consistently well in a garden and are also fairly easy to grow with quick results making them the ideal vegetable for preschoolers!
- Window boxes--Window boxes filled kitchen herbs also grow well and do not require a lot of upkeep. Start the kitchen herbs from plants to ensure that your little ones don't lose interest.
Keep a chart on your wall that follows the life cycle of your garden from planting to harvesting. Make sure that when you harvest, your kids will be able to taste the fruit (or vegetables) of their labor!
Environmental Impact of Gardening
Gardening offers numerous benefits to the environment aside from just making it look prettier. Likewise, poor gardening practices can harm the environment.
- Compost--Talk about the benefits of composting and what composting does to help your garden. Composting is easy to do on your own as well.
- Locavores--Using a large map, try to trace the food that you eat to its original source. Have kids think about what they have eaten and then note how much could be eaten from local farms. If possible, have a local farmer visit the classroom. If that's not possible take a field trip to either a local farm or a farmer's market.
More Resources to Explore Garden Themes for Preschoolers
Garden themes for preschool children can be an excellent way to get kids interested in the environment. There are many, many excellent resources available to further study gardening:
- Kids Gardening-An excellent website with tons of information, lesson plans and links.
- Kids' Valley Garden--Very kid friendly website with easy to follow directions for gardening.
- My First Garden--Short on space? This website has tons of ideas for "clever gardening."
- Roots, Shoots, Buckets and Boots--An excellent book full of garden themes for preschool children.
- Green Thumbs: A Kid's Activity Guide to Indoor and Outdoor Gardening--An excellent resource for year round projects. Written to be read by a child, this is a great guide for a parent who is new-to-gardening, and the projects are suitable to do with preschoolers.


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Last Name
Eosinophilic Granuloma
expand / collapse MeSH information
The most benign and common form of Langerhans-cell histiocytosis which involves localized nodular lesions predominantly of the bones but also of the gastric mucosa, small intestine, lungs, or skin, with infiltration by EOSINOPHILS.
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 def different(s):
 x = len(s)
 for i in range(1, 1 << x):
 u.append([s[j] for j in range(x) if (i & (1 << j))])
It takes a list and makes different combinations (a,b,c) = ((a,b,c),(a,b),(a,c) etc..) But what does the range do? From 1 to what. I don't understand the "<<"
and also, if (i & (1 << j)) what does this do? it checks if i and 2 to the power of j?? doesn't make any sense to me :/
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Lots of people put effort into helping you out. Deleting this question would result in them losing rep. If your issue is solved by some other means, leave an answer with your solution and select it when the option becomes available. Helps people who have similar issues and doesn't penalize those that tried to help. (also fixed some stuff you were concerned about) – Will Apr 11 '11 at 12:36
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2 Answers
up vote 4 down vote accepted
The range function returns a list of numbers from zero to the given number minus one. It also has twoand three-argument forms (see the doc for more info):
range(n) == [0, 1, 2,..., n - 1]
<< is the left-shift operator, and has the effect of multiplying the left hand side by two to the power of the right hand side:
x << n == x * 2**n
Thus the above range function (range(1, 1 << x)) returns [1, 2, 3,..., 2**x - 1].
In the seconds usage of <<, the left-shift is being used as a bit-mask. It moves the 1-bit into the j-th bit, and performs a bit-wise and with i, so the result will be non-zero (and pass the if test) if and only if the j-th bit of i is set. For example:
j = 4
1 << j = 0b1000 (binary notation)
i = 41 = 0b101001
i & (1 << j) = 0b101001
 & 0b001000
 = 0b001000 (non-zero, the if-test passes)
i = 38 = 0b100110
i & (1 << j) = 0b100110
 & 0b001000
 = 0b000000 (zero, the if-test fails)
In short, x & (1 << y) is non-zero iff the y-th bit of x is set.
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<< is the binary left shift operator. 1 << x is a way of saying two to the power of x.
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so it's the same as 2**x? – nils Mar 22 '11 at 8:45
_USER_: Yes, pretty much. – icktoofay Mar 22 '11 at 8:52
_USER_, yes, but 3 << 10 is twice as fast as 3 * 2 ** 10 – eumiro Mar 22 '11 at 9:10
_USER_: "so it's the same as 2**x?"? Please actually try the code. Please run an experiment. Please execute it interactively at the Python >>> prompt. You can prove they're the same all by yourself. – S.Lott Mar 22 '11 at 9:53
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text:
Demythologizing Arctotherium, the Biggest Bear Ever
Quite a few years back, so long ago that I can't really remember much more than the fact that I once visited it, my parents took me to Space Farms Zoo and Museum. Tucked away in northern New Jersey, the roadside attraction is not so much a zoo or a museum as a throwback to the curiosity cabinets of Renaissance Europe – a ramshackle collection of odd natural and historical artifacts in varying states of preservation. According to those who have been there more recently than I have, the first two cents the museum's proprietor earned are displayed not far from the Native American skulls, and the Space Farms website boasts everything from a "primitive tool barn" to a "one-of-a-kind complete miniature circus" and "more than 100,00 other unique items." If Space Farms ever had one claim to fame, though, it was Goliath.
An Alaskan grizzly bear, Goliath lived at Space Farms between 1967 and 1991. He was enormous. Said to measure twelve feet long and weigh a short ton, he has often been heralded as the largest bear ever held in captivity. Sadly, however, Goliath lived in disturbingly inadequate conditions, and, the pet cemetery section of Roadside America reports, by the end of his life Goliath's rheumatism was so bad that he couldn't even drag himself across his concrete floor to get a drink of water. Surprising no one, the managers of Space Farms gave Goliath a second life. A mount made from Goliath's pelt stands in front of the museum's fireplace, and his skull rests in a glass case nearby.
Goliath was undoubtedly one of the biggest bears ever seen alive. Assuming his oft-repeated stats are correct, he fell in the upper size range for Alaskan grizzlies. But he was not the biggest bear of all time. That title, as far as we presently know, goes to Arctotherium angustidens.
The first of five Arctotherium species, A. angustidens was a descendant of earlier bears that traveled to South America when the Panamanian land bridge opened a connection to North America about three million years ago. Scientists have known about this species for quite some time – it was first described in 1880 – but the bones of an elderly male specimen just described by Leopoldo Soibelzon and Blaine Schubert are gigantic. In a photo included in a National Geographic News report, Soibelzon holds up the humerus – upper arm bone – of the bear next to that of an elephant, and the two are nearly equal in size.
The newly-described bones were discovered in 1935 during construction of the San Juan de Dios hospital in La Plata City, Buenos Aires Province, Argentina. They date to about one million years ago, and include both the right and left arms. (Part of a shoulder blade was found, as well as a few hand bones, but these fossils have gone missing.) This was probably a very old, cranky male bear. The degree of fusion between the heads and shafts of the arm bones indicate that this was an elderly individual, both humeri show old injuries along one of the bony crests where the massive arm muscles would have attached, and the left radius – one of the lower arm bones – shows signs of infection.
But just how big was this bear? There is no doubt that it was quite large – the limb bones of other bears look puny by comparison – but, without a complete skeleton, Soibelzon and Schubert had to use a bit of arithmetic to estimate the bear's mass.
Depending on the estimation method used, the Arctotherium from La Plata City weighed anywhere between 2,162 and 4,500 pounds, although the authors admit that the upper limit is a bit too high. Instead, they propose that male Arctotherium angustidens maxed out around 3,500 pounds, and a skeletal reconstruction included in the paper is just shy of eleven feet tall. This is about as tall as the largest grizzly and polar bears can stand, but Arctotherium angustidens was a much more robust animal.
Based upon the new mass estimate, the prehistoric South American bear was at least a thousand pounds heavier than even the largest known modern bears, and nine times as heavy as its closest living relative, the spectacled bear. (The mass of the other giant bears of the Pleistocene – the European cave bear and the deep-snouted bear Arctodus simus of North America – were not directly estimated in the study, but the fact that they had smaller arm bone measurements indicates that they would have received lower mass estimates through the methods used.) Indeed, Arctotherium angustidens was not the direct ancestor of today's giant grizzly and polar bears. This bear, which Soibelzon and Schubert state was "probably the most powerful terrestrial carnivoran of the late Cenozoic", was actually the biggest and most carnivorous member of a group that became increasingly smaller and more herbivorous over time.
Despite newspaper restorations of this bear rearing up on its back legs and snarling, Arctotherium angustidens was not a hypercarnivorous monster that fed exclusively on giant sloths and other large mammals. True, Arctotherium angustidens was big enough to take down large prey and run the sabercat Smilodon off a meal – just as Yellowstone's grizzly bears steal kills from wolves today – but it probably had a mixed diet and included some salad with its steak. As found in a 2010 study by Soibelzon and Borja Figueirido, the skull and jaws of A. angustidens wer most similar to those of omnivorous species like the sun bear, the Asian black bear, and the North American "short-faced" bear Arctodus simus, another prehistoric species thought to have been extremely predatory but recently reconstructed as an omnivore. Broken teeth hint that Arctotherium angustidens often chewed on bones, supporting the idea that it ate animal matter, but overall it probably had a more cosmopolitan diet like that of modern grizzly bears. As a predator, it was an opportunist that did not exclusively rely on meat to survive.
The dietary flexibility of the giant South American bear makes its disappearance around 800,000 years ago all the more perplexing. Based upon its size and early arrival in South America, paleontologists used to think that Arctotherium angustidens was a very carnivorous bear that only had to compete with Smilodon for large prey. There were other predators around – such as jaguars, the fox-like Theriodictis, and the wolf Canis gezi – but these were in an entirely different weight class. It was only later, around the time that the giant bear disappeared, that other heavyweight predators evolved on the continent, and so it has been assumed that increased competition for prey did in A. angustidens. Yet, if the new analysis by Soibelzon and Figueirido is correct, then A. angustidens had a more flexible diet, and the idea that it was simply outgunned by other predators becomes difficult to uphold.
Nevertheless, we do know is that the largest of the Arctotherium species ate more meat than those the species that followed it. The ranges of each species in time are still being worked out, but Arctotherium angustidens was succeeded by A.vetustum, A. bonariense, A. tarijense, and A. wingei. (Frustratingly, these species don't have common names, so you'll have to bear with me here.) The skulls and jaws of each of these species were more like those of the spectacled bear, a living representative of the same bear sub-group which is almost entirely herbivorous, and these bears are thought to have included more plants into their diet while still scavenging meat when opportunities to do so arose. Among the last of these bears, Arctotherium wingei may have even been as herbivorous as the living spectacled bear, but it is difficult to be sure since the only known skull is from a young individual and lacks the informative lower jaw.
Together, the decrease in size and the apparent diet shift towards more plant food led Soibelzon and Figueirido to suggest that increasing pressure from other predators pushed Arctotherium towards a more herbivorous diet during the past 800,000 years, but we don't know for sure. There is much that remains unknown about the natural history of this almost entirely extinct group of bears. Today, only the spectacled bear carries on the legacy of the family which once included Arctotherium, Arctodus, and their kin – a modest relative of some of the biggest bears of all time.
[Many thanks to Cameron McCormick, who sent me the description of the new giant bear specimen and blogged about it himself here.]
Top Image: Goliath during his later years, in the fall of 1985. From Flickr user The Rapscallion.
FIGUEIRIDO, B., & SOIBELZON, L. (2009). Inferring palaeoecology in extinct tremarctine bears (Carnivora, Ursidae) using geometric morphometrics Lethaia, 43 (2), 209-222 DOI: 10.1111/j._PHONE_.2009.00184


text:
TEFL (Diploma in Teaching English as a Foreign Language)
Diploma in Teaching English as a Foreign Language (TEFL) is an advanced professional diploma provided by the American Academy for Training Courses (AATC) which is ISO-9001 accredited language learning and training center collaborating with Atlanta Institute. The institute and its language programs are offered under supervision of the institution owning American International schools in Egypt and all over the world. This enhances the opportunities available for TEFL teachers looking for job opportunities at language and international school upon completion of the TEFL teaching diploma; of which teachers' preparatory programs and language teaching courses are subject to the supervision of the entity owning all American foreign schools all over the world, including Egypt. This will help the TEFL Teacher-Diploma-certified teachers to win jobs in foreign and language schools all over Egypt. And the American Academy is one of the largest language learning centers all over Egypt.
The "Teaching English as a Foreign Language" (TEFL) Diploma is offered by American Academy for all the teachers desiring to teach English to kids or adults. It helps them enhance their teaching skills and to gain high profits because it maximizes their opportunities to win jobs in language schools, universities and certified training centers.
This TEFL Diploma covers the following fields:
- Language teaching topics:
- Teaching Listening
- Teaching Conversation
- Teaching Vocabulary
- Teaching Grammar
- Teaching Writing
- Teaching Reading
- Best practices and methods for:
- Preparing and planning lessons in English
- Utilizing different educational resources
- Classroom management and handling students
- Best practices for students' assessment and testing
Term of the Program: three months
- Are there any requirements for the TEFL Diploma?
Yes, any applicant must pass English language spoken and written tests with a minimum of 65%.
- What the entity awarding the TEFL Diploma?
The certificate is awarded by the US-based Atlanta Institute under the authorization of the institution owning all American schools all over the world, including Egypt. In addition, upon completion of the math and science teaching diploma, graduates will be granted certificate, a letter of certification by the American Academy.


text:
Email Mrs. Cowell
Schools around the world have implemented their own Buddy Bench programs in order to create and maintain a positive school climate. The bench is a tool that especially helps with recess time, which can be a time of increased conflict during the school day. This program is designed to teach students the skills to have successful friendships and to help them grow into compassionate young adults.
Individual Counseling is a service offered to Kindergarten through Fourth Grade students. Students may be referred for this service by a parent, a teacher, or a staff member. They also have the opportunity to request counseling services for themselves. Counseling can be ongoing or short-term based on the situation. Common topics addressed in Individual Counseling meetings are:
- Academic Concerns
- Coping Skills
- Family Changes
- Friendship Concerns
- Impulse Control
- Self Esteem
Individual counseling does not relate to discipline, but rather to assist and encourage students in these areas so that they are able to be successful learners and community members.
There are some times when more severe problems or extensive issues may require more in-depth counseling with a Licensed Professional Counselor at an outside agency. If this occurs, I am able to provide you with a list of outside counseling referrals. Please contact me with any questions or concerns at _PHONE_ or _EMAIL_!
Small group counseling is a service provided to Kindergarten through Fourth Grade students. This service provides support to several students in a structured setting. Group sizes generally range from five to eight members. Group discussions are based on structured learning activities and projects.
Students may be invited to join a small group during the course of the school year. Participation in small groups provides students with the opportunity to learn from each other in a unique setting. They can share ideas, give and receive feedback, gain new knowledge, practice skills, and think about their goals and actions. Common group topics are social skills, self esteem, making and keeping friends, families in transition, etc. Topics are chosen based on the current needs of the students.
If your child is invited to participate in a group, I will contact you with more specific information. If you would like your child to be included in a small group, please contact me at _PHONE_ or _EMAIL_.
Classroom Counseling Lessons offer the best opportunity to provide character education to all students. Throughout the school year, I will present age appropriate lessons in each classroom on character traits and social skills such as:
- Bucket Filling (Kindness and Caring)
- Career Awareness and Exploration
- Effective Communication and Problem Solving Skills
- Emotional Awareness
- Friendship Skills
- Self Esteem
- Stress Management
At Waterville Primary School, we are continually working toward maintaining a peaceful and welcoming environment. We encourage positive interactions among all students from Kindergarten through Fourth Grade. Some of our School Wide Programs here at Waterville that are designed to promote a positive school environment are:
First, Waterville Primary is a Bucket Filling School! The concept of Bucket Filling is that everyone carries an invisible bucket that holds all of their good thoughts and feelings. When our buckets are full, we feel happy. When our buckets are empty, we feel lonely and sad. Children understand very quickly that they can fill buckets by being kind, caring, and respectful to others. They also understand that disrespectful and uncaring behavior will dip out of other people's buckets, or remove their good feelings. Our Bucket Filling Program encourages respectful, responsible, and safe behavior. Students earn Bucket Filling slips for displaying any one of these characteristics. These Bucket Filling slips can be spent on different items or raffles each month at our school store. Students are welcome to spend all of their Bucket Filling slips each month, or to save them until the end of the year for bigger rewards! The following is a link to an informational website about Bucket Filling: _URL_.
Our PBIS (Positive Behavior Interventions and Supports) Program at Waterville emphasizes three building wide expectations that are consistent throughout the Anthony Wayne School District. These expectations are: Be Respectful, Be Responsible, and Be Safe. Teachers and staff throughout the building will be working together to reinforce these expectations during the year. Each classroom will use the same five color chart for behavior: Blue, Purple, Green, Yellow, and Red. Students will begin the day on Green and have the opportunity to move up or down based on their behavior. This color chart allows students that show exceptional behavior to be recognized for going beyond our expectations. Our PBIS Program provides us with another way to promote a safe and happy environment for our students!
In addition to providing school wide programs and initiatives, we make sure Waterville students, staff, and families are educated in Bullying Prevention. Our Dean of Students, Miss Williams, and I visit each classroom in the first few weeks of school to teach bullying prevention lessons. During these lessons, we highlight that there are different types of bullying (ex: physical, verbal, social, cyber).
We also address the following three qualities that are present in a bullying situation:
- The behavior is done intentionally.
- The behavior is repeated over time.
- A real or perceived imbalance of power exists between the two parties.
Also highlighted are ways to handle bullying situations and ways to make sure that we maintain a safe and positive school environment at all times. These lessons are designed to empower our students so that they are able to encourage each other and act as allies for one another. These messages are repeated throughout the year by the teachers and staff of Waterville School. We appreciate you working with us to help reinforce the messages of Respect, Responsibility, and Safety!
Below are some additional websites with information for both parents and students related to preventing bullying.
We are very lucky at Waterville School to have our very own therapy dog here with us every day! Sara is a ten year old Golden Retriever who has been working with Waterville students for the past eight years. Sara spends her time at Waterville listening to children read, helping children to develop positive behavior and responsibility, and providing support to those in need. Sara was trained and provided to us by an organization called Assistance Dogs for Achieving Independence (ADAI). To learn more about this non-profit organization and/or provide financial support please visit their website at _URL_.


text:
"In Three Words, a lesson creating an anti-bullying Animoto video, allows students to take an active role in the development of an anti-bullying lesson thus taking ownership of the message. Students used the Good Morning America segment "Your Three Words" as a model for creating videos depicting powerful anti-bullying messages. Using flip video cameras, students filmed short clips displaying their three word messages and then created a collective video using the web 2.0 tool, Animoto.
This webquest is designed for 5th grade recess monitors. This teaching-to-learn webquest is intended to involve students in the examination of bullying behavior and how they can help younger students prevent it from happening.
Students will work in co-op groups to brainstorm, plan, write scripts, keyboard scripts and then use digital video camera to film public service announcements. They will edit on the computer and we will show on morning announcements and connect to website.
Newell Elementary students will create a series of skits to promote effective social problem-solving techniques. Each skit will highlight the most common scenarios of bullying at each grade level. These videos will be shown to all elementary students in an effort to reinforce positive social skills in the classrooms.


text:
Architecture Images-Sydney Architects
Barnet, James Johnstone (1827 - 1904)
Born: 1827 Scotland. Died: 1904.
James Johnstone Barnet was clerk of works at the University of Sydney _PHONE_. In 1860 Barnet joined the office of the Colonial Architect, becoming its permanent head in 1865 after acting in the position for two years. As Colonial Architect Barnet was responsible for many of Sydney's significant public buildings until his departure in 1890.
|"The greatest of
all Colonial Architects"
James Barnet was born in Scotland and studied drawing, design and architecture in London before he sailed for Sydney with his wife Amy in 1854. He lived all his Australian years in Glebe (Derwent Street in 1865) and Forest Lodge (Braeside, now demolished).
In 1860, Barnet joined the Colonial Architect's Office. In 1865, he became Colonial Architect and served in this position for 25 years. Barnet's work in Sydney signalled its maturation from a Georgian town to a Victorian city. His work contributed to a sense of stability and civic pride and includes :
The Australian Museum (1864)
The GPO in Martin Place (1866-90)
The Colonial Secretary's building (1878)
The Lands Department building (1876-81, 1888-93)
Further afield, Barnet designed 169 post and telegraph offices, 130 courthouses (including the Glebe Courthouse (1889)) and many other public buildings across the state.
Glebe Courthouse with the police station in the background.
Barnet was 'a promoter of new technologies, used concrete and fire-resistant materials, introduced electricity into his buildings and was first to install a telephone in a government office.' Chris Johnson, the current Government Architect, states that Barnet was the Colonial Architect who most significantly affected the shaping of Sydney.
James Barnet has left Sydney a legacy of iconic and much-loved Victorian buildings. He died at Forest Lodge aged 78 on 16 December 1904 and was buried at Rookwood Cemetery.
Johnson, Chris, Shaping Sydney, 1999
Herman, Morton, The Architecture of Victorian Sydney, 1964
Lawrence, Joan and Warne, Catherine, Balmain to Glebe, 1995
MacDonnell, Freda, The Glebe: Portraits and Places, 1975
Smith, Bernard and Kate, The architectural character of Glebe, 1989
Special thanks to


text:
Problems Following the Education of Roma Children in Their Free Movement and Their Attempts for Asylum
AbstractImmigration is a growing phenomenon in the recent years with its characteristics on the social groups which are mainly involved and with its impact on the educational level of children also. The life of Roma children is associated with a lot of economic and social problems. They often move inside or outside the country for a more normal life. Frequent changes have their own psycho-social impact on children, as the most sensitive category of the society. They often suffer the long-term consequences which influence the progress of their education and future. Multicultural education and inclusive education are considered to be a good opportunity for marginalised groups offering equal education opportunities in the destination country the same as in their native country, but still they come across some difficulties. This is a qualitative research which aims at giving an analysis about the impact of immigration on the multicultural education and on the inclusion of children within the education system. What happens to these children once in the destination countries and how do they adapt their old experience? What is the impact of this transition on their emotions? The case study was performed through the: theoretical study of the phenomenon, monitoring, students, parents, educators and focus groups' interviews. This study is focused on the primary and low secondary school students. This study introduces some evidence provided by children, educators and parents, proving that returning back to your home country does only enrich their life experience. It does not have a clear positive effect on their education and inclusion to the education process.
Dec 1, 2016
How to Cite
BULKU, Alketa. Problems Following the Education of Roma Children in Their Free Movement and Their Attempts for Asylum. European Journal of Social Science Education and Research, [S.l.], v. 3, n. 4, p. 8-20, dec. 2016. ISSN 2312-8429. Available at: . Date accessed: 03 july 2020. doi: _URL_
CC Attribution 4.0 International (CC BY4.0)


=head1 NAME XS::APItest::KeywordRPN - write arithmetic expressions in RPN =head1 SYNOPSIS use XS::APItest::KeywordRPN qw(rpn calcrpn); $triangle = rpn($n $n 1 + * 2 /); calcrpn $triangle { $n $n 1 + * 2 / } =head1 DESCRIPTION This module supplies plugged-in keywords, using the new mechanism in Perl 5.11.2, that allow arithmetic to be expressed in reverse Polish notation, in an otherwise Perl program. This module has serious limitations and is not intended for real use: its purpose is only to test the keyword plugin mechanism. For that purpose it is part of the Perl core source distribution, and is not meant to be installed. =head2 RPN expression syntax Tokens of an RPN expression may be separated by whitespace, but such separation is usually not required. It is required only where unseparated tokens would look like a longer token. For example, C<12 34 +> can be written as C<12 34+>, but not as C<1234 +>. An RPN expression may be any of: =over =item C<1234> A sequence of digits is an unsigned decimal literal number. =item C<$foo> An alphanumeric name preceded by dollar sign refers to a Perl scalar variable. Only variables declared with C or C are supported. If the variable's value is not a native integer, it will be converted to an integer, by Perl's usual mechanisms, at the time it is evaluated. =item I I C<+> Sum of I and I. =item I I C<-> Difference of I and I, the result of subtracting I from I. =item I I C<*> Product of I and I. =item I I C Quotient when I is divided by I, rounded towards zero. Division by zero generates an exception. =item I I C<%> Remainder when I is divided by I with the quotient rounded towards zero. Division by zero generates an exception. =back Because the arithmetic operators all have fixed arity and are postfixed, there is no need for operator precedence, nor for a grouping operator to override precedence. This is half of the point of RPN. An RPN expression can also be interpreted in another way, as a sequence of operations on a stack, one operation per token. A literal or variable token pushes a value onto the stack. A binary operator pulls two items off the stack, performs a calculation with them, and pushes the result back onto the stack. The stack starts out empty, and at the end of the expression there must be exactly one value left on the stack. =cut package XS::APItest::KeywordRPN; { use 5.011001; } use warnings; use strict; our $VERSION = "0.003"; require XSLoader; XSLoader::load(__PACKAGE__, $VERSION); =head1 OPERATORS These are the operators being added to the Perl language. =over =item rpn(EXPRESSION) This construct is a Perl expression. I must be an RPN arithmetic expression, as described above. The RPN expression is evaluated, and its value is returned as the value of the Perl expression. =item calcrpn VARIABLE { EXPRESSION } This construct is a complete Perl statement. (No semicolon should follow the closing brace.) I must be a Perl scalar C variable, and I must be an RPN arithmetic expression as described above. The RPN expression is evaluated, and its value is assigned to the variable. =back =head1 BUGS This module only performs arithmetic on native integers, and only a small subset of the arithmetic operations that Perl offers. This is due to it being intended only for demonstration and test purposes. The RPN parser is liable to leak memory when a parse error occurs. It doesn't leak on success, however. =head1 SEE ALSO L, L =head1 AUTHOR Andrew Main (Zefram) =head1 COPYRIGHT Copyright (C) 2009 Andrew Main (Zefram) =head1 LICENSE This module is free software; you can redistribute it and/or modify it under the same terms as Perl itself. =cut 1;


text:
Over deze norm
1.1 This calorimetric test method covers the determination of total hemispherical emittance of metal and graphite surfaces and coated metal surfaces up to approximately 1400C. The upper-use temperature is limited only by the characteristics (for example, melting temperature, vapor pressure) of the specimen and the design limits of the test facility. This test method has been demonstrated for use up to 1400 C. The lower-use temperature is limited by the temperature of the bell jar.
This standard does not purport to address all of the safety concerns, if any, associated with its use. It is the responsibility of the user of this standard to establish appropriate safety and health practices and determine the applicability of regulatory limitations prior to use.
|Engelse titel||Standard Test Method for Total Hemispherical Emittance of Surfaces up to 1400°C|


What does trigger mean?
Definitions for trigger
ˈtrɪg ərtrig·ger
Here are all the possible meanings and translations of the word trigger.
Princeton's WordNet
 1. gun trigger, triggernoun
 lever that activates the firing mechanism of a gun
 2. triggernoun
 a device that activates or releases or causes something to happen
 3. trigger, induction, initiationverb
 an act that sets in motion some course of events
 4. trip, actuate, trigger, activate, set off, spark off, spark, trigger off, touch offverb
 put in motion or move to act
 "trigger a reaction"; "actuate the circuits"
 5. triggerverb
 release or pull the trigger on
 "Trigger a gun"
 1. triggernoun
 A finger-operated lever used to fire a gun.
 Just pull the trigger.
 Etymology: Originally tricker, from trekker, from trekken.
 2. triggernoun
 A similar device used to activate any mechanism.
 Etymology: Originally tricker, from trekker, from trekken.
 3. triggernoun
 An event that initiates others, or incites a response.
 Etymology: Originally tricker, from trekker, from trekken.
 4. triggernoun
 An event, experience or other stimulus that initiates a traumatic memory or action in a person.
 Etymology: Originally tricker, from trekker, from trekken.
 5. triggernoun
 A pulse in an electronic circuit that initiates some component.
 Etymology: Originally tricker, from trekker, from trekken.
 6. triggernoun
 An SQL procedure that may be initiated when a record is inserted, updated or deleted; typically used to maintain referential integrity.
 Etymology: Originally tricker, from trekker, from trekken.
 7. triggernoun
 A text string that, when received by a player, will cause the player to execute a certain command.
 Etymology: Originally tricker, from trekker, from trekken.
 8. triggernoun
 Etymology: Originally tricker, from trekker, from trekken.
 9. triggerverb
 to fire a weapon
 Etymology: Originally tricker, from trekker, from trekken.
 10. triggerverb
 to initiate something
 Etymology: Originally tricker, from trekker, from trekken.
Webster Dictionary
 1. Triggernoun
 a catch to hold the wheel of a carriage on a declivity
 2. Triggernoun
 a piece, as a lever, which is connected with a catch or detent as a means of releasing it; especially (Firearms), the part of a lock which is moved by the finger to release the cock and discharge the piece
 1. Trigger
 Trigger was a 15.3 hands palomino horse, made famous in American Western films with his owner/rider, cowboy star Roy Rogers.
Chambers 20th Century Dictionary
 1. Trigger
 trig′ėr, n. a catch which when pulled looses the hammer of a gun in firing: a catch to hold a wheel when driving on steep ground. [Dut. trekkertrekken, to pull.]
 1. Trigger
Dictionary of Nautical Terms
 1. trigger
 In ship-building, is the letting fall the paul of the cradle by which the dog-shore falls flush, and offers no further obstruction to the ship gliding down the ways into her absurdly termed "native element." Also, a small catch under the lock of fire-arms, by drawing which back, when the piece is cocked, it is discharged.
Military Dictionary and Gazetteer
 1. trigger
 A steel catch, which being pulled disengages the cock of a gunlock, and causes the hammer to strike the nipple in percussion-muskets, and the firing-pin in breech-loaders. The difference between a hair and common trigger is this: the hair-trigger, when set, lets off the cock at the slightest touch, whereas the common trigger requires a greater degree of force, and consequently its operation is retarded.
Suggested Resources
 1. trigger
 Song lyrics by trigger -- Explore a large variety of song lyrics performed by trigger on the Lyrics.com website.
Matched Categories
British National Corpus
 1. Verbs Frequency
 Rank popularity for the word 'trigger' in Verbs Frequency: #972
How to pronounce trigger?
 1. Alex
 US English
How to say trigger in sign language?
 1. Chaldean Numerology
 The numerical value of trigger in Chaldean Numerology is: 2
 2. Pythagorean Numerology
 The numerical value of trigger in Pythagorean Numerology is: 3
Examples of trigger in a Sentence
 1. Shania Twain:
 I don't see her, ever, i don't invite that trigger into my life … She's not my future — she's my past.
 2. Bruce Campbell:
 3. Dianne Augelli:
 When you're pregnant, your blood volume expands so you have anemia to some degree, one of the theories is that there's not enough iron in a specific part of the brain that produces dopamine and that can trigger restless legs.
 4. Kelly Dorsey:
 To leave your friend on the ground, knowing that he's not there anymore -- he's either dead or he's going to die -- that's indifference, he didn't need to pull the trigger.
 5. Jessica Mann:
 If he heard the word 'no,' it was like a trigger for him.
Images & Illustrations of trigger
 1. triggertriggertriggertriggertrigger
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Translations for trigger
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Real Robots Don't Drive Straight
Fred G. Martin
Over last fifteen years, robot technology has become popular in classrooms across our whole educational system. Both engineering and AI educators have developed ways to integrate robots into their teaching. Engineering educators are primarily concerned with engineering science (e.g., feedback control) and process (e.g., design skills). AI educators have different goals—namely, AI educators want students to learn AI concepts. Both agree that students are enthusiastic about working with robots, and in both cases, the pedagogical challenge is to develop robotics technology and provide classroom assignments that highlight key ideas in the respective field. Mobile robots are particularly intriguing because of their dual nature as both deterministic machines and unpredictable entities. This paper explores challenges for both engineering and AI educators as robot toolkits evolve.
Subjects: 1.6 Engineering And Science; 17. Robotics
Submitted: Jan 26, 2007


:
It's at this point that you need to enlist the help of the built-in command-line tool atos. In the remainder of this post, we're going to learn what it does and how to use it to find the line in our source code that caused the crash.
How does atos help?
The beauty of atos is that it will give you a reference to the source file, function and even line number in your code where the crash occurred. Given that it can do this for a crash that occurred on another user's machine that you can't reproduce locally and don't have access to, this seems like nothing short of magic.
Here's an example of what atos might provide from a crash log like the one above:
ViewController.checkReg(isCli:) (in DetectX Swift) (ViewController.swift:4042)
The output from atos tells me the name of the Swift source file, the name of the function and — here's the truly wonderous part — even the line number: 4042.
This is all part of the magic of symbollication, which is such an esoteric word I'm not even going to try to spell it again :-). Instead, let's just get down to the practical nitty-gritty of how to get this kind of data out of our users' crash reports.
How to use atos
The method is fairly simple and goes like this:
1. Create a folder called "CrashWork".
2. Go to Xcode's 'Organizer', and right-click on the archive of the version of the app that crashed.
Choose "Show in Finder". That takes you to the .xcarchive file in Finder, from which right-click again and choose "Show Package Contents" to open the package:
3. Click on the .dSYM file and make a copy of it. Switch back to your CrashWork folder and paste the copy in there. Grab a copy of the same version of your app that crashed (you can also get that from the Products folder in the.xcarchive package, if you don't have one handy elsewhere) and place it in the same folder:
Important: Be sure you're working with the same version of your app as the user; atos needs that to match up the addresses in the crash report, and any other version will produce incorrect results or an error.
4. It's now time to head on over to the Terminal. cd into your CrashWork directory:
cd ~/Desktop/CrashWork
5. The format of the command is generally going to be like this (see man atos for options):
atos -o -arch x86_64 -l
 is the path all the way to the Mach-O binary in your app bundle in the CrashWork folder, so the path in my example looks like this:
atos -o DetectX\\ Swift -arch x86_64 -l
You need to be careful to get the and the the right way around. They are the reverse order of what you see in the crash log:
Now my complete example looks like this:
atos -o DetectX\\ Swift -arch x86_64 -l 0x10a10e000 0x000000010a16a601
6. Hitting 'return' produces the magic:
7. Now, going to my source file, I see exactly where the app crashed (lo! and behold, what do you know? An unwrapped optional, of course!):
Enjoy! 🙂
Featured pic: crash by febra-febra
accessing TCC.db without privileges
One particular comment in Wardle's article caught my eye:
Just call me 'root'
Did they put a CCTV in there?
1. Authorisation dialogs
defaults read ~/Library/Preferences/
2. Distributed Notifications
3. AppleScript – everyone's favourite 'Swiss Army Knife'
Enjoy! 🙂
Featured pic: Can't STOP Me by smilejustbcuz
reduce unwanted alerts in DetectX Swift
4. Click the 'OK' button to finish.
Enjoy! 🙂
browsers' anti-phishing protections easily defeated
While troubleshooting a user's mac the other day, I happened to come across a curious line in one of the logs:
Screen Shot 2018-06-11 at 16.28.05
After a bit of digging, it occurred to me that this and the other flags being sent in the process command were possibly Preferences or Settings in the Looking at chrome://settings/privacy revealed, of course, Google's phishing and malware protection setting, 'Protect you and your device from dangerous sites'.
Here it is set to 'On', which is the default setting:
Screen Shot 2018-06-11 at 16.31.28
A quick test proved that setting it to 'Off' produced the '—disable-client-side-phishing-detection' flag in the browser's process output. Setting it back to 'On' and relaunching the browser produced no output, confirming my theory.
Screen Shot 2018-06-11 at 16.40.39
A quick message to my user also confirmed that he wasn't aware that phishing protection had been disabled, and to the best of his memory, had not been disabled by himself.
A simple preference setting
That got me to wondering whether that setting could be turned off programmatically by another, possibly malicious, process. To my surprise, it turns out that it's trivial to do so.
All Chromium browsers have a Preferences file located in their Application Support folder. Usually this is within another folder called 'Default', but not always. Chrome and Vivaldi, for example, have it there, but Opera (and Opera Developer) store the Preferences file at the root level of their respective support folders.
The file contains the setting for whether the Phishing protection should be enabled or not. To determine how the preference was encoded in the file, I made a copy of the current Preferences file, toggled the setting, then made another copy. BBEdit's 'Find Differences' function quickly told me the name of the key (if you don't have BBEdit, you can also use Xcode's FileMerge to run diffs, though it isn't as pretty or as full-featured):
Screen Shot 2018-06-11 at 16.56.36
Again, there are differences among browsers. As shown above, Opera uses the key "fraud_protection_enabled" which takes a boolean. Chrome and Vivaldi, on the other hand, use a "safebrowsing" key which takes an array of key-value pairs, with the first item of the array being the key "enabled:", and taking a bool for its value, like this:
With this information, it's a pretty simple thing for another process running under your username to write to the Preferences file and turn off the built-in protections.
What about Safari?
Safari isn't vulnerable to quite the same tactic as it doesn't store its preferences in the same way. However, it's even easier to defeat Safari's 'Warn when visiting a fraudulent website' setting:
Screen Shot 2018-06-11 at 17.44.08
Apple hardened some of Safari's preferences (like setting the Home page) some time ago to stop adware from making unauthorised changes, but this one is still unprotected in the current public release of macOS High Sierra. A one-liner in Terminal removes the preference:
defaults write WarnAboutFraudulentWebsites 0
Screen Shot 2018-06-11 at 18.04.48
What can you do?
The ease with which these protections can be surreptitiously turned off in all major browsers is a worry. And let's face it, who would notice if this setting was quietly turned off? In both Chrome and Safari, the change takes effect immediately and does not even require a restart of the browser.
Fortunately, my shareware app DetectX Swift will warn you if browsing protection is off when you run a search and prompt you to turn it back on. To ensure that all insecure pages have been removed after turning the setting back on, DetectX Swift will continue to show the warning until you restart the browser and execute another search.
Screen Shot 2018-06-14 at 12.24.44
The protection covers all the browsers mentioned above. If you're running some other browser and would like to know if it's similarly vulnerable, drop a line in the Comments or contact Sqwarq Support and request support for your browser to be added.
Stay safe, folks! 😀
Featured pic: Nature by PichieArt
Xcode 10: where did snippets go?
Xcode 10 beta has got some nice new touches (as well as the return of some old favourites, hello again the code folding ribbon!), but one that might disorientate you at first is the absence of the Snippets, Objects and Media libraries that typically live in the bottom right corner of IB in the Utilities sidebar.
I've always found this position and size to be somewhat awkward, so I'm overjoyed to find that Apple have now given the libraries their own floating panel. You can access the libraries either with the keyboard shortcut Command-Shift-L, or by clicking the button that's now in the top-right of the toolbar, just to the left of the editor buttons.
The new button is context-sensitive,


RabbitMQ is an established, general-purpose message broker. A broker facilitates the exchange of messages between a set of distributed microservices and allows them to communicate efficiently and reliably.
Kubernetes, with its API-centric approach, is an ideal operator to deploy RabbitMQ instances in a cluster. Kubernetes' scaling capabilities and automated container deployment enhance RabbitMQ's dependability in an extended cluster environment.
This tutorial shows you how to install a RabbitMQ instance on Kubernetes.
Guide on how to to deploy RabbitMQ on Kubernetes.
 - Access to a terminal window/ command line
 - A Kubernetes Cluster
 - The Kubernetes kubectl CLI tool
Deploy RabbitMQ on Kubernetes
Installing advanced software solutions on a Kubernetes cluster often involves creating and editing several complex configuration files.
Helm, the Kubernetes application package manager, can streamline the installation process and deploy resources throughout the cluster very quickly. To successfully deploy RabbitMQ, we will have to install the Helm package manager.
Install Helm Package Manager
Use the following command to install the latest version of Helm on your local Kubernetes cluster:
curl -fsSL -o
chmod 700
Once the installation process has been completed, initiate the Helm package manager by typing the following command:
helm init
You can now use Helm to deploy resources throughout a cluster with a few short commands.
Create a Namespace for the RabbitMQ Deployment
All resources in Kubernetes are started in a namespace. Unless one is specified, the system uses the default namespace. To have better control over the deployment process use the following command to create a distinct namespace:
kubectl create namespace rabbit
You can use any DNS compatible name. The namespace we created is named: rabbit.
The system confirms that the namespace rabbit was successfully created.
The system confirms that the namespace has been created successfully.
Install RabbitMQ on Kubernetes
With Helm successfully installed and a designated namespace you are ready to start the RabbitMQ deployment process. Enter the following command to apply a default stable/rabbitmq chart from a git repository:
helm install mu-rabbit stable/rabbitmq --namespace rabbit
The command deploys RabbitMQ on the Kubernetes cluster in the default configuration. The deployment is executed in the rabbit namespace created previously.
An overview of the RabbitMQ deployment process.
The terminal provides the information you need to access the RabbitMQ management interface from your browsers such as the credentials, port number, and URL.
Check RabbitMQ Provisioning Status
The containers might take a few moments to deploy. The complete status of the provisioning sequence can confirm if a deployment was successful. To review the details of the deployment, enter the following command:
watch kubectl get deployments,pods,services --namespace rabbit
A shell within the terminal provides the details for the rabbit namespace.
The command deiplays the details and status of the RabbitMQ deployment.
Once you are ready to exit the monitoring shell press Ctrl+C.
Configure RabbitMQ Server
Settings for the RabbitMQ server and its plugins are edited within the RabbitMQ configuration files.
You can use your preferred text editor to access and configure the rabbitmq.conf file. The configuration file syntax uses the sysctl format, and there are several basic principles to adhere to:
 - The system does not execute lines that start with a # character, as it considers them to be a comment
 - You can define only one setting per line
 - The lines use a simple Key = Value structure
The rabbitmq.conf file allows you to define most of the necessary configuration items, such as ports, memory thresholds, disk space, or permissions to connect to the broker.
The RabbitMQ server source repository provides a comprehensive example of a rabbitmq.conf file with detailed comments. It is important to note that this example file represents a general guide and should be adapted to reflect the specific needs of your system.
Note: Versions preceding RabbitMQ 3.7.0 use a different configuration file name, rabbitmq.config.
Setting up RabbitMQ Management Plugin to enable GUI
The RabbitMQ management plugin is already available in the default distribution. Use the rabbitmq-plugins command to enable the service:
rabbitmq-plugins enable rabbitmq_management
Access the RabbitMQ graphical interface by using the IP and port number for the RabbitMQ server. Enter the following web location format in your browser:
The IP and port number were provided during the installation process.
Information about the IP and Port number for the RabbitMQ server.
The service asks for your credentials. To gain access to the UI need to enter your username and password. On new RabbitMQ installations, the default username and password are both predefined as "guest."
RabbitMQ Management tool interface.
You now have access to a user-friendly environment that allows you to manage virtual hosts, queues, permissions, and exchanges.
How RabbitMQ works on Kubernetes?
The very purpose of Kubernetes is to orchestrate services and automate jobs in a highly distributed cluster. A messaging broker like RabbitMQ can enhance the quality of long-running tasks and stabilize vital background processes.
RabbitMQ uses the Advanced Message Queuing Protocol (AMQP) to standardize messaging between Producers, Brokers, and Consumers.
 - A Producer publishes a message to the Exchange.
 - The Exchange formats the message and forwards it to a predefined and selected Queue.
 - A Consumer then retrieves the formatted message and consumes it.
Basic RabbitMQ architecture from Producer to Consumer.
The systematic distribution of messages improves communication between loosely coupled applications and services.
You have successfully installed RabbitMQ on Kubernetes by using the Helm package manager. The services deployed in your cluster are now able to communicate much more efficiently than before.
You have also gained access to the RabbitMQ management plugin. The straightforward user interface helps you manage messaging queues effectively and ultimately reduces the loads and delivery times of your web application servers.
Next you should also read


text:
"Challenging. The Brazilian Educational System is Huge"
This is written on the website of Todos Pela Educação (All for Education), an NGO that provides information about the Brazilian educational scenario in order to help boost quality and access to basic education.
Brazil has a history of elitism and oppression. Education was used as an evangelisation tool by the Jesuits to convert Indigenous Brazilians in the early colonial years, between the 16th and the 19th centuries. Till this day, many schools are run by religious institutions. In the 19th century, the elite either had the luxury of private tutors or sent their children abroad, particularly Portugal, for their studies while slaves traded in from Africa were not allowed any type of education at all. Black people are still marginalised as a consequence of structural racism.


Often we want to compare how different data series have changed over time. If the starting values are significantly different, graphing the trends in each series may not make the comparison better than a table of numbers. This makeover shows how you can use an index line graph to compare trends in different data series using a common starting point.
You can also view this slide makeover directly on Slideshare.


text:
This Guide is your "passport" to sharing the Live from Antarctica 2 experience with your students. It provides all an educator needs to know to implement Live from Antarctica 2 successfully in a wide variety of grades and subject areas. Most importantly, it provides Activities which allow your students to simulate, in class or at home, the research they'll see on camera or on-line. The Guide and videos also point students to the on-line resources which enable them to know the researchers much more personally than would be possible through a textbook or any other medium.
Teacher's Guide on the Web
Order Teacher's Guide and/or Videos
PDF file for the Adobe Acrobat Reader (1.7 MB)
Last Update: 1/18/97


text:
Updated February 24, 2016 at 10:40 pm: A map showing the various options for a Pape-Queen routing to downtown has been added at the end of this article.
The City of Toronto Planning Division has released the detailed technical scoring for evaluation of six possible routes for a Relief Line linking the core area to the Danforth subway.
The possible routes that survived a preliminary cull were:
- A: Broadview to Queen crossing the Don River at Queen
- B1: Pape to Queen crossing the Don River at Queen
- B2: Pape to Queen, dodging south to serve the Unilever site before crossing the Don and swinging back to Queen Street
- C: Broadview to King crossing the Don River at Queen
- D1: Pape to King crossing the Don River at Queen
- D2: Pape to King crossing the Don River at the Unilever site
Of these, the two Broadview options don't fare very well, and the real debate is between the four remaining Pape options.
The scoring extends through many categories and pages, but to simplify things and understand just how each factor was ranked, I have consolidated the scores into a spreadsheet. (For the detailed evaluation, refer to the scoring document linked above.)
In place of the scoring system used in the city summary, I have converted each of the symbols to a numeric value:
- Full moon = 4 points
- 3/4 moon = 3 points
- Half moon = 2 points
- 1/4 moon = 1 point
- New moon = 0 points
Within each major grouping of scores, the values were totalled and then normalized to the range of zero to one. For example, if a group contained 4 topics, then the maximum possible score is 16, and each alignment's score is divided 16 to get a normalized value. This allows the scores from each group to be compared with each other.
At the end, the scores can either be summer individually (each topic counts equally), or the group averages can be totalled (each group count equally regardless of how many topics it contains) and normalized.
On a grand total basis, both the city's technical evaluation and public feedback came to the same conclusion: even though there are variations between the four alignments, they all average out to a 3/4 score.
The point scores also come out close to the same with higher values on one item balancing lower values on others for, overall, an even ranking.
Quite simply, all other things being equal, the four alignments are more or less equivalent using this scoring system. However, the City opted for alignment B1 because, among other things, is is claimed to be cheaper and simpler to build.
The costs estimates in the City's evaluation [at p.19] are:
- $3.7-billion for either of the Pape via Queen options regardless of whether they follow Queen or King to the core
- $4.0-billion for the Pape-Unilever-King option
- $4.1-billion for the Pape-Unilever-Queen option
The ridership estimates are generally higher for the via King options, and higher still for the routes serving the Unilever site. In all cases, off-peak riding tends to be low compared to the rest of the network with roughly 2/3 of all boardings on the Relief Line being during the AM or PM peak. The effect is even more striking for configuration where frequent SmartTrack service at 12 trains/hour competes with the Relief Line for customers. This demonstrates the problem of a line aimed at primarily peak period "relief". As and when we see projections for longer versions of the RL (to Eglinton or Sheppard), the balance of off-peak travel may change because the route will serve new subway territory, not simply provide an alternate route for existing trips.
Despite the even scoring overall, the preferred corridor was selected based on giving some criteria additional weight as shown in the table below.
This evaluation, like so much other recent work, depends very much on the presumed presence of frequent SmartTrack service in the rail corridor. If that is found to be impractical, then the relative importance of the RL changes along with its appropriate alignment to serve the core. This is particularly critical at the Unilever site which would have only SmartTrack serving it if the RL stays on Queen Street.
One point above misrepresents the technical evaluation: both of the Queen Street crossing routes have the same cost estimate regardless of which route they take to the core area (Queen or King) and they share the same river crossing characteristics.
In summary, the choice "makes sense" in the limited context that a frequent SmartTrack service will actually be feasible and will be built. If SmartTrack cannot be provided on a five minute headway with a low fare, then the entire planning process will require a major rethink.
Updated February 24, 2016: The following map shows possible alignments for a route from Pape & Danforth to the core area. Notes on the map talk of a track connection at Danforth to provide access to Greenwood Yard. The technical scoring paper also mentions a southerly route under the rail corridor from Gerrard & Pape eastward. While this is longer, it would avoid the complexity of adding linking curves at Danforth.


text:
A message to our course participants about COVID-19:
At Kingfisher we are committed to the health and safety of our pupils, staff and teaching school clients. To help reduce the spread of COVID-19, we have suspended all teaching school activity in line with government guidance.
What does this mean for you?
All upcoming programmes will be unavailable for booking until further notice to support local quarantine policies.
Once programmes become bookable again, we will let you know.
Stay safe and healthy and thank you for your support.
Schools with Schools is a cohort one job-share National Teaching School between Mills Hill Primary School and Kingfisher Special School. The partnership was established in 2011.
The work of the partnership is underpinned by agreed values of Partnership, Creativity and Impact:
- Working in collaboration with a shared purpose and trust.
- Developing flexible, innovative and leading edge approaches;
- Empowering reflective learning;
- Facilitating the freedom to develop innovative ideas.
- Improving outcomes for children;
- Providing a high return on investment;
- Leaving a legacy of learning.
In an ever changing educational landscape, "Schools with Schools" is seeking to maximise their impact through working collaboratively with a range of schools, including other Teaching Schools, and in particular Oasis Innovation Teaching School. This collaboration will potentially provide access to additional funding through joint bids, utilising monies available in the Teaching and Leadership Innovation Fund (TLIF) and the Strategic School Improvement Fund (SSIF) to improve outcomes for children in Oldham and neighbouring boroughs.


text:
Paddlefish are a primitive fish that have occurred in North America since the Cretaceous period, 65 million years ago. It is thought to have historically used Tippo Bayou, which runs through Tallahatchie NWR, as a spawning area.
Paddlefish can live up to 55 years (though average lifespan is 20-30), growing to be over seven feet long and up to 200 pounds. However, the average paddlefish will grow to five feet in length and 60 pounds. Like sharks, paddlefish have skeletons made of cartilage, not bone. Paddlefish are easy to identify, with long, flat blade-like extended upper jaws that are almost one-third of their entire body length. This is known as a rostrum. The underside of the "paddle," or rostrum, is covered with electrorecepetors which gather information about the surrounding environment. It is thought that their larger snouts help detect prey, direct plankton into the mouth, or facilitate migratory behavior.
As filter feeders, they have no teeth and instead use large gill rakers to strain zooplankton out of the water. They feed by swimming through the water with the mouth held wide open, scooping up tiny animals in the water (zooplankton). This is a rare behavior among freshwater fish.
Paddlefish are most often found in the deeper, slow-moving waters of backwaters, oxbows and other turbid river-lakes. They can be found in most large river systems throughout the Mississippi Valley and adjacent Gulf slope drainages in North America. It is a highly mobile species, sometimes traveling more than 2,000 miles within a river system.
Although these fish were once common in the rivers of the central U.S., they are now declining in population and distribution. Population declines are attributed to overharvest, sedimentation, pollution, habitat loss from river modifications, and increased competition from various species of introduced Asian carp.
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This small songbird can be identified by its yellowish chest and can be found in the old fields on our refuge.