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The number of animals in Uganda's national parks and game reserves has soared over the past decade, the Uganda Wildlife Authority (UWA) says.
The latest figures show that the population of some species has doubled since 1999, spokeswoman Lillian Nsubuga said.
Wildlife had benefited from improved monitoring and the expulsion of rebels from the country, she added.
The animals on the rise include buffalos, giraffes and elephants.
New statistics show that the population with the biggest increase is that of the Impala, a grazing antelope.
The number of Impala in Uganda has surged to more than 35,000, from around 1,600 at the time of the last census in 1999.
Hippopotamuses, waterbucks, and zebras are also on the increase.
Ms Nsubuga said the UWA had been able to reduce poaching by improving the monitoring of national parks and reserves and by offering incentives to local communities to protect wildlife.
Since the expulsion of the Lord's Resistance Army (LRA) from northern Uganda, wildlife officials have also been able to limit poaching in Murchison Falls National Park.
"We can't say that poaching is no longer a problem, but we have been able to reduce it", Ms Nsubuga said.


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Commercial diving is a profession that involves inspecting and repairing structures underwater. One of the most important tasks for commercial divers is bridge inspection. Bridge inspection requires specific equipment and methods to ensure that the inspection is done thoroughly and accurately. In this blog post, we will explore the methods and equipment used for bridge inspection in commercial diving and how to create professional reports.
- Inspection methods for bridges:
The first step in bridge inspection is to determine the inspection method to be used. There are several inspection methods, including visual inspection, sounding, and non-destructive testing. Visual inspection involves examining the surface of the bridge for any signs of damage or corrosion. Sounding involves tapping on the bridge with a hammer to detect any hollow or weak spots. Non-destructive testing involves using specialized equipment to detect any internal damage or corrosion without damaging the bridge.
- Equipment for bridge inspection:
Commercial divers use specialized equipment for bridge inspection, including cameras, lights, and sonar. Cameras are used to take high-quality images of the bridge's surface, while lights provide illumination for the camera. Sonar is used to detect any potential issues or damage in the underwater portion of the bridge.
- Professional reporting:
Once the inspection is complete, it is important to create a professional report to document the findings. The report should include a detailed description of the inspection methods used, the equipment used, and the results of the inspection. The report should also include any recommendations for repairs or maintenance that need to be made.
- Safety in bridge inspection:
Safety is of the utmost importance in bridge inspection. Commercial divers should always use proper safety equipment, such as helmets, gloves, and diving suits. They should also be properly trained in the use of the equipment and methods used for bridge inspection.
- Importance of bridge inspection:
Bridge inspection is an essential part of ensuring the safety of the public. It helps to identify any potential issues or damage to the bridge before it becomes a safety hazard. Regular bridge inspections can help to prevent accidents and ensure that the bridge remains safe for use.
In conclusion, bridge inspection is a crucial task for commercial divers. It requires specialized equipment and methods to ensure that the inspection is done thoroughly and accurately. It is also important to create a professional report to document the findings and make any necessary recommendations for repairs or maintenance. Safety is of the utmost importance in bridge inspection, and it is essential to ensure that commercial divers are properly trained and equipped to do their job safely. Bridge inspection plays a vital role in ensuring the safety of the public and should not be taken lightly.
- "Bridge Inspection: Types and Methods" by Civil Engineering Portal
- "Bridge Inspection Equipment and Tools" by Maxpro Technologies
- "Bridge Inspection: Safety Tips and Guidelines" by WorkSafeBC
Why did the commercial diver inspect the bridge? To make sure it was "a-bridgeable" for everyone! Okay, maybe that wasn't the best joke, but it does highlight the importance of bridge inspection in ensuring the safety of the public. So, let's give a round of applause for the hardworking commercial divers who inspect our bridges to keep us all safe!

source: openbmb/Ultra-FineWeb


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In this crazy, hyper-accelerated, over-scheduled lifestyle many of us lead, it is no surprise that issues of maintenance or simply maintaining something often is forgotten or delayed indefinitely, many times until it is too late.
Here are your topics surrounding the theme of maintenance:
- What do you think about the word maintenance?
- Are you a good maintenance man or woman? Why or why not?
- Maintaining one aspect of your life well often comes at the expense of poor maintenance in another. What are your areas?
- How are you at maintaining your relationships with family, friends and co-workers? What do you do to keep them connected and strong?
- What does a life well-maintained look like?
- When you see something with a feature of "maintenance proof," what do you see or expect?
- Is it possible to go through life without maintaining anything?
- What was the last maintenance task you performed? Why was it important?
- What was the worst thing that ever happened to you as the result of poor maintenance?
- Every good maintenance man/woman has a toolkit. What is in your life maintenance toolkit?


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The Shoals
Set near Muscle Shoals in the northeast corner of the state, The Shoals lies in the scenic Tennessee Valley region. Each of its two courses is named for a famous person: the links-style Fighting Joe course is named for Confederate general Joe Wheeler and overlooks Wilson Lake; The Schoolmaster, named for President Woodrow Wilson (who was known as the "schoolmaster of politics"), is a more difficult course that follows the hilly, wooded terrain that borders the Tennessee River.
Courtesy of Michael Clemmer


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Crohn's disease, which causes inflammation of the bowel, may be caused by drinking milk, a leading surgeon believes.
He has linked the disease to a bacterium called M paratuberculosis which is found in cows' milk. The organism, related to the bacteria that cause human and bovine tuberculosis, apparently survives the pasteurization process.
Mr John Hermon-Taylor, from St George's Hospital in south London, has found minute traces of the organism in at least two thirds of tissues removed during surgery. He has also found the bacterium "intermittently... in supplies of whole pasteurized cows' milk", he says.
He believes the organism and, so, Crohn's disease could be eradicated by improved animal husbandry and pasteurization techniques that can destroy it.
His claims have been rejected by the National Dairy Council, which says that low levels of M. paratuberculosis do not survive pasteurization. No other research has found the organism in the tissues of Crohn's sufferers, the Council adds.
!AMedical Monitor, May 29, 1996.

source: HuggingFaceFW/fineweb-edu


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This recipe explains what what are dask bags with example of group by
What are dask bags? explain with example of group by.
Dask Bags contains the operations like map, filter, fold and groupby. These operations can be implemented on python objects with Dask bags.
Dask bags do this in parallel with a small memory foot print using python iterators.
Learn an example of Groupby with dask
from dask.distributed import Client import dask client = Client(n_workers=2, threads_per_worker=2, processes=False, memory_limit='500MB') client df = dask.datasets.timeseries() df.groupby('name').x.mean().compute()


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A dot map, also known as a dot distribution map or a dot density map, uses dots (or any other small shape) to mark the distribution of data over a geographical region. The point may represent a single unit, or may be keyed to represent multiple units. Differently sized points can also be used to indicate higher/lower frequency in an area, provided a legend is shown. Different shapes can also be used on a single map to indicate additional information.
Dot maps can provide useful information based on the pattern of clusters formed. Overlapping points may make the map difficult to read.


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Kindergarten seeming way too academic...
post #1 of 13
Thread Starter
I am having a hard time with how academic my sons kindergarten class is. He goes to a small Catholic school and his school started a new reading program this year: the Riggs method: _URL_ which is phonogram based.
They spend a lot of time on this every day to the point that although they have playtime, recess, gym, they aren't doing much art, math, science. Everything is going in to reading. My son only likes school because his friends are there and they play soccer at recess. I really believe kindergarten should be about playdough and blocks still.
They also have 2 'tests' a day on their phonograms. One in the morning on the single letters (basically the alphabet), and one in the afternoon on the 2 and 3 letter phonograms they've learned so far. DS is consistently getting about half right on the afternoon test. So then I'm torn between wanting him to do well (and drilling him with the flashcards we were given) at home and wanting to just let him play and unwind (which we do 95% of the time).
I know there isn't any hope of getting anything changed for this year but my younger children will be in this school eventually. The kindergarten teacher even confessed to me that she thinks they should wait and start this program in the first grade.
Not sure what to do :(
post #2 of 13
this will not be what you want to hear
we did a Catholic K and 1st at another Catholic and it was night and day different
even within the same dioceses one can do one program another not
I see your real issue is NEXT yearyou have this program in place now, so I'm assuming here next year will be real academic based on what they expect now???
You can switch for your others but it still leaves you with next year for this one. I would sit down now and talk to the teacher for next year, find out the expectations and what they are doing based on a child having gone through this program and really think about what your goals are, what you child is able to do now and your long term goalsyou may need to switch schools.
You might find another Catholic school that is more inline with your schooling perspective.
it's sad to be have way done with the year and feeling this way
post #3 of 13
Thread Starter
I should add that we love this school for every other reason. My husband went here. It is K-12 and very family oriented. We know everyone. Unless there was something seriously wrong my husband especially would not be willing to switch schools.
post #4 of 13
My guess is that the private schools are forced to keep the pace with the public schools, which are forced to keep up with standardized testing. They could risk losing students if they don't keep up with public schools.
post #5 of 13
I have to say our K does not use that program, but it is also academic. The Riggs method is not a bad alternative to some other options out there--- it is multi-sensory and low/no worksheets, both of which are good for young Elem. kids.
As a PP statedmost private schools are moving toward academic. To find a more play based program, you may have to look at independent private school.
My girls are in 1st, and they are expected to be reading and writing. Kiddos that are still working on letters/sounds/phonograms would be behind in 1st grade. They attend a standard 1st grade (with kids coming from 1/2 day K).
post #6 of 13
Respect your instincts and talk more with your child's teacher. Let her know how you feel and what your concerns are. I'll give you my two cents, but I'm not directly involved, so I don't know the entire story...
If the kids are getting time for non-directed play in centers and outdoors, then this program seems ok. I know the testing sounds intense, but at this age it's generally not high-pressure. The instructors need feedback from these "tests" to help them see their students' progress. It also sends the message to the students that they are responsible for their own learning. A good teacher will administer these assessments in a gentle, low-stress manner, and pair them with activities that let all students feel success.
There are two things that do bother me:
1. You say there is little time for science, art, music, math, etc. This is very troublesome. I see these as important subjects, esp. math. Kindergarten math performance is surprisingly predictive of later achievement. There are many recent studies that show this. Here's an example... _URL_
2. The teacher's attitude about the program doesn't seem to be good. Enthusiastic implementation is important.
I hope you get some answers from the teacher that will make you feel better. Good luck!
post #7 of 13
Unless there was something seriously wrong
a think not being a "good fit" is still an OK reason to not be there and that does not mean "seriously wrong"-
you really need to know what next year holds and going into it with an attitude of only "serious" you may not be doing what is academically correct for this or your other children and focusing more on the loves without seeing the long term here-IMO
post #8 of 13
Private schools have a lot of pressures. Some feel like they have to "more" academic to win parents and some feel like they have to be less academic than public schools. Sounds like your school feels like they have to be really ahead of the public school track.
The program might be intense all around or it might be your child's experience with it. Is he young for the class? Did he attend preschool before the school year? Did he know the alphabet before starting school? How is attention during the class? Can you talk to the teacher about his experience and how it compares to other kids? Can you observe?
post #9 of 13
It look like the Riggs method is based on The Writing Road to Writing by Spalding, which is what I used to teach my kids to read back when we were homeschooling. It's a very solid program. I did wait until my kids were a little older because I was on the mellow side, but having looked at and tried a lot of programs (one of my DDs had some problems learning to de-code) I think this is some of the most solid instruction around.
It is tough, though. And a bit tedious. Both my kids ended up reading really, really well and loving reading, so I do feel like it paid off for us.
It's too bad the teacher is having trouble balancing the program with other activities. Personally, I might go over a couple of cards before bedtime, but since he is spending so much time on it at school, I wouldn't spend more than 5-10 minutes. Just pick a couple of cards and stick with them for the whole week. It may be that in going over so many at a time, they are just a blur for him. I'd focus on actually learning just a few rather than reviewing them all. Remember that it really doesn't matter exactly how many phonograms he gets right each day. It's just practice.
Teaching my kids to read with this program helped my spelling! I wish I had been taught this way as a child. Try taking a long view of this, rather than the day to day. It sounds like you like the school otherwise, and this will give your children a very solid basis for reading and spelling. There is a payoff.
There are very few schools where K is about playing. Heck, a lot of preschools aren't even about playing. I agree with you that it would be nice, but if you like the school otherwise, I'd try to look on the bright side.
post #10 of 13
From the website:
Instruction begins at a 6-year-old's listening and/or spoken comprehensible vocabulary levels which researchers Chall, Seashore and Flesch determined to be between 4,000 and 24,000 words.
So, the teacher is right. They are pushing it in neglect of everything else, possibly so the kids will have a head start next year. If that is ok with you, then stay with it. I personally am more along the lines of your wishing what a kinder should be (which is what it used to be and isn't really anymore, with maybe the exception of Waldorf and some independent schools ascribing to various theories). I wouldn't like this for my kids...a year does make a difference when it comes to emotional and mental development, and it sounds like a great program-for a different grade. I'd go with a different program since it does seem like there isn't much room for anything else in their curriculum. Buuuuut....you know the school better than I of course, so just take my own thoughts for what they are.
post #11 of 13
I think it made be a


Contracts in the music business
LESSON 3. Contracts
A contract is an obligation to do or not to do a something. It could be an action like paying for studio time, getting paid for a performance, or even transferring ownership in your copyright.
A valid agreement comes into being when:
 1. There is consensus: you understand each other
 2. Performance is possible: your obligation can be achieved physically and legally
 3. You have capacity: your can create legal relationships and are not underage, insolvent or insane
 4. Required formalities: for example, the transfer of ownership of copyright has to be in writing.
The major agreements you may encounter when you begin in the music industries are:
 - Songwriter and performer royalty splits (you pay for recordings)
 - Digital aggregation (to get those recordings into online stores)
 - Live performances (when artists get gigs)
Later, you may be asked to agree to:
 - a music publishing contract (for your music)
 - a recording agreement (to perform on a recording paid for by someone else)
 - a booking agent agreement (when you're can't book your own gigs anymore)
 - a publicist agreement (when you can't handle the heat from social media anymore)
Be careful, as sometimes contracts can include a variety of rights. Take a look at this contract that gives ownership to both sound recordings (master) and music / literary works in favour of the record label (owner) with a royalty split to a performer / songwriter.
Listen to Mark Friedman, Nick Matzukis, Jonathan Shaw and Ivor Haarburger (2011)
Lesson 3. Questions
3.1 Which formality is required for the transfer of ownership of copyright?
3.2 What are the requirements for a valid contract?
3.3 Which contracts will you need to enter into when you start your career in the music business?
Back to lesson 2?
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To complement AAA's presentation of Whose History?, a panel discussion during Backroom Conversations at ART HK 12 that will consider parallel global artistic developments under the concept of contemporaneity, AAA reprints here the transcript from Reiko Tomii's presentation entitled 'Learning from History: The Discourse of (L)imitation in 1960s Japan' from Open Platform at ART HK 11.
My talk today is 'Learning from History: The Discourse of (L)imitation in '60s Japan.' This is a historical study focusing on 1960s Japan to examine the issue of 'originality and imitation' in contemporary art through the lens of 'international contemporaneity.' Hearing this description, you may wonder: Why a historical study for contemporary art? Why '60s Japan? Why imitation? And what is 'international contemporaneity'?
A short answer is that '60s Japan is a paradigmatic site of world art history. Above all, a phenomenal body of its experimental and innovative works makes it a vital contribution to the global '60s. Its radicalism can be sampled by looking at just a few works, such as the outdoor exhibitions of Gutai in Osaka, dating from '55 and '56; Ushio Shinohara's Boxing Painting in the early '60s; Zero Dimension's naked rituals from the mid-60s; and The Play's voyage into landscape in the late '60s. For a very simplified overview, I have codified these experimental tendencies as Anti-Art and Non-Art, which take place over two decades from '54 to '74, which make the expanded '60s of Japanese art.
In Japan, these radical practices came to be understood as gendai bijutsu or contemporary art toward the end of the '60s, and it became the third distinct practice of art, after nihonga, or Japanese-style painting, and yōga, or Western-style painting, which represent two major forms of modern art in Japan dating back to the late 19th century.
The discursive contribution of '60s Japan is as important, because the artistic developments prompted sophisticated discourses that elucidated the implications of gestural abstraction, Anti-Art, and Non-Art. Most importantly, the idea of gendai, or the contemporary, was explicitly articulated first by the critic Miyakawa Atsushi to replace that of kindai, or the modern, and a few others followed his suit.
With the formation of gendai bijutsu as practice and the discursive articulation of gendai as theory, '60s Japan prefigured today's contemporary art. The shift to gendai bijutsu as practice and gendai as theory was underscored by the awareness of kokusaiteki dōjisei, or international contemporaneity. A curious thing about international contemporaneity is that there is international contemporaneity as phenomenon and international contemporaneity as perception. More often than not, they are not the same.
In the global '60s, the phenomenon of international contemporaneity is observed in many Japanese vanguard practices, which emerged contemporaneously, or sometimes prior to, their counterparts in Euro-America and other parts of the world. For example, there was a direct connection between Pollock's drip painting and the Gutai member Shiraga Kazuo's mud painting. Resonance can be observed between Matsuzawa Yutaka's text-based work and Joseph Kosuth's language work, although neither knew what the other was doing. Resonance can also be observed in the use of remote and vast landscape by Dennis Oppenheim and the group GUN, both making huge drawings on the earth.
These comparisons indicate that international contemporaneity as a phenomenon is a simple but effective tool to organize world art history as a series of transnational and contemporaneous comparisons. It should be remembered, however, that such a transnational viewpoint is predicated upon the omniscience of history. As we internalize the historical perspective, we tend to forget what it was like to experience or perceive international contemporaneity at that time.
Also important to remember, is that the perception of international contemporaneity varied from locale to locale as it reflected the place in history a given locale was situated. For example, if Tokyo saw the international tendency of gestural abstraction as a shared phenomenon of many regions of the world, New York saw it as a sign of American triumph.
The study of international contemporaneity as perception in '60s Japan brings up a set of important modernist issues, including: originality vs. imitation, centre vs. periphery, and belatedness. No better instance can be found than the imitation discourse to illuminate the accelerating yet fragile sense of internationalization in '60s Japan.
My discussion begins with the article, 'Japan's Glory Upheld by Imitators.' This sensational feature opened the August '69 issue of the monthly art magazine Geijutsu Shinchō, which categorically accused Japanese works of being imitations. A look at the title page is enough to understand its message: placing Pollock's drip painting above Gutai member Kanayama Akira's automatic painting by a toy car, it unambiguously declares that Kanayama imitated Pollock. This was followed by 19 pages of colour and monochrome illustrations, with a list of sinners who supposedly plagiarized mostly Euro-American works. The visual indictments were accompanied by unsigned annotations that sometimes ridiculed Japanese imitators in a nakedly hostile tone. Section headlines alone were very negative, as in 'Warhol and His Japanese Followers' and 'Magritte Is Their Source Book.' Widely casting its net, Geijutsu Shinchō captured imitations of works as recent as Minimalism and Earthworks.
For Japan, a non-Western latecomer to modernism, the reckoning of 'We are now contemporaneous with them' in the '60s formed a breakthrough moment in its formation of modernity. However, when manifested through similarity, international contemporaneity inevitably became suspect, due to the ingrained view that equated the paradigm of centre vs. periphery with that of original vs. imitation.
Like it or not, geography matters in the perception of international contemporaneity. Japan was historically situated at the periphery of modernism, both spatially and temporally away from its centre, Euro-America. In a positive light, a primary thrust of international contemporaneity can be condensed to a sense of 'We are now (finally) contemporaneous with them (the centre),' and it is affirmative in spirit. In a negative light, the imitation discourse represented an undercurrent of unease that plagued the periphery, which can be boiled down to: 'Are we truly authentic and legitimately contemporaneous with them?'
The obsession of catching up and the accompanying fear of imitation ran deep in the modern history of Japanese art. Among the avant-garde artists whose prerogative was to defy the status quo, Yoshihara Jirō, the leader of Gutai, firmly upheld the principle of originality. His constant command was 'Never imitate others!' Yoshihara had a well-stocked library of Euro-American art: whenever the younger Gutai members came to him with their 'new' ideas, he would pull out certain pertinent publications and declare, 'That's already been done!' In other words, that's an imitation.
A novel approach was taken by the Neo Dada artist Shinohara Ushio, who was also an avid student of Euro-American art, albeit for a completely different goal. In fact, he devised a philosophy of 'Imitation Art'. Rather than struggling to create something original that would end up looking like Rauschenberg, Oldenburg, or Warhol any way, why not imitate them outright?
If Yoshihara's absolute rejection of imitation presupposes the efficacy of formalism in examining similarity, Shinohara's Imitation Art points to the limitation of the imitation discourse based on formalism and the need for different ways of reading—the need to look at the concept and context behind the surface of similarly-looking works.
We have to remember, however, that the modernist myth of originality was still operative in the '60s. Geijutsu Shinchō may be excused as being under the spell of this myth. Yet the curse of the periphery was such that Geijutsu Shinchō was determined to condemn Japanese artists at any cost.
This is most vividly demonstrated on the pages devoted to the 'Future of Earthworks,' in which two instances of hole-diggings are compared. One is Claes Oldenburg's Hole (Placid Civic Monument) of 1967 and the other is Sekine Nobuo's Phase—Mother Earth of '68. Each work was a landmark in its locale: While Oldenburg's Hole was a pioneering example of American Earthworks, Sekine's Phase: Mother Earth jumpstarted the movement of Mono-ha, or 'Things School.'
Geijutsu Shinchō's editorial comment reads:
'There are many kinds of Earthworks, but Oldenburg is the originator of hole-digging… [Sekine] dug a round hole, instead of a square one, piled the dirt in the same shape above the ground, and calling it a "negative-positive." Certainly, it's interesting, but should this qualify for "internationality and contemporaneity?" I think not.'
Geijutsu Shinchō named Oldenburg the originator of hole-digging, while expressing its doubt about international contemporaneity.
In terms of local art history, this constitutes a stunning oversight, as post-war Japan produced at least three precedents of hole-d


text:
Allelopathic effect of aqueous extracts of different organs of three sunflower cultivars on germination of radish
Keywords:allelopathy, initial growth, Raphanus sativus, Helianthus annuus
This study aimed to evaluate the allelopathic potential of aqueous extracts of different organs of three sunflower cultivars on the germination and initial development of radish. The study was conducted in a Laboratory of Plant Physiology of the Federal University of Santa Maria, Brazil. The design was completely randomized in a three-factor scheme with four replications. The first factor consisted of three sunflower cultivars: Olisun 3, Olisun 5, and Aguará 6. The second factor consisted of different organs: leaves, stems, and roots. The third factor consisted of the extracts concentrations: 0, 25, 50, 75, and 100%. The experimental unit (EU) used was gearboxes with two sheets of germitest paper that were moistened with the extracts. The EUs were placed in BOD germination chamber at 25 °C. Daily count of germinated seeds was performed. The radicle length and hypocotyl were measured on the 10th day. The variables analyzed included germination (G); germination speed index (GSI); radicle length (RL); and hypocotyl length (HL). Sunflowers have allelopathic potential on the radish. The extract concentration of 75% of all organs and cultivars were sufficient to significantly reduce the variables. The allelopathic activity differs between organs (leaves, stems, and roots) and sunflower cultivars. The amount of allelopathic effects vary in the order of root, stem, and then leaf. Extracts from the roots showed the greatest allelopathic effect on germination and initial development on the radish; however, this depends on the cultivar used. Field studies should be performed to verify such allelopathic activities.
How to Cite
Copyright (c) 2018 Carlos Alberto Gonsiorkiewicz Rigon, Adriana Tourinho Salamoni, Adalin Cezar Morais de Aguiar, Luan Cutti
This work is licensed under a Creative Commons Attribution 4.0 International License.


text:
Attaching for kayak, float tube or boat fishing
To set up for boat fishing with your Deeper, follow these steps:
- Ensure the top cover is screwed on tightly, with the Water Proof marks perfectly aligned.
- Take your Deeper Flexible Arm or Flexible Arm 2.0 and place the security strap on it.
- Mount your Deeper Sonar to your Flexible Arm Mount:
- If you are using a Deeper Flexible Arm, screw your Deeper sonar onto the Flexible Arm Mount using the top attachment point. Then attach the flex arm to your vessel using the crab clamp – for optimal security, clamp to a circular object.
- If you are using a Deeper Flexible Arm 2.0, first place the plastic node of the flexible arm into the bottom attachment point of your Deeper sonar, then firmly tighten the screw into the middle attachment point. Then attach the G-Clamp to any part of your boat which is 70mm / 2.7" thick or less.
- Secure the security strap to your vessel.
- Adjust the flexible column to position your Deeper Sonar so it is semi-submerged in the water.
ⓘ Please always use the security strap when using the Flexible Arm or Flexible Arm 2.0. Do not fully submerge your Deeper Sonar – it will be unable to send Wi-Fi signals back to your phone.


text:
short courses to a more sustained effort at capacity building.
The GCI—long active in promoting emergency preparedness in the cultural field—has sought to develop education models that appropriately address the learning needs of professionals. Most recently, through an innovative teaching approach, the GCI has focused on museum personnel training in emergency preparedness. Over the past year and a half, the Institute has partnered with ICOM (International Council of Museums) and ICCROM on an initiative that is part of ICOM's Museums Emergency Program (MEP), a multiyear project to assist museum and other heritage professionals to prepare for and respond to natural and human-made threats. The GCI and its project partners developed a three-phase pilot course, Teamwork for Integrated Emergency Management, which combined a classroom-based workshop with a seven-month period of practical work. Teams from eight national museums and two museum studies programs in Asia attended the workshop phase of the course in Bangkok in August 2005. The workshop was followed by the second phase, which ran from September 2005 through March 2006. Over seven months of practical work, each team, via e-mail, regularly reported its progress to course mentors who commented on the achievements and, if necessary, provided advice or information. In addition, there was a course Web site that contained teaching materials along with links to emergency management Web sites and course contact information. During this period, course participants began implementing practical changes with colleagues at their institutions. The mentoring phase also helped to reinforce the bonds among the institutions and to provide the basis for a regional network.
The third and final phase of the course was a meeting in Seoul, in June 2006, to review the achievements of each museum team. The teams discussed the substantial progress they had made over the course of the year: undertaking risk assessments, re-examining or revising institutional emergency plans, reviewing security protocols, and conducting staff drills and training.
The learning model used in Teamwork for Integrated Emergency Management—traditional classroom-based workshop and extended mentored practice—may be adapted to other GCI training efforts. Facilitated by new communication technologies, it extends the classroom into the workplace and aids the growth of a sense of community among practitioners, essential to the development of the field.
The following GCI staff contributed to this article:
James Druzik, senior project specialist
Herant Khanjian, assistant scientist
Neville Agnew, principal project specialist
Martha Demas, senior project specialist
Leslie Rainer, senior project specialist
Francesca Piqué, former GCI project specialist
Kathleen Dardes, senior project specialist


text:
CCNA students can typically rattle off the fact that EIGRP uses Bandwidth and Delay in its composite metric calculation by default. In fact, they tend to know this as well as their own last name. But I often notice they might have some pretty big misconceptions about how this metric is really calculated, and how they can manipulate it.
Here are some very important "Core Knowledge" facts that we need to keep in mind about the EIGRP metric:
- The metric formula uses the bandwidth and delay values that are set as default on the interface, or those values configured on the interface by an administrator
- The bandwidth value that is used in the calculation is the slowest bandwidth in the path from source to destination; to remember this just think of the "weakest link" in the path
- The delay value used in the calculation is the sum of the delay values in the path
- You can set the bandwidth value of an interface using the BANDWIDTH command and you can set the delay value of an interface using the DELAY command
- Setting bandwidth or delay on an interface does not change any physical properties of the interface at all; you are just changing the values that the interface reports for EIGRP metric purposes
Let's examine some of this at the command line:
R1#show run interface fa0/0 Building configuration... Current configuration : 95 bytes! interface FastEthernet0/0 ip address 10.10.10.1 255.255.255.0 duplex auto speed auto
Notice that we have not set BANDWIDTH or DELAY under this interface at all. Let us examine what EIGRP will be using regarding this interface in its overall calculation:
R1#show interface fa0/0 FastEthernet0/0 is up, line protocol is up Hardware is Gt96k FE, address is c201.0111.0000 (bia c201.0111.0000) Internet address is 10.10.10.1/24 MTU 1500 bytes, BW 10000 Kbit/sec, DLY 1000 usec, reliability 255/255, txload 1/255, rxload 1/255
Notice the values that EIGRP can use by default are in place.
The DELAY command is a powerful command for manipulating EIGRP paths. Since the BANDWIDTH command can end up impacting a lot of other configurations (like QoS), we can use the DELAY command to manipulate EIGRP metrics (and therefore, paths) without having to touch the BANDWIDTH command.
R1#conf t Enter configuration commands, one per line. End with CNTL/Z. R1(config)_TAG_ fa0/0 R1(config-if)_TAG_? <1-_PHONE_> Throughput delay (tens of microseconds)
Notice from the above output just how easy it is to manipulate this value, and therefore, impact the EIGRP metric.
I hope you are enjoying your CCNA training here at INE, and I hope you will return to our blog often!
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- Spanish literature
 TITLE: Spanish literature: The Romantic movement
 SECTION: The Romantic movement
 One major Romantic theme concerned liberty and individual freedom. The late Romantic poet Gustavo Adolfo Bécquer, in Rimas (published posthumously in 1871; "Rhymes"), expressed his own tortured emotions, suffering, and solitude but also celebrated love, poetry, and intimacy while experimenting with free verse. Rimas influenced more 20th-century...


text: School in the Park is an innovative museum-based educational effort to engage students in their community during the school day. Since 1999 several hundred students have been educated each year in museums and the zoo in San Diego. This is more than a field trip, it is changing the way that education is provided.Challenging the Classroom Standard Through Museum-Based Education: School in the Park presents the experience of School in the Park from the perspective of different disciplines--oral language, reading, writing, social studies, math, science, and the arts--to determine how students are learning content within museums and the zoo. It provides a number of examples, case studies, references, scenarios, and recommendations for teaching and learning outside of the traditional classroom. The perspectives of teachers, museum educators, and students are represented. Importantly, this book offers ideas that readers can use in their own communities, ranging from long-term partnering with cultural institutions to one-day trips, to ensure that students have authentic experiences with the curriculum.With the current increased focus on accountability and achievement, less attention and importance is given to community-based learning experiences. This book demonstrates the viability of merging formal and informal learning and using community venues as an extension of the classroom. All those interested in and charged with educating children will find this book useful in exploring powerful learning experiences that occur outside traditional classroom settings.


text:
A young Wald
October 31, 1902|
|Died||December 13, 1950
Cowles Commission for Research in Economics
|Alma mater||University of Vienna|
|Doctoral advisor||Karl Menger|
|Doctoral students||Meyer Girshick
|Known for||Wald's equation
Sequential probability ratio test
John von Neumann
Abraham Wald (Hungarian: Wald Ábrahám, October 31, 1902 – December 13, 1950 ) was a mathematician born in Cluj, in the then Austria–Hungary (present-day Romania) who contributed to decision theory, geometry, and econometrics, and founded the field of statistical sequential analysis. He spent his researching years at Columbia University.
Life and career
Being a religious Jew, he could not attend school on Saturdays, as was required at the time by the Hungarian school system, and was thus home-schooled by his parents until college. His parents were quite knowledgeable and competent as teachers.
Despite Wald's brilliance, he could not obtain a university position, because of Austrian discrimination against Jews. However, Oskar Morgenstern created a position for Wald in economics. When the Nazis invaded Austria in 1938, the discrimination against Jews intensified. In particular, Wald and his family were persecuted as Jews. Wald was able to emigrate to the United States, at the invitation of the Cowles Commission for Research in Economics, to work on econometrics research.
Wald applied his statistical skills in World War II to the problem of bomber losses to enemy fire. A study had been made of the damage to returning aircraft and it had been proposed that armor be added to those areas that showed the most damage. Wald's unique insight was that the holes from flak and bullets on the bombers that did return represented the areas where they were able to take damage. The data showed that there were similar patches on each returning bomber where there was no damage from enemy fire, leading Wald to conclude that these patches were the weak spots that led to the loss of a plane if hit, and that must be reinforced. This is still considered today seminal work in the then-fledgling discipline of operational research.
Following his death, Wald was attacked by Sir Ronald A. Fisher FRS. Fisher attacked Wald for being a mathematician without scientific experience who had written an incompetent book on statistics. Fisher particularly criticized Wald's work on the design of experiments, alleging ignorance of the basic ideas of the subject, as set out by Fisher and Frank Yates. Wald's work was defended by Jerzy Neyman in the following year. Neyman explained Wald's work, particularly with respect to the design of experiments. Lucien Le Cam credits in his own book, Asymptotic Methods in Statistical Decision Theory, The ideas and techniques used reflect first and foremost the influence of Abraham Wald's writings.
Abraham Wald was the father of noted American physicist Robert Wald.
- Wald, Abraham (1939). "A New Formula for the Index of Cost of Living". Econometrica (Econometrica, Vol. 7, No. 4) 7 (4): 319–331. doi:10.2307/_PHONE_. JSTOR _PHONE_.
- Wald, Abraham (1939). "Contributions to the Theory of Statistical Estimation and Testing Hypotheses". Annals of Mathematical Statistics 10 (4): 299–326. doi:10.1214/aoms/_PHONE_.
- Wald, Abraham (1940). "The Fitting of Straight Lines if Both Variables Are Subject to Error". Annals of Mathematical Statistics 11 (3): 284–300. doi:10.1214/aoms/_PHONE_.
- Wald, Abraham (June 1945). "Sequential Tests of Statistical Hypotheses". The Annals of Mathematical Statistics 16 (2): 117–186. doi:10.1214/aoms/_PHONE_.
- Wald, Abraham (1947). Sequential Analysis. New York: John Wiley and Sons. ISBN 0-471-91806-7. "See Dover reprint: ISBN 0-486-43912-7"
- Wald, Abraham (1950). Statistical Decision Functions. John Wiley and Sons, New York; Chapman and Hall, London. p. ix+179.
- Morgenstern, Oskar (1951). "Abraham Wald, 1902–1950". Econometrica (Econometrica, Vol. 19, No. 4) 19 (4): 361–367. doi:10.2307/_PHONE_. JSTOR _PHONE_.
- O'Connor, John J.; Robertson, Edmund F., "Abraham Wald", MacTutor History of Mathematics archive, University of St Andrews.
- Mangel, Marc; Samaniego, Francisco (June 1984). "Abraham Wald's work on aircraft survivability". Journal of the American Statistical Association 79 (386): 259–267. doi:10.2307/_PHONE_. JSTOR _PHONE_. Reprint on author's web site
- Wald, Abraham. (1943). A Method of Estimating Plane Vulnerability Based on Damage of Survivors. Statistical Research Group, Columbia University. CRC 432 — reprint from July 1980. Center for Naval Analyses.
- Fisher, Ronald (1955). "Statistical methods and scientific induction". Journal of the Royal Statistical Society, Series B 17 (1): 69–78. JSTOR _PHONE_. (criticism of statistical theories of Jerzy Neyman and Abraham Wald)
- Neyman, Jerzy (1956). "Note on an Article by Sir Ronald Fisher". Journal of the Royal Statistical Society, Series B 18 (2): 288–294. JSTOR _PHONE_. (reply to Fisher 1955)
- Le Cam, Lucien (1986). Asymptotic Methods in Statistical Decision Theory. pp. xiii. (Le Cam 1986)
- Robbins, Herbert (1951). "Review: A. Wald, Statistical decision functions". Bull. Amer. Math. Soc. 57 (5): 383–384. doi:10.1090/S0002-9904-1951-09520-8.
- Wolfowitz, Jacob (1952). "Abraham Wald, 1902–1950". Annals of Mathematical Statistics 23 (1): 1–13. doi:10.1214/aoms/_PHONE_.


text:
Hydrofluoric acid is extremely corrosive. Acute exposures are especially hazardous and can result in severe burns or respiratory damage. U. S. manufacturers use hydrofluoric acid to produce fluorocarbons, aluminum and other chemical products. Metal pickling and etching applications are the primary end-uses for hydrofluoric acid in Massachusetts. Hydrofluoric acid use is on the decline in Massachusetts. However, produced as an unintended byproduct, coal-fired power plants are a potential source of public exposure to hydrofluroic acid.
Massachusetts. facilities reported using 640,000 pounds of hydrofluoric acid in 1996. Hydrofluoric acid use in Massachusetts declined slightly, by 5%, between 1990 and 1996.


text:
Closed loop system
A closed loop system consists of using a small waste-water processing system on the well site. It removes pollutants from the frac water as well as additional water that may also be present in the formation itself--all of which flows back up a well.
Waste water is pumped directly into steel storage containers and held for processing.
Solids extracted from the water by this method are removed by truck to a waste treatment station for disposal. Treated water that remains after on-site processing may then be reused on a later frac job. Typically, up to 50 percent of the frac water can be recovered and reused. It can be reused up to a dozen times without treatment.
Less waste water needs to be moved off site, and less water is required for additional drilling operations. This method generally lowers total drilling cost, as well as the amount of water used and its cost. It also contributes to higher drill rates which provides cost savings.
According to a news item that appeared in February, 2010 Chesapeake Energy, the most active driller in the Marcellus shale, has frequently used closed loop systems for handling drilling waste water in its Pennsylvania operations.
In November, 2010 Chief Oil and Gas announced that it too had switched to closed loop for all of its wells.


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 1. When used once or twice a week, depending on environmental conditions and tobacco consumption, AGE COMMANDO Mask cleanses the skin deep-down, removing pollutant agents from our cells and providing the necessary protection to better combat exposure to environmental factors, even under extreme circumstances.
 2. Apply a fairly thick layer.
 3. Leave on for 15 minutes.
 4. Rinse in clear water. AGE COMMANDO Mask does not have a drying effect on the skin which means it retains its inherent moisture and can be used on even the most sensitive skin.


text:
Import data from a CSV file into Trello cards. Assign members, include formatted text, and add the cards to your desired Trello lists all in one simple upload.
1. Connect your Trello account
2. Upload your CSV file
3. Map the columns you wish to import
4. Start the import and see the results in Trello


Jewish tradition teaches that the world is sustained by three things – by study, by worship and by acts of kindness. At the core of that teaching is a long-standing understanding that different individuals connect to their Judaism to their community, and the world in different ways. For some the connections are made through social action.
In our community we strive to create meaningful opportunities so that our diverse membership is able to get involved in the way that most speaks to their heart and mind.


text:
Hybrid fungus threatens agriculture
A new breed of fungus appeared less than 500 years ago, when the genes of two different types were accidentally mixed. Such hybrid fungi may be a threat to agriculture.
Less than 500 years ago fungus spores of two different varieties of fungus met and produced offspring. The unlikely match marked the beginning of a new species. The fungus is now known as S1 and infests grass growing in the wild in a region of Iran.
New research has mapped the genome of five different individuals of the S1 fungus and discovered the surprisingly young age of the species.
The results have been published in the scientific journal PNAS.
Like a hot date between a man and a monkey
According to the researchers behind the study, fungus hybrids like S1 can become a threat to agriculture and nature, because they mix genetic maps from different parent species and gather the strongest traits in the new species.
We have reached a new understanding of the ways in which new fungus species come into being
Mikkel Heide Schierup
This equips them with the best possible basis for survival and the opportunity to live on and feed off a new host species.
"We have reached a new understanding of the ways in which new fungus species come into being," says Professor Mikkel Heide Schierup, of the Centre for Bioinformatics at Aarhus University.
"The creation of S1 is comparable to a sexy encounter between a man and an orangutan. Hybridisation offers nature a whole new host of material to work with. It makes it possible for the fungi to make a large evolutionary leap that can threaten agriculture."
Schierup has collaborated with Eva H. Stukenbrock of the Max Planck Institute for Microbiology to map the entire genetic code for the S1 fungus.
Hybrid genomes spill the beans on the past
In their research, the scientists compared the genomes of five S1 individuals. They found that the fungi only have a very small degree of variation found in a number of places in the genome.
On the basis of this knowledge, the researchers were able to conclude that they were dealing with a species that was relatively new.
The power of fungi to hybridise and create new species should be taken into account when in future we attempt to control the threats that agriculture faces.
Mikkel Heide Schierup
"Normally, minor variations occur in the genome over the course of time. Because of this, individuals have variation in their genetic code even though they belong to the same species. In S1, some parts of the genome had no genetic variation whatsoever, while others differed completely," says Schierup.
The reason for this is that the entire new species stems from just two individuals from different species. This means that all individuals of the S1 species have their genetic information from either the one parent or the other.
This makes two individual fungi either identical or completely different. What makes the crucial difference is whether the area of the genome in question stems from the same ancestral species or from two different ones.
"In that way, the genome of the fungus becomes a mosaic of genetic information from the two parent individuals," he says.
Fungus hybrids may pose a threat to agriculture
Hybrids are new species that have come into being as the offspring of two different species.
Examples of hybrids in the animal kingdom include:
The mule: a cross between a donkey and a horse
Killer bees: a cross between European honeybees and African bees
The liger: a cross between a lion and a tiger
This is the first study ever to have identified a hybrid solely through studying of the genetic material of a species.
Other hybrids in the plant kingdom are known, but these haven't been subjected to study at the same level of detail.
Even though S1 was the result of a random encounter, its following development was not a matter of chance. That too is revealed to the researchers by the genetic material.
"We can tell that the development of S1 since the hybridisation hasn't been left to chance. Some traits of the new species have been bad, while others have been good," he says.
"Evolution has handpicked those individual traits from each mother-species that have best adapted S1 for existence as an individual species. It has had the power to do that, and there have been several different traits to choose from."
He estimates that hybridisation must happen relatively often in order for the fungus to have a bearing on agriculture in the future.
"The power of fungi to hybridise and create new species should be taken into account when in future we attempt to control the threats that agriculture faces."
Eva H. Stukenbrock and Mikkel Heide Schierup continue their collaboration on the S1 fungus by mapping the genomes of another 50 individuals. The goal is to piece together an exact image of the development of the species, dating back to its inception almost 500 years ago.
Translated by: Iben Gøtzsche Thiele
- Fusion of two divergent fungal individuals led to the recent emergence of a unique widespread pathogen species, PNAS, doi: 10.1073/pnas._PHONE_


text:
12 Mind Blowing Number Systems From Other Languages
Today is a big day for lovers of the number 12, and no one loves 12s more than the members of the Dozenal Society. The Dozenal Society advocates for ditching the base-10 system we use for counting in favor of a base-12 system. Because 12 is cleanly divisible by more factors than 10 is (1, 2, 3, 4, 6 and 12 vs. 1, 2, 5 and 10), such a system would neaten up our mathematical lives in various ways. But a dozenal system would require us to change our number words so that, for example, what we know as 20 would mean 24 (2x12), 30 would mean 36, and so on. Does that blow your mind a little too much? Well there are all sorts of weird things that languages can do with number words. Here are 12 of them.
1. Oksapmin, base-27 body part counting
Photo Courtesy of Austronesian Counting
The Oksapmin people of New Guinea have a base-27 counting system. The words for numbers are the words for the 27 body parts they use for counting, starting at the thumb of one hand, going up to the nose, then down the other side of the body to the pinky of the other hand, as shown in the drawing. 'One' is tip^na (thumb), 6 is dopa (wrist), 12 is nata (ear), 16 is tan-nata (ear on the other side), all the way to 27, or tan-h^th^ta (pinky on the other side).
2. Tzotzil, base-20 body part counting
Tzotzil, a Mayan language spoken in Mexico, has a vigesimal, or base-20, counting system. Why might a base-20 system come about? Fingers and toes! For numbers above 20, you refer to the digits of the next full man (vinik). Twenty-one is jun scha'vinik (first digit of the second man), 42 is chib yoxvinik (second digit of the third man), and 70 is lajuneb chanvinik (tenth digit of the fourth man).
3. Yoruba, base-20 with subtraction
Yoruba, a Niger-Congo language spoken in West Africa, also has a base-20 system, but it is complicated by the fact that for each 10 numbers you advance, you add for the digits 1-4 and subtract for the digits 5-9. Fourteen (??rinlá) is 10+4 while 17 (eétàdílógún) is 20-3. So, combining base-20 and subtraction means 77 is m?tadil?g?rin, or (20x4)-3.
4. Traditional Welsh, base-20 with a pivot at 15
Though modern Welsh uses base-10 numbers, the traditional system was base-20, with the added twist of using 15 as a reference point. Once you advance by 15 (pymtheg) you add units to that number. So 16 is un ar bymtheg (one on 15), 36 is un ar bymtheg ar hugain (one on 15 on 20), and so on.
5. Alamblak, numbers built from 1, 2, 5, and 20
In Alamblak, a language of Papua New Guinea, there are only words for 1, 2, 5, and 20, and all other numbers are built out of those. So 14 is (5x2)+2+2, or tir hosfi hosfihosf, and 59 is (20x2)+(5x(2+1))+(2+2) or yima hosfi tir hosfirpati hosfihosf.
6. Ndom, base-6
Ndom, another language of Papua New Guinea, has a base-6, or senary number system. It has basic words for 6, 18, and 36 (mer, tondor, nif) and other numbers are built with reference to those. The number 25 is tondor abo mer abo sas (18+6+1), and 90 is nif thef abo tondor ((36x2)+18).
7. Huli, base-15
The Papua New Guinea language Huli uses a base-15, or pentadecimal system. Numbers which are multiples of 15 are simple words. Where the English word for 225 is quite long, the Huli word is ngui ngui, or 15 15. However 80 in Huli is ngui dau, ngui waragane-gonaga duria ((15x5)+the 5th member of the 6th 15).
8. Bukiyip, base-3 and base-4 together
In Bukiyip, another Papua New Guinea language also known as Mountain Arapesh, there are two counting systems, and which one you use depends on what you are counting. Coconuts, days, and fish are counted in base-3. Betel nuts, bananas, and shields are counted in base-4. The word anauwip means 6 in the base-3 system and 24 in the base-4 system!
9. Supyire, numbers built from 1, 5, 10, 20, 80, and 400
Supyire, a Niger-Congo language spoken in Mali has basic number words for 1, 5, 10, 20, 80 and 400, and builds the rest of the numbers from those. The word for 600 is kàmpwòò ná?kwuu shuuní ná bééshùùnnì, or 400+(80x2)+(20x2)
10. Danish, forms some multiples of ten with fractions
Danish counting looks pretty familiar until you get to 50, and then things get weird with fractions. The number 50 is halvtreds, a shortening of halv tred sinds tyve ("half third times 20" or 2½x20). The number 70 is 3½x20, and 90 is 4½x20.
11. French, mix of base-10 and base-20
French uses base-10 counting until 70, at which point it transitions to a mixture with base-20. The number 70 is soixante-dix (60+10), 80 is quatre-vingts (4x20), and 90 is quatre-vingts-dix ((4x20)+10).
12. Nimbia, base-12
Even though, as the dozenalists claim, 12 is the best base mathematically, there are relatively few base-12 systems found in the world's languages. In Nimbia, a dialect of the Gwandara language of Nigeria, multiples of 12 are the basic number words around which everything else is built. The number 29 is gume bi ni biyar ((12x2)+5), and 95 is gume bo'o ni kwada ((12x7)+11).
You can see more number systems here. Many of the more exotic ones are dying out. David K. Harrison's book When Languages Die explains how we lose "an important window into human cognition, problem-solving, and adaptation" when these number systems disappear.


text:
A click heatmap is valuable in revealing the effectiveness of links throughout your site.
Whether a link is part of the main navigation, text content, or a multi-step form, you need to know whether it helps or hinders usability.
On our home page, the links in the main navigation receive the most clicks. You can tell because there are clear areas of hot (white) activity. However, there are also areas where it doesn't make sense to have clicks. This happens because visitors are confused or have an expectation that something is clickable (for more information) when, in reality, it isn't.
In our page, the call-to-action buttons are the main focus. We want people to click them. If other text or areas are a distraction, it kills our conversion rate. Part of great design is making sure that a page has everything you need and nothing more.
Although our pages have a lot of elements, they used to be much more complex. We spent time running A/B tests to determine the optimal layout that balances clicks to the locations that we want.
We recommend you look at your click heatmaps and see if they make sense, too.
Here are some questions to ask:
- Do important page elements have click activity?
- Do unimportant page elements have click activity?
- Are there certain elements, relative to others, that receive more activity? Is there a good reason for this?
- Do you need to reorganize/reorder the links in your main navigation to draw focus/attention?
- Do form fields receive equal amounts of click activity? Or, are there certain fields where there is considerable drop off?


Resource Management
The Input Problem
Search and Backtracking within Lepl is implemented using generators. These are blocks of code that can be paused and restarted. Each matcher has, at its core, one of these generators. Backtracking is achieved by calling the generator to continue searching the input for alternative matches.
This can be a problem, particularly when parsing input from files. The parse_file() method calls parse_iterable() which iterates over the lines in the file. The streams created by parse_iterable() are lazy linked lists that only reference later parts of the input. That means that Python can reclaim (garbage–collect) the memory used by earlier input while the parser is still matching later input. However, this cannot happen (memory cannot be freed) if a generator keeps a reference to earlier input (which it needs in case it is called to backtrack and provide a new match).
So the generators used in Lepl to provide backtracking frustrate Python's garbage collection and lead to parsers consuming much more memory than would otherwise be necessary.
The Output Problem
As a parser consumes input it also constructs the output. In Lepl the output is a list of data held in memory. This output list is built by the parser until all the input has been consumed, and then returned as a result.
A large input often implies a large output. So even if we solve the "input problem" above, a parser will still use a lot of memory to store the output.
The Input Solution
To solve the "input problem" we need to discard generators, but we need generators while parsing because the parser needs to backtrack when it fails to match something. The solution to this apparent contradiction is to discard only the generators that we will not need.
In general we cannot find an exact solution (I believe; finding which generators we do not need is probably related to the halting problem), but we can implement a simple heuristic that works well in practice: we discard generators that have not been used "for a long time".
To do this, Lepl maintains a list of generators, sorted by last access time. When the list exceeds some size the least-used generator is deleted. This reduces memory use while allowing a reasonable amount of backtracking.
The list of generators is maintained by a GeneratorManager(), but you do not need to use this class directly. Instead, call.config.low_memory(). That configuration method takes a parameter queue_len which controls the size of the list of "valid" generators.
The Output Solution
We could reduce the amount of memory needed to hold the output if there were some way of returning the output incrementally. In normal use this is not possible with Lepl, but there is a "neat hack" that works quite well.
Remember that a Lepl parser can produce a series of matches. These are alternative ways of parsing the input, given the parser. But in most cases we are only interested in the first match — this is particularly true when using.config.low_memory() as described above, because the alternatives will be unavailable.
The hack is to return fragments of the output as alternative matches. This means:
 - Adding the matcher Iterate() at the "top level" of the parser. This will return each fragment in turn.
 - Calling parse_all() and then treating the generator as a sequence of fragments, rather than a sequence of complete matches.
An example will make this clear. Here is a matcher that simply matches every line:
>>> all_lines = Line(Token(Any()[:,...]))[:]
and here is the equivalent matcher than returns each line as a separate fragment. Note how the final [:] is replaced by Iterate():
>>> each_line = Iterate(Line(Token(Any()[:,...])))
We can use each_line as follows:
>>> input = '''line one
... line two
... line three'''
>>> each_line.config.no_full_first_match().lines()
>>> parser = each_line.get_parse_all()
>>> for line in parser(input):
>>> print(line)
['line one\n']
['line two\n']
['line three']
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text:
Genetic 'Tail' May Tell of Dementia Risk
Length of telomeres observed to demonstrate inverse risk factors for the age-related mental illness.
TUESDAY, July 24, 2012 (MedPage
Today) — Shrinking telomeres may signal a patient's
risk for developing dementia, researchers said.
In a cohort study, shorter length of telomeres — the genetic
caps on the ends of chromosomes — were associated with a 21 percent
increased risk of dementia, Lawrence Honig, MD, PhD, of Columbia University,
and colleagues reported in online in Archives of
They noted that the association was only moderate, but said if
telomere length "was a determinant rather than a marker of aging, one
could speculate that therapies directed toward modifying telomere shortening,
by modestly increasing telomerase activity, might be helpful in decreasing the
incidence of age-related dementia."
Some studies have shown that telomeres are a marker for biological
age, so shorter telomere length may predict the risk of age-related disease
such as Alzheimer's.
For their study, Honig and colleagues looked at DNA samples from a
community-based study of aging, the Washington Heights-Inwood Community Aging
They used real-time polymerase chain reaction (PCR) to determine mean
telomere length in 1,983 patients who had a mean age of 78 and who were
followed for mortality for a mean of 9.3 years.
During the study, 190 patients (9.6 percent) developed incident
In general, telomere length was inversely related to age and was
shorter in men than in women, confirming findings of previous
The researchers found that patients who died during follow-up had
shorter mean telomere length than survivors, and the association remained even
after adjusting for age, sex, education, and apolipoprotein E genotype
They also found that patients who developed dementia had significantly
shorter telomere length (6,131 base pairs for prevalent cases and 6,315 base
pairs for incident cases compared with 6,431 base pairs for those remaining
Though patients who didn't develop dementia were younger at blood
draw, had more education, and were less likely to be carriers of APOEe4,
regression analyses still found telomere length a predictor of dementia
They noted that the association was modest, however, and remained
significant for women only — though there were more women than men in
the study and more female cases of dementia.
Honig and colleagues cautioned that their study can't determine the
direction of causality: "Telomeres may simply be a marker of aging,"
they wrote, and the effect on dementia risk "may simply reflect the effect
of biological aging."
It is possible, though, that shortened telomeres set in motion
processes that lead to earlier mortality, or that some environmental or genetic
influence concomitantly shortens telomeres and increases mortality, they added.
And telomere length and dementia "could share a common set of genes or
'Tail' May Tell of Dementia Risk


Quote^s Space Puzzles ScienceViews Home
 Logic Puzzle # 129 Logic Problems Help
Outer Space Circus Sideshows
by Randall L. Whipkey
Last Tuesday when the Outer Space Circus came to town for a performance, Bobby and Teddy thrilled at the Midway with its panorama of exotic sideshows featuring beings from across the Milky Way. The boys paid to see five sideshow performers, including the Head, a being with no body. Can you find the order during the day in which Bobby and Teddy saw the five outlandish acts: the name (one is No Wa Ben) and home world (one is from PsiReef) of each geek and what makes each Outer Space Circus sideshow material?
 1. Bobby and Teddy saw Ji-Dome earlier in the day than the being from the planet New Oz; they saw the New Oz alien earlier than they enjoyed the perplexed look on the Teleprobe's face as he read their minds.
 2. Immediately after visiting the tent where they were in awe of the Transparent Man, a creature whose internal body parts are visible through a totally clear skin, the boys took in the native of Ilegate.
 3. Bobby and Teddy were wowed by the Walking Stick, a 13-foot alien also billed as the Tallest Being in the Galaxy, right before they saw the Incredible Kreskeno's act.
 4. The boys saw TuPaK immediately after paying to see the native of the planet Andromeda-77 but earlier in the day than they saw the Sheebang Charmer, who works with the Milky Way's deadliest serpents.
 5. The being whose sideshow they saw 2nd isn't Azaliana.
 6. The tents of Kreskeno and the sideshow geek from New Oz were next to each other on the Midway.
 7. Ji-Dome, who isn't the Sheebang Charmer, and the native of Andromeda-77 require special breathing chambers to live on Earth.
 8. TuPaK was Bobby's favorite sideshow entertainer; the being from planet Qrptn was Teddy's.


Is France the third largest country in Europe?
What is the third largest country in Europe?
Rank State Total area (km2)
1 Russia* 3,969,100
2 Ukraine 603,628
3 France* 551,695
4 Spain* 498,511
What are the 3 largest countries in Europe by population?
Rank Country Population
1 Germany 80,523,700
2 France 65,633,200
3 United Kingdom 63,730,100
4 Italy 59,685,200
What are the 10 largest countries in Europe?
 - Russia (6,599,921 square miles)
 - Ukraine (232,951 square miles)
 - France (212,954 square miles)
 - Spain (195,313 square miles)
 - Sweden (173,814 square miles)
 - Germany (137,846 square miles)
 - Finland (130,632 square miles)
 - Norway (124,988 square miles)
What are 3 countries in Europe?
Countries in Europe:
# Country Subregion
1 Russia Eastern Europe
2 Germany Western Europe
3 United Kingdom Northern Europe
4 France Western Europe
See also What Are The Three Largest Asteroids?
Is Canada in Europe?
Which country is biggest in the world?
Area in square kilometers
Russia 17,098,242
Canada 9,984,670
USA 9,833,517
China 9,596,960
Which country is the richest country in Europe?
What is Europe's largest city?
Largest urban agglomerations in Europe in 2020 (in millions of inhabitants)
Population in millions
Istanbul (Turkey) 15.19
Moscow (Russia) 12.54
Paris (France) 11.02
London (UK) 9.3
Which is the smallest country of Europe?
1: Vatican City
What are the big 5 European countries?
The EU's big 5 economies – France, Germany, Italy, Spain and the UK – dominate the EU by dint of their sheer size, accounting for 71% of GDP in 2013.
What is the most famous country in Europe?
The Most Visited European Nations
Rank Country International tourist arrivals (2017)
1 France 86.9 million
2 Spain 81.8 million
3 Italy 58.3 million
4 United Kingdom 37.7 million
See also Question: Which is the longest road in the world?
Who is the biggest country in Europe?
Located on a whopping 6.6 million square miles of land, Russia is by far the largest country by land mass in Europe, and in the world.
What is best country to visit in Europe?
The 15 Best Places to Visit in Europe
 1. Paris, France. Paris has it all, which is why it's as close to a must-see as there is in Europe. …
 2. Florence, Italy. …
 3. Santorini, Greece. …
 4. Amsterdam, Netherlands. …
 5. London, England. …
 6. Barcelona, Spain. …
 7. Rome, Italy. …
 8. Reykjavik, Iceland.
12 мар. 2021 г.
What countries are not in Europe?
The European countries that are not members of the EU:
 - Albania*
 - Andorra.
 - Armenia.
 - Azerbaijan.
 - Belarus.
 - Bosnia and Herzegovina**
 - Georgia.
 - Iceland.
Is UK under Europe?
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School of Botanical Art and Illustration
Botanical art and illustration is the well-established tradition of portraying plants for scientific purposes, recording vanishing species for historical record, or rendering the beauty and inspiration we experience in the flora of the world around us.
We invite you to join the tradition of artists who have portrayed the beauty of plants for centuries. Our core curriculum provides comprehensive instruction in botanical art and illustration.
In the School of Botanical Art and Illustration, you will learn the skills to render plants in remarkable scientific detail and the artistic techniques needed to create beautiful and lasting plant portraits.
Beginners will acquire new knowledge and skills, and experienced artists will refine techniques and find fresh directions for their work. All students enjoy small classes in a positive and encouraging atmosphere.
With close to 200 courses and workshops offered each year, we'll help you to combine scientific accuracy with an aesthetic vision to create beautiful botanicals. Sample the program with an introductory course or jump right into the core curriculum. Whether you have painted for years or did your last great work in grade school, our instructors will meet you where you are to begin your botanical art and illustration journey.
- General information
- Course listings and online registration
- Download the 2013 Winter/Spring Botanical Illustration course catalog
- 'Café Botanique' - These free lectures create an atmosphere where botanical science, research and art provide communication topics for Botanical Art and Illustration students, Gardens' members, general public, academia and artists. Pre-registration is required for one elective course credit.
Vist the School of Botanical Art and Illustration blog.
Visit the School of Botanical Art and Illustration page on Facebook.


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Responsibility means being accountable for your own behavior. Responsibility involves doing what you are supposed to do. Responsible people think before acting, and set a good example for others. Responsible people are eager and willing to help others. You show responsibility when you are accountable for your words, actions, and attitudes.
Learn how to become a person everyone can depend on with these library books! The Responsibility booklist is also a wonderful place to discover books perfect for elementary, middle, or high school readers.


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Depression among preschoolers appears to be a continuous, chronic condition rather than a transient developmental stage, according to a report in the August issue of Archives of General Psychiatry, one of the JAMA/Archives journals.
"The validity of major depressive disorder in childhood has been well established, with the disorder now widely recognized and treated in mental health settings," the authors write as background information in the article. However, previous studies have primarily focused on children age 6 and older. Although a growing body of data suggests that depression does exist among preschoolers, skepticism remains about whether it is clinically meaningful or increases the later risk of psychiatric conditions.
Joan L. Luby, M.D., and colleagues at Washington University School of Medicine in St. Louis studied 306 preschoolers age 3 to 6. Of these, 75 met criteria for major depressive disorder, 79 had anxiety or disruptive disorders but not depression and 146 did not meet criteria for any psychiatric disorder. A comprehensive threeto four-hour laboratory assessment was completed at the beginning of the study. While children completed measures of emotional, cognitive and social development, primary caregivers were interviewed separately about the preschoolers' psychiatric symptoms and developmental skills. Similar developmental and behavioral assessments were conducted 12 and 24 months later.
"Preschoolers with depression at baseline had the highest likelihood of subsequent depression 12 and/or 24 months later compared with preschoolers with no baseline disorder and with those who had other psychiatric disorders," the authors write. After controlling for other demographic variables and risk factors, preschoolers with depression at the beginning of the study had a four times greater likelihood of having depression one and two years later than preschoolers without depression.
The condition also showed a chronic and recurrent course among preschoolers—in a subset of 119 preschoolers with depression or depressive symptoms who were screened by phone at six and 18 months, 57 percent of those with depression had an episode during at least two follow-up points during study and 18 percent followed a chronic course, defined as having an episode in at least four waves of the study.
"These results underscore the clinical and public health importance of identification of depression as early as preschool," the authors conclude. Early intervention during the preschool period has proved effective in other childhood disorders, they note. "Therefore, study findings that demonstrate longitudinal stability and homotypic continuity of preschool major depressive disorder suggest that earlier interventions for major depressive disorder during the preschool period may be an important area for investigation in the search for more effective treatments for childhood major depressive disorder."
(Arch Gen Psychiatry. 2009;66:897-905. Available pre-embargo to the media at _URL_.)
Editor's Note: Funding for this study was provided by a grant from the National Institute of Mental Health. Please see the article for additional information, including other authors, author contributions and affiliations, financial disclosures, funding and support, etc.
AAAS and EurekAlert! are not responsible for the accuracy of news releases posted to EurekAlert! by contributing institutions or for the use of any information through the EurekAlert! system.


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Sprout Blossom Garden Estate Forest
The emails that you send to your prospects might have via appear in the from address when they receive it. If you want to hide this in your emails, it is highly recommended that you add DKIM records to your domain. The addition of DKIM records helps in delivering the emails properly and also ensures that the email tracking feature on Freshsales works with better accuracy.
Different mailboxes require different configuration steps to be followed.
To add and verify your email domain in Freshsales,
 1. Go to Admin Settings > Domain Verification > Click the Add domain button
 1. In the ADD DOMAIN box that appears, type in the name of your domain, and click Add.
 1. In the Domain list section where your newly created domain appears, click the View DNS record button.
 1. The CNAME records along with their host name and value appear.
 2. Go to your domain registrar's website. You can find your DNS provider using Whois service
 3. Login to the domain control panel.
 4. Open your DNS configuration settings.
 5. Find the page for updating your domain's DNS records. You can find it under DNS records, DNS Zone file, Advanced DNS or something similar.
 6. Add the following records.
 1. Once the records are added, in Freshsales, click Verify to verify the DNS records.
 1. Once a DNS record is verified, you will receive a success message and the status of the record will change from 'Not verified' to 'Verified'.
Note: If there are more than one verified domains, click on the Set as default button to assign a particular domain as the default domain.
 1. Once all the records are verified your domain will have the status as 'Verified' in the domain list view.
 1. Only when all your domains are verified will you be able to add a new domain.
 2. All emails are sent from Freshsales' native email service.
 3. If you have already verified your domain via your DNS provider, you will have to re-verify your DKIM records with Freshsales, as we have upgraded our email service for better email deliverability and anti-spam checks.
 4. To add a new domain, you can either edit and verify the existing domains or delete existing domains and add them again.


Tag: Sheep
Explore the Great Outdoors With the Help of Our Nonfiction Wildlife Picks!
Today, we'll be recommending five of the best wildlife nonfiction books to give your motivation to explore the natural world!
5. 'The Animal Dialogues' by Craig Childs
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The Animal Dialogues by Craig Childs is a thrilling book about the author Craig Childs and his various encounters with grizzly bears, sharks, porcupines, elks, bighorn sheep, and many others. Captured with chilling, intimate descriptions and wry humor, this book is a must read for wildlife fans who want to see tons of varied encounters with dozens of different creatures.
4. 'Field Guide to the natural world of New York City' by Leslie Day
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Field Guide to the Natural World of New York City by Leslie Day showcases the wild world of a place you'd not normally think to look at for diverse wildlife: New York City! The book explores three islands full of different kinds of wildlife at its three rich islands: Manhattan, Long Island, and Staten Island. Written by a real life naturalist, this book sheds light on the real wild side of New York with tips of identifying different animals, plants, and more among the urban sprawl.
3. 'Unlikely Friendships' by Jennifer s. Holland
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Unlikely Friendships documents one heartwarming tale after another of animals who, with nothing else in common, bond in the most unexpected ways. A cat and a bird. A mare and a fawn. An elephant and a sheep. A snake and a hamster. The well-documented stories of Koko the gorilla and All Ball the kitten; and the hippo Owen and the tortoise Mzee. And almost inexplicable stories of predators befriending prey—an Indian leopard slips into a village every night to sleep with a calf. A lionness mothers a baby oryx.
Ms. Holland narrates the details and arc of each story, and also offers insights into why—how the young leopard, probably motherless, sought maternal comfort with the calf, and how a baby oryx inspired the same mothering instinct in the lionness. Or, in the story of Kizzy, a nervous retired Greyhound, and Murphy, a red tabby, how cats and dogs actually understand each other's body language. Your heart will expand at seeing this unlikely friendships come to life.
2. 'Wild Justice' by Marc Bekoff
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Wild Justice by Marc Bekoff tells about the morality animals. Are animals capable of complex emotions such as a understanding of justice?
With this book, the author answers yes and showcases many examples to support their argument: a female Gorilla who mourned the death of her beloved child, a rat who refused to push a lever for food when he saw doing so electrocuted his friend, or a wild elephant who paused to care for a younger one after it was injured. This book shows us that, whether we like it or not, animals are more like us than we think.
1. 'Winter World' by Bernd Heinrich
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Winter World by Bernd Heinrich is all about how animals survive the harsh winters and the process of hibernation. From flying squirrels to grizzly bears, and from torpid turtles to insects with antifreeze, the animal kingdom relies on some staggering evolutionary innovations to survive winter.
Unlike their human counterparts, who must alter the environment to accommodate physical limitations, animals are adaptable to an amazing range of conditions. Examining everything from food sources in the extremely barren winter land-scape to the chemical composition that allows certain creatures to survive, Heinrich's Winter World awakens the largely undiscovered mysteries by which nature sustains herself through winter's harsh, cruel exigencies.
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Community Prosecution – Be inspired
In a nutshell
The Community Prosecution Project was a pilot project run by the National Prosecuting Authority (NPA) in nine sites around South Africa. The approach entailed a long-term, proactive partnership between prosecution, law enforcement, the community, and public and private organisations with the intention of solving community-based problems, improving public safety and enhancing the quality of life of community members.
What we do
In late 2005 the National Prosecuting Authority (NPA) started testing a model of community prosecution. By May 2006 a pilot programme was under way that involved nine community prosecutor positions, one for each site. The model was based on existing initiatives for community prosecution in the United States, the United Kingdom and the Netherlands.
The key question informing the pilot was to consider what a South African version of community prosecutions could look like. In the NPA's draft guidelines on community prosecution the new approach to prosecution was described as "a shift from case processing to community mending. This approach entails a long-term, proactive partnership between the prosecution, law enforcement, the community, and public and private organisations with a view to solving particular community crime problems, improving public safety and enhancing the quality of life of community members."
The draft guidelines put forward the following elements as "inherent to community prosecution":
- A focus on problem-solving, public safety and quality-of-life issues
- Inclusion of the community's input into the criminal justice system, e.g. community impact statements that are considered during sentencing
- Partnerships between the prosecutor, law enforcement, public and private agencies, and the community
- Various methods of prevention, intervention and enforcement other than criminal prosecution to address problems
- A clearly defined, targeted geographical area
- An integrated approach involving both reactive and proactive strategies
Using the guidelines as a starting point, the NPA gave the prosecutors two years to test and demonstrate the concept of community prosecution. Their work was monitored and evaluated by an external evaluator.
For more information, see An Evaluation of Nine Pilot Sites to Propose a South African Model of Community Prosecution by Dr Richard A Griggs.
How we do it
Nine pilot sites were selected prior to the baseline study by an internal process within the NPA. Of the nine sites, six were peri-urban, two urban and only one rural. It is also notable that two of the sites, Point and Kudumane, were already piloting community prosecution a year or more before the start of the study.
According to the post-pilot evaluation, three types of interrelated activities appeared to generate the most impact:
Educational activities on the law
This included public outreach and working with particular government departments to improve service delivery or performance. First, empowering members of government departments in the law was found to improve departmental performance and to improve relations between departments. Educational campaigns on the law were also found to have a strong positive impact when carried out frequently and across different defined target groups within the communities. These included business owners, women, leaders, educators and learners, and out-of-school youth.
Building strategic partnerships for crime prevention
According to the evaluation, a very effective use of community prosecutors' (CMPs') time was building strategic partnerships toward crime prevention outcomes. This meant using knowledge of crime prevention principles or the law to achieve certain outcomes: (1) crime prevention through environmental design, (2) improved service delivery, or (3) crime prevention activities based on partnerships with the community.
Selecting certain cases to fast-track and prosecute in court can make an impact, helping to create community interest in a more regulated environment. CMPs were directed to carefully balance or integrate such casework with activities that had the potential to create broader impact.
For example, public information campaigns would see the CMPs working with other departments to improve their understanding and application of the law. This would lead to partnership-building around the issue of crime prevention and pave the way for specific changes in the environment to be advocated for.
Selective prosecutions and subsequent successful convictions (or closures) can send a warning that crime and breaking by-laws does not pay off. For instance, closing down one shebeen in Siyahlala led other tavern owners to enter into a forum to self-regulate. The CMP then offered supporting education about relevant laws to these shebeen owners.
What we have achieved
Participating stakeholders perceived the pilot as successful overall. Of the nine pilot areas, four (Siyahlala, Mamelodi, Ngangelizwe and Windsor) witnessed a significant decrease in crime. This prompted community members to request that community prosecutions have more measurable impact. A further four areas (Mdantsane, Bohlokong, Kudumane and Point) were perceived to be safer to live in thanks to collaborative work done by the community prosecutors. The remaining pilot site yielded results that were inconclusive.
Other documented outcomes include:
Plummeting levels of stock theft in rural areas
Empowering community members in the law and selective prosecutions of cattle rustlers in Kudumane, a remote rural area overlapping the Northern Cape and Northwest, led to a significant drop in stock theft (from about 40-50 to two or three a month).
Regulation of previously unregulated taverns in peri-urban areas
Educating tavern owners in the law at five peri-urban sites led to much better regulated taverns. Once notorious sites in the target areas were considered much safer by residents.
Shutdown of illegal establishments
At nearly all sites certain cases were selected to fast-track and prosecute in court. For example, in March 2007, CMP Melis of Durban worked with police to shut down seven night clubs for breaking nuisance by-laws, holding inappropriate liquor licenses and/or not being in compliance with the license regulations. The CMP directed these cases to the community court and a financial penalty was imposed that was awarded to community projects that promote safety.
Reduction of drug-selling in the streets
In Windsor, the SAPS sector manager (who was mentored in crime prevention principles and by-law infractions by a community prosecutor) became so proactive in patrolling that the drug sellers and by-law violations that were visible on the streets at the time of the baseline study were no longer evident at the time of the evaluation. Windsor appeared much cleaner and more regulated.
Top hijacking hotspot removed from SAPS priority list
In Mamelodi, the worst hotspot for hijacking at the time of the baseline study was dropped from the SAPS hotspot list because the CMP worked with a municipal councillor to see that the land was developed and better street lighting was installed.
Two important steps were taken to ensure consistent results and observation. Primarily, the baseline study made it possible for the evaluator to observe, through documentation and photographs, the conditions before and after the community prosecutors began their work. This made it possible to identify and document some of the more visible changes that had taken place at each pilot site.
To collate information and final results, a similar but longer evaluation process was undertaken from June to August 2007. This process included stakeholder questionnaires, site observations, and formal and informal interviews of up to four days at each site.
Continuous monitoring also took place in the time period between the baseline and evaluation studies. The evaluation of environmental change was thus documented over a period of 15 months.
What we have learned
The evaluation of the pilot identified a number of challenges, such as:
Limited resources allocated to the various pilot areas meant that the outreach of the project could not be as extensive as the NPA and various stakeholders would have liked. However, the partnerships and community mobilisation that resulted did have significant positive impact.
Lack of understanding of the CMPs' role highlighted the importance of education and information regarding community safety projects. In some cases it was thought that the holistic approach overstepped some boundaries in roles and responsibilities. This required educating others on the scope of the initiative.
Although the pilot appears to have demonstrated a successful approach, the initiative has not been continued or expanded. The reasons for this are unclear.


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Rough english translation of the swedish word "fjortis", meaning a person with similar lifestyle or behavior as a typical immature fourteen year old. Fourteenies are known for, among other things, their poor knowledge of knowing when to stop drinking alcohol.
- I love fourteenies. They're so easy!
- Stop acting like a fourteeny and take a shower!