text:
GROWING IN GOD'S GARDEN
LESSON TWO - GARDENS NEED WATER AND SUN
Theme: The next six weeks will be spent on a farm, learning about growing in God's garden.
The Set: decorate the puppet stage like a barn. Add props like wheel barrows, shovels, rakes, a ride on toy tractor, etc. Workers can dress in bib overalls and straw hats.
Farmer Al Falfa (grumpy old farmer), Sprout (the farmers son), Sweet pea (the farmers daughter), Petunia (the farmers other daughter), leader, and a cast of farm animal puppets.
This week: We will discover that gardens need water and sunlight.
To teach the kids that:
Consistently enforcing the rules helps the service to run more smoothly. It is crucial to lovingly and consistently enforce the rules. Try to foresee problems so that they can be avoided before they occur. Work with your pod and interact with them before service and encourage them to pay close attention and really worship God today. Remember you are more than a teacher, you are a mentor!
Remind the kids of the rules. It helps the kids to respond if they know what is expected of them.
Begin by having the kids spend about 2 minutes kneeling at their chairs praying for the service.
Once the kids are done open in prayer asking for God's presence in our service. Kids need to know that God wants to move in their lives and that he will if they seek him. This time of prayer sets the tone of the remainder of the service.
It is important to review with the kids the reasons that we worship and explain the how's and whys. Encourage them to really worship God. The kids watch everything leaders do. Let them see you in active worship. Let them hear you worshiping God. If we want the spirit to move in our service we have to first allow the spirit to move in us.
The leader should introduce the kids to the theme.
Opening Skit: Leader: Good morning kids. Here we are at the farm again. I wonder where farmer Al Falfa is. Last time we were here he was kind of grouchy; but he did teach us that in order for plants to grow they need good soil. I wonder if he knows anything else that he could teach us about gardening. Has anyone seen him? Let's call him and see if he is around somewhere. (Have the kids call him as loudly as they can).
Farmer Al Falfa: (coming out of the barn) Oh no, not you again. I thought I told you kids to go back to the city where you belong.
Leader: Good morning Farmer Al Falfa. We are back! We had such a great time last week we decided to come back and see if you have anything else to teach us today.
Farmer Al Falfa: Oh bah humbug!! Well, What do I have to do to get rid of you this time?
Leader: We'd love to learn something else about gardening. Do you know anything else that is important?
Farmer: Of course I do! I am a farmer you know?!?!?! City folks! (Shaking his head in amazement that they are so dumb) And I am a serious farmer! So let's get on with this. Time is money you know.
Leader: Yes, I know. Ben Franklin said that.
Farmer: Well, I just said it too! Now hurry up and tell me what it is you want to know so I can get rid of you.
Leader: Last week you told us the first thing that is important in gardening is the right kind of soil. What else is important in gardening?
Farmer: Sunlight and water! Good bye!! (Starts to huff off in a hurry)
Leader: Boy you just won't give us the time of day will you?
Farmer: (as he is leaving he checks his watch and yells back the time)
Leader: That is not exactly what I meant. Boy that farmer seems to be grumpy all the time. Oh well, at least he told us something else that is important in gardening. We now know that sun and water are essential to growth.
A commotion begins up by the barn. Sprout, sweet pea and Petunia are arguing loudly. They are holding a pot that contains a dead plant and an empty watering can.
Leader: Hey guys. I am trying to teach the kids about gardening right now. Can you keep it down?
Sprout, sweet pea, and Petunia begin to fight even louder.
Leader: I guess I am going to have to go over and see what's up over there before we can continue with our lesson. (She goes over to the arguing trio)
Hi guys. It seems you guys have a problem again today. Can we help?
Sweet Pea: They killed my plant! (Begins to sob)
Sprout and Petunia: DID NOT!!
Sweet pea: Did too!!
Leader: is this your plant?
Sweet Pea: It was my plant. Now it's dead! And it is all their fault!
Sprout, Petunia and sweet pea should continue the argument being very accusative about whose fault it is.
Leader: Where's that farmer when you need him?
Farmer (he comes back out of the barn all upset because the commotion has upset the donkey who then kicked the farmer) All right now. What's going on?!?!? Who's causing all the fuss? Someone's gone and upset that blasted donkey and she kicked me right in the seat of the pants!!!
Leader: Boy are we happy to see you.
Farmer: I should have known you'd still be here and at the center of all the fuss. And No one is ever happy to see me!!!
Leader: well, since you are here maybe you can help us out. These kids here have a dispute about what happened to this plant here.
Farmer: Well, any bozo can see that it is DEAD!
Leader: Yes, we know that, but we want to know why it is dead.
Farmer: Well, why didn't you say so in the first place? It would appear to me that it is dead because it did not get enough sun or water.
Sprout: Oh we watered it.....Once with water, but then the water ran out so we watered it with this empty can the rest of the week.
Farmer: Plants need to watered regularly. Doing it every so often isn't enough. And an empty watering can is as useless as a barn without a roof.
Petunia: well, we at least gave it sunlight... last Tuesday I think.
Farmer: plants need sunlight on a regular basis too. Once in a while isn't enough of that either.
Sweet Pea: See you DID kill my precious plant.
Leader: Wow this is all very interesting. It appears that a plant that doesn't spend time in the sunlight is like a Christian that doesn't spend time in God's presence.
Petunia: What does that mean?
Leader: It means that Christians need to spend time with God, talking, praying, and worshipping him. Otherwise they die spiritually just like this plant died from not spending time in the sunlight.
Sweet pea: What about the water?
Leader: We could compare that to the infilling of the spirit. You see, this plant didn't receive water and so it withered up and died. If we don't have the spirit of God poured out into our lives we too can wither and die.
Leader (you will need a watering can full of water, a cup, and an empty bowl.) Sprout said he watered the plant once, but then the water was used up and the plant needed to be watered again. God fills us with his spirit just like I fill this cup with water. But just being filled once with his spirit isn't enough because the water gets used up. And then we need a fresh outpouring of God's spirit in our lives each day.
Sprout: So if we want our plant to live we need to water it daily
Petunia: and give it sunlight daily...
Sweet pea: and if we want to grow spiritually we need to spend time in God's presence and be filled with the spirit.
Leader: Exactly! You guys are pretty smart.
Farmer: Of course they are. They are my kids after all. Now it's about time for chores so skiddable on out of here. (He takes off for the barn again.)
PUPPET SKIT: DONKEY SKIT
Donkey: HEEEE HAAAWWWWWW
Leader: hello. You must be that donkey that just kicked the farmer in the seat of the pants.
Donkey: You bet I am and I'm proud of it.
Leader: That was a terrible thing to do. Why did you do it?
Donkey: That mean old farmer is more sour than the most sour lemon and he had it coming to him. He was teasing me and calling me names and he made me mad.
Leader: Did you know it wasn't very Christ like?
Donkey: Oh yeah? How can I become more Christ like?
Leader: Well, the first thing you need to do is have a tender heart that desires to be Christ like. And today we have discovered that if you want to grow spiritually you need to spend time in God's presence and be filled with the spirit.
Donkey: and how will that help me with the farmer? Leader: Well, when we spend time in God's presence and are filled with the spirit it helps us to be Christ like...you know be forgiving, be bold about sharing the gospel


Ubu Roi Quiz | Eight Week Quiz A
Buy the Ubu Roi Lesson Plans
Name: _________________________ Period: ___________________
This quiz consists of 5 multiple choice and 5 short answer questions through Act 1, Scenes 2, 3, and 4.
Multiple Choice Questions
1. How does Pa feel when he hears what Manure has to say?
(a) Angered.
(b) Happy.
(c) Surprised.
(d) Disgusted.
2. What does Manure say to Pa's suggestion?
(c) That Pa doesn't know what he is doing.
3. What does Ma think will happen to her?
(a) She will be queen.
(b) She will be able to kill him.
(c) She will have to take charge of the situation.
(d) She will have money.
4. Why does Pa want to get rid of all of the guests except Captain Manure?
(a) He has a secret to share with the captain.
(b) His wife told him to behave this way.
(c) He knows the captain is sleeping with his wife.
(d) He wants to talk to the captain alone.
5. Which of the following is an accurate description of the character Pa?
(a) He is poor.
(b) He is happy.
(c) He is king.
(d) He is cowardly.
Short Answer Questions
1. Why does Ma feel obligated to encourage Pa to seek out his ambitions?
2. Which of the following is the best definition of a soliloquy?
3. What does Ma think will happen if Pa succeeds with her plan?
4. What does Pa return with?
5. In what way is Pa violent?
(see the answer key)
This section contains 317 words
(approx. 2 pages at 300 words per page)
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Please enable JavaScript to use CodeHS
Visualizing Music with JavaScript
By Calvin Studebaker
Step by step guide to creating your own music visualizations with JavaScript!
Computer science has had an impact on every field, and music is no exception. Computer software now plays a crucial role in the ways we create music, edit music, share and distribute music, and even listen to music.
 - Programs like Ableton allow artists to create and edit music with computer software.
 - Programs like Soundcloud and Spotify allow musicians to distribute music and allow us fans to listen to music.
 - For as long as digital music has been around, programs like iTunes and Windows Media Player and even the Atari Video Music have allowed us to visualize music as we play it.
Music visualization has been used to enhance the music listening experience in music videos, live performances, and even in education.
The Cooper Union in NYC is using music visualization to teach deaf children about sound. They have developed an interactive light studio in the American Sign Language and English Lower School in NYC. This consists of an interactive wall display that shows digital output created by sound and music. Children can trigger the playing of instruments with their movement, and they can watch the visual feedback from this music. (source: How Visuals Can Help Deaf Children 'Hear', 2014)
Nowadays, people create all kinds of music visualizations using code. Just search "_TAG_ music visualization" on Twitter to see some of the awesome creations people are making.
In this tutorial, we'll learn how to make our very own music visualizations with JavaScript. The possibilities are endless! Here's an example of what we'll be creating by the end of this tutorial:
First thing's first: let's write a program that plays some music.
To play an audio file in your program, we'll need 2 things:
 1. A URL to the audio file. In this example we'll use "yesterday" by Jahzzar (CC BY-SA 4.0):
 2. Create an Audio object from that URL and call the play() function on that object
To play your own audio file, Fork this program to your sandbox and use the More > Upload tab to upload your own audio file. Use the resulting URL to create your own Audio object on line 3.
Great! We have our music playing, but how can we visualize that music?
The big idea here is that the music playing through your speakers is just DATA.
All information stored in a computer is stored as digital data. Digital means stored as digits, aka numbers.
When a computer plays a music file, it's simply reading all the numbers in that file, and making noises through the speakers based on the numbers it reads.
So what do these numbers look like? We can picture a music file as a series of frames. A frame represents a single moment in the song, and each frame is a list of numbers that describe the notes being played at that moment.
The frame is just a list of numbers. The first numbers in the list represent how loud the low notes are being played. The middle numbers represent how loud the mid-range notes are being played. And the final numbers in the list represent how loud the high notes are being played.
Let's start off with a program that just prints out each frame in the audio file:
Let's break down what's happening here.
 1. We create the Audio object, stored in a variable named song
 2. We play the song
 3. We add blank text to the screen
 4. We update the text to show the current frame anytime song changes frames
The key to step 4 is the use of audioChangeMethod. audioChangeMethod is an event listener that listens for a special type of event - the given audio file changing frames.
If you've taken a JavaScript course on CodeHS before, you may be familiar with mouse event listeners:
mouseMoveMethod(myFunction) - calls myFunction anytime the mouse is moved
moveClickMethod(myFunction) - calls myFunction anytime the mouse is clicked
mouseDragMethod(myFunction) - calls myFunction anytime the mouse is dragged
mouseDownMethod(myFunction) - calls myFunction anytime the mouse button is pressed down
mouseUpMethod(myFunction) - calls myFunction anytime the mouse button is released
Here we are introducing a new event listener - specifically for audio events!
audioChangeMethod(song, myFunction) - calls myFunction anytime the given song changes to a new frame
Our job is to write a more interesting visualize function that draws shapes based on the given frame, rather than just printing Text based on the given frame.
Let's write a program that draws a vertical Rectangle for each number in the frame. The height of each Rectangle will be equal to each value in the frame, so quieter notes will result in shorter Rectangles, and louder notes will result in taller Rectangles:
Looking good!
But the visualization feels sort of "upside down"
Let's see if we can get the bars to rest at the bottom of the canvas, rather than the top.
Instead of using 0 for each bar's y-position, we want the y-position to be the bottom of the canvas MINUS the height of the bar:
From here we can make any customizations we'd like. The goal is to make shapes that are based in some way on the numbers in the given frame. Each shape's height can be based on the frame, or the width, or the color, or the position, or a combination!
Let's add one more customization:
The color of each bar will be based on the value in the frame. A large number will result in a more blue color, and a small number will result in a more red color.
Now it's your turn!
Try forking these examples and creating your own visualizations. Here are a few ideas to start with:
 - Create circles for each frame instead of Rectangles
 - Modify the position of each shape based on the values in the frame
 - Create your own custom colors by modifying the amount of Red, Green, and Blue based on the values in the frame


text:
An ancient skull hints crocodiles swam from Africa to the Americas
A similarity between a long-lost African crocodile and contemporary American crocs extends past the shared bulge in their snouts.
Fresh investigations of a roughly 7-million-year old skull in the extinct Crocodylus checchiai imply that crocodiles journeyed from Africa to the Americas millions of years ago, investigators report July 23 at Scientific Reports. Unearthed from the 1930therefore, the fossil came from what is currently Libya and sat for decades at a museum. Together with CT scan, scientists have mapped the skull arrangement, showing hidden anatomical characteristics that connect the animal closely into the four species of American crocodiles living now.
"It actually looks to be an American authentic crocodile, however, it comes in Africa," says Massimo Delfino, a paleoherpetologist in the University of Turin in Italy.
Genetic investigations had already connected the Nile crocodile with its own American kin. Though scientists supposed that crocs long ago colonized among their locales before journeying to another, the fossil record had not painted a very clear picture of which arrived first.
This C. checchiai specimen predates the oldest known crocodile from the Americas (from approximately 5 million years ago) by roughly 2 million decades. The skull's structural attributes set C. checchiai in the bottom of this American crocs' division of the crocodile family tree. However, the creature was also a near relative of the Nile crocodile, the investigators discovered. Consequently, the recently described fossil"fills a gap between the Nile crocodile in Africa along with also the four extant American species," Delfino states.
The continents could have been in about the exact same place as today when C. checchiai or a near relative might happen to be on the transfer. So the new finding indicates a bunch of crocs, or at least one pregnant lady, could have left a transatlantic trip from Africa to the Americas, Delfino states. "It is not so sudden," he states, given the crocodilians' capability to endure saltwater and traveling hundreds of km when aided by sea currents.

source: openbmb/Ultra-FineWeb


Antonio Turiel: «Diesel is coming to an end»
A modest proposal
An ecosocial modest proposal by Miguel Brieva from the coronavirus pandemic. How about if we take advantage of such a complex and extraordinary situation to draw some valuable conclusions?
Irresponsibility. The fire to come
[Xabier Vázquez Pumariño] A society with a little more consciousness and responsibility would be terrified of the surrounding continuous forest masses of pines, eucalyptus and acacias which are inflammable and inextinguishable, and
Fascism is back to stay


They're stopping ActivInspire? (updated 6-20-20)
They're going to stop ActivInspire?
No, but... ActivInspire, the software that many of our teachers use with their interactive whiteboards, needs Adobe Flash player to work with embedded items (see the system requirements; currently it needs at least Adobe Flash 11).
The lastest update to ActivInspire made it a more robust 64-bit piece of software, but it lost some abilities. When Flash Player is absent, there is a potential you may lose some of the special functions. You will be able to write on the whiteboard part of activinspire, but niche functions you rely on may not be there.
In 2017, Adobe announced "we remain committed to supporting Flash through 2020". They have recently announced support will end Dec 31, 2020. This will even impact Acrobat Reader.
If you look at the link about support ending Dec 31, 2020, the FAQ section (emphasis mine):
 1. Will Adobe make previous versions of Adobe Flash Player available for download after 2020?
Adobe Flash has had vulnerabilities that programmers with bad intentions have exploited to cause data to be shared without the user's knowledge, malware and viruses to be installed, and other undesirable actions. The software updates to flash plug and prevent these exploits. If it's no longer updated, it will likely be exploited.
The term EOL refers to End of Life. EOL means no more updates to that software.
You need security updates to keep your computer safe.
The same people who make ActivInspire make Classflow. Classflow does not use Flash player. Classflow can import your flipcharts, so that you do not have to start over from scratch.
If you have a Promethean Planet username and password, you can use that to log into Classflow. If not, you can create a free teacher account.
You can import your flipcharts from ActivInspire into Classflow by clicking the resources button, clicking the new button and then clicking on File Upload.
Click resources, then click the New button, then click on File Upload


In line with the announcement of the start of Ramadan, our offices opening hours will remain the same. However, please note that reduced government office opening times may have an impact on order timings. Please get in touch for more information.
Attesting Russian Documents For The UAE
The attestation of Russian Documents can be quite a complicated process and varies depending on the type of document you wish to attest. The general process for all documents is detailed below.
How It Works
 - Send us your documents or have them collected by our specially allocated couriers.
 - We'll have them sent safely to Moscow, Russia, where four things will happen:
 1. The document will be sent to the Ministry of Justice where a stamp of authentication will be applied.
 2. Then, your document will be sent to the Ministry of Foreign Affairs, where another stamp will be applied.
 3. Thirdly, your document will be sent to the UAE Embassy in Moscow, where a Certificate of Legalisation will be added to the front page.
 4. Fourth, your document will be translated from Russian into Arabic, and subsequently notarised for acceptance in the UAE.
 - Finally, your document will be returned to the UAE and attested at the Ministry of Foreign Affairs (MOFA), before being sent back to you (or anywhere else you might need), safe and sound.
This process is the same across the board, though there can be some differences depending on the type of document you're trying to attest. For example, in the case of a Degree Diploma, it is often necessary to send the original copy of the completed degree to us before it can be attested. If it isn't possible for you to get the original copy though, it isn't a problem. We can help you legalise the copy of the Diploma, though there will be an extra charge.
In terms of the translation, costs will vary depending on the number of characters needing to be translated on your document. Please contact us for more information.
Request a Quote
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Why Vital Certificates?
As you can see, attesting a document can be quite complicated! Not to worry. Vital Certificates can handle the attestation process from end-to-end, regardless of the type of document you're trying to attest, which means you can sit back, relax and let us do the work.
We've helped thousands of clients have their documents attested, and haven't once had a document rejected in the UAE. Using our UAE attestation service gives you complete peace of mind and ensures that you get what you require in a timescale to suit your needs. Our staff are in constant contact with our legalisation partners in Russia, and as such are fully aware of the steps required to make sure your attestation goes smoothly.
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"This morning I received my attested documents back from you. They arrived by courier.
Firstly, I was very cautious about sending both my Russian wedding certificate and son's Kazakh birth certificate to you for UAE attestation services. The absolute difficulties and expense that could occur from trying to obtain replacement certificates should they have been lost is just simply incalculable. Anybody who has lived within these former CIS states will absolutely understand the challenges faced by anyone trying to obtain copies of original certification, let alone someone living outside these nation states. My fears were unfounded. You delivered prompt, efficient service and from start to finish the process took 29 days. This includes the courier time from when I sent the documents to your office in UAE from Thailand to me receiving the attested documents back in my hands.
Thank you again for your prompt, efficient service."
Jonathan Lettington - Dubai, UAE


Pomegranate to feed akkermansia
Akkermansia Muciniphila - The most prevalent probiotic deficiency in healthy adults
One of the most surprising findings since starting Biomesight and reviewing numerous microbiome result sets is just how common having only small amounts of Akkermansia Muciniphila is. The optimal range is currently defined within Biomesight as being between 1% and 3%. Our ranges are derived from the teachings and research of Dr Jason Hawrelak of the Probiotic Advisor. A range of 1 - 4 % is also commonly used.
It does beg the question - if low abundances are so prevalent, is having it in sufficient quantities really so essential? What are the associated benefits or functions that we expect it to perform within the gut that cannot be handled by other bacteria?
And exactly how common is out of range Akkermansia? At the time of writing this article, here's the current Biomesight stats:
Average relative abundance: 1.5%
Median: 0.13%
Max: 28.6%
Percentage of samples in which:
 - present: 82%
 - absent: 18%
Yes, that median value is correct! In layman's terms - the middle value for Akkermansia relative abundance is only around 1/8th of a percentage point! Granted, we need to consider that the Biomesight sample set is still relatively small and is potentially skewed as those with imbalances are more likely to get their microbiomes sequenced. We have not taken the approach to add a representative sample set from American Gut like many other similar companies do to define their optimal or "normal" ranges. It is still too early for us to adapt our ranges as additional metadata relating to the samples is needed before we can draw any firm conclusions.
Nevertheless, it is an interesting pattern. This is not observed in other prominent probiotics like Bifidobacterium and Lactobacillus where median and averages both resemble the optimal ranges.
Here's the relative abundance percentage distribution for samples in Biomesight:
What are the benefits we expect from Akkermansia?
Akkermansia feeds on mucin, hence it's name, and is known for being of particular importance to the integrity of the gut's epithelial layer. We know that butyrate is also essential for the gut lining, yet Akkermansia is not a butyrate producer - Faecalibacterium, Blautia, Roseburia and Ruminococcus are the most important butyrate producers. As a prominent mucin degrader it has been seen to have a prohibitive affect on pathogenic organisms also capable of feeding on mucin. It's also been proposed that Akkermansia promotes mucin secretion, thereby having a protective affect on the gut lining. This is potentially through it's production of acetate which feeds the goblet cells of the gut lining. But again many other bacteria produce acetate, including Bacteroides which is normally well represented. With regards to SCFA production in particular - within Biomesight we classify Akkermansia as a propionate producer but as mentioned earlier, several studies also suggest it's involvement in acetate production.
Any findings specific to Akkermansia?
Studies analyzing the bacterial cell proteins of Akkermansia identified Amuc-1100, an outer membrane protein of Akkermansia. It is found to activate intracellular signals mediated by the Toll-like receptor 2 (TLR2) of intestinal epithelial cells, contributing to the enhancement of the intestinal barrier. It has also been demonstrated that Amuc-1100 is involved in the immune response, specifically in the induction of the production of interleukin-10 (IL-10), which is an anti-inflammatory cytokine.
Other than gut barrier integrity, Akkermansia has also been associated with:
 - Leanness (therefore good for weight loss)
 - Reducing susceptibility to Type 2 diabetes and other metabolic disorders. Several reports indicate that Akkermansia muciniphila affects glucose and lipid metabolism
 - Improved sleep
 - Modulate immune response
Another finding worth mentioning - the concentration of lipopolysaccharide (LPS) in the blood is a measure seen to be indicative of intestinal permeability (aka leaky gut). This marker is commonly higher in obese populations and Akkermansia administration was shown to decrease it. Akkermansia itself is a gram negative bacteria, with LPS in it's cell membrane but it's not associated with endotoxemia commonly seen in other gram negative bacteria.
The good news if you are deficient and feel you would benefit from having higher Akkermansia is that it is now finally available as a probiotic, Unfortunately though, the price level is currently prohibitive for many (~$200 a month).
Raising my Akkermansia levels
I am one of the many with lower than optimal numbers of Akkermansia. When I started my gut health journey in April last year, it was not detected. Akkermansia is my only probiotic that's never been in range.
Here's what it has looked like since:
I will admit my dedication to feeding Akkermansia is not what it should be. I sometimes religiously eat fresh pomegranate for days on end but then get busy and before I know it I have skipped it for a week. My plan though is to at least feed it optimally in the week leading up to my next test. I also plan to take my next sample from the side of the stool as logically this part should be closer to the lining with a higher proportion of Akkermansia. I guess I am not looking to see whether my efforts to feed it has paid off but rather to answer the more basic question of whether I need to increase it in the first place.
What benefits am I expecting from getting my Akkermansia in range?
I am currently in very good health - if I could improve anything it would be my sleep though. It is mostly sufficient - I wake up rested on most days and average around 7 hours (~2 hours REM, 1h10 deep on a good day) but during my luteal phase I do have some challenging days after waking up earlier than I would have liked. No doubt that hormonal changes during this time is behind the sleep disruption but I'd like to see if raising my Akkermansia has any added benefit during this time.
Tips for increasing
Biomesight users would be familiar with this in app view. Intermittent fasting and fasting in general increases Akkermansia. Prebiotics include lactulose, polyphenols and soluble fiber. Some sources also cite inulin being effective.
The recommended foods are based on their high polyphenol content of which cranberries, pomegranate, green tea and even red wine are known to have relatively high quantities. Red grapes are also cited as a good source.
External Sources
Akkermansia muciniphila is a promising probiotic
A next-generation beneficial microbe: Akkermansia muciniphila


text:
Leaving a cell blank can have unexpected consequences. For instance, the value 0 and a blank cell might visually suggest the same thing - there's no valid entry - but many Excel functions will evaluate them differently. For example, Excel's AVERAGE() function will return 20 when evaluating three cells with the following values: 10, blank, and 30. If you enter a 0 into the blank cell, AVERAGE() returns 13.3. Excel totally ignores the blank cell, but evaluates the 0. For this reason, it's a good idea to use 0s instead of leaving cells blank (unless you have a specific reason for doing so - you might want Excel to ignore the blank cells) in a numeric data range.
Now, let's suppose a user is working with a sheet similar to the one shown below and he needs to fill all the blank cells with the value 0. (It could be any value, but let's stick with the zero example.) In a small sheet, entering all those 0s would be a quick task, but imagine a sheet with hundreds or thousands of blank cells! Can you help this user enter the value 0 into all those blank cells, without entering them one-by-one?

source: HuggingFaceFW/fineweb-edu


Magnification and Resolving Power
Announcements Posted on
 1. Offline
 What exactly is the difference between these two things in title?
 2. Offline
 Magnification is the number of times the size of an image is increased. So for instance 1/10,000 means that it's been increased in size 10,000 times.
 Resolution or resolving power as it's also called is the ability to discriminate between two seperate points within your image. So for instance if you zoom something a million times, it might be zoomed in a million times upon, but you won't be able to make anything of it because the resolution is so poor. In short the resolving power of a microscope it's ability to show two objects as separate. A good piece of information to remember is that the maximum resolution of a light microscope is limited by the wavelength of light which is about 0.2µm.
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Updated: October 30, 2005
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Martin Lewis: Beware great bank robbery
WHAT do you call it when someone takes cash from your bank account without permission? Most would call it stealing, yet banks call it'setting off'.'s Martin Lewis offers advice.
IF you've got a credit card, loan or mortgage with your bank or savings provider, there's a massive hidden danger you need to be wary of. The'setting off' rule means they can take cash from an account to pay off any debts you have with them - without even asking your permission or notifying you in advance.
It's an unpleasant practice that can cause huge problems for those unlucky enough to be affected. The laws covering this are complex, and even some banks have difficulty understanding them.
Yet, as the messages on my chat forum show, more and more cases of setting off are appearing.
What is the right to 'set-off'?
If you owe your bank money, let's say on a credit card, and you also have an account with it that's in credit, it has the right to simply use that money to pay off the debt.
It means people who have money put aside to pay priority debts can suddenly find it has disappeared, and they've no way to recover it.
While it's unlikely to happen to those who are flush, if you're struggling financially then you need to be prepared.
Some banks put this right in their terms and conditions; something like: "The bank may, without notice, set off a debit balance, or debit interest, on an account against any account with a credit balance or credit interest held by the same account.
Yet even if you don't find that term in your contract banks have an automatic right to use the procedure.
When can they use setting off?
While in general they can use it whenever they want, there are a few conventions they should follow.
Joint/business accounts: The bank should let you know if they are going to move money between organisations in their group, to or from an account held in joint names, or from business to private accounts.
The account shouldn't be in dispute: The account shouldn't be subject to any form of ongoing dispute such as you saying the debt isn't yours.
The debt should be a 'payable on demand' type: This means it can't be done on the entire balance of a credit card, but only any missed monthly payment for loans.
How big a problem is this?
Banks are starting to use this provision more, so more people are being hit. Citizens Advice says it has seen an increase of 25 per cent in the number of set-off enquiries over the past two years.
You could argue it's fair; after all, they're owed the money. Yet it can cause financial nightmares, especially when it leaves people unable to pay other debts
Yet, in the main, the problem's simple: those in financial difficulties are told to focus on making important repayments like mortgages, gas & electricity, yet this takes that power away.
Imagine you've lost your job but have set £800 aside to keep up your mortgage payments, but are struggling to make the minimum repayment on your credit card. The day before the mortgage payment is due the bank takes £300 to pay off your credit card. When the automated monthly mortgage payment can't go through, you find yourself possibly with bank charges and mortgage arrears, and now your home's under threat.
How to beat the setting off trap
There are a number of simple steps to take:
The obvious one is to keep your debts and bank account/savings in separate institutions. Usually it's much easier to move savings than debts. If you're in financial difficulty then try for a Basic Bank Account or check if your local Credit Union offers a current account see and
If you've missed credit card or loan payments, get in touch with your bank to see if you can arrange to get back on track. They should give you a reasonable chance to sort this out.
If it's a severe problem, speak to one of the non-profit debt counselling agencies like Citizens Advice Bureau, National Debtline or the Consumer Credit Counselling Service.
Banks are only supposed to use money from a savings or current account if you've seriously defaulted and not been in touch to discuss how to get back on in control. If you feel you've been left in the lurch by the bank, and you've complained to no avail, then write to the free Financial Ombudsman Service.
You can't challenge the fact it used setting-off, but you can challenge whether you've been 'unfairly treated' or put in hardship. For a guide to how to make a free complaint, go to
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Human beings communicate through words, facial expressions, sounds and body language. Without paying attention to all these factors of communication, interactions can be confusing. The misunderstandings are even more possible when people are communicating through text messages, where it's just words being exchanged. In this case, there's no sound, expressions or body language to back up the message. So how can you read the other person's emotions?
Assume good intentions
Text messaging is a generally brief mode of communication. The person receiving the message has very little information to work with. Of course, a smiley face can help express positive emotions, but messages do not always take advantage of these emotion-indicators. The first thing that you need to do in order to read emotions from text messages is to assume that the texter has good intentions. If someone has sent a message saying 'I'm Angry', that doesn't mean that they are angry. Getting into this good-intentions mindset will help you avoid a lot of misunderstandings and unnecessary arguments.
People do not see emotions the same ways. Different people will interpret the same set of information in different ways based on their own experiences. That means that unconscious bias affects our ability to interpret emotions. So have in mind that the emotions you detect might be reflective of things about you, or as much the information contained in the next.
Find emotional undertones
The words we use to communicate often contain emotional undertones. For instance, when someone says that they love some place, we can easily conclude that they are showing positive emotions. If a text message reads 'I hate this house', then that seems like pretty negative emotions. But if a text message contains both negative and positive indicators, you have to analyze each word and weigh how negative or positive it is.
Don't make assumptions
One of the main mistakes that people make while reading text messages is making assumptions. They assume that they already know how the other person feels, while this is entirely not the case. The nature of text messages means that we are pretty much missing handy information – things like gestures and tonal variation that would otherwise help make more sense of the message. Before you make conclusions, always analyze yourself to see whether you're making assumptions based on your own experiences, or based on the context the texter is in.
Seek out more info
If the four tips above still do not suffice to help you read emotions from text messages, seek out more info. Rather than jumping to conclusions, think about what the texter would say if you gave them the chance to tell more. The point here is that you need to avoid guessing, and that means asking questions. Detecting emotions is an art that needs to be cultivated.
If you're always making conclusions while reading text messages from others, this article gives you a few reasons why that shouldn't be the case. Get into the habit of dwelling on the context of the message, interpreting undertones and trying to figure out what context the other person was in while sending the message.Wait… Before you go, I would like to ask you to join me on my journey to making this world a better place. I'm releasing new mentalizing content every week, teaching my students how to use Mentalism and the power of the mind to become more successful and help other people around them. Please join me by subscribing so I can update you about every new lesson I'm releasing… CLICK HERE TO SUBSCRIBE


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Week 4 Tuesday
Instructions: If you're looking to start an argument on a playground, ask a few different elementary school kids who would win if Superman fought Batman. Superman has a number of innate "super" abilities, while Batman comes prepared with a handy utility belt plus plenty of training. It would be a close fight, for sure, but there's little agreement about which character would remain standing after a head-to-head battle. At your tables you should decide the winner and what powers or properties of the victor tipped the balance for your group. Start by considering each hero's
- fighting abilities,
- fighting style and,
To support your discussion, you might want to list the strengths and weaknesses of each character or you might want to read up on the histories of the heroes and their battles. After 15 minutes we will reconvene as a class to list the attributes that each table has considered and to tally the Superman vs Batman votes. May the best superhero win!
Framing comment: The Batman vs Superman battle can help to illustrate the relationships of science to engineering. This coupling is particularly apt in Biological Engineering because so much of the natural living world remains to be discovered and understood (does Biology = Superman?), while at the same time engineers are already working evermore to make new tools and products (does Biotechnology = Batman?).
From Science to Engineering, and Back Again: To further examine the coupling between science and engineering, we'll consider the history of humans and flight. Our conversation in class will consider both natural flying systems (e.g., birds) as well a man-made flying objects (e.g., planes, paper or otherwise)!
First, consider this movie of birds flying. How many different, independent features or functions can you observe and define about flight by watching these natural flying machines? As a group, compile a list of all the features or functions that you can observe, including whether or not any particular feature is essential for flight. Can you define each function or feature such that one is independent from the next?
Now check out these two movies of damselflies in flight: Movie 1, Movie 2. Can you add any new functions or features to your list of what's important for flight? Again, try to have each feature or function be independent from all the others.
Next, consider this video of early flying machines. Again, working as a group, spend a few minutes to decide if there are any new features or functions that you didn't find by watching birds or insects in flight. Write these new features down so that we can discuss them as a class. Also, see if you can list any essential features of flight that you identified by considering birds and insects, but which these early inventors left out.
Jumping ahead ~100 years, note that we (i.e., humans) are now pretty good at building "first-order" flying machines (e.g., the Boeing 777). How come? Well, one reason might be that the engineering community has developed powerful tools to help with the design and testing of flying machines. Check out this video of simulated airflow around a model for a plane. Next, consider this simulation of airflow past an unmanned aerial vehicle. Also, consider this movie showing a wing loading test for a 777. Discuss at your table both (a) what each movie is showing, (b) how such tools or methods would help with the design of flying machines, (c) why Boeing conducted an expensive wing loading test if their design tools are so great?
Can the same tools that are used to help design synthetic flying machines also be used to understand how natural flying machines work? Check out two videos before discussing and answering this question: Movie 1, Movie 2. Now, have a quick discussion to make sure that everybody understands what these movies depict. Once settled, do you think that these simulators are good enough to help us understand how natural flying machines really work? Why or why not?
Finally, check out these videos:
- Robotic Fly
- MIT Daedalus
Discuss with your table-mates what you think flight will be like 100 years from today. Also, consider what lessons you might draw from the last 100 years of humans studying and building flying machines that could be relevant to the next 100 years of humans studying and building biological machines.
Before leaving lecture today, complete your response log entry. In your response, you should note:
- what the activity was
- why you think it might have been included in this class
- if the activity helped you think about:
- ways to make biology easier to engineer
- consequences of successfully engineering biology
- clever ways nature solves physical challenges
- ways nature innovates
- if the activity has given you any new tools/considerations that could be useful for your project.
Upload these responses to the lecture response log in the homework dropbox that's here
Spend 20 minutes watching Janine Benyus present "12 sustainable design ideas from nature." You'll notice that she is not lobbying for biology to do our bidding, but rather for our technology developers to learn more from nature's ingenious solutions. You'll also notice that she doesn't actually get through 12 ideas but here is a partial list of natural adaptations that designers might mimic:
- Self-assembly, e.g. the work of Jeff Brinker and that at the Sandia Nat'l Labs
- Biomineralization, e.g. the work of Joanna Aizenberg at Lucent
- CO2 as feedstock, e.g. the work of Geoff Coates at Cornell
- Solar transformations, e.g. using purple bacteria as they do at ASU
- The power of shape, e.g. the whale's fin as studied by Frank Fish
- Water harvesting, e.g. the way the Stenocara beetle does, as described by the Biomimicry Guild
- Separation techniques, e.g. metals without mining at MR3
- Green chemistry, e.g. as described in the Presidential Green Chemistry Challenge
- Timed degradation, e.g. as applied to vaccine stability
After watching the video, consider which kind of natural adaptation is the most interesting to you and follow the associated link to read more about it. Then spend 20 minutes writing an email job request to a person associated with that effort. In your email you should introduce yourself, talk about your MIT education and if/how it has helped you explore this area of interest, say what precisely intrigues you about this approach and what you are asking for (e.g. a summer job/a phone conversation/a newspaper interview/a preprint of an article...). Upload your email to the homework drop box that's here
Total time to spend on this assignment <1 hour.
Week 4 Studio
Nip and Tuck
In today's studio, project teams will be assigned. These teams are loosely grouped around common interests, be they project areas or project approaches. Once you have assembled into your groups, be sure to introduce yourselves, exchange contact information and figure out which interests landed you on the same team. Then you can use the rest of the studio time to work on your team's "facebook" page. The required content for this page is:
- a name for your team
- the names of your team members
- the names of your team mentors (20.902/947 students who will be the go-to folks for questions and guidance on your project)
- what challenge your team will address
- what ideas you have agreed to work on (at least 3, no more than 5)
As you develop your ideas, you might also want to keep in mind the requirements for your "3 ideas presentations" that will take place in two weeks. Think about what you will have to present, and how you would like to present it. Maybe the work could/should be divided up or maybe you need to hash out ideas on the spot together. You will use the remaining time today and all of next week studio time to make real progress on these high level questions about your project. At a minimum, today's work should allow your team's Facebook page to be uploaded to the Team Project section of the homework dropbox that's here. Make sure one of your team makes this his/her responsibility.
Week 4 Thursday
"The new techniques, which permit combination of genetic information from very different organisms, place us in an area of biology with many unknowns."
Summary Statement of the Asilomar Conference on Recombinant DNA Molecules
Berg et al PNAS 1975 72:1981.
Starting today and continuing into the next two weeks, we'll consider intentional manipulation of DNA. During this time we'll consider some of the scientific advances that have enabled genetic engineering. For instance, almost any string of genetic material can now be reliably re-ordered. Additionally, the cross-species barriers to DNA transfer have been reduced to a point that its now commonplace to get a gene of interest expressed in an organism even when that gene came from a wholly different critter. These feats would have seemed like science fiction just 50 years ago when Watson and Crick published the double helical structure for DNA. And just as a replication mechanism did not escape Watson and Crick's attention when they described DNA's structure, the potential for positive and negative outcomes from recombinant DNA techniques did not escape anyone's notice when these techniques were developing. Everyone took notice: the scientists involved, the government oversight groups,t he media and the public. As a class, we will consider some of the ethical, legal and policy issues that arose with the advent of recombinant DNA technology. But today we'll step back and consider the DNA material itself.
- Is DNA (the physical material) inherently dangerous?
- What makes it (or could make it) dangerous?
- How can


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Cape Verde Escudo
The Cape Verde Escudo (CVE) is the official currency of Cape Verde. The $ symbol is typically used to separate decimals; for example, 20$00 indicates 20 Escudos.
The Cape Verde Escudo is pegged to the Euro at 110$265 Escudos = 1 Euro.
- Cape Verde's economy does not have sufficient resources to sustain itself.
- Service-based industries account for 73% of the GDP and play an important role in the economy.
- Since 1990 the economy has been growing at a steady pace.
- In 1994 and 1995 the country received +/- 50 million USD in foreign investments.
- Cape Verde is recognized as an average development country. It is part of the Small Island developing states.
- Agriculture forms 9% of the total GDP and industry 16.5%.
- Export products are fish, hides, shoes, garments, and fuel.
- Import products are industrial, fuels, foodstuffs, and transport equipment.
- 30% of the population is unemployed.
- Inflation is estimated at 4%.
- Top industries are garments, shoes, salt mining, fish processing, ship repair, beverages, and food.
- Cape Verde receives a lot of cooperation from Portugal to help its economy.
- In 1914, the Escudo replaced the Rei, with 1 Escudo = 1,000 Reis.
- Until 1975, the Escudo was valued at par with the Portuguese Escudo.
- In 1998, a pegged rate was established between the Cape Verde Escudo and the Portuguese Escudo at 1 Poretuguese Escudo = 0.55 CVE.
- After the Portuguese Escudo was replaced by the Euro, the Cape Verde Escudo was pegged to the Euro at 110$265 Escudos = 1 Euro.
- The third issue of banknotes was introduced in 1992.
- In 2005, the 200-escudo note was redesigned and distributed to celebrate 30 years of independence.
Symbols and Names
- Symbols: $
- Nicknames: none
ISO 4217 Code
- Centavo = 1/100 of a Dollar
- Bills: 200$00, 500$00, 1000$00, 2000$00, 2500$00, 5000$00
- Coins: 1$00, 5$00, 10$00, 20$00, 50$00, 100$00
Countries Using This Currency
- Cape Verde
Currencies Pegged To CVE :
CVE Is Pegged To:
- Euro = 110$265


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Free Search (10912 images)
Animation of high-resolution infrared images of Earth
Rating: 0.00/5 (0 votes cast)
- Title Animation of high-resolution infrared images of Earth
- Released 29/04/2005 3:02 pm
- Copyright ESA
After closest approach to Earth, Rosetta's VIRTIS took a series of high-resolution images of our planet in visible and infrared light from a distance of 250 000 kilometres and with a resolution of 62 kilometres per pixel. The images are shown as they were acquired, without rotating them. The North Pole is on the left of the image. This animation was produced using infrared images taken in the so-called 'thermal' infrared wavelengths, which catches the heat emitted from Earth's surface. This is independent on solar illumination so, even if only half of Earth was illuminated by the Sun, VIRTIS could still se the full Earth disk. The animation shows the complex dynamics of Earth's atmosphere.


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by AMNH on
Don't miss this rare view of aspects of traditional Tibetan medicine in exquisite paintings from a set in the Museum's collections, based on illustrations from the late 17th century. On view in the Audubon Gallery on the fourth floor, these hand-painted reproductions provide a unique and rich illustrated history of early medical knowledge and procedures in Tibet, as Laila Williamson, curator of Body and Spirit, explains in this video:
The 64 paintings on display are believed to be among only a handful of such sets in existence. Each of them was painstakingly reproduced by hand in the late 1990s by Romio Shrestha, a Nepalese artist, and his students, who followed the Tibetan tradition of copying older paintings, basing their work on two published sets of medical tangkas likely painted in the early 1900s that were copies of the original set. The originals were created in the late 1600s to illustrate the Blue Beryl, an important commentary on the classic Tibetan medical text, The Four Tantras.
The Blue Beryl was written by Sangye Gyatso, regent to the Fifth Dalai Lama, who commissioned the original paintings for use as teaching aids in the medical school he founded in Lhasa, Tibet. The causes, diagnostic techniques, and treatments of illness, as well as human anatomy, are represented in nearly 8,000 extraordinarily detailed images painted on canvas using vegetable and mineral dyes. The fate of the original paintings is unknown; Shrestha based his work on published sources.
by AMNH on
Each of the Museum's treasured habitat dioramas depicts a scene from a real place, cast in the light of a particular time of day. These re-creations are based on meticulous observations of scientists in the field and the on-site sketches of the artists who accompanied them. Last fall, Stephen C. Quinn of the Museum's Exhibition Department took a remarkable trip to locate the exact site of the Museum's mountain gorilla diorama and record the changes that have taken place in the 80-plus years since Carl Akeley's final visit. Below is Quinn's article about his journey, which originally appeared in the Summer issue of Rotunda, the Members' magazine.
When Carl Akeley—explorer, naturalist, artist, and taxidermist who created the Museum's Akeley Hall of African Mammals—first encountered the mountain gorilla (Gorilla beringei beringei) in 1921, it was a creature steeped in myth and folklore. Akeley, who was researching and collecting specimens to create the now-famous mountain gorilla diorama, was among the first to accurately document mountain gorillas as intelligent and social animals that, even then, were under grave threat from overhunting. His research inspired him to dedicate the last few years of his life to the conservation and protection of the mountain gorilla. Akeley convinced King Albert of Belgium to set aside 200 square miles that would be their sanctuary, creating Africa's first national park, which today lies in the Democratic Republic of the Congo, on the border with Uganda and Rwanda, and which has been classified a World Heritage site by UNESCO since 1979.
by AMNH on
You can now explore some of the objects identified at this year's ID Day—including a 100-million-year-old fossilized fish and a French Navaja knife—online in the AMNH ID Day group on Flickr. You are also invited to add your own specimen photos, comments, and stories to the group. Sharing your photos is easy: just join the AMNH ID Day group and add your photos to the pool. Unidentified objects are welcome—your photo might be selected for identification by a Museum scientist in the coming months!
Click here to join the group.
by AMNH on
Blogging from west Kenya, William Harcourt-Smith, a research associate in the Division of Paleontology, is directing a 20-million-year-old paleontological site on two islands in Lake Victoria. One of these islands, Rusinga, is best known as the site of the discovery of the first fossils of Proconsul, an early ape. Harcourt-Smith's multidisciplinary team includes physical anthropologists and geologists, and in addition to collecting fossils, researchers are trying to learn more about the evolutionary events and environmental conditions that may have influenced the emergence of Proconsul and other early ape lineages.
by AMNH on
The United States leads the world in frequency of tornadoes, with over 1,000 twisters expected to hit each year, according to the NationalClimatic Data Center. Nowhere are they more likely to occur than in Florida and a large area of the south-central U.S. known as Tornado Alley—the eponymous subject of the heart-pounding new IMAX film now showing on the big screen at the Museum's Samuel J. and Ethel LeFrak Theater.


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A murder case with all the elements of melodrama—including seduction and betrayal, political intrigue, honor, and greed—the Kentucky Tragedy of 1825 riveted the attention of the nation. For decades afterward, its themes resonated in American writing. With unprecedented objectivity, Dickson Bruce recounts the events of the case and offers an innovative analysis of the poems, novels, dramas, and commentary it inspired. He uncovers an intricate connection between public fascination with the Kentucky Tragedy and changing ideas about gender roles, social identity, human motivation, and freedom in the years leading up to the Civil War.
Bruce provides a masterly narration of the Tragedy. Around 1819, Colonel Solomon P. Sharp, one of Kentucky's leading politicians, allegedly seduced Ann Cooke, who subsequently delivered a stillborn child she claimed was fathered by Sharp. During the summer of 1825, rumors of the scandal circulated, incensing both Cooke and her husband, Jereboam Beauchamp, who decided, with the support of his wife, that honor compelled him to kill Sharp. He did so, admitted to the act, and was tried, found guilty, and sentenced to die. On the morning of the execution, the couple attempted suicide by stabbing in Beauchamp's jail cell. Cooke died, but Beauchamp was merely wounded and met his date with the hangman later that day.
The lurid story appeared widely in the popular press and captured the imaginations of many antebellum writers, including William Gilmore Simms and Edgar Allan Poe. Bruce reveals that the Kentucky Tragedy elicited more literary works than did any other episode of the period. By exploring the transformation of the Tragedy into literature, he illuminates the shifting social, political, and intellectual forces that revolutionized American life in this era.
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From the colorful, often Dickensian image of unaccompanied, soot-smudged children (aka urchins, ragamuffins, gamins, guttersnipes, street rats, or lil' imps) roaming the streets of 19th-century industrial cities to contemporary reports of meninos de rua (street children) in Rio de Janeiro, throwaway kids in American urban centers, and youth displaced by civil war in Sierra Leone, prematurely emancipated children remain a distressing sociological phenomenon—and a compelling cinematic subject.
The moving picture also developed as a product of industrial innovation in the late 19th century, and the medium used daily life as inspiration for the earliest actualités and narrative films. Not only did the motion picture capture the derelict sociological status of youth emancipated by choice or fate, the camera also recorded children at play, at school, pursuing physical education, and creating youth-centric cultures. In the cinema, children are often positioned as taciturn witnesses to trauma and domestic events; sometimes they emerge with their psyches intact and sometimes they don't.
The works selected for this exhibition—drawn primarily from MoMA's collection—trace the image of the emancipated child, as central subject, as witness, and sometimes as catalyst for change.
Organized by Anne Morra, Associate Curator, Department of Film.
Image: Hollow City. 2004. Angola. Directed by Maria João Ganga


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Personal financial capability education
The Citizens Advice Bureau in a North Wales local authority area recognised a need to establish a school-based money management project. Working closely with the PSE coordinator in a local high school and with Basic Skills Agency Cymru tutors, a series of four one hour personal finance education sessions were developed and delivered through the school's PSE programme to all Year 10 pupils. The pilot project was well received by pupils and an independent evaluation reported positive findings.
Personal finance education, delivered by form tutors, is now embedded within the Key Stage 3 PSE programme. In Key Stage 4, a two hour money management programme is delivered by CAB staff through the school's PSE programme to all Year 10 pupils. A similar programme is offered more widely to schools across the local authority area. The programme is also delivered successfully to groups of disengaged 14 to 16-year-olds who attend local FE Colleges.
Learners are helped to understand their role and responsibilities as consumers and to cultivate a personal financial capability which enables them to make effective decisions. Topics covered include:
- the consequences of money mismanagement
- debt; non-payment of bills
- feeling associated with debt
- living independently
- banking; choosing and managing accounts
- borrowing/lending money; APR and interest charges
- how to access financial advice and support.
Lessons are highly interactive. Each session is a mixture of presentation, verbal reasoning, and participant questions and suggestions, supported by information sheets. Learners work in groups and points are awarded to each 'team'. Sometimes learners have to carry out a small research task, for example, asking at home about budgeting issues or payment methods, or watching credit card adverts on the television. Course materials, task and information sheets build into a learner portfolio.
Learners have also been involved in editing a bilingual young person's handbook 'Drowning in a sea of debt', a copy of which is given to each learner as a part of the course. The materials have also been adapted for use with post-16 learners. Currently Year 10 learners in two secondary schools are developing a bilingual DVD which will make money-related matters available to the wider community.
Links with the PSE framework
The activities help to develop basic practical skills needed for daily life specifically personal financial management skills. The use of relevant case studies encourages learners to work together and to develop a range of thinking skills.
This case study addresses the 'Preparing for lifelong learning' theme. Learners are given opportunities to understand:
- how to become competent at managing personal finances and recognise that saving provides financial independence
- their rights as consumers and their responsibilities in terms of managing a budget
- the importance of planning for their financial futures and how to access financial advice.
In an independent evaluation, 100 per cent of pupils said they found the personal finance education course useful and 90 per cent of learners said they believed that the course would help them stay out of debt.
There are also links with other curriculum subjects; for example Year 10 GCSE Drama and English pupils use drama performances and poetry to share key messages with younger pupils, e.g. the issues arising around family debt.
The Citizens Advice Bureau is:
- intending to offer financial capability training for PSE coordinators and teachers to support the delivery of personal finance education in the revised curriculum
- considering appropriate ways of recognising/accrediting the learning
- developing closer links with the local FE college through piloting personal finance education for learners on some vocational courses.


Scientists in Tennessee are applying digital mapping technology to learn how lethal bacteria move from the farm to a food plant and, ultimately, the human gut.
F. Ann Draughon, co-director of the Food Safety Center of Excellence at the University of Tennessee, Knoxville
Data glut can be as big an enemy to an emergency response as data dearth. A useful organizing tool is digital mapping with geographic information systems (GIS). This database technology is being applied to a wide range of applications, from relatively simple logistical challenges to complex security scenarios. The US Department of Health and Human Services relies on GIS to model how biological agents might move through a city and where command centers should be located and triage staged.
The underlying data on roadways, daytime and nighttime census numbers, health-service providers and other information for 137 US cities reside in an eight terabyte (8,000 gigabytes) database.
Three years ago, food scientists at the University of Tennessee in Knoxville secured $599,000 in USDA funding to launch a seminal GIS-based food safety project. Working jointly with researchers from the Oak Ridge National Laboratory (ORNL) in nearby Oak Ridge, TN, the scientists are mapping the transmission, survival and movement of pathogenic bacteria through the environment and potentially into the food supply. The epidemiological assessment of foodborne disease began with farm-level sampling to determine the occurrence and migration of specific bacteria. The resulting data are being layered with data about weather conditions, topographical information, farm practices and other information to create a visual representation. The objective is to create a model that can be applied to future disease outbreaks and map how a bacterium moved from farm livestock to the processing plant and, finally, the human digestive track.
Collaborators in the pathogen risk assessment project include Anthony Q. Armstrong, an expert in toxicology and environmental risk at ORNL, and F. Ann Draughon, professor of food microbiology and toxicology at the University of Tennessee. Draughon also is co-director of the school's Food Safety Center of Excellence and the originator of the GIS project.
Overlaying information from multiple databases can help answer complex questions involving time, space and the environment. Geographic information systems present those answers in easily grasped maps. Source: ESRI.
FE:What was your initial objective for the project?
Draughon: We have very good information now about the incidence of disease outbreaks but not much to trace them back to their source. How did a foodborne pathogen get to the patient in the first place? Food safety data are extensive, and the strength of GIS is in handling huge amounts of data.
FE: What advantages does GIS provide?
Draughon: For the most part, we're still looking at 1-D pie charts and graphs, which are not optimal presentation formats. We're conducting a systems-based risk analysis to evaluate the impact of farm management practices on factors such as contamination, proliferation, transmission and survivability of pathogens. For example, there are more than 2,500 types of Salmonella. If you were to trace those pathogens from the farm all the way to an outbreak of the disease in the human population, the data would quickly become far too complex for conventional presentation formats. When we started looking at GIS, we realized it would be an excellent tool to overlay a great deal of information in an understandable format. I knew ORNL had 25 years experience with GIS. ORNL experts know how to pull data off GIS websites and build the necessary models. They were full partners in our original grant proposal to USDA three years ago.
FE: Describe the project's scope.
Draughon: The goal is to develop population-based epidemiological information for major foodborne pathogens at the farm level to develop risk-management strategies based on temporal, spatial and environmental factors, including projection and management practices. Four pathogens and two protozoans-including E. coli 0157:H7, Campylobacter, Salmonella, and Listeria-in cattle, hogs, poultry and dairy operations in California, Tennessee, Alabama and Washington state are being tracked to develop epidemiological algorithms to build a spatial model using GIS to identify risk factors for contamination of humans and animals.
FE: How did you go about building your database?
Draughon: Samples were collected from 16 sites at three-month intervals over an 18-month period. Participating farmers used test kits to collect fecal samples, feed samples, rectal swabs from livestock and soil samples-about 1,800 soil samples alone. It's not a tremendous number, but with risk assessment, we're able to say, "This is the most likely spatial relationship in how these pathogens move between various points."
FE: What are some of the preliminary findings?
Draughon: Oak Ridge is still generating the risk-assessment model, looking at the relationships between air, soil, available water, feed, agricultural management practices, animal receptors, exposure to pathogens and release of them back into the environment, then putting everything into a conceptual model to start quantifying statistical risk. What has been done is a massive job of isolation of specific pathogens from farms across the country and genetic characterization of those isolates.
DNA fingerprinting was completed to trace each bacterium's path between the various sites. We found very similar or identical fingerprints of E. coli 0157:H7 in dairy cows in California, Tennessee and Washington, but when we found it in swine, it was a very different genomic subtype. The incidence also was much higher in swine than in beef, which was a pretty shocking finding. The fact that we have so many swine in so many geographic locations with the same isolate tells me we probably have E. coli in the feed supply. We also found the same pathogen in the rectum and the bedding of chicken and turkey isolates; on the other hand, we did not find it in soil samples, so I don't think soil is an important vector.
There are almost a million E. coli serovars, and one is 0157:H7. Within the serovar are molecular subtypes. We tracked 120 isolates with about 30 molecular subtypes. That data alone would be much too complex to present in pie charts. When you start layering on seasonal data and other information, GIS becomes the only manageable presentation format.
FE: How complex will this GIS application be?
Draughon: The database will be in the tens of gigabytes in size, with close to 100 layers of data. We'll include everything in the farm environment that can contribute to pathogen cultures and their transmission, environmental factors such as weather data from the National Oceanic & Atmospheric Administration and the census bureau's TIGER (Topographically Integrated Geographic Encoding and Referencing) database. A Microsoft database has been developed, and the modeling program will make it easy for researchers to conduct analyses with a Windows-based operating system.
FE: Are there applications for GIS in food recall scenarios?
Draughon: Absolutely. GIS is great for creating scenarios and table top exercises that estimate the spread of animal or human diseases based on existing data, such as feedlots, points of sale, transportation routes and retail outlets. The goal is early diagnosis to avoid a catastrophic situation in which millions of animals must be destroyed, and GIS is great for that.
The key point is that the amount of sales data, animal transfer records and other data is so enormous that quick analysis is impossible using conventional methodology. A lot of people have a hard time interpreting graphs and understanding what is being presented. GIS is a visual system; it's a sophisticated tool to develop, but the resulting maps are not difficult to interpret and can be used by people at every level.
FE: What are some potential applications of GIS for food processors?
Draughon: The source of pathogenic contamination is both a sensitive issue and a liability concern. There is a lot of litigation concerning Salmonella in water from wells near packinghouses and other processing facilities, and it's easy to blame food plants when problems occur. But when you look closely, other factors often are identified as the source, such as poor farming practices and improperly sealed wells. We demonstrated the application of GIS in a study in Knoxville, where a poultry farm at a bend in the Tennessee River near our campus was assumed to be the source of Salmonella. Using FDA BAM (Bacteriological Analytical Manual) methods, we analyzed air, soil, water, animal, insect and feed samples and concluded more likely sources included a hospital, a waste treatment plant up stream and birds. A map can simplify the presentation of the data.
We need to know the facts, not just make assumptions, and GIS is a valuable tool to create models to depict the interaction of various factors.


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Water held in soil plays an important role in the climate system. The dataset released by ESA is the first remote-sensing soil moisture data record spanning the period 1978 to 2010 – a predecessor of the data now being provided by ESA's SMOS mission.
- Soil moisture and ocean salinity satellite ready for launchThu, 29 Oct 2009, 10:16:20 EDT
- Iowa State researchers developing wireless soil sensors to improve farmingFri, 10 Oct 2008, 13:15:26 EDT
- Mars air once had moisture, new soil analysis saysWed, 25 Jun 2008, 10:43:05 EDT
- Sophisticated soil analysis for improved land useFri, 30 May 2008, 11:28:54 EDT
- Restoring coastal wetlands? Check the soilTue, 7 Sep 2010, 15:14:43 EDT


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Decide whether a graph is bipartite
This function decides whether the vertices of a network can be mapped to two vertex types in a way that no vertices of the same type are connected.
- The input graph.
A bipartite graph in igraph has a
This function simply checks whether a graph could be bipartite. It tries to find a mapping that gives a possible division of the vertices into two classes, such that no two vertices of the same class are connected by an edge.
The existence of such a mapping is equivalent of having no circuits of odd length in the graph. A graph with loop edges cannot bipartite.
Note that the mapping is not necessarily unique, e.g. if the graph has at least two components, then the vertices in the separate components can be mapped independently.
- A named list with two elements:
res A logical scalar,
TRUEif the can be bipartite,
type A possibly vertex type mapping, a logical vector. If no such mapping exists, then an empty vector.
- Bipartite graph
- Two-mode network
## A ring has just one loop, so it is fine g <- graph.ring(10) is.bipartite(g) ## A star is fine, too g2 <- graph.star(10) is.bipartite(g2) ## A graph containing a triangle is not fine g3 <- graph.ring(10) g3 <- add.edges(g3, c(0,2)) is.bipartite(g3)


In a verdict that will create long term impact on the management of stressed assets in the country, the Supreme Court in its April 2nd verdict has struck down RBI's monumental guideline – the revised framework on the resolution of stressed assets.
SC made the verdict after hearing a complaint from the power sector firms (that has loads of NPAs and has to go through the resolution process) about the RBI guidelines.
What was the SC verdict?
The nutshell of the SC verdict is that the RBI doesn't have the power to issue such a general circular (the revised framework on resolution of stressed assets) to banks on the management of stressed assets.
"The impugned circular will have to be declared as ultra vires as a whole and be declared to be of no effect in law," said the Supreme Court in its ruling on April 2nd, 2019.
What is RBI's revised framework on the resolution of stressed assets?
The Revised Framework on Resolution of Stressed Asset was a set of guidelines issued by the RBI as a circular to banks to manage their stressed assets (NPAs). It was issued by the RBI on February 12th, 2018.
The revised framework was necessary as several efforts till that date, like the Corporate Debt Restructuring Mechanism, S4A, Strategic Debt Restructuring etc failed one by one in addressing the rising NPA problem in the banking system. More than a dozen measures were launched by the RBI and the government in the past but most of them either failed or not working well.
Stressed assets in the banking system is estimated to be around Rs 10 lakh crores and nearly 90% of them are with the Public Sector Banks.
Under the circular, the RBI instructed banks that all debts with a total debt size of more than Rs. 2000 crore be given 180 days to resolve their bad debts.
After this 180-day timeline, banks will have 15 days to refer the stressed asset case to the National Company Law Tribunal (NCLT) under the Insolvency and Bankruptcy Code (IBC), for invoking insolvency procedures like liquidation.
With the circular, the RBI cancelled four of the existing mechanisms to tackle stressed assets like the Strategic Debt Restructuring Mechanism.
How the RBI got such a power to issue the revised framework?
RBI designed the mighty Revised Framework on Resolution of Stressed Assets on February 12th based upon the powers given by the government through an ordinance.
This ordinance added Section – 35AA and 35AB under the Banking Regulation Act in May 2017. The ordinance was an accessory legislation for the success of the newly introduced Insolvency and Bankruptcy Code 2016.
(i) What power the section 35AA gives the RBI?
It powers the RBI to issue directions for initiation of insolvency in respect of a default.
(ii) What power the Section 35AB gives the RBI?
It powers the RBI to issue directions for resolution of stressed assets in general.
As per the ordinance, the powers under Section 35AA could only be exercised by the RBI on authorization from the Central Government.
After the ordinance, the Ministry of Finance, on May 5, 2017, authorised the RBI to issue directions to initiate the insolvency resolution process regarding default.
Why it the RBI's resolution framework became controversial?
The Revised Framework became controversial as it contained a strict time line for banks to resolve outstanding corporate stressed assets (NPAs) within 180 days. Or else, banks have to refer the corporate debt for the tough insolvency proceedings under the IBC Act.
An even tougher sub clause in the framework was to treat defaults of even one day to treat as NPAs. Or in other words, a company will be treated as a defaulter even if it missed the repayment schedule even by one day.
Several corporate defaulters who have stressed assets -especially in the power and fertiliser sectors found that they can't meet the strict RBI guidelines.
More importantly given their weak finances, if they go for resolution process prescribed by the RBI, their companies will be referred for liquidation and this may incur severe loss for them.
How the revised framework on stressed asset management performed in its short span of time?
The RBI issued circular to banks for resolving corporate NPAs that have a size of over Rs 2000 crores. Several cases were referred for resolution and several failed companies were bought by other firms. The Bhushan steel deal, the Essar steel and Binani cement deal were some of them. Still, the time taken was big and only a fraction of the big ticket corporate stressed assets was considered for resolution.
Who were the aggrieved parties that approached the SC and what was their complaint?
SC verdict was after the court filing by power sector companies against the RBI action. Several other firms from the fertiliser sector, infrastructure sector, steel sector etc. stood with the power firms.
What is the implication of the verdict on RBI's power to issue instructions under the sections?
The Court has held that both Sections 35AA and 35AB are valid.
At the same time, the court observed that the RBI can only direct banking institutions to move under the Insolvency Code if two conditions precedent are specified:
(i) that there is a Central Government authorisation to do so; and
(ii) that it should be in respect of specific defaults,"
This means that the RBI can't issue general guidelines as put in the February 12th, 2018 (Revised Framework). It can rather issue guidelines on specific guidelines on central government instructions.
SC has not clarified on ground on which specific cases can be considered.
The Court observed that section 35AA sets the boundaries within which the RBI is to act, for making directions in relation to insolvency proceedings.
What is the implication of the Supreme Court verdict?
Actions under Bankruptcy after the RBI circular are cancelled: All action taken under the RBI circular including that under the Bankruptcy procedure becomes invalid. But insolvency proceedings initiated before the RBI circular stands valid.
The one-day NPA norm applied for resolution is cancelled: the controversial element of the revised framework was the a one-day default NPA rule — a company was treated as a defaulter even if it missed one day of the repayment schedule. With the SC intervention this one-day NPA rule stands cancelled.
Most stressed sectors where only liquidation is the probability gets relief: The NPAs under the power, sugar and fertiliser sectors will go as usual and can't be treated through RBI circular.
How the verdict is going to influence the resolution process in the country?
The verdict may delay the resolution and insolvency proceedings and may be an unintended setback for the resolution of stressed assets. The country has to wait long for a solution to the hurting NPA problem.
What is RBI's response to the verdict?
Governor Shaktikanta Das in a note at the RBI website highlighted that the powers of RBI under Section 35AA and other sections of the Banking Regulation Act, 1949 remains intact. The Governor also mentioned that in the light of the verdict, the RBIL will take necessary steps, including issuance of a revised circular.
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a new instrument to enslave people. Many have experienced the menace of losing their income if they do not work for free in the premises of the social service organizations. And as for most mayor cities in the Netherlands, more than 85-90 percent of the welfare population is allochtone, not born in the Netherlands, and mostly non-white, you can see the New Deal of Reinvented Dutch Slavery has been actualized to present day.
 So when a minister and a mayor say that they apologize for something like slavery, they speak like Janus. With two faces. One saying that they are against slavery, the other one ordering to bring new slaves to the factories of the municipality.


What is u in military alphabet
What is U in the phonetic alphabet?
NATO Phonetic Alphabet
Symbol Code Word Phonic (pronunciation)
V Victor VIK TAH
W Whiskey WISS KEY
What does Charlie Tango Foxtrot mean?
What is the meaning of the military alphabet?
The military alphabet, officially the International Radiotelephony Spelling Alphabet, consists of 26 code words. Each represents one letter of the English alphabet. For instance, "Alpha" means "A," "Bravo" means B, and so on. Multiple code words often are combined to form words or expressions.
What is Oscar Tango Mike?
What is Alpha Beta Charlie?
The Nato Phonetic Alphabet, also sometimes referred to as Alpha Bravo Charlie is actually officially called the International Radiotelephony Spelling Alphabet. The International Civil Aviation Organization (ICAO) created code words that it connected to the letters of the English alphabet.
What does Oscar Charlie mean?
What is Lima Charlie?
You might be interested: What is the hardest branch of the military to get into
What does Hotel Sierra mean?
What does Bravo Zulu mean?
well done
What is Y in military?
Why is Bravo Zulu well done?
Bravo Zulu is a naval signal originally sent by semaphore flags, and, in English, simply means " Well done." Now, why Bravo Zulu? Its origins are in the Allied Naval Signal Book, which for decades has been used by members of the North Atlantic Treaty Organization (NATO), which was created in 1949.


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Miracle fruit brings a change in taste
Biting in to a lemon
(Source: iStockphoto)
And now, finally, after centuries, a scientific mystery has been solved.
We are beginning to understand how miracle fruit can make something very sour, instead, taste very sweet. Miracle fruit: what is it? Have you heard of it?
My first introduction to miracle fruit (also called miracle berry) was when I was in a radio station, and the next guest after me was a chef.
In the studio, live on-air, he gave me a small red berry to pop into my mouth. I bit into it, spat out the small black seed and, as I chewed it, the mashed-up pulp of miracle fruit mixed with my saliva and spread all across the inside of my mouth and, especially, onto my tongue.
It tasted fairly neutral. It certainly did not seem particularly sweet. Perhaps it had a hint of sweetness.
I swallowed the pulp, and after a minute, the chef gave me a lemon to chew. It tasted like candied lemon! Vinegar tasted like apple juice!
Anything acid tasted sweet. And not just sweet, but very, very sweet.
On the other hand, banana still tasted just like banana.
Miracle fruit comes from a shrub, Synsepalum dulcificum, that is native to tropical West Africa. This shrub grows up to six-meters tall, and has brown flowers with small red fruit or berries. Yup, they're the miracle fruit or miracle berry.
The locals have long used it to add sweetness to palm wine or beer that's gone sour, or to make stale acidified maize bread more palatable. The effect lasts for a few hours.
Miracle fruit first came to the attention of Europeans in 1725, when the explorer, Chevalier des Marchais, came across it on a botanical expedition in tropical West Africa.
In 1852, a chemist, W.F. Daniell, was the first European to scientifically study it, and he gave it the name'miraculous berry'.
It took until 1968 for two separate groups of scientists to isolate the active ingredient. It turned out to be a chemical that was mostly protein with about 191 amino acids, and about 14 per cent carbohydrate (sugars such as mannose, galactose and fucose). The active ingredient was given the name'miraculin'.
Soon after miraculin was isolated, Robert Harvey, an American biomedical postgraduate student, became aware of its wonderful property.
At the time, the artificial sweeteners (which have sweetness, and virtually zero kilojoules) had a slightly noticeable after-taste.
But Robert Harvey realised that miraculin did not. He tried mightily to market it as an alternative sweetener, one that was based entirely upon a natural product.
But in 1974, just as he was about to launch it, the US Food and Drugs Administration refused to classify it as 'generally recognised as safe', despite the West Africans having eaten miraculin for centuries with no problems.
Robert Harvey could not afford the several years of testing needed, so miraculin never made it into the marketplace.
However, people have been using miracle fruit to run what they call 'flavour tripping parties'. You pay your money ($10–15 or so), turn up, eat your single red miracle fruit and then, after a minute-or-so, start browsing on the unusual range of foods that have been laid out.
Mind you, the effect happens only in the presence of something rather acid.
So Guinness, when you add some acid lemon sorbet, suddenly tastes like a chocolate milkshake. Tabasco sauce now tastes like hot doughnut glaze. Lemons taste like candied lemons. Goat cheese now tastes like cheesecake.
On a philosophical level, does miracle fruit (or berry) change reality, and even deeper, do we all experience reality differently depending on the context?
Don't know; that's much too hard for science to answer.
But a much easier question to answer is: how do you taste something?
Mostly, you use your tongue, which is linked to your brain. Of course, the sense of smell is also involved, but I won't talk about that right now.
Your tongue has a bumpy surface because it's covered with 2000–8000 raised taste buds of different sizes and shapes.
Some of them look like tiny mushrooms, others like mini-volcanoes and some like cylindrical shrubs. These taste buds contain the receptors for the five basic tastes of sweet, sour, bitter, salt and umami.
Unfortunately, there is simply too much left to chew on, and so I'll finish off the answer of how miracle fruit works, next time.
Tags: fruit, chemistry, anatomy
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Published 04 October 2011
© 2014 Karl S. Kruszelnicki Pty Ltd


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Wooden Medicine Cabinet
This article about Wooden Medicine Cabinet was uploaded on August 21, 2017 at 3:15 am. It is uploaded in the Wooden category. Wooden Medicine Cabinet is labelled with Wooden Medicine Cabinet, Wooden, Medicine, Cabinet..
Woodenwood•en (wŏŏd′n),USA pronunciation adj.
- consisting or made of wood;
wood: a wooden ship.
- stiff, ungainly, or awkward: a wooden gait.
- without spirit, animation, or awareness.
- dull or stupid.
- indicating the fifth event of a series, as a wedding anniversary.
Medicinemed•i•cine (med′ə sin or, esp. Brit., med′sən),USA pronunciation n., v., -cined, -cin•ing.
- any substance or substances used in treating disease or illness;
- the art or science of restoring or preserving health or due physical condition, as by means of drugs, surgical operations or appliances, or manipulations: often divided into medicine proper, surgery, and obstetrics.
- the art or science of treating disease with drugs or curative substances, as distinguished from surgery and obstetrics.
- the medical profession.
- (among North American Indians) any object or practice regarded as having magical powers.
- give someone a dose or taste of his or her own medicine, to repay or punish a person for an injury by use of the offender's own methods.
- take one's medicine, to undergo or accept punishment, esp. deserved punishment: He took his medicine like a man.
- to administer medicine to.
Cabinetcab•i•net (kab′ə nit),USA pronunciation n.
- a piece of furniture with shelves, drawers, etc., for holding or displaying items: a curio cabinet; a file cabinet.
- a wall cupboard used for storage, as of kitchen utensils or toilet articles: a kitchen cabinet; a medicine cabinet.
- a piece of furniture containing a radio or television set, usually standing on the floor and often having a record player or a place for phonograph records.
- (often cap.) a council advising a president, sovereign, etc., esp. the group of ministers or executives responsible for the government of a nation.
- (often cap.) (in the U.S.) an advisory body to the president, consisting of the heads of the 13 executive departments of the federal government.
- a small case with compartments for valuables or other small objects.
- a small chamber or booth for special use, esp. a shower stall.
- a private room.
- a room set aside for the exhibition of small works of art or objets d'art.
- Also called cabinet wine. a dry white wine produced in Germany from fully matured grapes without the addition of extra sugar.
- [New Eng.](chiefly Rhode Island and Southern Massachusetts). a milk shake made with ice cream.
- [Archaic.]a small room.
- [Obs.]a small cabin.
- pertaining to a political cabinet: a cabinet meeting.
- pertaining to a private room.
- of suitable value, beauty, or size for a private room, small display case, etc.: a cabinet edition of Milton.
- of, pertaining to, or used by a cabinetmaker or in cabinetmaking.
- [Drafting.]designating a method of projection(cab′inet projec′tion) in which a three-dimensional object is represented by a drawing(cab′inet draw′ing) having all vertical and horizontal lines drawn to exact scale, with oblique lines reduced to about half scale so as to offset the appearance of distortion. Cf. axonometric, isometric (def. 5), oblique (def. 13). See illus. under isometric.
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Garden is really a fun task to relax. How to choose Wooden Medicine Cabinet became one of gardening's essential facets. Moreover, now there are shades and several types of container offered producing the choice procedure may be puzzling and more fascinating. Consequently, before selecting a box that is appropriate for a number of crops inside your home, make certain that you've recognized the following methods.
The beginnings can be possibly made by it to rot as the pot's underside may clog and moist. Additionally, notice also the area you will employ to put the box. If that is unlikely to be confined, to be able to save area, you can try to use a hanging pan.
Significantly more than merely a destination for a place, container can also provide as decoration. Collection of the appropriate container will boost your home's splendor. Conversely, if the box you choose's measurement is too large, there be of vitamins that WOn't be achieved from the roots, so there will in-fact a great deal in useless.