text:
Feb. 2, 1998
A $5 million Earth-orbiting satellite designed and built by a team of University of Colorado at Boulder students, faculty and engineers is currently slated for launch from California's Vandenburg Air Force Base on Feb. 4.
Called the Student Nitric Oxide Explorer, or SNOE, the satellite will carry instruments to measure nitric oxide in the upper atmosphere that affects Earth's ozone layer, the intensity of x-rays from the sun and ultraviolet light from Earth's aurora. Developed at CU-Boulder's Laboratory for Atmospheric and Space Physics, the mission will be controlled from LASP's CU Research Park facility 24 hours a day by students and faculty, said Stan Solomon, deputy co-investigator on the project.
"We're ready for launch," said Solomon. "I know that SNOE alumni throughout the country who contributed to the project are excited that we're finally going to orbit after more than three years."
The design and construction phase involved about 110 CU-Boulder students, primarily undergraduates, said Solomon, who is coordinating the SNOE effort with principal investigator and LASP Professor Charles Barth. The initial SNOE design work also involved students from a computer drafting class at Arapahoe High School in Littleton.
SNOE was one of three spacecraft selected for flight by the Universities Space Research Association in 1994 as part of NASA's Student Explorer Demonstration Initiative. The CU spacecraft will be the first to launch, followed by a Boston University satellite later this year.
"The original goals of the initiative were to demonstrate the feasibility of designing and building small, relatively low-cost spacecraft that could accomplish beneficial science and include significant student participation," said Solomon. "We happen to be very strong in all three areas."
From 1981 to 1989, CU students and faculty controlled the Solar Mesosphere Explorer satellite from campus, the first NASA satellite ever entirely operated and controlled by a university. SNOE will be the second.
Senior Erica Rodgers, a Pueblo native who began working on SNOE as a freshman, designed the mechanical and optical components of the solar x-ray photometer. "As the first freshman on the project, I really lucked out," she said. "It will be overwhelming knowing something I built is in orbit."
Graduate student Jason Westphal, who wrote SNOE flight software as a junior, said he would not have continued on to graduate school were it not for the project. "This was a rare opportunity," said Westphal, who is now the attitude determination and control engineer for SNOE. "I was in the right place at the right time, and I think the hands-on experience has positioned many SNOE students, including me, for good jobs in the aerospace industry."
The three-foot diameter, 220-pound spacecraft will be launched on a Pegasus expendable-launch vehicle built by Orbital Sciences Corp. of Dulles, Va. The Pegasus will be carried to an altitude of 40,000 feet by a jet aircraft and dropped into a five-second free fall. It will then ignite horizontally and begin ascending, placing SNOE in a circular orbit about 340 miles above Earth within 10 minutes.
"One of our motivations when we started was to try to rekindle enthusiasm for space exploration," Solomon said. "What we found was that swarms of students wanted to be involved in this project because it provided hands-on experience in the design and fabrication of a real spacecraft."
The students tapped into the expertise of engineers from LASP, Ball Aerospace Corp. -- which built the Solar Mesosphere Explorer satellite -- and the National Center for Atmospheric Research, working side by side with them in all phases of the project.
The mission operations phase will begin with spacecraft contact from campus about an hour after the 11:59 p.m. MST launch on Feb. 4. The operations, expected to continue for at least one year, will be supported in part by a special excellence award from the Colorado Commission on Higher Education.
"People viewing this as an educational project can see the value of the hands-on experience gained by our students," he said. "But significant funding has gone into SNOE, and we believe this mission also is an important part of NASA's overall science program."
Additional information on the SNOE project can be found on the World Wide Web at: _URL_
Other social bookmarking and sharing tools:
The above story is reprinted from materials provided by University Of Colorado At Boulder.
Note: Materials may be edited for content and length. For further information, please contact the source cited above.
Note: If no author is given, the source is cited instead.


The 2020 Azerbaijan-Armenia War: A Milestone in Military Affairs
The Second Nagorno-Karabakh War has become a milestone in military warfare affairs.
The recently concluded six-week-long Second Nagorno-Karabakh War fought by Armenia and Azerbaijan was a milestone in military affairs, as it was the first conflict in which unmanned air vehicles (UAVs) won a war from the air.
Azerbaijan's UAVs obliterated Armenia's formidable array of ground-based air defenses, after which they systematically decimated Armenia's ground force matériel, including tanks, artillery pieces, and supply trucks. This onslaught forced Armenia to accept a humiliating ceasefire imposed by Russia.
It is not entirely clear at this time how this feat of arms was achieved, but it appears that the key to the spectacular victory of Azerbaijan's unmanned air power may have been electronic warfare that blinded Armenian radar, thus facilitating the destruction of its air defense batteries.
The war offered a glimpse of future battlefields on which unmanned weapons and electronic warfare might predominate. Countries such as the United States and Israel should learn the lessons offered by this war and prepare their ground-based air defenses as well as their combat aircraft forces accordingly.
more recommended stories
doctoranytime BUSQUE A UN MÉDICO


text:
- Make sure you're in Normal view.
- Click the slide you want to precede the slide you're inserting. This feature will insert a slide or slides after the selected slide.
- From the Insert menu, choose Slides From Files.
- Click Browse on the Find Presentation tab (the default) and then locate the presentation that contains the slides you're reusing.
- Click the slide or slides you're reusing and click Insert. Or click Insert All. If you want to insert more than one slide, but not all, hold down the [Ctrl] key while you click the slides you want to insert.
- Click the slide you want to precede the slide you're inserting.
- Click New Slide in the Slides group on the Home tab and then select Reuse Slides at the bottom of the resulting dialog box.
- Click the Open A PowerPoint File link in the Reuse Slide pane to the right.
- Locate the presentation that contains the slides you want to reuse.
- Click the slide you want to reuse or choose Insert All Slides.
Once you have the existing slides in your new presentation, you can use them as is or tweak them a bit. Reusing slides when possible is efficient and PowerPoint makes the process easy.
Susan Sales Harkins is an IT consultant, specializing in desktop solutions. Previously, she was editor in chief for The Cobb Group, the world's largest publisher of technical journals.

source: openbmb/Ultra-FineWeb


text:
3 July 2012
Using just one everyday eggshell, a team of four girls at an UNRWA school used their knowledge of chemistry to purify water that had been polluted by iron.
The girls' idea won first prize at a chemistry competition in April 2012, which brought together students from public, private, and other UNRWA schools across Jordan.
"Our experiment can be used for water coolers in factories", said Rahmeh Abu-Awwad, a tenth-grade student on the team. "This method could also purify wastewater so it can be used on agricultural lands."
Competing with the whole school's backing
The team from Al-Nathief Prepatory Girls' School was brought together for the competition by Tamara Al-Zummur, the school's chemistry teacher. Al-Zummur had also coached the school's team last year, when they placed second overall.
"I knew there were four students in the tenth grade who were clever enough to win this year", Al-Zummur said. "They did their best at this, and I am proud of their achievement."
The rest of the school was cheering them on from the start, especially Headteacher Samar. "I am proud of them for showing what our students and teachers can accomplish when they are given the support and encouragement to participate."
Worth the effort
Working late into the evenings after classes, from February until March, the girls and their teacher expanded on the lessons from the day with a practical experiment with real-life benefits.
The more materials and equipment they needed, the more Headteacher Samar provided. And in the end, it was all worth the effort. "Our happiness was beyond words when we heard they ranked first in the Kingdom", Al-Zummur said.
UNRWA and education
As the UN agency responsible for the welfare of Palestine refugees, UNRWA provides free, basic education to over 486,000 students, including over 117,000 in Jordan. With a special commitment to human rights, UNRWA's school system pioneered gender equality in enrolment in the Middle East.

source: HuggingFaceFW/fineweb-edu


text:
Epidemiology of imported malaria to Catalonia (Spain): 20012006
Abstract number: P746
Quesada M., Cardenosa N., Millet J.P., Acosta L., Oviedo M., Caylà J.A., García R., Rodríguez E., Sánchez L., Domínguez Á.
Objective: To describe the epidemiology of malaria imported to Catalonia in six years (20012006).
Methods: In this retrospective study, we investigated malaria using data provided by database reports of illness of obligatory declaration from 2001 to 2006. Epidemiological data were analysed by age, sex, country of origin, country and date of trip, reason of travel, chemoprophylaxis, type of malaria, specie of plasmodium, treatment, length of hospital stay and outcome.
Results: During the study period, 1000 cases were notified in Catalonia, 94% (944) laboratory confirmed. Missing information or indeterminate results affected all variables. Almost all malaria cases (99.8%, 936) were imported: 87.6% (784) from Africa, 8.7% (78) from Central and South America, 3.6% (32) from Asia and 0.1% (1) from Oceania, by 24% (192) Spanish citizens and 76% (623) immigrants. Forty-nine percent of cases (441) were imported from Western Africa. In 80% (674) of patients P. falciparum aetiology, 14% (120) P. vivax, 4% (32) P. ovale and 2% (15) P. malariae were confirmed. Among the subjects, 60% (600) were men. The youngest patient was 5 months and the oldest 92 years old, 52% of patients (522) were in the age group 21 to 40 years old. Most common reasons for travel were individual travel 43% (254), tourism 37% (219) and professional or missionary travel 17% (102). In 25% (210) cases some kind of chemoprophylaxis was documented, but only 29% (60) specified which drugs were taken and only 10% (21) of cases did it correctly. Chemoprophylaxis consisted in mefloquine in 57% (85) of cases, chloroquine phosphate in 12% (18) and doxicicline in 7% (10). Fifty-nine percent (533) of patients required hospitalisation and 16% (75) of them stayed at the hospital more than 7 days. Four cases of malaria death were reported, all of them due to P. falciparum infection. These patients were Spanish adults that travelled to African countries and did not take chemoprophylaxis. Two hundred three children living in Catalonia and travelling to their parents' endemic country of origin became infected by Plasmodium spp., 55% (111) of them did not take antimalarial drugs.
Conclusions: During the period 20012006 in Catalonia P. falciparum was the main aetiology. Western Africa is the region and the continent from which most cases are imported. Immigrants contribute with most of cases. Children and Spanish adults deserve special attention because they often do not take preventive measures.
|Session name:||18th European Congress of Clinical Microbiology and Infectious Diseases|
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The Orphan Disease Center's JumpStart program serves to establish and progress research agendas in emerging and neglected rare diseases. The JumpStart program partners with patient groups and families to address gaps by identifying key opinion leaders and introducing new researchers to a disease. The program can help facilitate the development of animal models, establish a patient alliance or a patient registry, and organize symposia. Due to limited resources, ODC is unable to provide financial support. JumpStart primarily offers scientific advisement and network outreach.
Condition Awareness & Advocacy
Here is a list of conditions this partner raises awareness and advocacy for:
Resources & Support
Patient Worthy Posts on Rare Disease


text:
When a group of people gather to serve on a board, committee or coalition, a best practice of the convener is to devote 2-3 minutes at the start of each meeting to recap previous efforts and share the vision towards progress. As a leader the group you have the opportunity to create a positive environment for work and expectations.
People make better decisions when they have context for the question, need or purpose. Start with a statement of purpose, declare the meaning in why are you meeting. Dignify past efforts, ever so briefly provide the facts: the who, the what, the why or when. Finally, prepare your people to be decision makers. Let them know what needs attention and motion today. A brief summary at the start allows everyone to move as a team and step into the role of decision maker.
Anita, Reach Partners


text:
"Fountas & Pinnell Classroom™ is designed to teach teachers about literacy and language development as they teach."
-Irene Fountas and Gay Su Pinnell
On May 11-14, 2020, join Irene Fountas, Gay Su Pinnell, and Fountas & Pinnell-endorsed consultants for an interactive four-day institute designed help you to lift students' literacy learning through authentic experiences in reading, thinking, talking, and writing.
Through keynote addresses and grade-level breakout sessions for each instructional context in Fountas & Pinnell Classroom™, you'll explore:
Whole-class instruction presented through the instructional contexts of Interactive Read-Aloud, Reading Minilessons, Shared Reading, and Phonics/Spelling/Word Study lessons.
Small-group instruction presented through the contexts of Guided Reading and Book Clubs.
Individual instruction presented through the contexts of Independent Reading and Conferring, and Writing About Reading.
Throughout this intensive institute, the authors and consultants will show how these instructional contexts work together to develop coherence in the literacy learning of every student across the grades.
For a well-organized, searchable archive of FAQs and discussions that are monitored by Fountas and Pinnell-trained consultants, go to our Discussion Board.
For more collaborative conversation, join the Fountas & Pinnell Literacy™ Facebook Learning Group.


text:
ISBN _PHONE_
- Forged: Writing in the Name of God--Why the Bible's Authors Are Not Who We Think They Are by Bart D. Ehrman (Mar 6, 2012) ISBN _PHONE_ page 252 "one of the most widely disseminated modern forgeries is called The Unknown Life of Jesus Christ"
- Simon J. Joseph, "Jesus in India?" Journal of the American Academy of Religion Volume 80, Issue 1 pp. 161-199 "Max Müller suggested that either the Hemis monks had deceived Notovitch or that Notovitch himself was the author of these passages"
- New Testament Apocrypha, Vol. 1: Gospels and Related Writings by Wilhelm Schneemelcher and R. Mcl. Wilson (Dec 1, 1990) ISBN 066422721X page 84 "a particular book by Nicolas Notovich (Di Lucke im Leben Jesus 1894)... shortly after the publication of the book, the reports of travel experiences were already unmasked as lies. The fantasies about Jesus in India were also soon recognized as invention... down to today, nobody has had a glimpse of the manuscripts with the alleged narratives about Jesus"
- Indology, Indomania, and Orientalism by Douglas T. McGetchin (Jan 1, 2010) Fairleigh Dickinson University Press ISBN 083864208X page 133 "Faced with this cross-examination, Notovich confessed to fabricating his evidence."
- New Testament Christology by Frank J. Matera 1999 ISBN 0-664-25694-5 page 67
- Van Voorst, Robert E (2000). Jesus Outside the New Testament: An Introduction to the Ancient Evidence. Eerdmans Publishing. ISBN 0-8028-4368-9 page 17
- The Historical Jesus in Recent Research edited by James D. G. Dunn and Scot McKnight 2006 ISBN 1-57506-100-7 page 303
- Who Is Jesus? by John Dominic Crossan, Richard G. Watts 1999 ISBN _PHONE_ pages 28–29
- Bentley, Jerry H. (1992). Cross-Cultural Contacts and Exchanges in Pre-Modern Times. Oxford University Press. p. 240. ISBN 978-0-19-507640-0.
- Buddha and Christ by Zacharias P. Thundy (Jan 1, 1993) ISBN _PHONE_ pages 95-96
- Jesus: The Complete Guide 2006 by Leslie Houlden ISBN 082648011X page 140
- The Boundaries of Knowledge in Buddhism, Christianity, and Science by Paul D Numrich (Dec 31, 2008) ISBN _PHONE_ page 10
- Buddhism and Interfaith Dialogue by Masao Abe and Steven Heine (Jun 1, 1995) ISBN pages 99-100
- Mysticism, Christian and Buddhist by Daisetz Teitaro Suzuki ((Aug 4, 2002)) ISBN _PHONE_ page 113
- The Cambridge companion to Jesus by Markus N. A. Bockmuehl 2001 Cambridge Univ Press ISBN 978-0-521-79678-1 pages 214–215
- A theory of primitive Christian religion by Gerd Theissen 2003 ISBN 0-334-02913-9 pages 23–27
- Van Voorst, Robert E (2000). Jesus Outside the New Testament: An Introduction to the Ancient Evidence. Eerdmans Publishing. ISBN 0-8028-4368-9 pages 7–8
- In a 2011 review of the state of modern scholarship, Bart Ehrman (who is a secular agnostic) wrote: "He certainly existed, as virtually every competent scholar of antiquity, Christian or non-Christian, agrees" B. Ehrman, 2011 Forged : writing in the name of God ISBN 978-0-06-207863-6. page 285
- Robert M. Price (an atheist who denies existence) agrees that this perspective runs against the views of the majority of scholars: Robert M. Price "Jesus at the Vanishing Point" in The Historical Jesus: Five Views edited by James K. Beilby & Paul Rhodes Eddy, 2009 InterVarsity, ISBN 028106329X page 61
- Robert E. Van Voorst states that biblical scholars and classical historians regard theories of non-existence of Jesus as effectively refuted. Van Voorst, Robert E (2000). Jesus Outside the New Testament: An Introduction to the Ancient Evidence. Eerdmans Publishing. ISBN 0-8028-4368-9 page 16
- The historical Jesus in the twentieth century, 1900–1950 by Walter P. Weaver 1999 ISBN 1-56338-280-6 page 45-50
- The historical Jesus question by Gregory W. Dawes 2001 ISBN 0-664-22458-X pages 77–79
- The Life of Jesus, Critically Examined by David Friedrich Strauss 2010 ISBN 1-61640-309-8 pages 39–43 and 87–91
- The making of the new spirituality by James A. Herrick 2003 ISBN 0-8308-2398-0 pages 58–65
- The Blackwell Guide to Continental Philosophy edited by Robert Solomon, David Sherman 2008 ISBN 978-1-4051-4304-2 page 64
- Van Voorst, Robert E (2000). Jesus Outside the New Testament: An Introduction to the Ancient Evidence. Eerdmans Publishing. ISBN 0-8028-4368-9 pages 11–15
- Komoszewski, JE; Sawyer, MJ & Wallace, DB (2006). Reinventing Jesus. Kregel Publications. p. 237. ISBN 978-0-8254-2982-8.
- The Birth of Orientalism (Encounters with Asia) by Urs App 2010 Univ Pen Press ISBN _PHONE_ pages 457–459
- Van Voorst, Robert E. (2000). Jesus Outside the New Testament: An Introduction to the Ancient Evidence ISBN 0-8028-4368-9. pages 11–12
- Bennett, Clinton In search of Jesus: insider and outsider images Page 206
- Bromiley, Geoffrey W. (ed.) "Jesus Christ," The International Standard Bible Encyclopedia. Eerdmans, 1982, p. 1034;
- Also see Dunn, James D. G. "Myth" in Joel B. Green, Scot McKnight, & I. Howard Marshall (ed.) Dictionary of Jesus and the Gospels. InterVarsity, 1992, p. 566.
- Smith, Mark S. The Ugaritic Baal Cycle. Brill, 1994, p. 70; and Mettinger, Tryggve N. D. The Riddle of Resurrection. Almqvist & Wiksell, 2001, pp. 7, 221. *For the argument that the Christ myth theory rests in part on this idea, see Price, Robert M. "Jesus at the Vanishing Point" in James K. Beilby & Paul Rhodes Eddy (eds.) The Historical Jesus: Five Views. InterVarsity, 2009, p. 75.
- Bennett, Clinton (2001). In search of Jesus: insider and outsider images. New York: Continuum. ISBN 978-0-8264-4915-3.
- Burridge, R; Gould, G (2004). Jesus Now and Then. Wm. B. Eerdmans
- Grant, Michael (1999). Jesus. London: Phoenix. ISBN 978-0-7538-0899-3.
- John Warwick Montgomery (ed.), Myth, Allegory and Gospel: An Interpretation of J. R. R. Tolkien, C. S. Lewis, G. K. Chesterton, Charles Williams, Minneapolis: Bethany Fellowship, 1974.
- Price, Robert M. (2000). Deconstructing Jesus. Amherst, N.Y.: Prometheus Books. ISBN 978-1-57392-758-1.
- Price, Robert M. (2005). "New Testament narrative as Old Testament midrash". In Jacob Neusner and Alan J. Avery-Peck. Encyclopaedia of Midrash: Biblical Interpretation in Formative Judaism. Leiden: Brill. ISBN 978-90-04-14166-7.
- Sanders, E. P. (1993). The Historical Figure of Jesus. London: Allen Lane. ISBN 978-0-7139-9059-1.
- Seznec, Jean. 1972, The Survival of the Pagan Gods, Princeton University Press, ISBN 978-0-691-01783-9
- Schweitzer, Albert (2000). The Quest of the Historical Jesus. edited by John Bowden (first complete ed.). London: SCM. ISBN 978-0-334-02791-1.
- Thompson, Thomas L. (2005). The Messiah Myth: The Near Eastern Roots of Jesus and David. New York: Basic Books. ISBN 978-0-465-08577-4.
- Van Voor


text:
How many centimetro in 1 bee space?
The answer is 0.65.
We assume you are converting between centímetro and bee space.
You can view more details on each measurement unit:
centimetro or bee space
The SI base unit for length is the metre.
1 metre is equal to 100 centimetro, or 153.84615384615 bee space.
Note that rounding errors may occur, so always check the results.
Use this page to learn how to convert between centimetros and bee space.
Type in your own numbers in the form to convert the units!
1 centimetro to bee space = 1.53846 bee space
5 centimetro to bee space = 7.69231 bee space
10 centimetro to bee space = 15.38462 bee space
15 centimetro to bee space = 23.07692 bee space
20 centimetro to bee space = 30.76923 bee space
25 centimetro to bee space = 38.46154 bee space
30 centimetro to bee space = 46.15385 bee space
40 centimetro to bee space = 61.53846 bee space
50 centimetro to bee space = 76.92308 bee space
You can do the reverse unit conversion from bee space to centimetro, or enter any two units below:
centimetro to link
centimetro to legua
centimetro to tenthmeter
centimetro to bicron
centimetro to moot
centimetro to light-day
centimetro to gigalight-year
centimetro to megameter
centimetro to cubit
centimetro to lineal foot
El centímetro es una unidad de longitud. Es el segundo submúltiplo del metro y equivale a la centésima parte de él. Su abreviatura es cm.
ConvertUnits.com provides an online conversion calculator for all types of measurement units. You can find metric conversion tables for SI units, as well as English units, currency, and other data. Type in unit symbols, abbreviations, or full names for units of length, area, mass, pressure, and other types. Examples include mm, inch, 100 kg, US fluid ounce, 6'3", 10 stone 4, cubic cm, metres squared, grams, moles, feet per second, and many more!


May 14, 2021
Marc Gafni: What is the Separate Self?
In this video teaching, Dr. Marc Gafni defines with his students during his annual five-day Urban Retreat in the Summer of 2010, the notion of Separate Self. What is the Separate Self? How do we know our True Self? Marc Gafni introduces and explains that each person is a skin encapsulated ego (to borrow the phrase) and needs to move beyond one's Separate Self towards one's True Self, ultimately realizing one's Unique Self.
Marc Gafni
Speak Your Mind


RSVP for your your local TensorFlow Everywhere event today!
Builds part of a computation outside any current TPU replicate scope.
tf.tpu.outside_compilation() is used to run ops in computation on CPU instead of running on TPU. For example, users can run ops that are not supported on TPU's (e.g. tf.summary.write()) by explicitly placing those ops on CPU's. Below usage of outside compilation will place ops in computation_with_string_ops on CPU.
Example usage:
def computation_with_string_ops(x):
 # strings types are not supported on TPU's and below ops must
 # run on CPU instead.
 output = tf.strings.format('1{}', x)
 return tf.strings.to_number(output)
def tpu_computation():
 # Expected output is 11.
 output = tf.tpu.outside_compilation(computation_with_string_ops, 1)
Outside compilation should be called inside TPUReplicateContext. That is, tf.tpu.outside_compilation() should be called inside a function that is passed to tpu.split_compile_and_replicate() -- this is implied when outside compilation is invoked inside a function passed to TPUStrategy run(). If invoked outside of TPUReplicateContext, then this simply returns the result of computation, and therefore, would be a no-op. Note that outside compilation is different from tf.distribute.experimental.TPUStrategy.merge_call() as logic in outside compilation is replicated and executed separately for each replica. On the other hand, merge_call() requires a merge_fn to aggregate the inputs from different replicas and is executed only once.
For variables placed in TPU device, which includes variables created inside TPUStrategy scope, outside compilation logic must not include variable read/write. For variables placed on host, which is the case when variables created via TPUEstimator, variable read/write is only allowed if the variable is not accessed by any other ops in the TPU computation. Variable read/write from outside compilation cluster is not visible from TPU computation and vice versa. Therefore, if outside compilation logic contains such host variables read/write ops and if the variables are accessed by TPU computation as well, then this may lead to deadlock.
Internally, tf.tpu.outside_compilation() adds outside compilation attributes to all ops in computation. During later graph pass, these ops with outside compilation attribute is extracted out and replicated into a host-side graph. Inputs to this extract host-side graph is sent from TPU computation graph to host graph via a pair of XlaSendToHost and XlaRecvFromHost ops. Note that using tf.tpu.outside_compilation() may result in tensor transfer between TPU and CPU, leading to non-trivial performance impact.
computation A Python function that builds the computation to place on the host.
*args the positional arguments for the computation.
**kwargs the keyword arguments for the computation.
The Tensors returned by computation.


text:
raised one stumbling block after another. […]
A network's electrical properties are governed by a special equation called the network's "characteristic polynomial." As the trio performed computer experiments on these polynomials, they found that the equations seemed to have hidden structure: Their solutions were always real numbers (as opposed to complex numbers), and, surprisingly, adding these polynomials together always seemed to result in a new polynomial with that same property. "These polynomials were doing more than we gave them credit for," Marcus said. "We used them as a way of transferring knowledge, but really the polynomials seemed to be containing knowledge themselves."


referring from within containers objects
Sandy Norton sandskyfly at
Mon Mar 10 11:11:48 CET 2003
This is just an idea that occurred to me while working with
dictionaries in which the values of certain keys were composed of the
values of other keys and I found that the syntax for solving that
problem wasn't as pretty as I would have liked.
Here's an example:
d = {
 'fname' : 'Nit',
 'lname' : 'Wit'
Now I have to do this:
d['fullname'] = d['fname'] +'' + d['lname']
if I want to reuse the keys/values within the dict. This forces me to
break out of the dictionary definition, which I don't like doing for
some reason.
Now what if I could do something like this:
d2 = {
 'fname' : 'Nit',
 'lname' : 'Wit',
 'fullname' : _['fname'] +'' + _['lname']
where '_' refers to the containing dict.
This can be extended to lists:
lst = [ 'Nit', 'Wit', _[0] +'' + _[1] ]
More information about the Python-list mailing list


text:
This is a series of occasional news items by BESA members and is part of their paid membership service. These views are not necessarily those of BESA and a published news item does not constitute an endorsement.
As a BESA member I am proud to announce that the UN:CC Learn and UNITAR Team have invited me to deliver a presentation at the COP Summit to talk about an exciting new joint venture between the UN and Harwood Education which will deliver hundreds of Climate Change Lessons, based on the school curriculum, for all Primary and Secondary Schools throughout the UK to access.
Initially, this new platform will be available to all schools throughout the UK before being made available to schools from more than 51 countries that the United Nations have earmarked as future recipients of the UN:CC Learn Programme for Schools.
The three young presenters of this exciting new Programme for Schools will be the very first United Nations Youth Ambassadors for Climate Change Learning and they are all set to visit 51 countries as part of this initiative. They will be filming content for an Online & TV Series that will take them to participating schools around the world, where they will interview children that are actively taking part and learning about Climate Change with the UN:CC Learn Programme for Schools.
We are in the process of speaking with BESA members interested in taking part and providing us with potential lesson plans based on Climate Change Learning, that fit within the school curriculum. This is a super opportunity for resources, products and education programmes to receive a boost to their brand awareness not only here in UK schools but to a potential market of schools throughout the world.
For more information, all BESA members can contact me via: _EMAIL_
Or get in touch with me directly: Melanie Harwood – 07595 099 144
Here's more info about the joint venture between the UN and Harwood Education:
UN Climate Change Learn: For Primary and Secondary Schools
Harwood Education has teamed up with the United Nations Institute for Training and Research (UNITAR) to develop and deliver an innovative Climate Change Education Programme for primary and secondary schools in the UK. This ambitious multi-annual project will seek to develop a comprehensive package of interactive classroom materials on climate change for school teachers and children:
1) UN Climate Change Learn: Specialist E-Course for Teachers
2) UN Climate Change Learn: Interactive Teaching Programme for Children
Although climate change has been around for decades, climate change education has not. Our mission is to teach children how to understand and live in a world affected by climate change, but without fear. We want to spread this message to as many organisations and individuals as possible through the UN system. We believe that it is necessary to engage children and youth in changing societal attitudes and behaviours through their schools, families, and communities.
One of the programme's goals is to kick-start an international climate change youth dialogue that fosters direct discussion between school children around the world through the concept of 'Climate Change Diaries'. The UN Youth Climate Dialogues-inspired documentary TV series will showcase how children around the world are coping with climate change in inspirational ways. The campaign will be promoted internationally through online channels and on social media.
About: UNITAR/UN CC:Learn
The One UN Climate Change Learning Partnership (UN CC:Learn) is a collaborative initiative of more than 30 multilateral organizations supporting countries to design and implement systematic, recurrent and results-oriented climate change learning. The initiative was launched at the 2009 Copenhagen Climate Change Summit. The Secretariat of UN CC:Learn is provided by the United Nations Institute for Training and Research (UNITAR).
At the global level, the partnership supports knowledge sharing, promotes the development of common climate change learning materials, and coordinates interventions through a collaboration of UN agencies and other partners. At the national level, UN CC:Learn supports countries in developing and implementing national climate change learning strategies.
Thematic focus areas include:
- Climate Change Science
- Climate Finance
- International Climate Negotiations
- Adaptation Planning
- Climate Change and Health
- Climate Change and Forests
- Climate Change Education for Children
UN CC:Learn partners work jointly on climate change learning materials that are available to everybody as a public good. Products include a series of introductory modules and a self-paced e-course that provides "everything you need to know about climate change in a nutshell", as well as resource guides for advanced learning that direct users to specific learning materials and courses that match their learning needs.
The materials draw on the specialized expertise of global UN CC:Learn partners. In combination with UNITAR's know-how in learning methodologies, UN CC:Learn works for instance with the World Health Organization (WHO) in the area of health and with the World Meteorological Organization (WMO) in the area of climate change science.


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Encyclopedia - Hun
'Hun' was a derogatory nickname used primarily by the British and Americans - officers rather than men - during the First World War to describe the German Army, e.g. "the Huns attacked at dawn".
The origin of the term dated back to the Boxer Rebellion (_PHONE_); in despatching his troops to China Kaiser Wilhelm II instructed them in a speech to behave like the Huns of old and to wreak vengeance ("let the Germans strike fear into the hearts, so he'll be feared like the Hun").
The term was widely used by Allied propaganda to suggest the worst kind of conduct from the German 'Huns', crushing neutral nations and imposing brutal rule upon conquered peoples.
A 'Woolly Bear' comprised a German shrapnel shell, which burst with a cloud-like explosion.
- Did you know?


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The automatic loading mixer prevents clever tanks
The automatic loading mixer prevents clever tanks
Issue Time:2020-03-19
1. Carrier water reducer: Water reducer is a concrete admixture that can reduce the amount of water used for mixing under the condition that the slump of the concrete is maintained. It can be carried on the vehicle to adjust the concrete very well..
2. Return to the factory to check the amount of water in the tank: Every time when the task of returning to the station is completed, return to the station, check the amount of water in the water storage tank, so that the water in the water tank is full at any time for emergency.
automatic self loading concrete mixer truck
3. Check the quality of the concrete before leaving the factory: The quality of each plate of concrete may change due to different raw materials.
4. Reduce vehicle travel time: The transportation distance of concrete is generally within 30 kilometers in diameter. Plan the route and vehicle traffic before leaving the vehicle.
5. Discharge first to reduce the loss: If it encounters human factors or force majeure factors that cause unloading for a long time, once it is found that the concrete has started to condense, immediately discharge it after reporting to the responsible person to prevent the entire tank from being scrapped..
automatic self feeding and discharging concrete mixer truck
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One of the most well known and tragic attacks during World War I was the sinking of the Lusitana in 1915. Torpedoed by a German U-boat off the coast of Cork, it sank quickly and claimed over one thousand lives with about seven hundred people surviving. One of those survivors, Michael G. Byrne, gave many details about the sinking in a letter to his wife. Extracts from the letter were published in the New York Times on 25 May 1915. The article outlines that after Mr. Byrne was rescued he eventually made his way to Paulstown, where he stayed with relatives.
Michael Byrne was born in the late 1860s in Ireland. He came to New York around 1887 and married a German woman named Herminie in the 1890s. The newspaper article notes that he was living at 444 West 50th St in Manhattan and it is at this address that the 1910 and 1920 US censuses show him living with his wife. By 1920 they had been married 26 years and did not have any children.
 Author Unknown, Submarine man observed wreck New York man writes. New York Times, 25 May 1915, p.4
 1910 US Census, New York County, New York, population schedule, part of 22nd Ward, p.13b (stamped); dwelling 444, family 287, Michael G. Byrne; digital image, Ancesty.com, _URL_ : accessed 10 December 2010; NARA microfilm T624 roll 1027


3. Prisoner's Dilemma
. Consider this situation:
The Prisoner's Dilemma involves 2 suspects have been arrested for a serious crime; they are interrogated separately and each has the choice of incriminating the other (in return for leniency by the authorities) or maintaining silence (which will leave the police with inadequate evidence for a case, if the other prisoner also stays silent). Thus each prisoner has a choice, ie to incriminate the other person or not.
Remember: there is no prior agreement between the 2 suspects on how to handle this situation; there is no plan to communicate during the activity; there is no loyalty between the two suspects or favours owed. The aim for each "suspect" is simply to act in his/her best interest.
Separately each suspect is informed that if he/she implicates the other suspect, and if the other suspect remains silent, he/she will be set free and receive a reward. If this happens, the second suspect will receive the maximum prison sentence. Similarly, the reverse replies: the first suspect will get the maximum prison sentence if the second suspect implicates him/her and the first suspect remains silent. Secondly, if both suspects implicate each other, then both will receive the minimum prison sentence. Thirdly if both remain silent, both of them will be set free as the police will lack evidence for a conviction.
Comments on the activity
. This is a similar example to the Traveller's Dilemma.
. The game's options and payoffs are shown below
Other suspect (B)
Implicate other suspect
Stay silent
One suspect
Implicate suspect
A: Minimum sentence
B: Minimum sentence
A: Set free & reward
B: Maximum sentence
Stay silent
A: Maximum sentence
B: Set free & reward
A: Set free
B: Set free
. The best overall outcome, viewing the situation from outside, is for both suspects to stay silent. In other words, they cooperate with each other. But what is the rational, self-interested thing to do? If one suspect implicates the other, the best approach will be for other to implicate him/her. Otherwise the first suspect could receive the maximum prison sentence rather than the minimum sentence. On the other hand, if the other suspect stays silent, once again the rational thing to do is to implicate the first suspect: he/she will not only stay out of prison, but he/she will also receive a reward.
. Irrespective of what the other suspect chooses to do, the best course of action is to implicate him/her, or defect.
"... although staying silent (choosing to cooperate) would be better all-around, rational self-interest tells you to defect. That is why the prison's dilemma is so called. Self interested individuals do not necessarily choose the best overall outcome..."
Robert Winston, 2003
. Both suspects should choose to defect, implicate each other, and both will get the minimum prison sentence. Co-operation will be undermined by this tendency to defect, because defection pays.
"...the prisoner's dilemma teaches us a lesson that can be applied to many non-zero sum games. If rational self-interest is the rule, then taxes may not get paid......public toilets do not get built......there are many situations in economics that show that self-interest amongst all the agents concerned can produce the worst outcome overall, from tax dodging to price-fixing cartels.....Why are we assuming the players in the prisoner's dilemma are guided solely by their own self-interest. The reason is that as a result of investigating the evolution of human co-operation we can rely on the fact that the genes are selfish; they are successful only if they act in their own self-interest. Ignoring kin selection, and assuming that we wish to find out if co-operation can evolve between strangers, the assumption of genetic self-interest is extremely important. Long-term strategies to co-operate or defect will only be successful if the strategy is in the best interest of the individual. But for a particular strategy to spread throughout a population, two conditions need to be met. The first is that the strategy must, in the long-term, benefit each individual who is using it. The second is that the policy must be stable within the population - in other words, it needs to be an evolutionary stable strategy and must not be susceptible to any other, more successful strategy..."
Robert Winston, 2003
(source: Robert Winston., 2003)
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A new tool more quickly identifies premature infants at risk for life-threatening illness and reduces mortality by 20 percent, according to research from the University of Alabama at Birmingham published in the Aug. 25, 2011, online edition of the Journal of Pediatrics.
Premature babies are at greater risk for myriad health complications than babies delivered at full-term, and one of the most common causes of death is infection, says Wally Carlo, M.D., director of the UAB Division of Neonatology. Carlo is co-author of the report on the Heart Rate Observation System (HeRO), a technology used to assess high-risk infants.
"Using the Heart Rate Observation System, we were able to analyze multiple variables of the heart rate and calculate an index that estimates the risk of developing infection — before the infants show clinical manifestations," Carlo says.
"HeRO is the first non-invasive technique for early detection of infection in such a high-risk population. It is a novel technology that gives real-time results instead of waiting on blood tests at a critical time," Carlo says.
UAB Hospital was one of eight hospitals in the United States in which the system was studied in a randomized, controlled trial that included more than 3,000 patients treated from April 2004 to September 2010.
Today UAB's neonatal intensive care unit is one of 16 hospitals worldwide using the HeRO system at a cost of about $8 to $10 per infant per day.
For patient information, visit UAB Medicine.


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What is the average kinetic energy of a substance
It's its temperature! Thanks for using ChaCha!
More Answers to "What is the average kinetic energy of a substance"
- What is the measure of the average kinetic energy of the particle...?
- Temperature, which is the average kinetic energy of all the particles that make up a substance.
- What's the average kinetic energy of the particles of a substance...?
- The sum of each particle times its energy divided by the total number of particles. (I know this is not what you meant to ask. I'm just giving the technically correct answer to show you that you could get what you want easier and faster by...
- What is the average kinetic energy of particles in an object??
- it is the half of energy that is considered between the phenomenal kinetic energy requirements
Related Questions Answered on Y!Answers
- Which temperature scale provides a direct measure of the average kinetic energy of a substance?
- Q: Which temperature scale provides a direct measure of the average kinetic energy of a substance?What is the name of the device used to measure gas pressure?Help? Thanks.
- A: You have to use the Kevin scale for any energy calculations.The instrument used to measure pressure depends on the pressure. Very low pressures such as in vacuum operations use an ionisation gauge or a McCloed gauge. Near ambient pressures you can use a manometer. At very high pressures such as in a rocket engine you would need a pressure gauge or perhaps a strain gauge.
- If the average kinetic energy of a substance changes what happens?
- Q: A)its temperature changesB)it may change phaseC)thermal energy has been transfered into or out of the substanceD)all of these
- A: The answer should be A.Average kinetic energy of a substance is related to the speed of the particles moving in it and the temperature of the substance.As the particles in the a substance moves faster, the average kinetic energy of the substance increases. So does the temperature.When a substance changes phase, the temperature will remain constant. This means that the average kinetic energy is also constant during this process. Hence, B is wrong.When thermal energy is being transferred out of the substance, one could understand it as taking out some particles out of the substance. So what is changed here? I would think that the total kinetic energy is being changed, since some particles have been taken away. But the taking away of the particles would not affect the speed of the remaining particles. The AVERAGE kinetic energy should remain unchanged. Hence, C is also wrong.
- In which phase of a substance do its particles have the greatest average kinetic energy?
- Q: In which phase of a substance do its particles have the greatest average kinetic energy?In Which phase does the substance have the highest potential energy?
- A: I'll just throw out there that it seems likely a plasma would have the highest kinetic energy. I'm not sure if that is one of the choices, depending on the context of the original question.
Prev Question: What is the study of physical science


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Haraldsen is a PhD student at the department of coaching and psychology and The Norwegian Research center for children and Youth Sport. She is teaching educational science at the teacher education in performing arts at Oslo National Academy of the Arts. Teaching and supervision topics of educational psychology, educational philosophy, didactics and educational sociology. Main areas are aesthetic learning and competence, curriculum theory and identity. The PHD project at NIH is focusing on motivation and talent development.
Teacher education and educational science, Talent development, Motivation and motivational climate.
Professional dancer and dance teacher.


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Who is Aleksandr Nosovsky?
Aleksandr Nosovsky is a cinematographer.
- also known as Александр Носовский; Носовский, Александр Николаевич
- born on (53 years ago)
- nationality: Russia
- profession: Cinematographer
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Go to the wordplay of Aleksandr Nosovsky for some fun with words!


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Learning how to comprehend literature and information text
Please watch the video from the link above. Then, use the link to take the quiz.
Students can use this template provided to create their own food truck for a business class.
This hyperdoc is about learning the value of coins
For today's lesson, we will be learning how to count coins using manipulatives.
Students will learn about pollution and its effects on the environment.
Introduction to Weather.


What do you call a headache that wants to become a migraine?
The secret about smog
On a cold winter morning, if you take a walk outside in our nation's capital, you are likely to be surrounded by a thick cloud of smoke. And you may not be able to see anything at all. This is because of smog. Here is a little clarity about why things get smoky during the winters.
Step out on a cold winter's day in Delhi and you may see thick dense cloud all around you. It is not just smoke or just fog. It's a combination of smoke and fog known as smog. It is caused by the smoke from air pollution. Smog is not new. The first effects of smog were way back in 1873, London.
Particulate matter
Smog forms when sunlight reacts with nitrogen oxides and volatile organic compounds in the atmosphere. These result in tiny particles forming in the air called particulate matter, and ground level ozone.
The effect of smog
Smog is made up of unhealthy substances called pollutants. These include smoke from automobiles, fine particles from factories and construction sites. The most harmful pollutants are ground level ozone and small particulate matter. Smog is not the magical misty cloud that you see in movies; it's a harmful cloud of smoke. Smog can make your eyes itchy, give you a sore throat and make it hard for you to breathe. Smog can even make it difficult for your body to fight against infection.
The first smog was in 1873 in London.
Where smog occurs
Smog can occur in any place where there is lot of pollution. It is mostly in places surrounded by hills and mountains.Places that have warm, sunny weather can have smog as the warm air prevents vertical air circulation. If there is no wind, pollution cannot blow the smog away to another place. It remains still.
What you can do to prevent smog
Now that you know how harmful smog can be; it's time to do your bit to stop smog. Since one reason for smog is automobiles, try to avoid using them unnecessarily. When travelling short distances, either walk or use a bicycle. Use public transport when you have to travel long distances.
Tags : Everyday Chemistry Smog Particulate Matter Pollutants Fine Particles Itchy Eyes Winter Smog Summer Smog
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- whitespacewolf
_TAG_: systemic defense mechanisms
_TAG_: how do u know that a system got rigid? When it starts2see criticism as a threat instead as a hint! _TAG_
when systems get complacent and hence are not able to renew themselves by reacting to impulses reality is constantly pointing out they start getting defensive,too.
criticism in its essence is meant to be a hint to get consious, to become aware of new perspectives. critisism in its systemic function is an essential issue to keep systems and individuals awake and present. its meant to be supportive to go deeper into understanding the world/life/systemic context.
the main problem with systems as well as individuals is that at a certain point they start to identify with a certain kind of interpretation of themselves and their environment. they get attached and hence stuck in belief!
from this point on every impuls that seems to be incoherent with systemic interests is seen as threat and is met with rejection. righteousness comes into play. the spiral of self-destruction starts its game.
the moment you are on a path of defense you enter the path of war because you are creating a dense energy(attachment,extremist views/beliefs) that wants to keep alive a simplistic view of itself and the world that is in contradiction to a more subtle realty in emergence.
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Activism on coal issues takes many forms, ranging from litigation to nonviolent direct action protests such as tree sits. As described in "The Education of Warren Buffett," which analyzed why Buffett's PacifiCorp cancelled six coal plants, those opposing coal plants may be most likely to succeed when multiple groups deploy a diverse array of tactics.
In the United States, where hundreds of groups have been involved in coal issues, opponents of new coal plants have had dramatic success. Over two-thirds of the 151 projects on the drawing board in May 2007 have been cancelled, and over 100 existing plants are now scheduled for retirement.
Opposition to coal is increasingly occurring on a global scale, especially in countries with densely populated rural areas. In Bangladesh, for example, the proposed Phulbari Mine would displace over 200,000 people. Rallies and marches against the plant have drawn as many as 100,000. In India, major protests have been reported in at least ten states. Issues of concern include land acquisition, impacts of coal plants on fisheries, conflicts over scarce water supplies, fly ash and air pollution, and destruction of forests.
Financing of coal plants by international lenders such as the World Bank and the U.S. Export-Import Bank has also been the focus of protests, including worldwide opposition to the Tata Mundra Ultra Mega Power Project in India and the Medupi Power Station in South Africa.


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What are congenital hand differences?
Babies born with hands that are different than the normal hand have a congenital hand difference.
What causes congenital hand differences?
The upper limb is formed between four and eight weeks after the sperm and egg unite to form an embryo. The embryo develops an arm bud at four weeks. The tip of the arm bud sends messages to each cell as the upper limb forms. Millions of steps are followed to form a normal arm. Failure of any of these steps to occur can result in a congenital hand difference. Research continues into further understanding of this embryonic process. Some congenital hand differences may occur due to a genetic cause. Many congenital hand differences just occur without an apparent cause.
What are different types of congenital hand differences?
One in twenty children is born with some difference from normal, either major or minor. The different groups of congenital hand differences include missing parts of the arm (failure of formation), webbed or fused parts of the hand (failures of separation), extra parts present in the hand (duplication), undergrowth or overgrowth of parts of the hand, or constriction band syndrome.
What are common congenital hand differences?
The most common congenital hand difference in the Caucasian population is webbed fingers (syndactyly - see Figure 1). The most common congenital hand difference in the black population is an extra, sixth digit on the little finger side (post-axial polydactyly - see Figure 2). The most common congenital hand difference in the Asian population is an extra thumb (thumb polydactyly - see Figure 3).
Which congenital hand difference does my child have?
Because there are so many different congenital hand differences, it is important that your child be evaluated by a hand surgery specialist to help determine if any treatment is needed. Some congenital hand differences are associated with genetic disorders or other medical problems. Your hand specialist may request further genetic evaluation by a geneticist, or may request further medical testing by your pediatrician or family physician.
How do parents feel if their child has congenital hand differences?
Immediately after the birth of a child with a a congenital abnormality, the patents may feel shock, anger and guilt. These are normal emotions. All the dreams of a perfect baby did not take place. Each family member must cope with their feelings. Rarely is there anything parents or doctors could have done differently.
Your newborn doesn't realize that he or she is different. The baby has all the normal needs of any newborn. The way the baby has formed is normal for him or her, without pain and without a sense of loss. Talk to your physician about support groups or professional help.
Can congenital hand differences be treated?
All babies born with congenital hand differences should be evaluated by a hand specialist to make an individual assessment of the type. Depending on the type of congenital hand difference, treatment may be recommended. For example, webbed fingers are surgically separated. Extra digits can be surgically removed with reconstruction of the remaining digit if necessary. Hand function can be improved if the functions of thumb pinch or finger grasp is compromised. Some congenital hand differences may need therapy to help improve hand function. In some cases, no intervention is necessary.
Figure 1: Syndactyly between long and ring fingers
Figure 2: Polydactyly, with an extra little finger
Figure 3: Thumb polydactyly, with duplication of the thumb
© 2006 American Society for Surgery of the Hand
Find a Hand Surgeon near you.
a) Helping Hands
c) On the Other Hand
d) Federation for Children With Special Needs
e) Hands To Love
f) Limb Differences


Surface area of a cube equation
What is the formula for surface area?
Surface area is the sum of the areas of all faces (or surfaces) on a 3D shape. A cuboid has 6 rectangular faces. To find the surface area of a cuboid, add the areas of all 6 faces. We can also label the length (l), width (w), and height (h) of the prism and use the formula, SA=2lw+2lh+2hw, to find the surface area.
What is the formula for a cube?
Given, the length of sides of the cube is 7 cm. Question 2: Find the length of the edges of the cube, if its volume is equal to 125 cm3.Solution:
Check More Similar Topics:
Volume Of A Pyramid Volume Of Cone
Volume Of Cuboid Volume Of Hemisphere
How do you find the surface area and volume of a cube?
The side length of the cube is 8 meters. Now use this value to determine the volume using the formula V = s3. The volume of the cube is 512 cubic meters. To determine the surface area of a cube, calculate the area of one of the square sides, then multiply by 6 because there are 6 sides.
What is the surface area of a 2x2x2 cube?
The area of one of the faces is 4cm2 = 2cm x 2cm. Therefore the total area of the cube is 24cm2 = 6 x 4cm2. One thing you must remember is your units of measurement, writing 8cm2 (2x2x2) really makes no sense, since you are equating an area with a single number without units.
What is the surface area of a rectangle?
In general, to find the surface area of a rectangular solid, remember that each face is a rectangle, so its area is the product of its length and its width (see the image below). Find the area of each face that you see and then multiply each area by two to account for the face on the opposite side. S=2LH+2LW+2WH.
How do you solve for surface area and volume?
To find the surface area of a prism (or any other geometric solid) we open the solid like a carton box and flatten it out to find all included geometric forms. To find the volume of a prism (it doesn't matter if it is rectangular or triangular) we multiply the area of the base, called the base area B, by the height h.
What is the formula of surface area and volume?
Surface Area and Volume Formulas
You might be interested: Simplify an equation
Name Perimeter Total Surface Area
Cuboid 4(l+b+h) 2(lb+bh+hl)
Cube 6a 6a2
Cylinder —- 2 π r(r+h)
Cone —- π r(r+l)
What is TSA of cube?
The total surface area (TSA) of a cube is the sum of the areas of its six faces. Each of its six faces is a square with side length l.
What is a full cube?
Here's the Answer The trick is that the definition of a cube is a symmetrical three-dimensional shape. To create a new 5×5 layer, you need 25 additional cubes. Since 20+25=45, you'll need 45 cubes total to create a cube that's whole (assuming there are no missing cubes inside the block that we can't see.)
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Equation for falling object
What is the equation for free fall? Free fall means that an object is falling freely with no forces acting upon it except gravity, a defined constant, g = -9.8 m/s2. The distance the object falls, or height, h, is 1/2 gravity x the square of the time falling. Velocity is defined as gravity x […]
Equation for
How do you find the equation of a function? It is relatively easy to determine whether an equation is a function by solving for y. When you are given an equation and a specific value for x, there should only be one corresponding y-value for that x-value. For example, y = x + 1 is […]


Defined by the belief that the ocean gods, Nami and Nagi, not only created Kaigen but are the first and supreme gods of the world.
Ryuhon Fallekalu will, however, pray to and for their dead, who they believe join Nami in the deep, in the Ocean of Souls. Nami, they believe, exists in the realm of the living and the dead at once, as the ocean is such a powerful force of both life-giving and death.
Mist may take the form of ancestors, benevolent or otherwise, visiting the living world.
Ryuhon Falleka is one of the few Dunian religions with a concept of Hell. When a soul is not able to move on, they believe it is trapped in a burning, boiling, windswept hell.
Founded by Matsuda Takeru the First.
Worship & Lifestyle
Ryuhon Fallekalu treat meditation and the use of jiya as the most important form of worship. Since their powers are gifts from the supreme gods, the use of those powers is therefore the highest form of piety. Their reliance on oral tradition is limited to nonexistent. Few Ryuhon Falleka songs exist. Their temples, while lovingly crafted from stone and wood, are rarely as lavish or brightly-colored as those of other denominations.
Ryuhon Fallekalu rarely pray directly to their gods, choosing instead to interact with them through their relationship with the natural world. To them, Nami and Nagi are not personified. They do not need to be, beyond the natural world. They will occasionally make blood sacrifices to Nami before taking to the ocean and occasionally use expressions such as 'Nagi give me strength.'
Power, filial piety, and bloodline purity.
Notable Ryuhon Fallekalu in the books: Matsuda Izumo, Matsuda Misaki, Matsuda Mamoru, Matsuda Hiroshi, Matsuda Nagasa, Matsuda Takeru, Matsuda Setsuko, Yukino Dai, Yukino Hyori, Tsusano Koya, Tsusano Kazu.
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EasyLanguage, created more than two decades ago by TradeStation Securities, is a programming language used for stock trading, EFTs and other such products. The language can be used to generate custom indicators for financial charts and to create algorithmic trading strategies for various markets.
EasyLanguage has several positive aspects over other similar programming languages. Unlike other languages found in the financial market trading sectors, like FORTRAN, this language is not hard to understand having been designed for use by traders without specialized computer and programming knowledge. Commands in the language are pretty straight forward enough that somebody not trained in tradestation programmer can find out the reason and performance of a type of code with minimal training and possibly just a reference book for tips. Using simple English rather than code implies that companies making use of the language have to spend less time as well as resources on training their traders, which translates over time into greater profit.
Even though language was made by TradeStation, other trading platforms quickly picked up on the language and began to support scripts printed in it and to increase compatibility with scripts authored by TradeStation. Other proprietary high-end automated trading platforms have even, to varying degrees, incorporated language elements similar to TradeStation's.
Even though it is possible for someone to define one's own, unique functions within the language, it is not expected that most people will do that. In this way, the language functions as being a logical programming language as opposed to a functional programming language.
Since it is so very easy to learn, the language enjoys a reasonable amount of popularity among traders. Consequently, a quick search on the internet shows that a multitude of tutorials and script depositories are for sale to those interested in learning how to use the language. Furthermore there are lots of communities and forums dedicated to the language, so assistance is never miles away if one gets stuck hoping to get the language to perform a needed function. Additionally, there are several books available to help those developers who often enter into great detail with the language.
An additional advantage that this language has is its longevity and compatibility. Because it really has been around for more than two decades, the language is trusted in the financial community and it has shown it isn't going anywhere anytime soon. As a result, it has become widespread and several competitor languages, like MultiCharts' own proprietary language PowerLanguage, have taken steps to ensure that it provides some compatibility and the ability to communicate with the venerable language.
Though the TradeStation trading package comes along with a wide variety of trading indicators known as analysis techniques, many who use TradeStation develop the desire to incorporate or customize their very own indicators using TradeStation code. This short article will demonstrate how to create a simple indicator that displays the present trading volume and also changes the visual indication of that volume to green when price closes up.
The simplest method to make a new indicator is to locate a current indicator that partially addresses certain requirements and after that modify it further. For this example, the Volume indicator that accompany TradeStation provides an acceptable foundation.
To start dealing with TradeStation code, first open the quantity indicator using the EasyLanguage editor. EasyLanguage is the programming language that TradeStation uses. Start by right-simply clicking any chart, then select Insert Analysis Technique through the pop-up menu. Through the dialog box that appears, select the Indicator tab, and then scroll down to find the Volume indicator in the list. Click once on the Volume indicator row to focus on it, and after that select the Edit EasyLanguage button beneath the uaullk box. The EasyLanguage editor will open with the code for that Volume indicator ready for editing.
EasyLanguage code is split into three sections. The first block defines the Inputs. These inputs are only able to be changed by formatting a warning sign once it has been put into a TradeStation chart. Following the Inputs are the Variables. These initialize once the indicator first launches in a session, and their values are modified using code. After those two blocks is the actual code that executes.
Even though language is powerful, it offers its flaws. Because the language was created to be used by end-users that are not necessarily programmers, it can sometimes be difficult to have the language to perform tasks outside its normal operating parameters. This can be overcome in some ways by various scripting techniques, yet it is not a general programming language. In this manner, the language's strength is additionally its own weakness.


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Some Famous Clocks
One of the most famous clocks is in the cathedral of Strasbourg; the clock was first placed in the cathedral in 1352, and in the 16th cent. it was reconstructed. In the 19th cent. a new astronomical clock (so called because it shows the current positions of the sun, moon, and other heavenly bodies in addition to the time of day) similar to the original clock was constructed; its elaborate mechanical devices include the Twelve Apostles, a crowing cock, a revolving celestial globe, and an automatic calendar dial. Among other well-known clocks of the world are the clock known as Big Ben in the tower next to Westminster Bridge in the British Houses of Parliament and the tower clock in the Metropolitan Life Insurance Company building, New York City.
Sections in this article:
The Columbia Electronic Encyclopedia, 6th ed. Copyright © 2012, Columbia University Press. All rights reserved.
More on clock Some Famous Clocks from Fact Monster:
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iPhone is a beautiful multimedia enabled smartphones designed and marketed by Apple Inc. Every body is very crazy for iPhone. So, today we have created an awesome iPhone in Photoshop.
In this tutorial we have used useful and easy techniques to make this cool iPhone. We are hopeful that you will like our creation. Feel free and share your comments with us.
Other related Photoshop tutorials:
- How to Create a Radar Icon in Photoshop
- Creating Cardiac Rate Effect in Photoshop
- Tutorial: Drawing a Pencil Icon in Photoshop
- Create Flourish Marble Text Effect in Photoshop
- Program: Adobe Photoshop CS5
- Difficulty: Intermediate
- Estimated Completion Time: 1 hour
Create a Realistic iPhone in Photoshop – Final Preview
Tools and Resources
Following photoshop tool are used in this tutorial.
- Ellipse tool
- Rounded tool
- Gradient overlay
- Text tool
- Ellipse marquee tool
- Rectangle marquee tool
- Brush tool
Lets start to create our new stylish iPhone in Photoshop
Create new document of 600×500 size (Ctrl+N), with black color #000000.
Select the rounded tool from tool panel and draw a shape of iPhone, named it layer background.
Now applying gradient overlay to the background layer.
After applying gradient overlay we get a cool result as like in picture below.
Select the rounded tool again and draw a big shape behind the background layer for make border, apply any of color as you like.
Now applying some blending options.
Bevel and Emboss
After applying layer styles, we get cool iPhone border as like shown in preview.
In this step duplicate the border layer and move to the top of the all layers and with the help of transform tool (Ctrl+T) minimize the size and set it in the center of iPhone background layer. Right click on the duplicate layer and click on Clear Style option.
Now go to layer > layer style and applying some effects.
Bevel and Emboss.
When we have applied layer style, we get a cool result as like in below picture.
Select rectangle tool and draw a shape center of the iPhone background layer, named it layer LCD screen, applying the color #6b6b6b.
Download the iPhone wallpaper and set it in to the iphone screen.
Select the rectangle tool again and draw a shape upper side of the wallpaper with this color
Apply gradient overlay but first set the blending mode fill 0% and opacity 60%.
After this step we get nice bar on iPhone screen.
Now duplicate this bar layer and set down side of the iphone screen as like in picture.
Now select the first rectangle, choose the text tool and write something as you like.
Now select of the second rectangle duplicate layer, make a rounded rectangle shape with #303466 color, and write text slide to unlock, with white color _TAG_.
Now select rounded rectangular tool, create a small rectangle, as shown in preview.
Now we will applying gradient overlay on small rectangle.
Now draw a arrow shape on this rounded rectangle layer with white color _TAG_, you can select this shape from custom shapes.
Now its time to draw loudspeaker of iPhone, select the rounded rectangular tool, draw a shape with black color #000000 and applying layer style.
Stroke with gray color #686868,
Now duplicate the loudspeaker layer and clear its effects applying white color _TAG_, then rasterize the duplicate layer and with the help of rectangle marquee tool cut this layer from upper half side, and adjust as like shown in picture below.
Now go to blend mode and down opacity of this current layer till 26%,
Now we are going to make small icons with the help of rectangle marquee tool and line tool, color white _TAG_, create a new layer and draw these icon.
In this step we are going to create the button of iPhone, select the Ellipse Tool draw a circle shape, applying black color #000000.
Go to Layer > Layer Style and applying some blending options or layer styles.
Stroke with color #636363.
After these effects we get awesome button as like in picture below.
After applying blending options now duplicate this circle layer applying white color _TAG_, rasterize it and with using ellipse marquee tool cut this duplicate layer and down opacity till 30% and adjust as like in preview below.
After that select the rounded rectangular tool and draw a shape center of the circle button, with color #1d1d1d.
Go to blending option and applying stroke with light gray color _TAG_.
Now we have successfully create a beautiful iPhone in Photoshop as shown in final preview below.
I hope you have enjoyed this awesome iPhone tutorial, shear your comments with us. Don't forget to follow us on TutorialChip on Twitter or Subscribe to TutorialChip to Get the Latest Updates on Giveaways, Tutorials and More for Free.


text:
Prepare 2 2nd Edition
Where English meets Exams! Prepare Second Edition level 2 combine teen-appeal topics with extensive preparation for the revised 2020 A2 Key for Schools exam
- Student's will enjoy interactive, personalised lessons with themes and resources relevant to school-aged learners.
- Relax knowing Prepare's unique Exam Journey drives students to exam success.
- Create confident English users with our enhanced vocabulary and grammar syllabus.
- Inspire learners to expand their horizons and knowledge exploring Prepare's Life Skills and Culture sections and includes insights from The Cambridge Framework for Life Competencies.
- Support and extend learning through the new collection of online resources.
Key features :
- A two-book approach to each exam level gives students a perfect balance of exam practice and general English
- Easy to navigate and use making it possible to teach straight off the page
- Interleaved Teacher's Book provides even more support to the lessons
- Presentation Plus, Test Generator, extra culture section videos and Online resources provide full digital learning support
- Access the online Student's eBook with interactive audio and video on Cambridge One.
ISBN : 9781009032087
PREPARE 2nd edition Level 2 provides a foundation for students preparing for the revised 2020 A2 Key for Schools exam. Where English meets Exams!...... Plus d'infos


Markush Structures in MarvinSketch
 A Markush structure is a description of compound classes by generic notations. They are often used for patent claims and combinatorial libraries.
 R-groups, atom lists, position variation, and repeating units with repetition ranges are commonly used features in the representation of Markush structures.
 This section consists of the following subsections:


From SNPedia
23andMe dataI6006900
23andMe searchI6006900
iGeno Mag Summary
(C;C) 4 hypophosphatasia
(C;T) 3 carrier of a hypophosphatasia allele
(T;T) 0 normal
i6006900, also known as c.884T>C or p.M295T, is a SNP in the ALPL gene on chromosome 1. Based on the ALPL gene mutations database, the rare/minor allele is considered pathogenic for the perinatal form of hypophosphatasia.


text:
Return a string holding the external representation of the number n in the given radix. If n is inexact, a radix of 10 will be used.
Return a number of the maximally precise representation expressed by the given string. radix must be an exact integer, either 2, 8, 10, or 16. If supplied, radix is a default radix that may be overridden by an explicit radix prefix in string (e.g. "_TAG_"). If radix is not supplied, then the default radix is 10. If string is not a syntactically valid notation for a number, then
string->numberabove, but taking a C string, as pointer and length. The string characters should be in the current locale encoding (
localein the name refers only to that, there's no locale-dependent parsing).


text:
Introduction of the company
Wichary TECHNIC Sp. j. started its business in 1992. The activity runs in its own industrial hall located on a 2-acre parcel located in industrial areas of Zabrze, in the rapidly developing region of Silesia. The company has implemented ISO 9001.
Context and stakes
Participation in the project gives the opportunity to diagnose weaknesses and strengths of existing solutions that have been implemented in the company and to improve these solutions in the context of increasing prices of energy carriers. It will also point to the weak points of current solutions so that they can be changed and improved.
Energy efficiency measures implemented in company
The company is preparing to implement the activities proposed in the energy audit developed under the project. It is planned to take actions related to reduction of heat losses in the electric furnace, use of excess heat from the paint chambers and heat recovery from process equipment. Activities related to leakages reduction of compressed-air system, modernization of transportation fleet and change of luminaire type (to LED) are also considered. The key element in implementing the above activities is to find financing sources for these investments. Nowadays the company has successfully installed 60 kW of PV panels (area of about 360 m2). In the audit 40 kW was planned and due to favorable circumstances the power was increased.
The results obtained
By installing PV panels, the consumption of conventional primary energy was reduced by approximately 167,576 kWh, which is approximately 17% of the total primary energy demand.
Wichary Technic Sp. j.
Sobieskiego 105, 43-300 Bielsko-Biała


text:
Operant variability: Evidence, functions, and theory
Although responses are sometimes easy to predict, at other times responding seems highly variable, unpredictable, or even random. The inability to predict is generally attributed to ignorance of controlling variables, but this article is a review of research showing that the highest levels of behavioral variability may result from identifiable reinforcers contingent on such variability. That is, variability is an operant. Discriminative stimuli and reinforcers control it, resulting in low or high variability, depending on the contingencies. Schedule-of-reinforcement effects are orderly, and choosing to vary or repeat is lawfully governed by relative reinforcement frequencies. The operant nature of variability has important implications. For example, learning, exploring, creating, and problem solving may partly depend on it. Abnormal levels of variability, including those found in psychopathologies such as autism, depression, and attention deficit hyperactivity disorder, may be modified through reinforcement. Operant variability may also help to explain some of the unique attributes of voluntary action.


The skin is prone to different diseases and injuries. lifestyle, cells
The skin is prone to different diseases and injuries. lifestyle, cells in the rotary Nanchangmycin bioreactor displayed a low manifestation LAMNB2 of involucrin at day 10. Histological analysis revealed that cells cultured in rotary bioreactor aggregated on the micro-carriers and created multilayer 3D epidermis structures. In conclusion, our research suggests that NASA-approved rotary bioreactor can support the proliferation of hEpSCs and provide a strategy to form multilayer skin structure. Introduction Skin is usually one of the major organs of the body and considered as the main protective hurdle against the external environment. Adult skin is usually composed of two tissue layers: the stratified skin and the solid layer of collagen-rich dermal connective tissue. The skin, consisting of keratinocytes with variable degrees of differentiation,is usually constantly managed by the populace of self-renewing epidermal stem cell [1]. In addition, epidermal stem cells are deeply involved in tissue regeneration, wound healing, and neoplasm formation [2], [3]. The skin is usually susceptible to different injuries and diseases. Much attention has been given to patients with large-scale skin injuries such as severe burn or scald [4]. Tissue-engineered skin has been approved by the Food and Drug Administration in USA for use in wound healing, but the clinical results are much from satisfaction [5]. The application of this technique or method in therapy is usually presumably limited by the cultured epidermal and dermal autografts [6], [7]. Therefore, it is usually crucial to improve the methods to the isolation and culture of epidermal stem cells for their clinical utilization. In the mean time, it remains a challenge for clinical application to improve the effect of wound healing and create a physiological three-dimensional (3D) tissue skin structure using EpSCs before implantation. Several studies showed that rotary bioreactor as a tool could influence major cellular events such as differentiation, proliferation, viability and cell cycle [8]. Recent studies have shown that rotation culture promotes the proliferation and viability of human periodontal ligament stem cells [9] and human mesenchymal stem cells [10]. Biomechanical pressure plays an important role to promote embryonic hematopoiesis [11]. Also some studies indicated that 3D clinostat for cell culture suppresses the differentiation of human osteoblast cells [12], human hematopoietic progenitor cells [13] and rat myoblasts [14]. More recently, simulative microgravity culture conditions were successfully used to culture mouse embryonic stem cells in feeder-free, serum-free media and LIF (Leukemia inhibitory factor) -free systems, [15] and to maintain the undifferentiated state and enhance the neural repair potential of Nanchangmycin bone marrow stromal cells [16]. We hypothesize that rotation cell culture system is usually also a feasible way to study human epidermal stem cells (hEpSCs) on the aspect of proliferation and differentiation. But to date, there are few related reports about this aspect. Rotating cell culture system (RCCS) is usually a cell culture device made by NASA to simulate microgravity condition. It is usually also a 3D dynamic culture system for cell growth [17]. This culture system seems to be ideal for overcoming some drawbacks of static culture, because the rotational motion can prevent sedimentation, and create a suspension culture environment and enhance cell-cell interactions. Several researches showed that RCCS contribute to cellular aggregation, intercellular adhesion and formation of 3D cell clumps [18]. In this study, we enriched hEpSCs from 1C5 12 months aged Nanchangmycin children foreskins according to cell size and collagen type IV adhesiveness method established in our group [19]. Isolated hEpSCs were expanded as previously explained [20] and expanded cells were seeded on cytodex 3 micro-carriers and cultured in RCCS for 15 days. The proliferation and differentiation of cells were investigated under the same conditions. We found that rotary bioreactor enhances the proliferation and viability of hEpSCs in the first 10 days. In addition, rotation culture extenuates the differentiated state of hEpSCs compare with static culture. Furthermore, hEpSCs cultured in RCCS willing to aggregate on the micro-carriers and form multilayer 3D epidermis-like structures. Our data suggest that NASA-approved rotary bioreactor may provide ideal methods to creating a 3D skin tissue. Results Indentification of hEpSCs by colony forming efficiency, proliferative capacity and marker manifestation To evaluate the cell growth capacity of putative hEpSCs isolated from children's foreskin, growth contour of hEpSCs was examined, and the colony formation efficiency (CFE) was counted..


Zap!... and your PC's dead
Ex-Navy engineer David Schriner demos his homemade, bargain-basement, computer-killing 'gun.'
WASHINGTON -- With $500 and a trip to the hardware store, saboteurs can build a device capable of remotely disrupting computers, automobiles, medical equipment and nearly anything else dependent on electronics, according to a California engineer who demonstrated a homebrew computer death-ray at the InfowarCon '99 conference here Wednesday.
Former Navy engineer David Schriner showed off an unwieldy device constructed from a parabolic reflector, a horn antenna and two automotive ignition coils, which he aimed at two personal computers about 20 feet away.
When an assistant activated the Rube Goldberg contraption by connecting it to a car battery, the conference room filled with a loud buzzing from the PA system and a PowerPoint presentation on the projection screen flickered and scattered. One of the computers instantly dropped out of its screen saver.
When the device was switched off, both PCs were frozen, and wouldn't respond to keyboard input.
HERF emissions a killer
The effects of High Energy Radio Frequency (HERF) emissions on electronics are well known among engineers, and info-warriors have expressed concern that adversarial nations may someday include computer-killing devices in their arsenals.
Military aircraft are built with hardened electronics designed to survive the electromagnetic pulse created by a nuclear detonation. Schriner theorized that a single nuclear weapon designed specifically for the purpose, "would probably take out all of the electronics on the East Coast."
But Schriner, who has devoted his research to small-scale electronic warfare, said the demonstration was intended as a "wake up call" to show that even low-budget saboteurs can create viable electronic weapons.
Wal-Mart-powered weapon
"We bought the car battery at Wal-Mart yesterday," said Schriner. "It's all stuff you can buy at the hardware store."
The HERF gun is not particularly high-tech, either. The device uses technology dating back to Tesla, essentially pushing a 20 megawatt burst of undisciplined radio noise through an antenna. The energy is enough to interfere with sensitive computer components nearby, creating unpredictable results ranging from minor anomalous behavior, to complete burnout.
Schriner said he's built larger HERF guns capable of crashing computers and disabling automobiles at a range of 100 feet, with a cost as low as $300.
That's going in the script
Jonathan Lemkin, a screenwriter working on an infowar script for Paramount, was particularly impressed with the dramatic display and menacing hardware. "That's definitely going in the movie," he said.
The computers targeted in today's demonstration worked fine after rebooting, and Schriner said permanent damage is uncommon. "But if that happens to be a computer in a tank, or in a piece of medical equipment, how long does it take to reboot?... By that time you could be dead."
Conference organizer and infowar author Winn Schwartau said Wednesday's demonstration validates a threat he first tried to warn Congress about in 1991.
"They asked if I thought they should add HERF guns to the Brady Bill," Schwartau recalls.
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Everyday vs. Every Day: One Word or Two?
A Fun Lesson to Learn the Difference!
In the 17 years I've been teaching English (or "ELA" as we cool kids call it), I've found that one of the most confusing concepts for students to learn while editing writing is whether to use "everyday" (one word) or "every day" (two words). Which is correct?
Everyday vs. Every Day
Everyday vs. Every Day: Learn which to use!
"Everyday" vs. "Every Day" Depends on Context
The answer to the "everyday vs. every day" battle depends on what you're trying to say, and where the word (or words) will be placed in the sentence. Yes, those two phrases have distinct definitions and parts of speech, meaning they are used in different ways. If the words are plopped in the wrong place, the writing won't work… so let's figure out how to use them correctly.
Everyday vs. every day example
An example of everyday vs. every day.
"Everyday" Definition and Correct Use
The word "everyday" (written as one word with no space in the middle) is an adjective: a describing word that goes before a noun. What's the definition of "everyday?" It means: ordinary, commonplace, normal, basic, or typical — used or seen on a daily basis. Something that is described as "everyday" is not fancy or special, because it's frequently in use in one's ongoing routine.
Examples of "Everyday" in Sentences:
His everyday routine involves exercise, meditation, and eating lots of fruits and veggies. He knows that taking care of his physical self on a daily basis makes a huge positive difference in happiness and productivity.
"Honey, you can't wear your everyday shoes to our wedding! They're disgusting and scuffed up, and everyone will think you're a slob who doesn't care about our marriage!"
She decided not to take her everyday route home on Thursday, because she heard there was a purple whale spotted near the beach, and she hoped to catch a glimpse by driving near the shore.
Is everyday one word? Sentence example.
A sentence using "everyday" and "every day" correctly.
"Every Day" Meaning and Correct Use
When written as two words, "every day" is an adverbial phrase made of an adjective ("every") and noun ("day") which is used to describe how often something is done. It is the answer to questions about frequency. The definition of "every day" is: daily, each day, or every single day.
"Every Day" Examples in Sentences:
I eat four pumpkins every day because I am actually Pumpkin Monster.
"I did my homework on time every day this week! I feel so proud of myself, and my school grades are going up and up."
Every day that I'm far away from my dragon, my heart aches with longing
Everyday vs. Every Day VIDEO:
Tricks to Know Whether to Use One Word or Two
What are techniques to remember the difference between these commonly confused phrases? If you're looking to place the word(s) before a noun to mean "normal" or "typical," use "everyday." If you're writing something to answer the question "how often?" use "every day."
Another trick to double check if "every day" is correct in the sentence is to replace it with "each day" or to put "single" in the space so it becomes "every single day." If the sentence still makes sense with that replacement, "every day" is correct.
Sentences with Everyday AND Every Day
Ready for a wild ride? Let's use BOTH "everyday" and "every day" correctly in sentences to get into the groove. This should help solve the dilemma for whether to use one word or two.
"You tell me every day that you love me exactly as I am, so why CAN'T I wear my everyday shoes to our wedding? Scruffy is just who I am! I've got to be true to myself, and I refuse to apologize for my fashion choices."
After a while, the grumpy octopus realized that his everyday hat was too tight. Every day in October, he went to different stores, looking for a new outfit that would feel more comfortable. Finally in November, he found one!
Every day that he practices making creative drawings, he becomes happier. Making art into an everyday habit has so many positive benefits.
I got so used to drinking coffee every day that it became an everyday need — one I couldn't function without. As a result, I decided I needed to quit coffee so as not to be so dependent.
Every Day, Learn More Everyday English
I hope this lesson on "everyday" vs. "every day" was useful! Want more grammar, spelling, usage, vocabulary, and ELA lessons? Check out these other educational cartoon articles and videos, and feel free to request others!
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Lillie Marshall
The author, Lillie Marshall, is a 6-foot-tall National Board Certified Teacher of English who has been a Boston educator since 2003. She lovingly creates all the art on DrawingsOf.com Educational Cartoon Site by hand. In addition to this site, Lillie runs AroundTheWorldL.com and TeachingTraveling.com. Stay connected to _USER_ through social media, and by subscribing to the monthly newsletter! [Learn More]
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text:
WHAT WORKS CLASSES
27 October 2015
3 September 2015
7-18 September 2015
21-24 September 2015
ICIAC 2012 Seminar Stream 3A
Abstracts and slides
Spatial and temporal analytical techniques (I)
Mapping and correlating crime/ASB and Private Sector Housing Using the Gi* Statistic
Sophie Curtis-Ham, London Borough of Newham
Key words: Gi* statistic, geographic correlation, hotspots, crime/ASB, Private Sector Housing
Gi* (Getis-Ord statistic) analysis was conducted to inform decision-making in relation to whether and where to apply a scheme for licensing Private Rental Sector (PRS) landlords in the London Borough of Newham. A Local Authority can implement landlord licensing where PRS housing is found to be contributing to crime and disorder, in order to better control the behaviour of tenants by regulating landlords. An evidence package was compiled in support of borough-wide PRS licensing, including specific evidence of PRS housing causing crime/ASB and evidence of a correlation between the locations of PRS housing and hotspots for relevant types of crime and ASB. This paper presents the latter analysis, which determined where in Newham PRS and relevant crime/ASB co-occur, i.e. where there are overlapping concentrations of both PRS and crime/ASB, and whether these concentrations were statistically correlated.
Data included ASB records from the Council's UNI-form database received 1/4/11-31/3/12 relating to:
- Rowdy/Inconsiderate Behaviour, Neighbour Nuisance and Verbal Abuse / Harassment /Intimidation
- Rubbish in Front Gardens
- Noise complaints
Police CRIS 'geocoded' crime records with 'minor code' Burglary-Dwelling and Police Computer Aided Dispatch (CAD) records (999 and other calls to the police) for Home Office defined ASB codes plus code 11 Drug Offences received 1/4/11-31/3/12 were also analysed. PRS housing locations were provided as a map point layer by the Council's Geographical Information Systems Officer.
The Getis-Ord Gi* statistic was used to calculate the concentrations for each dataset, based on counts of incidents within grid cells. Cells with statistically significant Gi* z-scores at the generally accepted probability level of p<.05 (i.e. high concentrations or 'hotspots') were displayed on maps colour coded. Overlaying the hotspot maps for the PRS (blue) and other datasets (pink) then revealed the locations where there were significantly higher than average levels both PRS and ASB (purple). To determine whether there was a significant correlation between these concentrations of PRS and crime/ASB, correlation analysis was conducted comparing both the number of PRS properties per cell and its PRS Gi* z-score with the number of crime/ASB records per cell and its GI* z-score.
PRS was statistically significantly correlated with all datasets, meaning the more PRS in a location, the more crime/ASB (of any given type) there is and conversely that locations with fewer PRS properties also tend to see less of the crime/ASB types considered. Each crime/ASB type tended to show small hotspots scattered throughout the borough, varying by crime/ASB type. But cumulatively, overlaying all the crime/ASB types showed a much wider spread overlap between crime/ASB overall and PRS. This provided support for implementing PRS licensing on a borough-wide scale. It was emphasised in the resulting report that correlation does not imply causation – where PRS and crime/ASB were correlated, this does not mean that privately rented accommodation is a cause of ASB, only that they tend to occur in the same locations. Based on this analysis plus other, causal evidence, borough-wide PRS licensing was subsequently implemented.
Estimating offence times from victim reports
Matt Ashby and Kate Bowers, Department of Security and Crime Science, University College London
Crime analysts often attempt to draw conclusions about the temporal distribution of crime from reports of previous offences. This task is complicated in the case of many crimes against unattended property because victims of crime cannot tell police when the offence occurred.
This study used CCTV records to compare several previously-proposed methods for estimating offence times from victims' reporting of when they left their property unattended and when they discovered the crime had occurred. These methods are all in widespread use by crime analysts in the UK and elsewhere, but they have not previously been tested because of a lack of suitable data.
This study found that two commonly-used methods, which are based on unsupportable assumptions about offender behaviour, to be inaccurate and misleading. It also found another method (aoristic analysis) to be accurate in the cases studied. This led to two conclusions: that the inaccurate methods could lead analysts astray (and so should not be used) and that aoristic analysis appears to be a suitable solution to the problem of temporal inaccuracy in this case.
The results of this study are being used by those training crime analysts and by analysts in British Transport Police to promote the use of aoristic analysis and to warn practitioners about the potential inaccuracies of some other commonly-used methods.
Page last modified on 30 jan 13 17:01


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Definition of gunfire in English:
The repeated firing of a gun or guns: they'd been caught up in gunfire in Beirut
More example sentences
- It was not known if the governor was wounded by gunfire from the assailant or from shots fired afterward.
- Fires continue to belch smoke over the city and sporadic gunfire echoes through the flooded streets.
- Yesterday there were sporadic exchanges of gunfire and a tank firing shells in the city.
Words that rhyme with gunfirebonfire • crossfire • bushfire
What do you find interesting about this word or phrase?
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