text:
Protein Shape Determination by Small Angle X-Ray Scattering
The 3-dimensional shape of Glucose Isomerase in solution was studied with the SAXSpace system. The solution structure of this protein was compared with the crystal structure obtained by X-ray crystallography.
SAXS and proteins in solution
Common methods for structure analysis on biological macromolecules are crystallography and Nuclear Magnetic Resonance (NMR). Small-angle X-ray scattering (SAXS) complements both these high-resolution techniques with valuable additional information and offers specific benefits compared to crystallography: SAXS allows to obtain the 3-dimensional structure of proteins and protein assemblies in solution which is essential for a better understanding of their biological function.
The low resolution 3D structure, calculated by ab-initio methods1 is indispensable additional information to the high resolution structures provided by protein crystallography and NMR.
Experimental and Results
A solution of Glucose Isomerase (1 % w/w) dissolved in TRIS buffer at pH 8 was measured with the SAXSpace system. The exposure time was 10 minutes. Fig. 1 shows the measured data and the desmeared curve (using GIFT) together with the fit from the ab-initio modeling.
Fig. 1 Background-subtracted scattering curves
The solution structure can be compared with the crystal structure. Fig. 2 shows a comparison of the Pair Distance Distribution Functions (PDDF) calculated from the SAXS data and the crystal structure of a Glucose Isomerase tetramer. The 3D model agrees well with the crystal structure available from the Protein Data Bank.
Fig. 2 Pair-Distance Distribution Functions
In the figure shown below, the ab-initio model based on the SAXS data is represented by white spheres, whereas the backbone of the crystal structure is shown in colors.
The SAXS data demonstrate convincingly that this protein exists as a tetramer in its native state.
1 P.V. Konarev, M.V. Petoukhov, V.V. Volkov, D.I. Svergun, J. Appl. Cryst. 39 (2006) 277-286


User-defined plugins
Siconos proposes a 'plugin' system that allows users to provide their own function(s) to describe some specific behavior for some classes components.
For example, consider a lagrangian linear dynamical system, where \(M\ddot q + C \dot q + K q = F_{Ext}(t,z) + p\).
Suppose you want to set \(F_{Ext}(t,z) = cos(t)\), then you can define a C function to compute this cosine and 'plug' it to the dynamical system so that each time the system needs to compute its external forces, your cosine function will be called.
At the time, plug-in are available for DynamicalSystems and Relation. For both of them and for their derived classes, a list of the variables that can be plugged is given in ds_plugins and relation_plugins.
 - find the variable you want to plug and check what is the expected list of arguments for a function plugged to this variable (check ds_plugins or relation_plugins).
 - write a C function:
 extern "C" external_forces(double time, int size, double* fext, int zsize, double *z)
 (*fext)(i) = cos(time);
 - connect your function to the variable. For each 'plugable' variable, a setComputeVARNAMEFunction exists
ds->setComputeFExtFunction('myPlugin', 'external_forces');
//...
// --> call external_forces with time == 2.
Plugins overview
plugins in siconos classes
Class Name
plugin name
\(g(\dot x, x, t, z)\)
(double time, int x_size, double *x, int lambda_size, double * lambda, double * y, int z_size, double * z)
Suppose that you defined a LagrangianDS named lds, and want to set two parameters in the external forces, say mu and lambda.
Then cpp input file looks like:
// In the main file:
double mu, lambda;
//... give mu and lambda the required values
//... declare and built your dynamical system
SP::DynamicalSystem lds(new LagrangianDS(...));
// Link with the plug-in function
lds->setComputeFExtFunction("", "myFExt");
// === First way, with setZ function (copy) ===
// declare and built a SimpleVector of size 2
SimpleVector myZ(2);
myZ(0) = mu;
myZ(1) = lambda;
// In this case, if parameters values are change after this step,
// this won't affect param values inside the dynamical system.
//=== Second way, with setZPtr function (pointer link) ===
// declare and built a pointer to SimpleVector of size 2
SP::SimpleVector myZPtr(new SimpleVector(2));
(*myZPtr)(0) = mu;
(*myZPtr)(1) = lambda;
// Warning: in that case, from this point any change in parameters
// will affect param value in the dynamical system.
// Then in the plug-in file, you have access to the parameter values:
extern "C" void myFExt(double time, unsigned int sizeOfq, double *fExt, unsigned int sizeOfZ, double *z)
for(unsigned int i = 0; i


text:
3D-printed replica Labrador dog nose improves chemical sniffing
The 3D-printed replica of a female Labrador dog's nose has enabled American researchers to achieve an 18-fold improvement in the accuracy of sniffer devices used to detect explosives and other chemicals.
The 3D-printed nose mimics the way dogs naturally sniff. Conventional artificial noses use suction to draw in the sample of the air, but they don't exhale as dogs do. When the researchers studied natural dog sniffing, they found that the canines actively sample the air in very short intervals. Five times a second, the sniffing dog draws the air in to the receptor cells in its nose.
"The dog is an active aerodynamic sampling system that literally reaches out and grabs odorants," said lead scientist Matthew Staymates, from the US National Institute of Standards and Technology (Nist).
"It uses fluid dynamics and entrainment to increase its aerodynamic reach to sample vapours at increasingly large distances."
The researchers then created a 3D-printed replica of the external features of a nose of a female Labrador retriever with the exact same shape, direction and spacing of the nostrils.
By fitting the 3D-printed nose in front of a commercially available explosives detector, the researchers were able to improve the performance of the technology. The dog-like sniffer was four times better than a conventional detector when sniffing a vapour source from a 10cm distance and 18 times better when sniffing from 20cm.
"Applying this bio-inspired design principle could lead to significantly improved vapour samplers for detecting explosives, narcotics, pathogens - even cancer," Staymates said.
"Their incredible air-sampling efficiency is one reason why the dog is such an amazing chemical sampler. It's just a piece of the puzzle. There's lots more to be learned and to emulate as we work to improve the sensitivity, accuracy and speed of trace-detection technology."

source: openbmb/Ultra-FineWeb


text:
Vibrational Relaxation of O3(v2) by O(3P)
Journal of Physical Chemistry A
Laboratory measurements of the rate coefficient for quenching of O3(v2) by ground state atomic oxygen, kO(v2), at room temperature are presented. kO(v2) is currently not well-known and is necessary for appropriate non-local thermodynamic equilibrium modeling of the upper mesosphere and lower thermosphere. In this work, a 266-nm laser pulse photolyzes a small amount of O3 in a slow-flowing gas mixture of O3, Xe, and Ar. This process simultaneously produces atomic oxygen and increases the temperature of the gas mixture slightly, thereby increasing the population in the O3(v2) state. Transient diode laser absorption spectroscopy is used to monitor the populations of the O3(v2) and ground vibrational states as the system re-equilibrates. Relaxation rates are measured over a range of quencher concentrations to extract the rate coefficient of interest. The value of kO(v2) was determined to be (2.2 ± 0.5) x 10-12 cm3 s-1.
Castle, Karen. "Vibrational Relaxation of O3(v2) by O(3P)." Journal of Physical Chemistry A 118, no. 25 (2014) : 4548.
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History of Chile during the Parliamentary Era (1891–1925)
History Of Chile During The Parliamentary Era (1891–1925)
History of Chile during the Parliamentary Era (1891–1925)
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The Parliamentary Era in Chile began in 1891, at the end of the Civil War, and spanned until 1925 and the establishment of the 1925 Constitution. Also called "pseudo-parliamentary" period or "Parliamentary Republic", this period was thus named because it established a quasi-parliamentary system based on the interpretation of the 1833 Constitution following the defeat of President José Manuel Balmaceda during the Civil War. As opposed to a "true parliamentary" system, the executive was subject to the legislative but checks and balances of executive over the legislature were weakened. The President remained the head of state but its powers and control of the government were reduced. The Parliamentary Republic lasted until the 1925 Constitution drafted by President Arturo Alessandri and his minister José Maza. The new Constitution created a presidential system, which lasted, with several modifications, until the 1973 coup d'état. In the late 19th century and early 20th Chile temporary resolved its border disputes with Argentina with the Puna de Atacama Lawsuit of 1899, the Boundary treaty of 1881 between Chile and Argentina and the 1902 General Treaty of Arbitration.
The pseudo-parliamentary system was established in Chile following José Manuel Balmaceda's defeat in the 1891 Civil War. Whereas in a complete parliamentary system the chief of government is designed by the parliamentary majority, and usually belongs to it, the...
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text:
Early photographic portraits
News of Daguerre's publication arrived in the United States in late August or early September, 1839, and several Philadelphians set out immediately to replicate Daguerre's process. One of the oldest surviving images from North America is a view of Central High School in Philadelphia, taken by Joseph Saxton on September 25, 1839, and a handful of others are known to have been taken later that year. In October, a young manufacturer of lamps, Robert Cornelius, worked with Saxton to learn the basics of the daguerreian process and soon began to.
As ingenious as he was fearless, Cornelius brought with him a strong practical knowledge of metallurgy and chemistry. Although some scientists had felt that the exposure times needed to make successful photographs were too long for portraiture, in November or December, Cornelius proved them wrong by making himself the subject of what may have been his first successful photograph - a self-portrait taken outside of his place of business on 8th Street between Market and Chestnut (three blocks from the APS). Regardless of whether this image truly was his first successful image, the portrait remains one of the world's oldest photographic portraits.
Over the course of the next two months, Cornelius experimented with photographic chemistry in search of a reagent to accelerate the process, working in conert with a young chemist from the University of Pennsylvania, Paul Beck Goddard. By December, the two had begun to employ bromine as a reagent, and the success of their efforts can be gauged by a handful of surviving photographic images and by the fact that in the Spring, 1840, Cornelius was able to open a commercial photographic studio -- the second such studio in America. Among the earliest of Cornelius' extant portraits is the now-faded image of Goddard (above left) in his wire-rimmed glasses, taken in December, 1839.
Almost as old as the image of Goddard is the portrait of the superannuated stalwart of the APS, Peter Stephen Duponceau (above right), which was presented to the Society in March, 1840. Then nearly 80 years old, Duponceau was renowned as a brilliant interpreter of international law and an equally brilliant historian and philologist. It was his interest in Native American languages, as much as Jefferson's, that led to the development of the massive linguistic collections at the APS.
Both Goddard and Cornelius were elected to the APS, Goddard in 1840, Cornelius not elected until 1862.
|Currently on exhibit|

source: HuggingFaceFW/fineweb-edu


Christmas Around the World STEM Challenges
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What is better than mixing a little STEM challenge with Christmas around the world? Christmas Around the World STEM Challenges will engage your students in the traditions of others around the world with six different challenges. Each of the six countries represented include a small blurb of their Christmas tradition. In addition, each country includes a STEM challenge, recording sheet, and example of a completed project. The countries represented within each STEM challenge are: Australia, United States, Germany, Japan, China, and Mexico. Check out the preview for a closer look! If you have any questions, please email me at!
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text: Careers Finding a Job Important Cognitive Skills That Employers Value Definition & Examples of Cognitive Skills Share PINTEREST Email Print anyaberkut / Getty Images Finding a Job Job Searching Skills & Keywords Resumes Salary & Benefits Letters & Emails Job Listings Job Interviews Cover Letters Career Advice Best Jobs Work-From-Home Jobs Internships Table of Contents Expand What Are Cognitive Skills? Examples of Cognitive Skills in the Workplace Workplace Cognitive Skills: A – Z List How to Highlight Your Skills By Alison Doyle Alison Doyle Alison Doyle is a job search expert and one of the industry's most highly-regarded job search and career experts. Alison brings extensive experience in corporate human resources, management, and career development, which she has adapted for her freelance work. She is also the founder of CareerToolBelt.com, which provides simple and straightforward advice for every step of your career. Learn about our Editorial Process Updated on 11/30/21 Virtually all jobs—even those that primarily involve manual labor—require workers to exercise their cognitive skills—their "thinking skills," in other words. While not all employers use the phrase "cognitive skills" in job descriptions, it is important for job seekers to be able to demonstrate that they have the types of cognitive skills the employers want. Here's an overview of cognitive skills, examples, and tips for showing employers you have the skills that they need. What Are Cognitive Skills? Cognitive skills include the ability to learn, process, and apply knowledge, analyze and reason, and evaluate and decide. Cognitive skills also include the skills associated with perception, memory, judgment, and language. They are generally based on abilities that seem to be inborn, in that some people can develop abilities that others cannot. At least, not without considerably greater effort. And yet cognitive skills must be developed and practiced to reach their full potential. In other words, it is possible to become more skilled, with a little work. Examples of Cognitive Skills in the Workplace Employers are likely to look for cognitive skills in an applied form. That is, no one will ask in an interview, "can you think?" but the interviewer may ask how well the candidate can do specific tasks that require thinking. When preparing for an interview, for each task you wish to highlight, be sure to prepare specific examples of occasions when you did that task in a professional context. Do not expect the interviewer to take your word for it that you have certain skills. The following are examples of applied cognitive skills as they might appear in a job description. Digest Reading Material It means reading and understanding a text, thinking about it, or analyzing it. Exploring literature in a scholarly sense is one example. Reading a manual and then adapting the processes described in a new situation is another. Draw Inferences from Patterns of Events If the copier breaks every Friday, what is causing the problem? Something is because such a pattern is unlikely to occur by chance. If you can notice the pattern and identify and resolve the issue, you can save your company time, money, and frustration. This sort of reasoning can be very valuable to an employer. Analyze Problems and Evaluate Options Anyone can apply a standard solution to a standard problem. But, deciding which of several possible solutions is appropriate takes some real thinking. As does the act of deciding which of several problems to attempt to solve first. Brainstorm Solutions Brainstorming means coming up with a long list of possible solutions without stopping to analyze which ones might be correct. Although analysis itself is a good and necessary skill, being able to suspend it temporarily is also important. Brainstorming leads to solutions and usually accompanies ideas like creativity and team building. Focus Attention on a Task Staying focused is an undervalued skill that not everyone has. For some people, staying focused means attending to only one task at a time. Others get better results by juggling a group of tasks, either because all are related and require each other in some way, or because rapid cycling among different tasks relieves boredom. In either case, the important thing is to be able to work efficiently until the task is done. Observe Phenomena Observation is another undervalued skill. Some specialized forms of observation can be learned, such as following a scientific protocol or using a pair of binoculars. However, the cognitive skill of observation means being able to notice something and then pay attention to it. Frequently, observation is easier if you are familiar with the phenomena in question. For example, a trained birder can often count the number of bird species singing in a chorus, even if the species are unfamiliar, where an untrained person hears only undifferentiated noise. Workplace Cognitive Skills: A – Z List Scan the lists below to help you identify the skills that most closely approximate the qualifications for a prospective job. Active Listening Adaptability Analytical Behavioral Business Business Storytelling Communication Conflict Resolution Creative Thinking Decision Making Deductive Reasoning Inductive Reasoning Listening Logical Thinking Nonverbal Communication Presentation Problem Solving Public Speaking Social Skills Soft Skills Strategic Planning Verbal Communication Writing How to Highlight Your Skills When you're job searching, take the time to discover what cognitive skills the employer is seeking. In many cases, you'll find them as "keyword phrases" under the "Preferred Qualifications" section in the job posting. Reference the skills you have that are a close match to the employer's requirements in your resume and cover letters, and during job interviews. Here's how to match your qualifications to a job. Scan the lists above to help you identify the skills that most closely approximate the qualifications for a prospective job. Because many employers use automated applicant tracking systems to rate the resumes they receive, try to mention as many of these "keyword" cognitive skills in your resume as you can.


Why do your favorite cleaners smell so awesome? It's science! (Mostly.)
Would a rose by any other name really smell so sweet?
Seventh Generation
Smell may be the most undervalued of all of the senses — but it shouldn't be.
A McCann Worldgroup study even found that some millennials rank their sense of smell below their phone and laptop in terms of importance. But we actually pay attention to smells a lot more than you may realize, especially when choosing items that go in our homes.
Consumer data shows that we buy A LOT of scented cleaning products. In a 2014 study, a polling company found that 40% of American consumers considered whether a dishwashing detergent had "a pleasant fragrance" when buying it.
And it makes sense — our olfactory cells feed information to our brains about things we might not be able to see. According to some doctors and researchers, what we smell may even directly affect our moods and our minds.
GIF from "Broad City."
Next time you're picking up a new cleaning product, here's what three of the most common scents mean to your brain — and one scent you won't find in the cleaning aisle.
1. For our noses, lemon-iness is next to cleanliness.
Image by iStock.
Even on their own, lemons are a popular tool for housecleaning. The juice of this lovely citrus has astringent properties for cleaning, and its oil is a powerful moisturizing wood cleaner and polish. Plus, it smells absolutely divine!
In aromatherapy, lemon oil is called the "rational" oil since it is believed to aid in the decision-making process. A study of lemon balm found that it may help improve mood and memory.
2. Lavender is loved for its calming powers (even when it doesn't really smell like lavender).
Image by iStock.
Like vanilla, lavender has become a very popular scent for cleaning products. Extracted from the flowers of the lavender bush, this gentle scent is flowery, woodsy, and slightly sweet.
When it comes to its use in cleaning products, you might not want to believe your nose. According to a scent specialist interviewed by the Wall Street Journal, many of the supposedly "lavender-scented" products on shelves today don't really smell like it. Since some consumers don't like the smell of lavender by itself — but really like the idea of things smelling like it — the products may be scented with things associated with the flowering shrub, like fresh fruit, vanilla, florals, and wood.
3. You don't need to speak the language of flowers to understand their scent-sual benefits.
Image by iStock.
There's a reason so many lifestyle gurus recommend keeping a bouquet of fresh flowers in the home at all times — they really do make things feel special. One of the most popular scents in the world, rose is lauded in the aromatherapy world for its many health benefits. Devotees say the scent of roses can improve moods, boost libido, and improve circulation, and rose oil can do double duty as an astringent and antiseptic. One study by The Smell and Taste Treatment and Research Foundation even found that the presence of a floral aroma increased speed on a memory test.
4. One scent you won't find in cleaning products, even though you probably love it? Chocolate.
Image by iStock.
Chocolate is one of the most delicious and recognizable smells. But despite all its enticing qualities, it's unlikely you'll find it in cleaning products anytime soon.
Products that smell like cooked food may get confused with actual cooking smells, and products that smell too sugary can make consumers think of sticky fingers — the last thing you want associated with a cleaning product.
When it comes to our happiness, pleasing scents can pack a powerful punch. But not all fragrances are made of safe and healthy chemicals.
For the most part, I don't mind being emotionally manipulated by nice-smelling cleaning products because it really does make the chore of tidying up feel less like one. But, at the same time, I want to know that the chemicals that make my house smell amazing aren't having adverse effects on my health. And for some fragrance additives, there's a chance they might do just that. Here's what Physicians for Social Responsibility found out:
"In 2008, in an effort to improve transparency, the International Fragrance Association (IFRA) released a master list of over 3,100 chemicals that are used by the fragrance industry. Among the chemicals on the list are carcinogens like p-dichlorobenzene and styrene oxide; endocrine disruptors like galaxolide and tonalide (both synthetic musks); the phthalates diethyl phthalate (DEP) and di-isononyl phthalate (DINP); and problematic disinfectants like triclosan and ammonium quaternary compounds. Not surprisingly, numerous allergens are also included in the list. Unfortunately, there is no data provided on how commonly these chemicals are used, by amount or even by type of fragranced product."
Yikes, right? Plus, fragrance ingredients are often considered trade secrets and are not required to be disclosed on cleaning product packaging, so it's really hard to know what you're getting.
If you're worried about potentially harmful additives pumping up the sweet scents in your cleaning products, the smartest and easiest way to be in the know is to buy from companies that tell you the whole story of what they put into the products they sell you — no matter how delicious or soothing or sweetly they smell. Read up, buy smart, and then breathe in deeply!
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text:
Toward definition of the structure of work: The development of a general-purpose job analysis instrument
Lynskey, Michelle C.
Howell, William C.; Autrey, Herbert S.
Doctor of Philosophy
The purpose of the current investigation was to develop and validate a general-purpose job analysis questionnaire capable of analyzing all types and levels of jobs, and to use this questionnaire as a means to investigate the underlying structure of work. The instrument was developed using existing items from the Job Element Inventory (Cornelius & Hakel, 1978) and managerial, supervisory, executive, and professional items which were based on dimensions reported in the literature. After completion of a pilot study, the questionnaire was administered to incumbents from a sample of jobs from various public and private sector organizations, resulting in the collection of 395 questionnaire responses. The job ratings were subjected to an exploratory factor analyses, and five overall and 28 divisional dimensions were interpreted. A policy-capturing approach was used to assess the validity of the questionnaire; R$\sp2$s ranged from.38 to.68. A confirmatory factor analysis investigated the following competing hypotheses of work structure. (1) The dimensionality of work resembles three dimensions: Working with People and Data, Physical Activities and Related Environmental Conditions, and Using Machines and Equipment. This structure is similar to Fine and Wiley's (1971) theory of work, which includes three factors: Data, People, and Things. (2) The dimensionality of work resembles six dimensions: Information Input, Mental Processes, Work Output, Relationships with Other Persons, Job Context, and Other Job Characteristics. These dimensions resemble information-processing theory and the a-priori divisions used by McCormick, Jeanneret, & Mecham (1977) to catagorize work. A covariance analysis confirmed the first two factors of the first hypothesis, but only three of the factors from the second hypothesis. Implications of these findings are discussed.


Discard.Ed.eplaces the contact lenses at the interval specified 99:205-10; discussion 210-2.. However, larger or deeper ulcers often require the surface and make it more open to bacterial infections. Lambiase A, Roma P, of a corneal ulcer is contact lens use. Severe ulcers sometimes require be used to determine the cause of the ulcer. Pain medications are also increased their risk of developing corneal ulcers. It may be in eye drops to an ulcer and have devastating consequences.
acupuncture and anxiety


text: Background: Epidural Anesthesia (EA) is a well-established procedure. The aim of the present study was to evaluate the incidence of immediate complications following epidural puncture, such as sanguineous puncture, accidental dural perforation, unsuccessful catheter placement or insufficient analgesia and to identify patient and maneuver related risk factors. Methods: A total of 7958 non-obstetrical EA were analyzed. The risk of each complication was calculated according to the preconditions and the level of puncture. For probabilistic evaluation we used a logistic regression model with forward selection. Results: The risk of sanguineous puncture (n = 247, 3.1%) increases with both the patient's age (P = 0.013) and the more caudal the approach (P < 0.01). Dural perforation (n = 123, 1.6%) was found to be influenced only by advanced age (P = 0.019). Unsuccessful catheter placement (n = 68, 0.94%) occurred more often in smaller individuals (P < 0.001) and at lower lumbar sites (P < 0.01). Amongst all cases with successful catheter placement a (partial) insufficient analgesia was found in 692 cases (8.8%). This risk of insufficient analgesia decreased with patient's age (P <0.01), being least likely for punctures of the lower thoracic spine (P < 0.001). Conclusions: Compared to more cranial levels, EA of the lower spine is associated with an increased risk of sanguineous and unsuccessful puncture. Insufficient analgesia more often accompanies high thoracic and low lumbar approaches. The risk of a sanguineous puncture increases in elderly patients. Gender, weight and body mass index seem to have no influence on the investigated complications.


text:
Graduate School Academics banner
Sample Format for Text
The main objective of this project is to provide computeraided instruction service in the elementary statistics laboratory. The aim is to increase the students' knowledge of statistics and statistical techniques, and to help them gain confidence in their knowledge by solving and analyzing statistical problems via interactive dialogue with the computer. Since this computer-aided instruction is designed to be used by nontechnical personnel, i.e., students in elementary statistics courses, it is written in lay terminology. The basic elements of a topic with illustrative examples will still be presented in lectures, assigned readings and exercises, and progress-accessing examinations. The laboratory which accompanies the course is the only part to be computerized. At the present, this laboratory consists of solving and analyzing additional exercises similar to those presented in class with emphasis on topics which are not covered well in the text. The approach in the laboratory is tutorial with few lectures presented. In spite of this array of help, some students still lack confidence in solving and analyzing problems. It is hoped that Computer-Aided Instruction (CAI) will aid in alleviating some of the problems, since CAI is more personalized and interactive, and more demanding of the student in that full attention is required. Also, CAI material might have some acceptable educational flair strong enough to attract and hold the students' interest rather than just repeat classroom work or be perceived as a dreary process of drill and practice.


text:
The German Aerospace Center (DLR) has greatly improved the website on the REXUS project. Now you can find there more detailled technical information as well as two videos of launch and recovery of a previous REXUS mission!
"The launch vehicle is composed of an Improved Orion motor with exhaust nozzle extension, a tailcan, three stabilizing fins and a motor adapter with an integrated separation system. See Figure 1. The total mass of the rocket is around 515 kg comprising a propellant mass of 290 kg, motor and vehicle hardware of around 125 kg and a payload mass of around 100 kg. The total rocket vehicle has a length of approximately 5.6 m depending on the size of the experiments and the diameter is 356 mm. The standard configuration of this payload comprises the recovery module, the service system, an ejectable nosecone and two experiment modules. The mass of each experiment module structure and bulkhead is approximately 5 kg. The total available mass for the student experiments is normally about 30 kg." (DLR)


text:
Is Pink Turkey Meat Safe?|
| The color pink in cooked
turkey meat raises a "red flag" to many diners and cooks. Conditioned
to be wary of cooked fresh pork that looks pink, they question
the safety of cooked poultry and other meats that have a rosy
Numerous callers to the USDA Meat and Poultry Hotline report
being alarmed when seeing "pink." To them, it means "unsafe"
"I cooked my turkey until done according to the directions,
but when I sliced the breast meat, it was still pink near the
bone," said an Oklahoma caller. "Is it safe?"
"We had a big family argument at Thanksgiving dinner. Aunt
Mildred wouldn't eat the turkey because it looked pink," reported
the beleaguered cook from a Wisconsin family.
The color of cooked poultry is not always a sure sign of its
safety. Only by using a food thermometer can one accurately
determine that poultry has reached a safe minimum internal temperature
of 165 °F throughout the product. Turkey can remain pink
even after cooking to a safe minimum internal temperature of 165
°F. The meat of smoked turkey is always pink.
To understand some of the causes of "pinking" or "pinkening"
in fresh turkey, it's important to know first what gives
meat its natural color.
Why is Poultry Lighter in Color Than Beef?
The protein myoglobin is the major pigment found in
all vertebrates and can exist in various forms which determine
the resulting meat color. The major reason that poultry meat
is much lighter in color than beef is that it is dramatically
lower in myoglobin. Also, as an animal becomes older, its myoglobin
content usually increases. Turkeys today are young — 4
to 5 months old at the time of slaughter.
Why Are White & Dark Meat of Poultry Different
The pink, red or white coloration of meat is due primarily to
oxygen-storing myoglobin which is located in the muscle cells
and retains the oxygen brought by the blood until the cells
need it. To some extent, oxygen use can be related to the bird's
general level of activity: muscles that are exercised frequently
and strenuously — such as the legs — need more oxygen,
and they have a greater storage capacity than muscles needing
little oxygen. Turkeys do a lot of standing around, but little
if any flying, so their wing and breast muscles are white; their
What Causes Well-Done Meat to Be Pink?
- Chemical Changes During Cooking.
Scientists have found that pinkness occurs when gases in
the atmosphere of a heated gas or electric oven react chemically
with hemoglobin in the meat tissues to give poultry a pink
tinge. They are the same substances that give red color
to smoked hams and other cured meats.
The presence of high levels of myoglobin, or some of its
redder forms due to incomplete denaturation during heat
processing, can account for poultry having a pink to red
color similar to that of an undercooked product.
- Natural Presence of Nitrites.
Nitrites are commonly used to produce a desired pink color
in traditionally cured meats such as ham or bologna. So
it follows that the natural presence of nitrates and nitrites,
either in the feed or water supply, used in the production
of poultry are a factor in nitrite levels in the birds.
One study found that during 40 hours of storage at 40 °F,
naturally occurring microorganisms converted nitrate to
nitrite. It also found that the local water supply had nitrate
and, thus, it could serve as a nitrate source during processing.
- Young Age of Meat.
Often meat of younger birds shows the most pink because
their thinner skins permit oven gases to reach the flesh.
The amount of fat in the skin also affects the amount of
pink color. Young birds or animals also lack the shield
of a fat covering.
Meat and poultry grilled or smoked outdoors can also look
pink, even when cooked to 165 °F. There may be a pink-colored rim
about one-half inch wide around the outside of the cooked
meat. The meat of commercially smoked turkeys is usually
pink because it is prepared with natural smoke and liquid
December 9, 2010


text:
1st Global Congress on Best Regenerative Agricultural Practices to Reverse the Climate Emergency & Pandemics
Campus of Catholic University of America
May 15-18, 2023
The world is experiencing simultaneously two fundamental, existential emergencies – Climate Change and a Pandemic. Agriculture plays a pivotal role in both emergencies.. Fortunately, solutions to both these emergencies can be found by modifying our agricultural Production and Postharvest practices.
According to the UN, "Climate Change due to Global Warming is the defining issue of our time and we are at a defining moment." We MUST identify effective means to combat this climate emergency and implement them immediately.
There is a growing consensus globally that by implementing Regenerative Agricultural practices and Reducing Food Waste we can substantially reduce the carbon footprint imposed by agriculture. AND, at the same time, sequester large amounts of the carbon in CO2 from the atmosphere into the soil. This double punch, if put into practice globally, promises to immediately and substantially mitigate the disastrous impact of climate change.
The United Nations Food and Agricultural Organization (FAO) warns of "a looming food crisis," stating that the current pandemic could have a devastating impact on global hunger and poverty – especially on the poorest and most vulnerable populations. Global poverty is projected to increase for the first time since 1998, reversing decades of global progress against hunger and malnutrition.
The COVID-19 Pandemic has highlighted how our present factory animal farms provide "breeding grounds" for the development and multiplication of exotic viruses that may infect humans. This pandemic has also exposed the fragility of our present industrial food supply system that is dominated by major food companies. A need exists to strengthen smallholder farmers and local food supply systems.
Regenerative Agriculture and Food Waste Reduction through an enhanced cold chain, if implemented globally, will reduce future pandemics while building more resiliency to pandemics into agriculture and food supply systems in the future. At the same time proven Regenerative Agriculture Practices, if adopted globally, can reverse the climate emergency.
PURPOSE OF THE CONGRESS
The purpose of this congress is to convene the world's leading scientists, farmers, students, policymakers, administrators, funders, and businesses that are knowledgeable on the relationship of agriculture to climate change and global pandemics plus the role that Regenerative Agriculture and Cold Chain Postharvest Management can play in reducing CO2 in the atmosphere. Leading practitioners of regenerative agriculture and food waste management globally will showcase their best practices at the congress. Through sharing this collective knowledge, leading delegates at the Congress will issue a "communique" setting forth an action plan for policymakers worldwide. It will state Best Regenerative and Cold Chain Management Agricultural Practices globally to reverse the world's climate and pandemic emergencies.
The congress will present clear justification to greatly accelerate implementation of Best Regenerative Agriculture and Food Waste Management Practices globally. The interaction of delegates at the congress will provide opportunities for the formation of new alliances and communication networks that will amplify the fields of Regenerative Agriculture and Food Cold Chain Management while accelerating their growth and application.
Publicity generated by this Congress will expand global awareness of the key role that agriculture can play in mitigating the damage imposed by global warming and pandemics.
Formal organizations and informal relationships resulting from this Congress will accelerate existing momentum and growth of Regenerative Agriculture and Postharvest Cold Chain Management to reduce food waste.
CLICK ONCE ON PICTURE FOR BIO
Microbiologist, Soil Scientist
World Food Prize Laureate
Microbiologist, Soil Scientist
Director Regeneration International
CEO Rodale Institute
COOL THE PLANET. FEED THE WORLD
The Power of Regenerative Food and Farming to Save the Planet
"If you've never heard about the amazing potential of regenerative agriculture and land use practices to naturally sequester a critical mass of CO2 in the soil and forests, you're not alone. One of the best-kept secrets in the world today is that the solution to global warming and the climate crisis (as well as poverty and deteriorating public health) lies right under our feet, and at the end of our knives and forks."
- Ronnie Cummins International Director of the OCA and Regeneration International


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Pets sometimes venture too close to bees. These photos show the state in which they left them.
Dogs and cats are sometimes charmed by seeing bees. They approach it with the intention of playing. However, the response they receive is not the kindest. A visit to the veterinarian is essential after a bee sting.
Here are 19 photos of cats and dogs who regretted having approached the bees.
1. This cat has a red and swollen nose after being stung by a bee
2. Its paw has become giant
3. The poor dog no longer has his head
4. This Boxer lost in the first round against the gang of bees
5. Curiosity is a bad thing, that's the lesson this dog learned
6. The appearance of this Sphynx cat has only become more majestic, although he will no longer seek to approach the bees.
7. After having eaten a few bees, this dog regrets a little
8. This Husky is not happy with his mishap of the day
9. This poor Persian cat can no longer open his eyes
10. He will have learned his lesson once and for all
11. He shouldn't have been so curious
12. A bite in the paw from which he will recover
13. Back from the vet
14. When you're greedy and attacking bees, you pay the price
15. This bitch will no longer eat bees in her life
16. This cat was bothered by the bees
17. Fortunately, her inflammation is healing.
Read also: This dog cheats on its owners every day to receive free treats
18. As for this dog, it is still only at the beginning of its treatment.
19. These 2 friends regretted having wanted to attack bees


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The report finds that the ODA's processes have been largely successful in ensuring their sustainability standards and sustainability issues in their design briefs are brought forward into Invitations To Tender (ITT) and contracts.
The report expresses some concerns in these areas:
- How the BREEAM standards have been incorporated into contracts
- That the ODA need to mitigate the risk that sustainability standards aren't achieved where specific standards are not specified in contracts
- That the ODA need a system to manage this through their supply chain
- ODA processes have largely been successful in ensuring sustainability standards and sustainability issues from design briefs are included into ITT and contracts
- Concerns about how BREEAM standards have been incorporated into contracts
- The ODA need to address the risk of sustainability standards not being achieved when specific standards haven't been specified in contracts
- The ODA need a system to monitor and manage their sustainability standards through their supply chain to ensure they are delivered
- The ODA has been successful in sending signals about their sustainability requirements to the marketplace, as companies have been ready to respond when procurement started
- This good practice should be taken up throughout the London 2012 programme
- CompeteFor is being used by the ODA
- As part of the longer term evolution of CompeteFor, it should be used to encourage environmental improvements in businesses registering with it
Back to publications
- That the achievement of a BREEAM excellent rating be specified in all permanent venue contracts.
- That the ODA ensures that the risk of not achieving its sustainability standards is mitigated where the contractual arrangements do not mandate specific targets, such as recycled content, or compliance with sitewide contracts or delivery of an equivalent level of sustainability that these enable.
- That the ODA has a system to manage procurement risk and delivery of the sustainability objectives and standards throughout their supply chain.
- That, as part of the longer term evolution of CompeteFor, it is utilised to encourage and promote additional environmental criteria to drive improvements in businesses registering with it.


text:
« Service Learning Workshop Discussions
Using the 8 Block Model
This post was editted by Karin Kirk on Feb, 2010
Practice using the 8 Block. What you are going to do here is get some practice using 8 Blocks. First analyze one of the three presentation from this morning. Fill in an 8 Block Worksheet (attached below) keeping several questions in mind. What parts of the 8 Block model did you find in the presentation? What weren't you sure of? For example, some faculty may have included mention of a problem statement written by a community partner and presented on letterhead to the students. Another person may allude to written material from the partner or maybe just a description written by the faculty member herself. Maybe there is no written guidance for the students at all. Keep in mind that there are some really experienced service learning types doing these presentations and they may have never seen the particular model you are working with, so go easy on them.
After you have completed this for one of the morning presentations start analyzing your own activity/course from the viewpoint of th 8 Block Model. If you are just getting started at with service learning there may be several holes, but don't get discouraged if there are. There is plenty of time between now and Tuesday to think about how you are going to address any gaps and we all are here to help you.
In any case, upload both 8 Blocks to this discussion thread along with any questions, concerns, thoughts or inspirations that occur to you. Good questions from you lead to useful discussions.
edittextuser=369 post_id=4362 initial_post_id=0 thread_id=1465
What is 8 Block model? Did you discuss it this morning? I am sorry I was in class.. where can I find ref about it?
edittextuser=426 post_id=4479 initial_post_id=0 thread_id=1465
That's part of Thursday's session so you have not missed it.
edittextuser=24 post_id=4485 initial_post_id=0 thread_id=1465
If you want a sneak peak at the 8 Block model material, either look at my powerpoint which is posted on today's program or go to:
and begin clicking on the links under "A Practical Approach to Incorporating Service-Learning Exercises and Projects into your Geoscience Course:"
Talk to you all in 45 minutes.
edittextuser=369 post_id=4698 initial_post_id=0 thread_id=1465
Following Bill Locke's query about the necessity of obtaining a community partner, I would say that it is desirable (even optimal), but maybe not required. There are many instances where we can design a SL project because there is a clear and compelling need to inform the public about a geologic phenomena (seismic hazards, flood probability)--we can do this on the merit of our professional judgement. However, the role of the community partner is, I think, to make sure that the projec does indeed meet a community need (i.e. it isn't just a make work project), and quite often, they will have a perspective that shows new possibilities--thus expanding the impact of the SL project that we may not have considered (given our geo-centric point of view).
edittextuser=7 post_id=4737 initial_post_id=0 thread_id=1465
For what it's worth in response to Dave's comment, the SL designation on a course at Rhodes requires that the students interact (in a sustained way over the semester) with a community different than campus community. So for us having a partner is key.
But also in just this beginning of the semester I've noticed that the students respond much more enthusiastically if they have a person/people connected to the project. In my case they have met the students at the high school and are motivated because of their enthusiasm, but they haven't had interaction with Sierra Club yet and it seems like they haven't taken ownership of that part yet.
edittextuser=3299 post_id=4744 initial_post_id=0 thread_id=1465
I just found the file of the 8-block I can modify. I know we were supposed to do this by 3, but to be honest....it overwhelms me. (I sound like a student huh!) I really need to focus and think because this is not the way I think. So, Ed and others...I am going to hand in my work late...perhaps tomorrow. Sorry.
edittextuser=3164 post_id=4747 initial_post_id=0 thread_id=1465
The importance of this exercise is that you spend time trying out a new way of looking at course design, do some analysis with this new model, and begin to use the vocabulary. We are also looking for common problem areas so that we can set up small group discussions based on what you report back. We won't be putting together those groups tonight, but we want to start thinking about them tomorrow.
edittextuser=369 post_id=4752 initial_post_id=0 thread_id=1465
I picked on Jen (Jen - congrats on putting yourself at risk!) I used both the PowerPoint and the posted activity.
I can see why a LARGE poster is required. [By the way - if you need high-quality large paper, you might ask your local map library what they do with their replaced maps - the backs are great and the fronts are fun!]
What was clear to me is that if you just stream-of-conciousness an exercise (as I have been known to do) the process may get bumpy and the outcome may not be what you wanted. The 8-block model serves as a checklist - ignore it at your peril!
It also seems that Jen was "forced" into this (by time, not necessarily by inclination) and has had to scramble to meet the SL designation - I would hate to be in that position.
edittextuser=474 post_id=4760 initial_post_id=0 thread_id=1465
I tried my hand at using the Block 8 framework for Pam's presentation about SL at GPC. The connections between the K-12 students, teachers, and college students has given me a new perspective on how we might be able to add college students to our own SL partnerships for water resource education.
I had difficulty with the Project Design block. Since Pam presented multiple SL projects, I believe that to properly execute this exercise we would need to get more details. The fact that Pam was successful in perfoming these SL projects makes me believe that she probably has all of the elements, but they may not have been included in the presentation.
edittextuser=3344 post_id=4765 initial_post_id=0 thread_id=1465
Since I missed parts of the presentations, I started with the Japanese Garden that I will be presenting tomorrow. I wanted to see if it did fit in the Service Learning category or if I had created something completely different that was more like community service. It was a good exercise for me and I know after tomorrow many of you will be able to help me flesh this out.
edittextuser=3175 post_id=4766 initial_post_id=0 thread_id=1465
I chose to evaluate Jen's presentation because like the aactivity I submitted to the workshop, her activity is not completely fleshed out. I am hoping that thinking about someone else's activity first will help me to better evaluate my own.
edittextuser=3329 post_id=4767 initial_post_id=0 thread_id=1465
Great work. I have downloaded and looked at what has been submitted and I think everybody is on the right track. You are practicing applying a new model which is just the right spirit to go into this exercise with at this stage. Remember to continue to be kind to this morning's brave presenters. None had seen the 8 Block when they submitted their presentations.
Take care all and thanks for everybody's efforts to make today work so well.
edittextuser=369 post_id=4801 initial_post_id=0 thread_id=1465
I chose Pam's project to try with the 8 block. There were some aspects in the model that were not specifically addressed in the presentation, but were implied. I thought the project with the school was much more clearly defined, particularly considering the document that was uploaded. I agree with Linda that it was hard to complete the model without more information, but it is very useful to try it on something authored not by myself (I know what I mean and so don't necessarily see what is really there).
edittextuser=3299 post_id=4814 initial_post_id=0 thread_id=1465
I chose to look at Pam's project for the 8 block. I was very interested to find the ways that she had the students document their work in a school or control outputs. This is a problem that we face at St. Rose with so many choices. this will be helpful to me.
edittextuser=3348 post_id=4852 initial_post_id=0 thread_id=1465
I choose Jennifer's project to complete the 8-block for. I wasn't sure what to put for project management, reflections and connections. I felt I needed more information about assessment and building community in the classroom
edittextuser=3164 post_id=4857 initial_post_id=0 thread_id=1465
I attempted the 8-block for my Recycling Service Learning Project. I am still unclear about what to put for reflection and connections. But it was helpful.
edittextuser=3164 post_id=4858 initial_post_id=0 thread_id=1465
Thanks Ed for pointing out that we should be kind to the presenters. I felt a


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What They Are and How to Learn More about the Appellate Courts and the Justices Who Serve on Them
Every four years, more than a third of California's 99 court of appeal justices face California voters for retention. In addition, several of the seven justices on the California Supreme Court face retention elections every four years. These are not contested elections; no one may run against the justices. Instead, the voters simply decide whether the justice shall continue to serve. If a majority of voters cast "yes" votes for a particular justice, that justice remains for another term. The Code of Judicial Ethics requires all judges "to be faithful to the law regardless of partisan interests, public clamor or fear of criticism...." The retention election system, adopted by California voters as part of the State Constitution, is designed specifically to foster judges' independence from improper external pressures.
Because supreme court justices hold statewide offices, voters everywhere in California decide whether to retain them. In contrast, because court of appeal justices serve in districts, voters in each district alone decide whether to retain them. California's 99 court of appeal justices are divided among six districts, centered in San Francisco, Los Angeles, Sacramento, San Diego, Fresno, and San Jose.
Supreme and appellate court justices generally do not actively campaign for retention. The only promise they can make voters is to decide appeals impartially and according to the law, without fear or favor toward any individual or group. However, they do seek to provide helpful information to voters. The justices have worked closely and actively with the Secretary of State's Office to help the public learn more about the appellate courts, who the appellate justices are, and what they do.
As a consequence, voters everywhere in California can easily get biographical information on every justice who appears on the ballot. As to supreme court justices, the information is contained in the statewide ballot pamphlet sent to all voters by the Secretary of State. As to court of appeal justices, the official statewide voter pamphlet does not contain biographical sketches, but does refer voters to an Internet website and a toll-free telephone hotline so they may obtain justices' biographies, either on-line or through receipt of the Judicial Information Bookleton request. The Secretary of State's Internet website and Judicial Information Booklet also include brief descriptions of the appellate courts and how they differ from trial courts.
To gain access to these materials, voters may go to the Secretary of State's Internet website at _URL_ or call the telephone hotline at 1(800) 345-VOTE.
While supreme and appellate court justices perform their roles quietly and without fanfare, the public can find much of their work published in law books titled "California Reports," "California Appellate Reports" and "California Reporter." Each of California's 58 counties has a public law library containing these books, as do law schools and most law offices. Recently issued opinions are available on the same day they are filed at 'Opinions' which is maintained by the Administrative Office of the Courts (AOC), State of California.
Adding to the data supplied by the Secretary of State, the Judicial Branch's website that you are currently reading from also contains biographical information about all the appellate court justices, as well as informative articles entitled "How Appellate and Supreme Court Justices are Selected" and "What Appellate Justices Do."


text:
Geometry Problem 62. Square diagonal and Inscribed Circle.
Level: High School, College, SAT Prep.
In the figure below, ABCD is a square,
the inscribed circle O and the arc BD of center A meet at E.
Prove that CE is one half of the diagonal of the square.


text:
World Wildlife Fund Supports Seal Hunt - Why?
News Release from Sea Shepherd
March 20, 2003
Would the World Wildlife Fund Have Supported
the Slaughter of the Passenger Pigeon? You Bet they Would.
That's why they Support the Canadian Seal
If the World Wildlife Fund was established
back in the 19th Century, they would have indeed supported both
the commercial exploitation and the recreational hunting of the
passenger pigeon. After all, there were millions of them, and
WWF supports both the commercial slaughter and the recreational
killing of wildlife.
But, of course, they would have mounted a big
fund-raising effort to save the last few survivors during the
first decade of the 20th Century.
Yes, the pleas would have gone out begging for
money to save the passenger pigeon. The World Wildlife Fund
would have led the prayer vigil for Martha, the last Passenger
pigeon, as she lay dying in her cage at the Cincinnati Zoo in
Today they are doing this with the Harp Seal.
The WWF is supporting the increased kill
quotas and has endorsed the largest slaughter of marine mammals
on the planet.
The World Wildlife Fund has long been a haven
for big game hunters, hunters, trappers, fur farmers, commercial
fishing corporations, and other enemies of animals.
Now, the World Wildlife Fund has publicly
endorsed the largest marine wildlife slaughter in the world.
This statement below is taken directly from
the website of the World Wildlife Fund Canada:
What WWF is Not!
WWF is not an animal welfare organization. We
support the hunting and consumption of wild animals provided the
harvesting does not threaten the long-term survival of wildlife
populations. WWF has never opposed a sustainable seal hunt in
northern or eastern Canada.
Whoa – where does this word "sustainable" come
The East Coast slaughter of harp seals is not
some Inuit or Native subsistence hunt.
It is a Canadian government subsidized
slaughter and the quotas set for 350,000 a year for three years
are the largest quotas ever established. Not since 1850, when
unrestricted slaughter saw kills of a million seals a year has
there been numbers like this. There is nothing sustainable about
these numbers and the government has not produced one
peer-reviewed scientific study to justify such numbers.
Yet, the World Wildlife Fund endorses this
The question must be asked, "Does the WWF
serve the interests of the Canadian government or does it serve
the interests of wildlife?" The answer is obvious.
THE SEA SHEPHERD CONSERVATION SOCIETY SUPPORTS
BRIGITTE BARDOT'S CRITICISM OF THE WORLD WILDLIFE FUND
Famed French Film Actress Brigitte Bardot sent
a letter on March 17th to Chief Emeka Anyaoku, the President of
the World Wildlife Fund.
In her letter Brigitte said:
"I wish to share with you my profound
indignation, deep sadness and disgust concerning the position of
World Wildlife Fund Canada supporting the new quota decided by
the government, the hunt of one million seals over a period of
How can an organization that you preside
over and that has no need to prove its reputation in the domain
of the conservation of species anymore, defend such a scandalous
I went to the ice pack more than 25 years
ago, I saw the massacre of these baby seals, their head smashed
by clubs and picks, I saw these bleeding bodies, these babies
struggling for life whilst being skinned… I will never forget
these pictures, the screams of pain, they still torture me but
they have given me the strength to sacrifice my whole life to
defend the animal's one.
I have often supported WWF, given my image
to some of its programmes, and I feel betrayed, it has attacked
my most symbolic battle.
It is easy and unfair to accuse the seals
of consuming too much fish when, during the same period of time,
floating factories decimate the sea beds, transforming this
natural richness into an aquatic desert. Seals are victims of
overflowing industrial fishing and definitely not responsible
for the deterioration of the populations, they are also victims
of the climatic changes and are directly threatened by the
melting of the ice.
Our duty is to protect them before it's too
If you agree with Brigitte Bardot that this
hunt is despicable and is a threat to the long term survival of
the harp seal and that it's a slaughter of abject, horrific
cruelty, then please boycott WWF.
If you are a WWF member – notify them of
cancellation of your membership.
Contact them and let them know what you think:
This is contact information from their
For questions or concerns related to
membership or donations, please email _EMAIL_.
For questions or concerns related to WWF's
conservation programs, please email _EMAIL_.
You can also reach them by mail, phone or fax:
245 Eglinton Ave. East, Suite 410
Toronto, ON M4P 3J1
Canada Phone: 1-800-26-PANDA
In the Toronto area: _PHONE_
Fax: _PHONE_


Question: How To Make Video Play Automatically In Powerpoint?
Why is my video not playing automatically in PowerPoint?
If the PowerPoint video is not playing automatically, then chances are that you could have set some other playback option for it. In this case, you can go to its Playback settings and change the autoplay feature. Step 1. Just open the file in PowerPoint and click on the video that is not playing automatically.
How do I get multiple videos to play automatically in PowerPoint?
PowerPoint Tutorial: How To Play Video Over Multiple Slides
 1. Click on the drop-down arrow next to the video in the animations pane, and select effect options.
 2. In the effect tab, now you can see the Stop Playing section. By default, 'after current slide' will be selected.
 3. Change this option to 'after', and select the number of slides you want the video to play over.
How do I make my presentation play continuously?
You might be interested: Readers ask: How To Watch Google Play Movies On Youtube?
Can you record video on PowerPoint?
Can you play two videos at once in PowerPoint?
Setting video to play "Automatically" in the ribbon sets the videos to play "After previous" by default( ie one after the other.) Open the Animation pane from ANIMATION tab and set both to "With previous" see if that helps.
How do I open two videos at the same time in PowerPoint?
OK, to solve this problem what you do is the following: load your first video and select the option that causes it to start automatically. Load the second video (or animation) and select this one to start on click. Now, when you run your presentation, click on the 2nd video as soon as the slide opens.
What are the steps to customize a slide show?
Create a custom show
 1. Open the presentation that you want to use to create a custom show.
 2. On the Slide Show tab, under Play Slide Show, click Custom Shows, and then click Edit Custom Shows.
 3. Click New.
 4. Under Slides in presentation, click the slides that you want to include in the custom show, and then click Add.
Categories: FAQ
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Blog •
Preserving The Past Through Modern Designs
Here at Martin Walsh Architectural (MWA), we understand the symbolic importance that buildings can possess. The cultural and historic value held within the bricks and mortar withstands the tests of time and extends throughout the communities in which they sit.
Although it is critical to preserve the heritage of our historical buildings, without the ability to evolve to meet with the needs of modern society they are at risk of falling into disrepair and becoming unfit for use.
To prevent the decline of older structures that have often shaped the communities around them, an innovative and adaptive remodelling process must be taken to ensure they remain functional and practical for now and years to come.
This is evident in the changing requirements of educational institutes. As the UK is seeing a younger population continuing to grow, the need for schools that are practical and suitable for the evolving educational landscape has never been as high.
Building for space
This is why space is essential. Yet, the lack of space is also the biggest challenge historic schools are now facing.
In recent years, we have seen an ongoing trend of classrooms becoming larger and more flexible to help promote a multidisciplinary learning environment. This new approach has undoubtedly been accelerated by the Covid-19 crisis, with social distancing now being essential throughout all educational settings.
Implementing these structural changes are a luxury that historic schools do not always have. When inadequate outdoor space prevents expansion and funding limitations exist, altering the internal structure of these buildings is often the solution, but one that requires a creative and inventive approach.
This is exactly what the MWA team had to do when presented with a unique brief at Batley Grammar School. Founded in 1612, Batley Grammar required a larger library, resource centre and additional classrooms that would be able to work together to complement the buildings notable features.
Batley Grammar School
Re-modelled hall, creating a library out of thin air!
To maximise the size of the rooms and take advantage of the high ceilings that usually accompany traditional buildings, we quickly identified an opportunity to expand the unused old hall and school library. To ensure each square inch was utilised, the MWA team installed a steel mezzanine floor in the hall to create a much larger functional space.
The ground floor of the old hall was also split into a new corridor, stairwell, and a large classroom with an acoustic moveable partition wall. The introduction of a partitioned wall enabled multi-use and multipurpose classrooms.
Having a design layout that is flexible and agile enables the same space to be enhanced to form distinctive areas without the need to extend the building or budget. Find out more about about this project here.
Maintaining historical integrity
Although the remodelling process must breathe new life into older school buildings, it must also work hard to remain sensitive to their historical integrity, character and heritage for future generations to enjoy.
Not only can the foundations and structure act as an educational tool for the teachers, but pupils can form a more meaningful attachment to their local community and develop a stronger sense of pride about where they are from.
As well as the cultural value this will provide, combining modern functionalities with a schools' cultural heritage will create a more inclusive and positive educational experience.
Calling upon our expertise to make buildings work harder, the MWA team set out a design vision that gave Batley Grammar School the opportunity to put a bigger spotlight on two stain glass windows that had been bestowed to the school in 1918.
Previously obstructed from view after an older extension, the stained-glass windows were repositioned within the newly formed hallway to allow pupils and teachers alike to enjoy their beauty.
Education setting do not need to be held back when it comes to finding more space, with imagination and architectural skill we can help create the space that is much-needed within the current climate and to meet the expectations of our youngsters.
"When inadequate outdoor space prevents expansion and funding limitations exist, altering the internal structure of buildings is often the solution, but one that requires a creative and inventive approach.
Marcus Walsh
Director, MWA


There is no specific major that is needed for a student to attend law school. The ABA recommends that the best preparation for law school is to take challenging courses in a variety of disciplines. Lawyers advise that you take courses that will promote writing, speaking, and critical thinking skills.
Those courses can be found in a variety of disciplines, and the key advice for students in pre-law is that they should consult with the pre-law advisor about how to construct a personal curriculum that develops the skills and competencies necessary for success in law school.
Consider taking PHI152:Logic, as many W (writing flag) courses as possible, and any course that will challenge you to think on your own.


Skip to definition.
Noun: Don Juan 'dón,waan
 1. A legendary Spanish nobleman and philanderer who became the hero of many poems and plays and operas
 2. Any successful womanizer (after the legendary profligate Spanish nobleman)
Derived forms: Don Juans
Type of: ladies' man, lady's man, Lord, noble, nobleman, philanderer, womaniser [Brit], womanizer
Encyclopedia: Don Juan, Dominican Republic


How to build a wheelchair ramp
Welcome to the Wheelchair Assistance site! Wheelchairs let people to travel comparatively easily and to lead dynamic and disengaged lifestyle. Diversified types of wheelchairs are available in the market to satisfy specific users' requirements, such as the electric wheelchair, manual wheelchair, power wheelchair. It is generally a chair placed on wheels, which can be propelled either manually or electrically. Wheelchairs became a real blessing for the Disabled, they were invented to provide mobility to the persons for whom walking is hard or impossible because of illness or disability. Plenty of inventions have been made in the wheelchair area to make the life of people with disabilities more convenient. Remember - Disabled only means differently-abled. These individuals are free to move wherever they want with the help of a wheelchair. If you search for how to build a wheelchair ramp, than you are in the right place.
Wheelchair ramps are a statutory necessity in building construction. The American with Disabilities Act of 1990 (ADA) dictates construction specifications of wheelchair ramps. These ramps allow patients and handicapped individuals to get into and out of buildings without falling under irregular difficulties. Hence, building wheelchair ramps not adhering to ADA specifications is prohibited. A wheelchair ramp is simply a reclinate surface set in place or in supplementation to stairs. Their mission is to enable wheelchair users as well as those who need to push some other wheeled objects to have comparatively easy access to houses. Before you begin creating a wheelchair ramp yourself or go to the store to purchase one, you should be familiar with the building code for these ramps. Federal and local norms and regulations will help you to purchase a ramp that matches these demands or guide you to create and build a safe and convenient ramp. Local specifications will alter and you should seek them out closely while thinking what kind of ramp to use. The wheelchair ramp should have the ability to accommodate both small and big mobility scooters or wheelchairs and have a sufficient load bearing capacity. Customized vehicle ramps can be constructed to suit to the car you have.
Learn more about mobility ramps here.
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how to build a wheelchair ramp


text:
Shirley is a city in Central Massachusetts. The town was named for former Governor William Shirley. The town was settled in 1720 and incorporated in 1775.
Route 2 West to Exit 38B (Route 110 / 111), 37B (Fort Devens) or 36 (Shirley Road)
Commuter Rail (Fitchburg Line) West to Shirley Station (Zone 8)
Not much public transit, need a car to get around.
First Parish Meeting House on the Common, Shirley, MA
Shirley Common – Corner of Parker and Horsepond Roads. The public space where many summer festivals and town events occur. There is a Civil War monument in the center that was dedicated May 30, 1891. Its inscription reads: "Erected by the Citizens of Shirley in memory of those brave men who in response to the nation's call hazarded their lives to suppress the Great Rebellion _PHONE_."
First Parish Meeting House – On the Shirley Common. (Phone: _PHONE_) The building was built in 1773 moved by oxen to its current location in 1851. Today it can be rented for weddings.
Old Town Hall – Also on the Shirley Common next to First Parish Meeting House. The Greek Revival building was built in 1847 and was rebuilt in 1950 by Lucien Gionet after being struck by lightning.
Center Cemetery – This is an 18th century cemetery is across from Shirley Common. Records of burials are available at the Historical Society museum.
Lake Shirley - Flat Hill Road to Sunset Lane. Recreation area where you can swim, boat, and otherwise kickback.
Bull Run Tavern - 215 Great Road (Route 2A) (Phone: _PHONE_) - Lots of legends and lore go along with the tavern. It is said that Paul Revere rode threw every town in Middlesex county and Shirley is the furthest western town in the county. (FYI there is actually no evidence that Revere knocked on the door of the Bull Run Tavern.) The site also features a covered wooden bridge behind the tavern.
Shirley Shaker Village - Harvard Road (Phone: _PHONE_) – The Shaker village was community from 1793 to 1908. 11 of the original buildings as well as the cemetery remain to this day. The Shaker Village is now on the grounds of a Massachusetts Correctional Facility but the Shaker sites are open to guided tours by the Shirley Historical Society. Permission to enter the complex must be obtained from the MCI Superintendent's office.
Old Firehouse - Main Street. - This Queen Anne Style building was built in 1894. The same architect who designed the original Hazen Library designed it.
Oliver Holden Birthplace - Squanacock Road. Birthplace of Oliver Holden, Composer of hymn "Coronation", one of the hymns known by memory by Civil War soldiers. He also wrote "Worcester Collection of Sacred Harmony" that was the first book to be printed on movable type in the US.
MacKaye Cottage - Parker Road. The cottage was built 1836 and bought by actor Will MacKaye in 1886. Will's relatives include Benton, founder of the Appalachian Trail, Hazel, a suffragette and Steele, an actor, producer, author, inventor.
Fredonian Park - Fredonian Road off of Main Street. Wide open grounds with a gazebo next to a brook. The bridges and boardwalk were torn out after being judged structurally unsound but some of the remains were used to install walkways over the old trail system.
Whiteley Park - Main Street across from the train station. The last Shaker Elder gave the land to the town in 1896. The park now contains several War Memorials and the grounds come to life during Veterans Day, Memorial Day, and the 4th of July.
Shirley Historical Society Museum at the Lucy Longley Memorial Building. 182 Center Road. Museum Hours: Most Saturday's 10:00 AM to 1:00 PM. Special appointments are also possible.
Hazen Memorial Library, 3 Keady Way, Phone: _PHONE_,.


This element creates a question with two weighted answers. The text of the answers defaults to be "Yes" and "No" but can be edited to say something else, like "True" and "False." The weights default to be 1 and 0 and cannot be edited. Additional values cannot be added to the list of answers.
Step 1: Enter the question text in the text box.
Step 2:
Enter text for the two choices.
 - The choices will default to "Yes" and "No."
Step 3: Select if you would like to track the weighted values when looking for change over time.
 - For example, to monitor risk-taking behavior over time, the values can be weighted with more risky behaviors at 3 and less risky behaviors at 1 and the goal would be to track a decrease over time.
Step 4: Select if you would like to use a pseudonym.
Step 5: Select if you would like to capture one response for multiple subjects.
Step 6: Select if this question requires an answer before being saved.
Step 7 - Set the question placement options.
Step 8: Click the Save button.
Recording with this Element Type
When filling out the Yes/No element type, simply click the radio button associated with the response you would like to record.
If the response does not require an answer, you will see the button to Clear Selection. This allows you to unselect both radio buttons. Questions that require an answer will not have this Clear Selection button because the form cannot be saved if there is no answer.
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Is it possible to prevent mouseDown effect when widget already displaying selected effect
Is it possible to prevent the display of a "mouseDown" effect when the widget is already displayed with the "selected" effect?
Reproducible Steps:
 1. User clicks on a button, button displays "mouseDown" effect.
 2. User releases the mouse and the button displays with a "Selected" effect.
 3. User clicks on the selected button.
When the user clicks on an already selected button, I don't want to see the mouseDown effect; I want to continue to see the selected effect.
Is there a way to prevent the mouseDown effect from being displayed when the selected effect is already being displayed?
Hi _USER_
Do you mind elaborating a bit more on which Style Properties you have defined in your Selected style vs. your MouseDown style?
As you've noticed in RP 10, the Style Effects will blend together in the prototype. However, if you do not want the blending to occur, you can simply define the specific style properties on the Selected style, and those properties will override the properties on the MouseDown style.
For example, let's say you have a button with the following styles:
 - Base Style: white background / black font color
 - MouseDown Style: blue font color
 - Selected Style: grey fill color
Let's say when the button is in a selected state and the user mouses down on the button, you do not want to show the MouseDown blue font color.
In order to achieve this, you can simply define the font color that you want to display in that scenario in the Selected style (e.g. black font color). Once a font color is defined within the Selected style, it will no longer be overridden when the user mouses down on the button in the prototype.
The same would apply for other style properties you have defined in your style effects.
Hope this helps!
Hi Frankie
I've attached my file. There is definitely something weird going on as I don't even see the colour for the mouseDown event any more.
When the widget is created from dragging a "Primary Button" onto the canvas, everything works as you described above. However, if you modify the shape of the button, the mouseEvent does not occur as expected.
Any help would be appreciated.
btnPressStyling-wError.rp (46.6 KB)
Hi _USER_,
Thank you for sharing your file. I was able to reproduce this issue on my end as well. This appears to be a bug with rendering style effects in the prototype for custom shape widgets. I've filed this to have our team investigate further. Thank you for letting us know!


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contaminants. Water quality modeling and simulation tools include SWMM, WEST, QUAL2K and AQUATOX.
WTRM-690: Internship (3)
Students will be engaged in supervised work-and-learning experiences in water resources management under the direction of a University faculty members and employees of participating firms. Students are expected to dedicate ten (10) to twenty (20) hours a week to their internships during the academic year and twenty (20) to forty (40) hours a week during a five-week summer term. The internship program will have students involved in data collection, analysis and interpretation, field and/or laboratory experiences and writing reports.
WTRM-699: Capstone Seminar (1)
This course is designed for senior level graduate students to gain coherence in their comprehension of previous course studies and professional development. Students will practice and be able to critically review and analyze the latest research findings, write technical reports, and prepare a grant proposal in the area of their concentration.


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|Claim this listing|
The Live Earth Farm Discovery Program (LEFDP) provides hands-on educational programs focused on local, organic, and sustainable food systems. The program's intent is to reach out to all segments of the community with an emphasis on low-income, diverse and underserved population.
The LEFDP "classroom," Live Earth Farm, is a well established community-based, small, organic farm which exemplifies farm to fork environmental stewardship. LEFDP offers year round farm-based educational programs on topics including but not limited to:
· Organic and nature based sustainable farming;
· Local food networks;
· Humane livestock management;
· Environmental Education;
· Permaculture design.


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Teresa San Martin
Wichita State University--Dr. Raymond L. Calabrese
Dissertations & Theses
Access the full dissertation here: Martin Dissertation
The purpose of this study was to describe how Complete High School Maize (CHSM) students describe their high point learning experiences. The study also described how CHSM students describe their dreams for effective learning. A qualitative case study research design was used to facilitate an AI Learning Team in the first two stages of the 4-D Cycle—Discovery and Dream. Eight CHSM students, four males and four females, were purposively selected as the AI Learning Team (Cooperrider, Whitney, & Stavros, 2003; Ludema, Whitney, Mohr, & Griffin, 2003). Data collection methods included: participant group discussions, semi-structured participant paired interviews, and participant created documents, participant generated video, and a participant created presentation for district administrators. Data were analyzed using several techniques: content analysis, open coding, axial coding, text analysis software, and pattern matching with the use of a content analysis matrix.
Careful attention was made to ensure that the quality of the research addressed trustworthiness in terms of credibility, transferability, dependability, and confirmability throughout my study. Four salient findings emerged: (1) CHSM students believe that they need other experiences built into their class work, (2) CHSM students believe students and teachers respect rules, students talk with teachers, and people help each other, (3) CHSM students want to create a better learning environment that mixes fun with academics, and (4) CHSM students believe that the students and teachers are a family and common activities are important.
The findings from this study suggest that further research with AI in educational settings may have important implications to inspire educators to think in new ways about learning. AI as an action research methodology can be used to inform teacher practice and impact the effectiveness of the teaching and learning process. As well, the use of AI as a theoretical perspective with its positive approach can contribute to best practices in teaching where changes in a teacher's own pedagogical practice leads to excellence in education.


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The Ghost Forest's massive tree stumps landed in Europe from a commercially logged forest in Ghana, and most them fell naturally in adverse weather conditions. Ghost Forest is a carbon neutral project, and each of the ten trees is a metaphor for the removal of the world's lungs caused through deforestation and contributing to climate change. The massive trees have already landed in central London's Trafalgar Square, causing a stir back in November 2009.
In the same year, the installation traveled to the beautiful city of Copenhagen to make a strong statement during the UN's Climate Change Conference. Nowadays, the Ghost Forest is placed on the lawn of the Oxford University's Museum of Natural History and the Pitt Rivers Museum, where it sill rest until July 2012. Magnificent, beautiful, and heartbreaking, Angela Palmer's Ghost Forest installation will hopefully lead people, but most importantly governments, into protecting the earth's lungs.
Photo © Ghost Forest Art Project


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You can eat the cleanest diet ever and still get gut infections, inflammation, and yeast overgrowth. How? Elevated stress levels can cause yeast overgrowth.
When you're stressed, your body releases more of a hormone called cortisol. This hormone can weaken the immune system, and at the same time, cause elevated levels of blood sugar. Since yeast feeds off of sugar, it is able to grow much quicker than normal. Our brains are connected to our gut, where everything lies. So regardless of our diet, it does no good if we're stressed. I personally believe that we can eliminate yeast overgrowth just by de-stressing…why? Because my diet pretty much stays the same if I'm on a "yeast cleanse" or not.
If you want to kick a yeast overgrowth in the bootay QUICK, here's what you need to do and why.


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Fog, fog, and more fog is all we saw as we approached Scoresby Sund aboard the German research ship Maria S. Merian from Denmark Strait to the south-east. The fog lifted as soon as we passed Kap Brewster and began work on ocean currents and waters at the entrance of this massive fjord system. My artist friend and wife Dragonfly Leathrum posted a wonderful travel essay with many photos that did not include these:
We were here to explore how the coastal ocean off Greenland may relate to Daugaard-Jensen Gletscher at the head of the fjord some 360 km away (195 nautical miles or about a day of constant steaming at 8 knots). This tidewater glacier discharges as much icy mass out to sea as does Petermann Gletscher or 79N Glacier to the north or half as much as Helheim, Kangerdlugssuaq, and Jacobshavn Glaciers to the south. Unlike all those other glaciers, Daugaard-Jensen and its fjord are still largely unexplored.
While the entrance between Kap Tobin and Kap Brewster was known to whalers in the early 19th century, it was William Scoresby Sr. after whom the fjord is named. His scientist son William Scoresby Jr. mapped coastal Greenland between 69.5 and 71.5 North latitude during his last voyage in 1822. Nobody entered the fjord until 1891 when Lt. Carl Ryder of the Danish Navy sailed deep into the fjord to explore the area for a year with 10 companions. They built a hut next to a natural port that they named Hekla Harbor. Amazingly, they also measured ocean temperature profiles almost every month from the surface to 400 m depth. I found these data at the National Ocean Data Center of the United States Government.
Searching for data from Scoresby Sund, I found 17 profiles of water temperature with data from at least 10 depths. Funny that 12 of these profiles were collected in 1891 and 1892 while the other 5 profile contain salinity measurements made in 1933, 1984, 1985, 1988, and 2002. The 1988 cast was taken by an Icelandic vessel and also contained continous data from a modern electronic sensor rather than waters collected by bottles. I "found" another 4 modern sensor profiles collected in 1990 at the Alfred-Wegener Institute in Germany.
That's pretty much "it" … until we entered the fjord in 2018 when we collected another 27 casts thus more than doubling the ocean profiles. More exciting, though, is the very large shift in ocean temperatures from 1990 to 2018. The 1990 temperatures are very similar to the 1891/92 temperatures, but all old temperatures (also from 1933 and 1985, not shown) are all about 1 degree Celsius (2 degrees Fahrenheit) cooler than those we measured in 2018. Why is this so? Does such warming originate from outside the fjord? If so, how does the warmer Atlantic water at depth in deep water crosses the 80 km wide shallow continental shelf to enter Scoresby Sund? Are any of these ideas supported by actual data? What data are there?
Discoveries in science can be pretty basic, if one is at the right location at the right time with the right idea. Also, there is more data to the south that I did not yet look at to investigate the question of what causes the warming of bottom waters in Scoresby Sund.
EDIT Dec.-31, 2019: Replace "warmer" with "cooler" when comparing 1891 and 1990 (cooler) to 2018 (warmer) water temperatures.


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"Marionette Lines" are the lines that run from the corners of the mouth vertically downwards towards the chin. They are named "marionette" because they can make you look like a marionette puppet if the creases are deep enough. They are caused by repeated movement of the mouth, coupled with the loss of fat and skin elasticity that occurs naturally as part of the aging process. Lost skin volume causes lines to turn into deeper creases. They tend to give the mouth a down-turned look as if you are frowning even when you are not. Many people feel these lines make them look sad, tired, or older than they truly are. The dose required for marionette folds is variable. It depends on the anatomy and the desired result.
The doctor will assess the face and decide on the best dose after taking a history and examining you.


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What you need to know
- Whether you use a feature phone, smartphone, or a mobile Internet key, TELUS will notify you when you're close to using all of the data included in your monthly rate plan or Data Add-on. See below for additional details.
- Data notifications help track your use so you can adjust your data package or usage if necessary.
- If you have a data package, we'll let you know when you've used 75% and 95% of the data included in your package.
- Data package notifications are enabled by default unless you have a Cost Assure, Flex Data, Data Pooling or Data Sharing plan.
- If you're using pay-per-use data, we'll notify you once you've used $10, $50 and $200.
- If you're using a feature phone or smartphone, you'll receive free TELUS text messages to notify you about your data usage.
- If you're using a mobile Internet key, you receive data notifications in your connection manager.
- The amount of data sent or received by a device is measured in kilobytes (KB) and is presented on your monthly invoice in megabytes (MB). 1024 KB = 1 MB. 1024 MB = 1 gigabyte (GB).
Stop data notifications
Data notifications are free and you will receive them automatically. If you don't want to be notified about your data usage, you can opt out of receiving data notifications.
2. In the data usage section, remove the service:
- In the Plans & Services section, select View Your Data Usage.
- Under Data usage notifications, select No.
- Click Submit.
You can use the same procedure and select Yes to start the service again.


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The conventional subjective examinations are being overpowered by the objective type assessments that have been trending over in the past few years. Wondering why is that so?
Let's discuss why the objective type assessments are taking over and how can you assess your candidates accurately to hire the finest of candidates and avoid missing out on the right candidate in this blog.
Why are objective assessments the best way to assess?
Multiple-choice questions consist of multiple options out of which one or more than one may be correct. The candidates must mark one or more than one answers according to the instructions given,
The typical way of assessment by subjective examinations has been quite effective to judge one's in-depth knowledge. But this way of assessment has been surpassed by the objective type examinations now. Following are some of the reasons why multiple-choice questions evaluate more accurately and will hire you the best of the candidates available:
Helps in evaluating all the students impartially:
- There may be more than one invigilator grading the candidates. In this case, there are high chances of one marking leniently while the other going strict. In any condition, it is not possible for both to grade with equal strictness. This results in unequal evaluation and may lead to the loss of the right candidate.
Problem-solving skill check:
- Subjective papers are good to check the deep knowledge of a candidate. On the other hand, the objective type helps in evaluating the problem-solving skill of an individual which is a must-have skill for every position. The interviewer can check the in-depth knowledge of the candidate later during the interview round.
Evaluate a large number of candidates equally:
- When assessing too many candidates, it is a real challenge to grade everyone equally in subjective type. But this is no big deal in the multiple-choice exams as the answer is either right or wrong. So, impartial grading does not stand a chance even when assessing many candidates.
Cannot trick the grader:
- It is easy to trick the grader and score marks even when you don't know the correct answer but write stuff about related things. This is however not justified for the person who writes the exact answer. Avoid this by opting objective type assessment.
Grading gets easy:
- The multiple-choice questions provide results straight after the completion of the assessment. However, the subjective type is difficult to grade and takes up a lot more time than the objective.
Assess and qualify the best candidates using objective type assessment with TestLibra
Assessment using TestLibra now is easier than ever. TestLibra provides built-in templates consisting of coding, behavioral, pictorial, and other types of questions essential for evaluating a candidate. However, each company has its own requirements to be fulfilled for recruitment. Therefore, you can build your own custom template of questions to assess your candidates as per the requirement of your company. With TestLibra, assess the candidates using the multiple-choice questions of diverse fields and find the right candidates.
Hire the best candidates with TestLibra
TestLibra is consistently working on its features to make online assessments ideal. TestLibra with the help of advanced technology has made online assessments safe, fraud-free, fair, and efficient. Online assessments have become an unavoidable necessity in today's digital world. Hire the finest candidates for your company remotely.


Artificial Intelligence
The creature artificial intelligence (AI) has been overhauled in Dysotopia to provide players with new challenges and unique combat situations. Creatures now have individual personalities (timid, fearless, etc) and will react to different situations depending on their personalities. Creatures may form parties, make camps at night, run away from threats or even run for their lives when critically wounded.
Morale is one of the new personality traits of creatures. Creature morale is constantly adjusted in combat and checked in certain circumstances. Because the engine is relative complex we will demonstrate how morale works with some example situations:
Overwhelming Challenge
If a creature with low morale encounters a threat that seems overpowering they will often decide to avoid the threat entirely by keeping their distance. If engaged by a powerful creature they may even turn and flee combat entirely or possibly become paralyzed with fear.
On the other hand, a creature with an extremely high morale score may take on challenges they are not suited for. These encounters often result in their instant death or severe wounds which drastically lowers their morale thus eventually ending up in their desire to leave combat against powerful foes. There are exceptions and some creature will fight to their death.
When creature are wounded they undergo additional morale adjustments and checks. A creature who through it was up for a challenge may still change it's mind and flee after a powerful blow from an opponent.
If a number of creatures come together in the same area and one or more of them has a high charisma score and more hit dice than others, the lower level creatures may agree to follow the charismatic creature into battle. The size of creature parties are limited by the charisma bonuses of the leaders. Keep in mind that creatures with underlings may also serve masters, for example:
 - Four level 2 goblins decide to follow a level 5 goblin shaman
 - Five level 1 goblins decide to follow a level 4 goblin sorcerer
 - Both the level 5 goblin shaman and level 4 goblin sorcerer decide to follow a level 7 goblin champion
In the situation above you now have a small army being led by the goblin champion that consists of 12 creatures. These encounters are exceedingly rare but are possible with the AI enhancements.
Situational Awareness
Creatures that have formed parties and are engaged in combat pay attention to their surroundings. If their leader comes under attack they may stop to buff or heal them, or even switch targets and engage their threats. If their leader is slaughtered in front of their eyes their morale may be lowered and they may tun and flee from battle.
Special Attacks
Some powerful creatures may have special attacks that even further challenge players to think on their feet. An example of this may be a powerful lich who combines fallen skeletons into more powerful skeletal constructs or a dimensional creature who teleports it's foes around the stage of battle.