text:
When one vehicle in a motor race drives behind another, the trailing one benefits from a reduction in drag.
They can lurk in this position and use the power reserve and fuel saving it allows to perform a sudden overtaking manoeuvre when the timing suits them.
This represents an unfair asymmetry in such sports -with very powerful vehicles able to slipstream the less powerful but not vice versa (since the fast cars or bikes can more easily pull away).
Today's invention is therefore a sensor which detects when one bike for example is travelling directly behind and close to another.
In this instance, the following machine's rev limiter kicks in, in order to make the race more about driving skill than vehicle design/tuning.


Related Products
European Paper Wasp
An invasive species to North America, this opportunistic yellow and black flyer is a yellowjacket impostor. Its species name is Polistes dominula or dominulus.
Geographic Region
Native to Europe, hence the name European paper wasp, their North American territory is growing to encompass nearly all the western, upper midwest and northeastern United States along with Florida. Not to mention their colonization of Hawaii.
Natural Habitat
European paper wasps are best known for their upside-down umbrella-shaped nests under the eaves of homes and other manmade structures. The hollow parts of playground equipment can be choice nesting spots.
Like other paper wasp species, Polistes dominula hunt live insects in trees, shrubs and gardens during the day, resting on the nest at night. They only sting if they feel threatened.
Unique Characteristics
Due to their yellow and black coloration and markings, European paper wasps are often mistaken for yellowjackets. The best way to distinguish a paper wasp from a yellowjacket is the position of their legs during flight. Paper wasps dangle their long legs like landing gears, while yellowjackets tuck their legs under when in flight. Paper wasps have a longer, narrower and more separated abdomen with an elongated waist. Their nesting habits are quite different as well. Paper wasp nests tend to be out in the open with a visible comb of cells. Most yellowjackets nest underground or in enclosed spaces with a paper covering around the cells.


You are looking at 81 - 90 of 5,394 items for :
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T.N. Kirk, Justin A. Haegele, and Xihe Zhu
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Bethany Northeast and Tom Clifford
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Jennifer A. Bunn, Bradley J. Myers, and Mary K. Reagor
Purpose: To statistically evaluate the internal and external load metrics in different types of lacrosse drills. Methods: A total of 25 Division I collegiate female lacrosse players wore a heart rate monitor and a global positioning system during preseason training sessions. Seven measures determined training load, 2 internal measures and 5 external measures, across 5 different types of drills: stickwork, small-sided games, individual skills, conditioning, and team drills. Principal component analysis was used to determine which internal and external load variables were most associated with each drill type. Results: Stickwork extracted 2 principal components, explaining 45% and 17% of the variance. Small-sided games extracted 1 principal component, explaining 51% of the variance. Individual skills extracted 2 components, explaining 39% and 22% of the variance. Conditioning extracted 2 components, explaining 44% and 24% of the variance. Team drills extracted 2 components, explaining 52% and 18% of the variance. Conclusions: In 4 out of 5 training modes, the inclusion of both internal and external training-load measures was necessary to accurately decipher training load. For most drills, the first component is related to measures of external load, and the second component described the balance between internal and external load measures. Small-sided games extracted only external measures including the following: accelerations, total distance, and average speed. These results show that a combination of internal and external load measures is required to determine training load during certain training modes. This information can help coaches make decisions about desired training load for practice sessions.
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Luis A. Marco-Contreras, Beatriz Bachero-Mena, David Rodríguez-Rosell, and Juan J. González-Badillo
Purpose: To analyze the relationships between the evolution of training-load values and countermovement jump (CMJ) as an indicator of stress and fatigue in a high-level 800-m runner during a whole season, including indoor (ID) and outdoor season (OD). Methods: Over 42 weeks, daily training load was quantified as the result of the product of the intensity and volume, and it was termed load index (LI). CMJ was measured in every running session after warm-up and immediately after the last effort of the session. Other jump-related variables such as CMJ height loss, average weekly CMJ, initial CMJ of the next consecutive session, and initial CMJ of the following week were studied. Results: A significant negative relationship was observed between LI and weekly CMJ (ID: r = −.68, P < .001, common variance [CV] = 46%; OD: r = −.73, P < .001, CV = 53%), initial CMJ of the following week (OD: r = −.71, P < .01, CV = 50%), and CMJ height loss (ID: r = −.58, P < .01, CV = 34%; OD: r = −.52, P < .01, CV = 27%). A significant positive relationship was observed between LI and initial CMJ of the next consecutive session when LI values were <8 (OD: r = .72; P < .01, CV = 52%). However, from values ≥8, the relationship turned into a significant negative one (ID: r = −.74; P < .01, CV = 55%; OD: r = −64, P < .01, CV = 41%). Conclusions: CMJ may be a valid indicator of the degree of stress or fatigue generated by specific training sessions of a competitive athlete within a single session, a week, or even the following week. There could be an individual limit LI value from which the training volume does not allow a positive effect on high-speed actions such as a CMJ in the next consecutive session.
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Ibai Guridi Lopategui, Julen Castellano Paulis, and Ibon Echeazarra Escudero
Purpose: The objectives of the present study were (1) to analyze the internal and external load profile of training and competition carried out by semiprofessional football players during a 27-week period and (2) to examine the possible link between this type of periodization and players' fitness status and their readiness to compete. Methods: Training and match data were obtained from 26 semiprofessional football players belonging to the reserve squad of a Spanish La Liga club during the 2018/19 season. For the purpose of this study, the distribution of external and internal load during a typical training microcycle, with 6 or 7 days between matches, was analyzed. Five types of sessions were considered: strength, duration, velocity, preofficial match, and official match. Results: The results showed a different internal and external load profile for each type of session, with the load being consistently higher during matches when compared with training sessions (28.9%–94% higher), showing significant differences in all the variables. There was a clear tapering strategy in the last days of the week to arrive with enough freshness to compete, shown by the decrease of the values in the 2 days before the match (15%–83% reduction, depending on the variable). Furthermore, the horizontal alternation of the load allowed the players to maintain their fitness level during the 27-week period. Conclusions: Our findings suggest that this weekly periodization approach could help achieve a double conditional target, allowing a short tapering strategy to face the match with enough freshness and serving as a strategy for maintaining or optimizing players' physical performance during the season.
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Kadhiresan R. Murugappan, Ariel Mueller, Daniel P. Walsh, Shahzad Shaefi, Akiva Leibowitz, and Todd Sarge
Rapid weight loss or "weight cutting" is a common but potentially harmful practice used in mixed martial arts competition. Following the official weigh-in, competitors refeed and rehydrate themselves in a process known as rapid weight gain (RWG) to realize a potential competitive advantage. While data from surveys and small series have indicated the majority of mixed martial arts athletes engage in rapid weight loss, there is a lack of officially collected data from sanctioning organizations describing its prevalence. The present investigation represents a summary of the data collected between December 2015 and January 2018 by the California State Athletic Commission. In total, 512 professional mixed martial artists (455 males and 57 females) were included. Of these, 503 (98%) athletes gained body mass between weigh-in and their bouts. Total RWG between weigh-in and competition was 5.5 ± 2.5 kg, corresponding to an 8.1% ± 3.6% body mass increase. Total RWG was 5.6 ± 2.5 kg (8.1% ± 3.6%) for males and 4.5 ± 2.3 kg (8.0% ± 3.8%) for females. More than one quarter of men and one third of women gained >10% body mass between weigh-in and competition. Athletes from leading international promotions gained more absolute, but not relative, body mass than those from regional promotions. Our findings indicate RWG is nearly ubiquitous in professional, with a similar prevalence in male and female athletes. Trends based on promotion suggest a larger magnitude of RWG in presumably more experienced and/or successful mixed martial artists from leading international promotions.
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Konstantinos Papanikolaou, Panagiotis Tsimeas, Angeliki Anagnostou, Alexandros Varypatis, Christos Mourikis, Theofanis Tzatzakis, Dimitrios Draganidis, Dimitrios Batsilas, Theodoros Mersinias, Georgios Loules, Athanasios Poulios, Chariklia K. Deli, Alexios Batrakoulis, Athanasios Chatzinikolaou, Magni Mohr, Athanasios Z. Jamurtas, and Ioannis G. Fatouros
Purpose: To examine the recovery kinetics of exercise-induced muscle damage (EIMD), neuromuscular fatigue, and performance following small-sided games (SSGs) of different densities in soccer. Methods: Ten male players randomly completed 3 trials: a control trial (no SSGs), 4v4 SSGs (62.5 m2/player), and 8v8 SSGs (284.4 m2/player). External and internal load were monitored using GPS technology, heart-rate monitors, and rating of perceived exertion. Delayed-onset muscle soreness (DOMS), creatine kinase (CK), isokinetic strength, countermovement jump (CMJ), and sprint were determined at baseline, as well as at 24, 48, and 72 hours post-SSGs. Neuromuscular fatigue was assessed at baseline and at 1,


text:
Environmental Quality Advisory Council
What is EQAC?
The Fairfax County Environmental Quality Advisory Council (EQAC) is an advisory group that has been appointed by the Fairfax County Board of Supervisors to advise the Board on environmental matters. The Council is comprised of one citizen representative from each Magisterial District, four at-large members, and one student representative. Each member is appointed by the Board of Supervisors to serve a three-year term, except the student member, who serves during his or her junior or senior year of high school.
EQAC provides advice to the Board of Supervisors through its Annual Report on the Environment and through resolutions and positions resulting from discussions at EQAC's monthly meetings. EQAC recommendations typically focus on improvement of the County's efforts in environmental protection and enhancement; they also can address legislative issues as well as state, regional, and federal matters. Environmental issues considered by EQAC include water quality, air quality, noise, hazardous materials, solid waste, stream valley protection, deer management, light pollution, visual pollution, and the use and preservation of ecological resources.
Each year EQAC holds a public hearing to obtain citizen input on issues of environmental concern. The public is encouraged to attend and share views on the state of the environment and to identify any environmental issues applicable to Fairfax County. The public also is invited to attend any EQAC meeting and to submit correspondence for EQAC's consideration at any time.
If you have questions about EQAC, contact Noel Kaplan of the Fairfax County Department of Planning and Zoning at _PHONE_, TTY 711 (Virginia Relay) or send an e-mail message.

source: HuggingFaceFW/fineweb-edu


text: This tiny manuscript illumination, a sympathetic portrait of Christ, belongs to the tradition of religious images known as acheiropoita, images believed to have been created miraculously. It is one of a group of representations of the head of Christ, called the Holy Face, that have their roots in Byzantine legend and in the legend of Saint Veronica. The story of Veronica became enormously popular in Europe in the thirteenth century, and medieval pilgrims traveled to Saint Peter's in Rome to see what they believed to be the actual veil of St. Veronica (known as the sudarium), impressed with the image of Christ's face.Holy Face miniatures were particularly popular in Books of Hours made in Bruges toward the end of the fifteenth century and into the beginning of the sixteenth. Although there are no signed miniatures by Gerard David, nor indeed any panel paintings today that bear his signature, there is a strong possibility that this miniature was one of several illuminations by David excised from a Book of Hours, dated 1486 and now in the collection of the Escorial, Spain. The volume is missing a number of miniatures that were cut out at an unknown date, among them an image of the Holy Face that accompanies the prayer or hymn "Salva sancta facies" in the front of the book. The dimensions, proportions, and even the traces of the arched top of the Lehman illumination match the corresponding features of the few miniatures in the Escorial volume that have been attributed to David.


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Consulta Plantas
Gardening and plant care since 2001
Care of the plant Hymenosporum flavum or Native frangipani.
Care of the plant Hymenosporum flavum or Native frangipani
The genus Hymenosporum, family Pittosporaceae, includes a single species of tree native to Australia: Hymenosporum flavum.
Common name: Native frangipani. This species is native to Queensland and New South Wales in Australia and New Guinea.
They are small trees or evergreen shrubs of elongated bearing that reach 8 meters in height. The leaves are glossy dark green, 16 cm in length, and resemble some Pittosporum species. The flowers are 5 cm in diameter, highly perfumed, cream-colored and then yellow. They bloom from late winter to early spring.
They are used as isolated specimens, in small groups, in pots and in public parks. They attract butterflies and birds. Do not plant near buildings because their roots are invasive.
Hymenosporum flavum prefers a semi-shady exposure, protected from cold and wind and a dry summer and wet winter climate. Adult specimens resist occasional frosts.
They can grow in sandy, calcareous or clay soils; they prefer a light, well-drained substrate that contains organic matter.
They resist several days of drought but they appreciate regular watering in spring and summer waiting for the substrate to have dried.
Fertilize with compost or manure in late winter.
Prune young specimens lightly after flowering to maintain a compact appearance.
They do not have serious pest and disease problems if they are not exposed to continuous cold.
They propagate from seeds sown in spring or fall and by semi-mature cuttings in fall.
Images of the plant Hymenosporum flavum or Native frangipani
Hymenosporum flavum
Hymenosporum flavum
Hymenosporum flavum
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text:
Hospital: Rise in babies born drug-addicted
The number of babies born addicted to opiates spiked sharply in 2010 and 2011, according to a study at St. Luke's Cornwall Hospital in Newburgh.
Twenty-four babies with narcotic abstinence syndrome, also known as neonatal abstinence syndrome, were admitted to the hospital's Neonatal Intensive Care Unit during that period, compared with 13 in 2008-2009, and an average of three a year from 2000 to 2007, the study said. The drugs that are responsible vary, although the number caused by prescription medication and buprenorphine — a drug used as a painkiller or to treat opiate addiction — jumped in 2009-2010.
Other studies have shown a similar increase in the number of opiate-addicted babies — one published in the Journal of the American Medical Association on April 30 found that the number of infants born in opiate withdrawal has tripled over the past decade — and nationwide, prescription drug and heroin abuse are growing problems in many communities. The study at St. Luke's was the first done in a community hospital setting, said Prabhakar Kocherlakota, the neonatologist at St. Luke's who did the study and presented it at the Pediatric Academic Societies' meeting in Boston at the end of April.
|St. Luke's Hospital, 2000-2011||2000-01||2002-03||2004-05||2006-07||2008-09||2010-11|| |
|Presc. meds||0||1||0||1||3||8|| |
Although illegal pill use is a factor in the increase, it's not the biggest one, Kocherlakota said — the majority of the babies are born to women with legal prescriptions. Some of the increase is because of people living with medical conditions like cancer and multiple sclerosis, who are having babies and who might not have in the past, he said. Some is also caused by the increased use of opiate painkillers, as some non-opiate ones are taken off the market because of adverse side effects.
Babies in opiate withdrawal exhibit symptoms like crying, weight loss, no stool and fast heartbeat. They're treated with morphine and phenobarbital to control their withdrawal before being released to their mothers.
Unlike babies born with fetal alcohol syndrome, who often have a wide range of mental and behavioral difficulties growing up, babies born with opiate addictions don't seem to show these kind of long-term ill effects as a result of the drug itself. Kocherlakota said they follow up with the mothers for a few months after they're discharged from the hospital to make sure there aren't any other signs of withdrawal.


In the Choose Yourself Publishing Group, I post a new book challenge approximately once a month. [Get access to the Group here.]
The idea of each challenge is:
 - The book can be done in a month
 - The book doesn't have to be big (30-50 pages is fine for a self-published book. More of course is fine. And so is less.)
 - Many opportunities for sequels and ancillary income potential
 - Even if the idea is not GREAT, it gets you going and can create an interesting book (at least for me)
 - Easy to market
Here's the latest. Knock yourself out:
Book Challenge #3:
(And Muhammad, Buddha, Krishna, Mother Teresa, Lao Tzu, Confucius, Socrates, and Moses (and more)).
The book should be both inspirational and diet/nutritional. Science and history-based.
Each chapter, based on historical texts, archaeology, religious texts, DNA tests: What was the diet of each religious leader?
This book could come in under 50 pages and be done in just a few weeks.
Feel free to add religious or inspirational leaders that I am missing.
Sequels could be "Diets of the Saints" or "Diets of Today's Top Religious Leaders".
The fact that this is in the Diet, Nutrition, Religous, Motivational, and Inspirational categories gives many opportunities to create a #1 Amazon bestseller.
 - Each of these leaders was successful.
Regardless of one's religious beliefs, clearly each of the above has had an impact on the world. 7 billion people know who each of the above are.
Their diets had to be good enough to keep their brains and bodies functioning at a high level to accomplish all that they have done.
 - Interspersed within each chapter will be inspirational quotes, stories, etc. about the religious leader that chapter is focusing on.
The idea is that each of these people, regardless of your opinion of them, had much to say and did much that inspired millions or billions.
Muhammad for instance, didn't achieve his greatest successes until he was well into his 50s. That by itself is inspirational (and also suggests: what kind of diet gave him that energy then?).
So the book is an inspirational book as well as a diet book. Two categories that independently can create great success.
 - The cultural history of that time.
What was the Mediterranean diet of the year 0? What was the Chinese diet in 500 BC, etc.?
What was the historical context that created the political climate of these leaders? For instance, we still don't know if Lao Tzu was a spiritual leader or a political one.
What is the science behind kosher and Shariah and Hindu eating laws?
 - The science: What are the benefits of the Mediterranean Diet that Jesus presumably ate?
Or the Chinese diets of Lao Tzu and Confucius? Or the Hindu diet of the mythical Krishna? (We don't know if Krishna existed but we can put together a probable diet of that time.)
Do we have any DNA or archaeological results that shed some new light on their diets?
In other words, why are each of these diets healthy, even today? Or particularly because of today?
 - Recipes.
 - While writing the book, start to participate in religious Facebook groups and build credibility and even an audience.
 - Write smaller articles for related websites. Maybe even take a chapter, simplify it, and publish on various sites ranging from open sites (Medium) to niche-specific sites.
 - Cheap Amazon ads or Facebook ads.
 - Even create a Kickstarter. (For each level, get another religious leader's recipes. Or even a t-shirt with a recipe of a meal Jesus would eat. This is an alternative way to get an "advance" plus a built-in customer base.)
 - Put an email list signup in the book to get additional recipes and down the road there could be an upsell to a monthly newsletter. For instance, a "What Would Jesus Eat?" newsletter.
 - Speaking gigs: Churches, synagogues, mosques, other religious centers, schools, colleges, etc.
 - Monthly crate box: Ingredients for a month's worth of recipes delivered on the first of each month.
You can post your finished books in the comments section or by emailing me here.
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text:
Erlang & AI
Francesco Cesarini (Erlang Training & Consulting)
Mon Sep 5 09:33:40 CEST 2005
As James and Ulf pointed out, you read a.erl file, add a few clauses
(eg. pattern matching on specific cases), compile and load the code.
Something similar to asserts in prolog. Speed gains can be substantial.
Not for the faint of heart, however. People were playing around with it
over 10 years ago.
James Hague wrote:
> On 9/4/05, Joel Reymont <> wrote:
>>Strange choice. How would you write self-modifying code in Erlang?
> Most of the time when someone says "self modifying code" in regard to
> AI, they simply mean manipulating code as an abstract syntax tree,
> then generating program text from that tree which can be compiled and
> loaded on the fly. Lisp has the advantage here, because the AST and
> program text can be identical, but this is easy enough to do in Erlang
> or any other language where you can call the compiler and reload code
> from a running program.
More information about the erlang-questions


text:
Suppose a toddler becomes distressed after hearing a loud noise or when getting messy; are these indicators of sensory over-responsiveness or indicators of anxiety? There is little evidence regarding the distinction between sensory over-responsivity and anxiety disorders in toddlers. This construct validity study examined differences between occupational therapists' and psychologists' judgments of behaviors as representing sensory processing disorders (SPD) versus anxiety disorders, Twenty-four occupational therapists and 25 psychologists completed a mailed survey, rating items from sensory and anxiety scales as representing sensory and/or anxiety disorders in toddlers, and analyzing cases of toddlers with these disorders. Occupational therapists were more likely to rate items as representing SPD than psychologists, and occupational therapists were more certain of the distinction of the sensory scales from anxiety. For the case designed to present a general anxiety disorder and the one designed to present sensory over-responsivity, more occupational therapists diagnosed as sensory over-responsive, while more psychologists diagnosed with a general anxiety disorder. The overlap in judgments of sensory over-responsivity and anxiety supports the notion that these constructs in part reflect different professionals' perspectives upon behaviors as well as the difficulty in distinguishing these constructs in toddlers.
ASJC Scopus subject areas
- Pediatrics, Perinatology, and Child Health
- Developmental and Educational Psychology
- Psychiatry and Mental health

source: openbmb/Ultra-FineWeb


text:
- To review colours and practise describing the colours of things.
- To practise describing a person's appearance.
Here are some of the frequent words used in this lesson that have appeared in previous lessons. Using the flashcards, check that you remember their meanings.
In Lesson 27 you learned the main words for colours. You are about to fine tune your command of these terms, so review Lesson 27 first to make sure you can automatically produce them. Here are two ways you can talk in a more nuanced, more precise way about colours.
1. In Indonesian, dark colours are "old" (tua) and light colours are "young" (muda).
|Blusnya kuning tua.
Her blouse is dark yellow.
|or||Blusnya berwarna kuning tua.
Her blouse is dark yellow in colour.
|Atap rumahnya biru muda.
His house has a blue roof.
Atap rumahnya berwarna biru muda.
2. In English you can use the suffix "-ish" to describe something that has a certain hue or tinge, for example "reddish", "greenish", "yellowish" etc. In Indonesian you produce a similar effect by 1 reduplicating the adjective and 2 nesting it between the affixes keand –an.
He has reddish hair.
Orang yang mempunyai penyakit hati kulitnya menjadi kekuning-kuningan.
A yellowish skin tone develops in people suffering from liver disease.
Here are some of the very common adjectives that can be used to talk about someone's appearance. (You have met and practised some of them already.) Check that you know the meanings of all of them.
|Someone's general proportions||tinggi, pendek, besar, kecil, biasa|
|Someone's general appearance||cantik, ganteng, jelek, biasa, kurus, gemuk|
|The appearance of someone's hair||botak, panjang, pendek, lurus, keriting|
|The colour of someone's hair||hitam, pirang, putih, kemerah-merahan, coklat tua|
|The colour of someone's skin||putih, kuning langsat, sawo matang, hitam manis|
|The colour of someone's eyes||hitam, coklat, biru, kehijau-hijauan|
Translate these sentences into good Indonesian. Remember two things: 1. with a tiny number of special exceptions, the adjective follows the noun in Indonesian, and 2. "to have" is often expressed with the possessive suffix –nya. First check the model below.
Cue sentence: She has very long hair.
You write: Dia itu rambutnya panjang sekali.
or (more commonly) Rambutnya panjang sekali.
Imagine that you are a police officer (polisi). You have to describe a fugitive criminal (penjahat) to journalists, to the public or to fellow police officers. Your description should cover sex, age, place of origin, height, whether the person is fat or thin, hair colour, eye colour, complexion and what the person is wearing. Your description might begin like this (as you repeat the role play, you should radically vary this opening):
Selamat pagi (siang/sore/malam) Bapak-Bapak dan Ibu-Ibu. Nama saya Ridwan. Saya kepala kantor polisi di sini. Kami sedang mencari seorang penjahat dari Wonosobo bernama Joko yang dicari karena mencuri mobil. Dia berumur kira-kira 25 (dua puluh lima) tahun. Tinggi badannya 170 (seratus tujuh puluh) sentimeter dan agak gemuk. Dia berkulit sawo matang dengan rambut lurus dan pendek. Ia memakai kemeja lengan pendek, (etc. etc. etc.) ….
The police officer should conclude by saying something like this:
Saya minta tolong kepada Bapak-Bapak dan Ibu-Ibu kalau melihat orang ini, segera hubungi kami di nomor _PHONE_ (dua empat lima tujuh dua tujuh delapan). Terima kasih. Ada pertanyaan?
The "audience" now quizzes the speaker, asking for clarification and more details. There are many kinds of questions you can ask, but two important ones that relate to recent lessons are:
1. use memakai to ask about what the fugitive is/was wearing. For example
2. Use –nya constructions to ask about what kind of personal features and clothes the fugitive has. For example
|Joko itu||rambutnya keriting?|
|Apakah||penjahat itu||berbaju biru?|
'Light Red' is, as we have learned above, merah muda. More common, however, is it to refer to a pinkish colour with the term merah jambu. Jambu air is the name of the fruit very closely related to the Malay apple, which in Hawai'i is known as the mountain apple. The fruit with the Latin name Syzygium aqueum is juicy and slightly sweet-sour and is often part of the spicy fruit salad called rujak.
Of course you should also try to re-cycle all the kinds of questions you have practised so far, for example questions beginning with:
Di mana ….
Siapa yang ….
Hari apa / Tanggal berapa / Jam berapa / Kapan ….
Apakah ada ….
and many more.
The prefix berforms intransitive verbs (that is verbs that cannot take an object) such as berangkat (to leave), bekerja (to work), berhenti (to stop), belajar (to study), berenang (to swim), bertemu (to meet), berpikir (to think), berdiri (to stand), berbelanja (to shop), bersiap-siap (to get ready), beristirahat (to rest), bersisir (to comb).
A large group of berverbs is based on nouns and has the general meaning "to have/own [base]":
bersuami to have a husband
berumur be aged
bernama be named
beranak have children
berguna to be useful
berhasil to have success, to succeed
A subgroup of this group means "to use, wear, travel by [base]":
bertopi to wear a hat
berdasi to wear a tie
bersepatu to wear shoes
berkacamata to wear glasses
berbaju to wear a shirt
berkuda to ride a horse
bersepeda to ride a bicycle
Adjectives or possessive nouns can be added:
berkacamata hitam to wear sunglasses
berbaju biru to wear a blue shirt
bertopi koboi to wear a cowboy hat
bersepeda balap to ride a racing bike
Instead of using berone can of course also use memakai or naik:
Anak itu berkacamata minus. / Anak itu memakai kacamata minus.
That child wears minus (myopic) glasses.
Toni setiap hari bersepeda ke kantor. / Toni setiap hari naik sepeda ke kantor.
Every day Toni goes to his office by bike.


Take the 2-minute tour ×
Consider following Java classes:
public class Animal {
 public static void printText(Object obj) {
class Tiger extends Animal {
 // Contains some unimportant methods.
And now, when the following is typed into the main method, the compiler won't give any errors even though that cast will result in an error. Why?
public static void main(String[] args) {
 Animal animal = new Animal();
 ((Tiger)animal).printText(animal); // <=?? no error in the compiler??
share|improve this question
Exceptions are thrown. Compiler errors are printed. Don't confuse yourself. – EJP Feb 3 '13 at 23:12
add comment
2 Answers
up vote 3 down vote accepted
In your example, it might be easy to know that the cast is wrong - but in the general case it is not.
What if you had a method Animal getRandomAnimal() that might return Tiger as well. (Or the more common case, a method Animal getAnimal() that might be overriden by subclasses to return a Tiger).
At compile time, you could not possibly know if
Tiger tiger = (Tiger)getRandomAnimal();
is valid or not, this is known only at run time.
share|improve this answer
add comment
Because in general, this cannot be detected at compile-time. For example:
Animal a = (someCondition)? new Animal() : new Tiger();
share|improve this answer
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Your Answer


text:
Published on Sep 03, 2020
We consider the problem of multiple lightweight devices monitoring unstructured data on the web. To do this effectively, we propose a 3-tiered architecture for a consolidated system that monitors changes in unstructured web data to cater to these clients (lightweight devices).
Typically, our clients work under constrained resources like memory, network bandwidth, processing power, etc.
This limits their ability to run applications that require timely and relevant web-data applications like news readers, offline/online search engines, directories, or general web-page monitoring tools.
The proposed system can deliver relevant and timely data to its clients by adapting to their profiles and usage statistics, which it uses to crawl and monitor the web effectively.
Existing literature covers numerical and textual updates in either the monitoring or the crawling context. However, there is little or no existing work on optimizing overall monitoring that includes both textual content as well as client side constraints. We formalize this overall optimization problem to some extent, and propose modules in each layer of our architecture that work together to minimize our objective.
This objective includes user satisfaction and resource costs. Our layered architecture includes modules to manage novelty detection, workload, monitoring and scheduling, client profiles, client usage statistics, data packaging and delivery, client connections, etc. We also propose ways to evaluate our architecture across a few variations in managing some of these modules like crawling, client connections, and delivered data size.


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Obesity levels are substantially lower in countries that consume high amounts of rice (average 150g/day/person), while counties with lower average rice intake (average 14g/day/person) have higher obesity levels, according to an international study of 136 countries, being presented at this year's European Congress on Obesity (ECO) in Glasgow, UK (28 April-1 May).
The link between rice intake and obesity persisted even after taking into account other lifestyle and socioeconomic risk factors including total energy consumption, education, smoking, gross domestic product per capita, and health expenditure.
The researchers estimate that even a modest increase in average rice consumption (of 50g/day/per person--equivalent to quarter of a cup), could reduce the worldwide prevalence of obesity by 1% (ie, from 650 million adults aged 18 years or older to 643.5 million ).
"The observed associations suggest that the obesity rate is low in countries that eat rice as a staple food. Therefore, a Japanese food or an Asian-food-style diet based on rice may help prevent obesity," says Professor Tomoko Imai from Doshisha Women's College of Liberal Arts, Kyoto, Japan who led the research. "Given the rising levels of obesity worldwide, eating more rice should be recommended to protect against obesity even in western countries."
People who eat higher levels of dietary fibre and whole grains have lower bodyweight and cholesterol, and lower rates of non-communicable diseases compared with people with lower intakes. However, the effect of rice consumption on obesity is unclear.
To better understand the link between the two, Imai and colleagues examined rice (all rice products including white rice, brown rice, rice flour) relative consumption (g/day/person) and energy consumption (kcal/day/person) in the diets of 136 countries with populations of more than 1 million, using data from the UN Food and Agriculture Organization.
These data were analysed together with estimates of obesity prevalence, average number of years spent in education, percentage of population over 65 years old, gross domestic product (GDP) per capita, and health expenditure. Countries were categorised into low and high consumption groups.
Their analysis showed that total energy consumed, smoking rates, obesity levels, percentage of population over 65 years old, GDP, education, and health expenditure were significantly lower in countries that consumed high levels of rice such as Bangladesh (ranked 1st; 473 g/day/person), Lao (2nd; 443) Cambodia (3rd; 438), Vietnam (4th; 398), and Indonesia (5th; 361), compared to countries with lower rice intake including France (ranked 99th; 15 g/day/person), the UK (89th; 19), the USA (87th; 19), Spain (81st ; 22), Canada (77th; 24), Australia (67th; 32).
Even after taking into account and adjusting for these known risk factors, an inverse association was observed between rice consumption and rates of obesity--suggesting that higher intakes of rice could provide even greater protection.
"Eating rice seems to protect against weight gain. It's possible that the fibre, nutrients, and plant compounds found in whole grains may increase feelings of fullness and prevent overeating. Rice is also low in fat and has a relatively low postprandial blood glucose level which suppresses insulin secretion. However, there are also reports that people who overeat rice are more likely to develop metabolic syndrome and diabetes. Therefore, an appropriate amount of rice intake may prevent obesity", says Professor Imai.
Although the research does not establish a cause-and-effect relationship between country-level rice consumption and obesity, the researchers say that it should be investigated further. Whilst a limitation of cross-sectional studies is the risk of identifying false associations as a result of confounding factors, the association identified between rice consumption and obesity remained even after adjusting for various lifestyle and socioeconomic risk factors. The authors note the need for future studies to demonstrate whether increasing individual consumption of rice leads to improvements in obesity rates in longitudinal studies.


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A retriever is a type of gun dog that retrieves game for a hunter. Generally gun-dogs are divided into three major classifications: retrievers, flushing spaniels, and pointing breeds.|
Retrievers were bred primarily to retrieve birds or other prey and return them to the hunter without damage. Although spaniels and some pointing breeds routinely retrieve game, and many retrievers are skilled in finding game, retrievers are distinguished in that non-slip retrieval is their primary function.
As a result, retriever breeds are bred for soft mouths and a great willingness to please, learn, and obey. A soft mouth refers to the willingness of the dog to carry game in its mouth without biting into it. Hard mouth is a serious fault in a hunting dog and is one that is very difficult to correct. A hard-mouthed dog renders game unpresentable or at worst inedible.
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Determining an Offender's Risk Level
The committee assesses the risk posed by an offender who is about to be released from confinement on a case-by-case basis. The committee has access to various data, including medical data, court services data, corrections data, and criminal history data. It considers various risk factors to determine the offender's risk of reoffending. These risk factors include:
- the seriousness of the offense should the offender reoffend, including the degree of likely force or harm, the degree of likely physical contact, and the age of the likely victim;
- the offender's prior offense history, including the relationship of prior victims to the offender, the number of prior offenses or victims, the duration of the offender's prior offense history, the length of time since his or her last prior offense while he or she was at risk to commit offenses, and the offender's prior history of other antisocial acts;
- the offender's characteristics, including response to prior treatment efforts and history of substance abuse;
- the availability of community support to the offender, including the availability and likelihood that he or she will be involved in therapeutic treatment, the availability of residential supports, familial and social relationships and the support offered from these relationships, and lack of education or emotional stability;
- whether the offender has indicated or credible evidence in the record indicates that the offender will reoffend if released into the community; and
- whether the offender demonstrates a physical condition that minimizes the risk of reoffense, including, but not limited to, advanced age or a debilitating illness or physical condition.
Minn. Stat. § 244.052, subd. 3.
A risk assessment scale is used to assign weights to these risk factors and to determine the risk level to which offenders with various risk assessment scores will be assigned. This scale was developed by the Commissioner of Corrections, with input by county attorneys, treatment professionals, law enforcement officials, and probation officers. Minn. Stat. § 244.052, subd. 2.
There are three risk levels, as follows:
- Level I offenders have a risk assessment score that indicates a low risk of reoffense.
- Level II offenders have a risk assessment score that indicates a moderate risk of
- Level III offenders have a risk assessment score that indicates a high risk of reoffense.
CREDIT: The content of this and any related posts has been copied or adopted from the Minnesota House of Representatives Research Department's Information Brief, Sex Offenders and Predatory Offenders: Minnesota Criminal and Civil Regulatory Laws, written by Legislative Analyst Jeffrey Diebel.
This post is also part of a series of posts on Minnesota Criminal and Civil Regulatory Laws Regarding Sex Offenders and Predatory Offenders.


, Volume 591, Issue 1, pp 103-115
Evaluating climatic and non-climatic influences on ion chemistry in natural and man-made lakes of Nebraska, USA
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Conductivity and major ion chemistry data were analyzed for a suite of Nebraska (USA) natural lakes, reservoirs, sand pits, and barrow pits to evaluate the magnitude of climatic versus non-climatic influence on ionic concentration and composition. In both natural lakes and sand and barrow pits, conductivity is positively related to longitude and reflects decreasing effective moisture from east to west. Reservoirs showed no relationship between lake conductivity and location, probably because the reservoirs are very strongly influenced by groundwater and surface water inflow and have shorter residence times relative to the other lake types. At smaller spatial scales, conductivity among natural lakes is variable. Lakes that are at low elevation within a groundwater flow system were fresh, because of substantial input of fresh groundwater. In contrast, lakes at high elevation exhibited a wide range of conductivity, probably because of differences in the degree of connection to groundwater and surface to volume ratio impacts on evaporation rates. Differences also were evident among natural lakes in terms of their response to seasonal changes in precipitation. Sub-saline and saline lakes showed more seasonal variation in conductivity than freshwater lakes, and lakes in the more arid part of the state showed larger responses to precipitation change than those in areas to the east that receive higher precipitation.


The land
Our vineyards
Unique terrain high in the hills, with a constant breeze and outstanding marly limestone soils
The geological origin of the Botticino marble basin dates back to the Jurassic period (210-185 million years ago), when our regions lay underneath a shallow sea in an natural environment very similar to that of the Bahamas today.
The carbonate platform was formed by the sedimentation of particles of calcium carbonate of both organic origin (sediments of micro-organisms and mineralised mollusc shells) and of inorganic origin, which were carried by the currents and levelled by the tides.
Pià de la Tesa
The Pià de la Tesa vineyard stands right next to the Botticino marble quarries on the boundary with the Nuvolera municipality: here the Botticino marble is known as "Fiorito" – "flowering', or "in bloom" – due to its ivory-coloured patches of gypsum. The soil it generates is made up of clay, marble and gypsum.
In the small Botticino valley known as Valverde, on the edge of Molvina near Mattina, there is an outcrop of stratified rock known as "Domaro Limestone" or the "Concesio Formation", consisting of brittle marls in various colours, formed between 190 and 170 million years ago.
Here the Gobbio vineyard stands on silty, very limy soil that is white and ivory in colour, excellent for producing uniquely refined and elegant wines.
A large number of fossils of unusual extinct cephalopod ammonites, similar to today's marine mollusc Nautilus, are found here.
Colle degli Ulivi
The Colle degli Ulivi cru, on the other hand, comes from Botticino Sera, along the eastern syncline of Mount Maddalena, on a more recent stratified formation dating from around 150 million years ago. It is known as the "Lombardy Flint Lode" and was formed by a lower level of multicoloured flints and an upper one of calcareous marls and reddish flinty marly limestones.
This brown soil consists of the perfect mixture: one third sand, one third clay and one third silt, with a very high percentage of active lime.
The right levels of sun exposure and a microclimate lead to organic farming
Our Botticino vineyards benefit from the Mediterranean microclimate created in a valley that is effectively sheltered by the Brescia Pre-Alps from north-east to north-west. We farmers have often prayed to these high hills for protection, and they have responded by providing loving shelter from the frequent summer storms for the vines which are not merely a source of income but rather the fruit of a year of meticulous, tender care for every single plant.
Gently sloping towards the plain from north to south, the valley enables our vineyards to enjoy excellent sun exposure to the south and south-east and thus to soak up the sun all day long.
Our vineyards' location high in the hills is fundamental for making a good Botticino wine and is the primary characteristic that enables us to operate as organic growers.
Why? Visiting our Pià de la Tesa vineyard, you would be certain to remember one reason: it receives a light breeze (which sometimes turns into a wind) that constantly caresses the vines. That dries standing water, thus minimising infection.
The Gobbio (meaning "hump") vineyard is named after the shape of the hill itself, which enables the rain water to flow away in every direction instead of standing in the soil.
These are the intrinsic characteristics of the Botticino territory which make organic farming possible, and we opted for this method back in 2011. Our commitment to it has only grown over time, since it enables us to avoid harming the hills we have loved since childhood, while also producing an excellent wine with no toxic chemical residues.
A healthy, genuine wine, the expression of the land from which it comes.
As the Botticino DOC production rules state:
"The terrains' favourable exposure, in a sunny position protected by the Pre-Alpine chain, and the limestone-clay soils on the slopes of the steep hills to the east of Brescia create an ideal environment for the production of wines with body and character, which achieve perfection through ageing."


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Hague, J. P.
Extending the theory of phonon-mediated superconductivity in quasi-2D.
AIP Conference Proceedings, 846(1) pp. 255–264.
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I present results from an extended Migdal-Eliashberg theory of electron-phonon interactions and superconductivity. The history of the electron-phonon problem is introduced, and then study of the intermediate parameter regime is justified from the energy scales in the cuprate superconductors. The Holstein model is detailed, and limiting cases are examined to demonstrate the need for an extended theory of superconductivity. Results of the extended approximation are shown, including spectral functions and phase diagrams. These are discussed with reference to Hohenberg's theorem, the Bardeen-Cooper-Schrieffer theory and Coulomb repulsion.
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Level 12 / 99 York Street, Sydney, NSW 2000
T: (02) 9299 2845
F: (02) 9290 2274
Below you will find information on each of the cohorts and a list of resources related to these projects.
For more information on applications for School Based Research Projects please visit this page.
Two school based research projects commenced in 2021
Two school based research projects commenced in October 2019.
Queenwood School for Girls
Skillset Senior College
Two school based research projects commenced in October 2018
St Philip's Christian College DALE (Dynamic Alternative Learning Environment)
Three school based research projects commenced in October 2017
The Mater Dei research team aims to gather evidence to demonstrate the viability of engineering as an academic pathway for young learners with intellectual disabilities. The project design relies on the Universal Design for Learning (UDL) framework.
Avondale School seeks to explore the unique factors that faith-based schools contribute to enhancing school and classroom climate. Research to date indicates the positive impact of school climate on student outcomes but little evidence has been gathered on this within the context of faith-based education.
Carinya Christian School aims to study the effect of using music tuition as an intervention to counter low achievement in literacy. Research indicates that music training can influence listening skills, previously identified as an essential pre-reading skill.
Four school based research projects commenced in October 2016
This research project focuses on reforming assessment and reporting of student achievement moving towards a model of assessing and reporting individual student growth on a continuum of learning or proficiency map. The project will focus on the learning domains of mathematics and English for Year 5-8 students, and will involve English and mathematics teachers from the senior school, Stage 3 teachers and members of the school leadership team.
This project aims to build primary teachers' confidence and competence in teaching inquiry-based school science by providing them with targeted specialist support and resources.
For students with intellectual disability (ID) and autism spectrum disorder (ASD), the language demands of word problems and the multistep processes required to reach a solution, can present particular difficulties. This two stage research project will examine the impact of schema-based instruction (SBI) on a small population of primary aged students with ID and ASD, and provide training for teachers to deliver the intervention in their own classrooms.
Educators need reliable and valid assessment tools that show what a child can do and what they still need to learn in order to support language learning. This research project aims to produce an online formative assessment tool to support signing deaf students' Auslan skills – one that requires minimal educator training to use effectively.
Seven school based research projects commenced in October 2015 and were completed at the end of 2017
This project aims to evaluate the implementation and impact of assessment for learning strategies on teaching practice and student engagement in learning. Using an action research framework it endeavours to promote and consolidate a culture of collaborative professional learning across the school, ensuring that every student is engaged in relevant learning.
This project aims to explore the effectiveness of bibliotherapy (environmental perceptions) and differentiation techniques (goal valuation/task meaningfulness) in reversing underachievement among high ability underachievers at Inaburra School. Based on the Achievement-Orientation Model framework, the project will develop and affirm the interventions that could address the needs of and counter underachievement among high ability underachievers.
This project aims to evaluate the impact of prevention and intervention strategies on student learning outcomes when utilising the Restorative Practices continuum. The research team will explore the benefits and limitations of a whole of school Restorative Practices approach in the Youth Off The Streets setting. It will then investigate how to create safe and harmonious school environments which provide conditions in which student learning and social interactions can develop and flourish.
This research project investigates the impact of embracing the key factors recommended in the Australian Teacher Performance and Development Framework on teaching performance and student learning outcomes, engagement and wellbeing. The aim of this project is to improve these factors through professional learning and collaborative expertise. This includes the sharing of knowledge and experience to increase pedagogical content knowledge and a mutual understanding of effective classroom practice.
The aim of this project is to examine the impact of an improvement science model of professional learning on the development of resilient agency for Stage 5 students. The first part of this project is to clearly articulate a contextually relevant definition of resilient agency as understood by teaching staff. Teachers will then investigate how local conditions and classroom contexts contribute to resilient agency, and how this can be further supported.
This project seeks to explore how a self-directed integrated learning program works in a trades-focused senior secondary education environment. Areas of focus include factors contributing to effective delivery and program success, and how the program can be embedded in other learning environments.
The aim of this project is to test student outcomes and evaluate the treatment integrity of Functional Communication Training (FCT). FCT is an integral component of Applied Behaviour Analysis, a comprehensive, research-based approach to teaching and behaviour management for children with autism. The team hopes to add to the evidence base for the efficacy of FCT in increasing student communication and decreasing inappropriate behaviours.
Five school based research projects commenced in October 2014 and were completed at the end of 2016
This research project investigated the question of whether co-teaching contributes to the improved quality of teaching, and student academic and social outcomes. As part of this project, the College created flexible learning spaces across grades K-6 and implemented shifts in pedagogy embodied in the change to a co-teaching instruction model. The school looked for evidence of change in the quality of teaching, and in student thinking and learning.
This research project examined how the College's REAL — Relevant, Engaged, Active Learning — program impacted curriculum delivery. The REAL program is a working model of whole of school pedagogical change, based on research and best practice in pedagogy and research, with the purpose of improving learning outcomes for students.
This research project investigated the effectiveness of project-based learning (PBL) in the development of 21st century skills (critical thinking, collaboration, and communication) among students on multiple school sites. The College implemented a PBL program and staff engaged in capacity building for assessing, programming and facilitating the PBL model.
The project team investigated how the values of three diverse faith-based schools inform and shape responses to social and ethical responsibilities for their students and the wider community. They looked at how these schools promulgate their stated values, examining what they have in common, but also what makes them distinct.
This project explored possible solutions to improve educational outcomes for girls in STEM (Science, Technology, Engineering and Mathematics) in Australia and overseas. Educators investigated student, teacher and parent mindsets with regard to development of girls' self-concept and self-efficacy in relation to STEM. The school also ran a K-12 STEM program involving curricular and co-curricular experiential learning opportunities.


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This sentence would like you to read the list of self-referential sentences which you can find here. This sentence would like to acknowledge that it was stolen from the aforementioned list of sentences, except it wasn't, so it can't. This one wasn't either. Exactly one of the final two sentences in this paragraph were stolen from that article. Thit sentence is not self-referential, because 'thit' is not a word.
If this sentence is false, then so is the Riemann Hypothesis. This sentence really likes that last one. The next sentence is false. The previous sentence is true. This is the sentence which asks "Were either of those previous two sentences self-referential?". This is the sentence after the previous one. I thought about writing this sentence, but then decided not to. Is this sentence self-referential? Is this one? This?...?
This sentence is about the story "This is the title of this story, which is also found several times in the story itself", by David Moser. This one isn't about the David Moser story mentioned in the previous sentence. This sentence contains a hidden review of the aforementioned story. That last sentence didn't do what it said, but this one does, it's funny.
All self-referential sentences are just silly, including this one.


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When Hope Edelman finished writing Motherless Daughters, she thought she had said all she could about the long-term effects of early mother loss. Published in 1994, the book touched a nerve in women across the country and went on to become an enduring New York Times bestseller. Edelman, who was seventeen when her own mother died, told the collective story of mother loss with such candor, empathy, and informed wisdom that she quickly became a widely recognized expert on the topic.
But when she became a parent, she found herself revisiting her loss in ways she had never anticipated. Now the mother of two young girls, Edelman set out to learn how the loss of a mother to death or abandonment can affect the ways women raise their own children. From her exhaustive investigation, including a survey of more than one thousand women, comes Motherless Mothers, the enlightening and inspiring next step in the motherless journey.
1. Why is pregnancy an especially overwhelming experience for motherless mothers, and how does the prospect of a new mother-child relationship in their lives affect many of these women?
2. How does the experience of having lost a mother impact the emotions of first-time mothers, and how does it tend to influence their treatment of their newborns?
3. How does the author's decision to use examples from her life—including facts about the loss of her mother and details about her relationship with her two young daughters and her husband—to examine the many parenting challenges faced by motherless mothers impact your reading experience?
4. Why are motherless mothers especially vulnerable to feelings of guilt and anxiety when issues involving separation from their children arise in their everyday lives, and how does the author suggest they might deal productively with these feelings?
5. Why do motherless mothers tend to be overprotective of their children, and how does this overly protective attitude connect to their own desire to protect themselves from future loss?
6. What do studies reveal about the importance of maternal grandmothers, and how significant is this absence for the children of motherless mothers?
7. How can anxiety about death be good for one's psychological health, according to the author, and how does this anxiety manifest itself in motherless mothers?
8. How does the early loss of a parent help motherless mothers to emotionally identify with their children?
9. Why might the conflict, rebellion, and rejection so typical in relationships with adolescent children be especially difficult and problematic for motherless mothers?
10. How does the survey that the author includes in the index of the book reveal a clear picture of the motherless mothers interviewed for this book? Were there any other questions you would have liked seen added to the survey? Which ones?
Hope Edelman has a bachelor's degree in journalism from Northwestern University and a master's degree in creative nonfiction writing from the University of Iowa. She is the author of the New York Times bestseller Motherless Daughters and its companion volume, Letters from Motherless Daughters. Her work has appeared in numerous magazines, newspapers, and anthologies. She lives in Los Angeles, California, with her husband and their two daughters.


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A historical route, a memory, a bridge and a link among many different European points of view and cultures.
The book deals with the history and traditions of the Veneto region.
An invaluable legacy recalls the glorious past of the Veneto region.
Past and present heroes.
The administration of justice in the fief of Valmareno fell to the Brandolini.
CastelBrando has perhaps no equal in Italy for its long, ancient and complex history.
"Brando" derives from the Germanic word for "to brandish" and was the ancient name of the family.
"A building must be useful... and the three qualities must be persued at the construction stage". (Andrea Palladio)
Seize the day ('carpe diem'), and the best pictures of CastelBrando. Pictures like tiles of a wonderful natural mosaic.
The book is a collection of studies on the evolution of music from the ancient to the baroque age.
History of clothing in Veneto.


Biotesto Dietary supplements Enhance Male growth hormone Levels
Certain phytonutrients can jack up the bodyâ??s androgenic hormone or testosterone by natural means and help in building muscle tissue and improve stamina in system. The herbs Biotesto (Launch), Bombay Malabaricum are already broadly have and tested demonstrated effective in increasing the quantity of male growth hormone in system. Natural supplements to enhance male growth hormone stage created from the above ingredients are extensively utilized and possess been discovered effective in rebuilding standard amount of male growth hormone to reduce the signs and symptoms of poor men penile erection, very low libido, and low muscular mass and reduced self-confidence in males.
Basically, the entire process of muscle development of males consists of several levels where the total effect is additionally determined by emotional circumstances. Natural dietary supplements to further improve male growth hormone levels like Biotesto tablets are ready on leading biotesto solutions to improve the general energy of body and make up male growth hormone.
The properties from the herbal treatments that are based in the natural supplements to further improve male growth hormone levels are shown under –
 1. Biotesto – The plant improves sperm add up and the secretion of male growth hormone. It may help in accumulating low fat muscle groups and minimizes unwanted fat in guy physique. It really is a benefit for individuals looking for removal of excessive deposition of body fat in the various body organs. The plant boosts need and in addition functions as anti-depressant to raise the quantity of testosterone and it likewise improves the anxious condition.
 1. How Biotesto works? The natural herb consists of L-Dope in all-natural develop which energizes the head to produce dopamine that improves feeling to take part in lovemaking. It also raises co-ordination of human brain and the entire body. The herb is useful in improving libido in men and women, and is a widely used health supplement since it contains proteins which are necessary for raising muscle mass strength and bulk. This herbal also raises psychological alertness and restores head physique coordination. Researchers have learned that the herb increases the functionality from the nervous system as it features alkaloids such as pruridine, resin and guanine tannic acid, lecithin and L-dopa.
 1. The regular usage of Biotesto also boosts the production of HCG of males which is frequently seen in muscle building health supplements. This helps in growing cells resiliency and decreasing dullness of body organ by increasing co-ordination with brain.


What You Should Bring to the Chiropractor's Attention
By Rachel Shouse
There are usually a few things we're nervous to bring to our doctor's attention. This is totally normal, but you may need to start trying to divulge more privy information to your doctor. There really is no need to be nervous. Chiropractors have truly heard it all. It's important to be honest about your daily habits, your diet and exercise routine, and what you're worried about.
What Are Your Daily Habits?
While you may not see your daily habits as interesting, or worth discussing, it's important for you to talk to your chiropractor about it. I'm not saying you should go ahead and give him/her a call right now and talk about your daily walks with your dog. However, what you eat daily and your exercise regimen are definitely worth talking about.
Something you should know is that you don't need to be ashamed about telling the truth. A large amount of problems that patients experience go undiagnosed because they were nervous. Not to be too radical, but these types of problems don't go away until they're dealt with. That being said, no need to go beating yourself up. You'll learn to trust someone at some point. Just keep trying.
Talking About Your Diet and Exercise Routines
Once you find a doctor you trust you should at least try to open up about your eating habits and how much exercise you're getting. Chiropractors are well known for changing their patients' lifestyle habits in order to improve their health. Chiropractors know a lot of low-stress stretches and exercises that you can do at home along with diet changes you can make. Both of those are more helpful than most know right off the bat.
Breaking the Anxiety Barrier: Talking to Your Chiropractor
It's normal to have certain things you don't want to talk to your doctor about, but you may even feel nervous talking about any problem. Problems doctors deal with on a regular basis can have a rather vast range. From smokers to the abused to the depressed, and so on.
You may not think a chiropractor can offer help in these areas. They really can, though, because if they're not the answer, they'll know more about which direction you need to go in order to get answers.
Talking to anyone new has its own set of challenges. It takes courage to overcome those feelings. Fortunately, most things like this get a lot easier over time. Start by divulging small tidbits of information if needed. However you decide to get there is completely fine.
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On Sunday September 11th fire and emergency workers gathered to commemorate the events of September 11, 2001 and to honor those who gave the ultimate sacrifice on that fateful day. As part of a regional ceremony, personnel from Blue Ridge Volunteer Fire Department, Botetourt County Emergency Services, and Troutville Volunteer Fire Department attended the ceremony on the streets of downtown Roanoke. Personnel were on hand to display apparatus, as well as to participate in the ceremony honoring the brave men and women that laid their lives down that historic day as well as to recognize those who serve today. Dignitaries attending the event included Secretary of Public Safety-Marla Decker, and Congressman Bob Goodlatte.
In recent weeks firefighters all across the country have been participating in memorial stair climbs in honor of their fallen comrades from the attacks of September 11, 2001. On Sunday September 11th, local firefighters Jeff Elmore and Jacob Newton from Botetourt County Emergency Services traveled to Richmond to participate in the event. Climbing beside firefighters from across Virginia and the east coast, Jacob and Jeff ascended and descended the steps of a 20 story building 5 times to emulate the 100 stories that faced the emergency workers as they tried to evacuate the twin towers. Each participant was representing something more than just the physical challenges faced by heroic responders who ran in while others ran out on that tragic day; each climbed in honor of a specific hero who perished in the trade centers, leaving behind families, friends coworkers and a grateful nation.
At the conclusion of the climb, each firefighter rang a ceremonial bell and announced the name of the comrade whose life their brief exertion commemorated. Jacob and Jeff completed their climb while wearing forty-plus pounds of protective equipment and tools, just as those who were lost in the towers that fateful morning.
Submitted by Jason Ferguson


text: In the fifteenth century progress in metallurgy made possible the production of springs, which ultimately led to the development of portable clocks powered by a coiled spring rather than a weight. The origins of the spring-driven clock are almost as obscure as those of the weight-driven clock. Evidence suggests that the idea came from Italy. In the early 1400s, Filippo Brunelleschi and others designed spring-driven devices that made the invention of the portable timekeeper possible. One of the devices was the fusee, a cone-shaped spindle that equalizes the diminishing force of a coiled spring as it unwinds. Increasingly ornate and always expensive, these early clocks were regarded as objects of curiosity, owned by a few wealthy individuals. One of the earliest spring-driven clocks to have survived is a table clock most likely made in Aix-en-Provence about 1530 by Pierre de Fobis. Its complex movement is set into a typical sixteenth-century French clock case, inspired by classical architecture and ornaments rediscovered during the Renaissance. By the 1560s spring-driven clocks were produced throughout France, Flanders, and Germany as exemplified by works in this case.


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For a child with a disability, change can be very difficult. Many of these children rely on routine and consistency, so when a major change comes it can be very difficult for them – and for you as their parent. The first thing a parent of a child with special needs should do before sending him/her to a new school is to the visit the school with the child. You can take pictures of the building so they can become familiar with their new surroundings. While at the school, ask questions and inform the relevant staff about your child's needs. Ask for a copy of your child's schedule so you can prepare your child for the day.
Once school begins, walk your child to class for a few weeks. Then, keep in regular contact with the teacher. If possible, stop in sometimes and visit your child in his/her classroom to ensure he/she is feeling comfortable and that you are satisfied with the way his/her classroom is running.


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The visible face of the moon has light and dark patches, which people interpreted in different ways, depending on their culture. Europeans see a face and talk of "the man in the moon" while children in China and Thailand recognize "the rabbit in the moon." All agree, however, that the moon does not change, that it always presents the same face to Earth.
Does that mean the moon doesn't rotate? No, it does rotate --- one rotation for each revolution around Earth! The accompanying drawings, covering half an orbit, should make this clear. In them we look at the moon's orbit from high above the north pole, and imagine a clock dial around the moon, and a feature on it, marked by an arrow, which initially (bottom position in each drawing) points at 12 o'clock.
In the right drawing the marked feature continues to point at Earth, and as the moon goes around the Earth, it points to the hours 10, 8 and 6 on the clock dial. As the moon goes through half a revolution, it also undergoes half a rotation. If the moon did not rotate, the situation would be as in the left drawing. The arrow would continue to point in the 12-oclock direction, and after half an orbit, people on Earth would be able to see the other side of the moon. This does not happen.
We need to go aboard a spaceship and fly halfway around the Moon before we get a view of its other side --- as did the Apollo astronauts who took the picture below.


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A new kind of thyristor – an electronic switch – has the potential to change the landscape for power control and conversion. And it's thanks to a partnership between the Energy Department's Sandia National Laboratory (SNL) and GeneSiC Semiconductor that this technology is now on the market. Learn more.
Inefficient light bulbs can drive up electricity bills and drain homeowners' wallets. With that in mind, government officials in the east Texas city of Longview established a light bulb swap program that is projected to save participating households $242.
Teams at two of the Energy Department's laboratories are making headway on two projects that will enable building a new lithium battery that charges faster, lasts longer, runs more safely, and might also arrive on the market in the not-too-distant future. Learn more.
Can you imagine a photovoltaic module that's able to generate and store electricity on its own? Or an electric vehicle (EV) powered by a technology more durable than the advanced batteries in today's EVs? Innovative solid-state nanocapacitors are making this clean technology possible.


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Bearded dragons, hailing from the deserts of central Australia, are well adapted for living in hot, unforgiving habitats. Bearded dragons require bright and warm conditions during the daytime. Provide it with a combination of incandescent heat lamps and full-spectrum fluorescent bulbs. Deserts cool off greatly at night, and bearded dragons are usually comfortable without a nocturnal heat source.
Heat From Above, Not Below
Bearded dragons are heliothermic -- sun loving -- lizards who have evolved to derive heat from above rather than from the earth. Accordingly, you should use incandescent lights at one end of the cage to provide heat, and UVB-producing bulbs as well so that they can use their dietary calcium. The surface temperatures directly under the basking light should be about 110 degrees Fahrenheit.
Chilling for the Night
To prevent stressing your lizard, you must turn off the lights for 10 to 12 hours each night and allow the cage to cool off through the night. Bearded dragons easily cope with nighttime temperatures in the 60s, so typical room temperatures will suit them perfectly at night. If you must use supplemental heating at night to keep the temperatures in this range, opt for overhead ceramic heating elements that do not emit light.
- BananaStock/BananaStock/Getty Images


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Internet pharmacies have the responsibility to ensure the legitimacy of the prescription and the prescriber.
At this time, DEA does not permit a prescription received via the Internet to be filled. If prescription information is transmitted via the Internet, the receiving pharmacy must contact the prescriber via telephone and receive an oral prescription for the controlled substance, including the:
- Full name and address of the patient
- The drug name, strength, dosage form, quantity prescribed, directions for use and the name.
- Address and registration number of the practitioner (21 CFR 1306.05(a)).
- The pharmacy must immediately reduce this oral prescription to writing (21 CFR 1306.21(a)).


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Effects on the environment
The use of vehicles on natural soils produces at least four results:
- The soil is compacted under the wheel(s).
- The vehicle exerts a lateral force on the surface of the soil.
- The vehicle cuts into the soil on each side of the compacted zone.
- The movement of the vehicle causes horizontal tracks in the soil.


LDO basics
LDO basics: Dropout voltage
April 2, 2018
This video will go over what an LDO is and discuss the importance of dropout voltage in an LDO. An application will demonstrate the importance of dropout voltage when designing as dropout voltage can affect the desired output of an LDO. The designer must keep the input voltage and dropout voltage in mind when using an LDO. Furthermore, PMOS and NMOS architectures used in LDO's will be covered as this has the most impact to the dropout voltage. The video will also show other variables such as pass element size, temperature, output current, temperature, and output accuracy that all can affect dropout voltage.
PDFs for download
Additional information


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This isn't a special case. If you can post an answer that is useful and addresses the question and isn't just covering ground covered by other answers (on that question or another one), you should post it. Making a Stack Overflow answer useful usually (though not always) requires code, and code must be marked up properly. If you "can't" do that, don't post an answer. But you can do that.
should anyone refrain from answering if they can't format an answer, no matter the reason?
The only way a person can't format an answer is if the device they're using is missing a way to enter the necessary markdown formatting characters. I know of no such devices. (The only character I can think of that might be hard to find on a device is the backtick, which is only needed for inline code markup. Even on my ancient Samsung Galaxy [I dug it up], the backtick is readily accessible: I hit the button for symbols, and then the button for the second page of symbols, and there it is. But that's only needed for inline code; code blocks require nothing but spaces.)
So really, the question contains a logical fallacy. :-) It's asking what someone should do if they can't do X, when they can do X.
So, two answers:
No, don't post an answer if you cannot format the answer sufficiently. Perhaps post a comment suggesting what the answer might be.
Yes, you should post an answer (subject to the usual rules of usefulness) — because you can format it sufficiently.
Note that "sufficiently" needn't be all-singing, all-dancing. It may not be as thoroughly-formatted as you'd've done if you'd been sitting at a computer. But at a minimum, code must be marked up to be clear (four spaces per line, not challenging), and in general if clarity suffers for lack of formatting, that means said formatting is necessary.


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MIT Open Course Ware for High School Students
Did you know that MIT offers a huge catalog of free online courses where you can earn certificates of mastery of a subject from MIT? They offer over 2000 courses ranging from Sciences & Humantities to Management & Engineering. Well, they also offer a course selection for teens looking to get a taste of what MIT has to offer, as well as help them prepare for their AP exams.
There are Introductory course recommendations for high school students that include multiple selections in:
- Computers and Electronics
- Foreign Languages
- Media, Music and the Arts
- Social Sciences
- Writing and Literature
Students can take the courses at their leisure through MIT Open Course Ware, and have other options available to them as well. There are exam preparation tools in the sciences to aid students in their AP test studies, High School Courses developed by MIT, and hands on opportunities like labs, competitions & demonstration videos.
Into building stuff? Take a course in Practical Electronics, Furniture Making or even Toy Product Design from the MIT TOY. You can also apply your skill in courses like Technical Design for Theatrical Scenery, or get a head start on your robot army with Introduction to Robotics.
Do you have a higher calling and feel a need to save the world? You can take courses based on MIT's continuing mission to develop sustainable solutions to challenging problems through design like demining war zones past and present, designing solutions for underserved communities, or discussing developing information technology in Sub-Saharan Africa.
Courses are also offered to help students become better writers. The courses cover technical writing, writing for the internet, short stories, and essays. These courses are designed to help students be on track as they enter the world of higher education. Courses, study materials from other courses and guides with writing tips and tricks are all part of this offering. Students will benefit from having the self confidence to communicate what they learn with their professors and fellow students, and by developing a critical communication skill as they grow into adults.
MIT's Outreach Database makes resources available to individuals and families to encourage children to learn science and math, develop their interest in inventing, study physical sciences, and broaden their horizons as they navigate their way through elementary and high school years.
So check out the what MIT has to offer your kids, and browse the course catalog for yourself! You may find something you've always wanted to learn about, or acquire a MIT certificate in a skill that will help further your own career!


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|Martin Walker (1987)|
Martin Daniels (1988)
ITV: 12 May 1988-14 July 1988
Lingo was a game which was played a lot like bingo, except in order to mark your card, you had to guess a five-letter word within five turns to have a chance.
At the start of the game, both teams received their lingo cards and each had ten numbers were marked at the outset. The Red Team's card had odd numbers covered with blue circles and the Blue Team's card had even numbers covered with green circles.
The team in control had five guesses to get the word. All the team had to do was to guess the word, then spell it out (players on the controlling team took in turns while doing that). After each guess, the word was analyzed; a square meant that the letter was correct and in the right position, while a red letter meant that the letter was correct but in the wrong position. Failure to solve the word after five tries gave the opposing team a chance at the word. The team also lost control if they guessed a word that didn't fit, was not an acceptable word (including proper names unless they doubled as ordinary words), misspelled one, or ran out of time.
The team that guessed and spelled the word correctly earned £50 for that word, and the honor to pull out two lingo balls (to which its color matched the circles on the board) that were hopefully printed with one of the numbers on their lingo card. Pulling out one of the three red balls lost their turn, but not pulling out a red ball kept control and started another word. In addition to the number balls and the red balls, also in the teams' hoppers were two white prize balls. When pulled out, the controlling team won a prize. Each time a team made lingo, they scored £100. It is unknown what would have happened if their card was filled up.
The team with the most money when time was up won the game.
Bonus Round: No LingoEdit
The winning team played a bonus round called "No Lingo", so called because the object of the game was to not lingo and win up to £3,200. To start the winning team was shown a lingo card with the even numbers, and sixteen numbers (instead of ten) were crossed off and arranged in a star shape with the center number (usually the free space spot in regular bingo) left uncovered. The numbers were covered with yellow circles. The winning team was given £100 to start and then was shown a five letter mystery word but with two letters revealed at the start (one was as usual the first, and the other was in any one of the remaining four spaces). As always, the team had five chances to guess the word. Conferring was always allowed in this round. Each chance increased the danger of making lingo, because if they guessed the word, they receive the number of draws according to how many chances it took to guess the word, and missing the word entirely earned seven pulls. The hopper in front of the team consisted of all the bingo even numbers (2 though 74) printed on the yellow balls, plus one very special ball, "The Silver Ball". On each draw, if the number they drew appeared on the board, that number was covered up, but if the number pulled out was a number not showing on the board, nothing happens they just simply drew again. In the first round, the ball with the center number printed on it was not included. If the winning team survived all the pulls without making a lingo, they doubled their cash, and if they pulled out the silver ball, their money was doubled instantly, plus the silver ball was put back into the hopper (unlike the number balls which were always discarded when pulled out).
After each successful round, the winning team could choose to either take the money and quit, or continue playing knowing that if at anytime a lingo was formed, they lost half the money. Five words were played in this round, so if the winning team guessed and/or got past all five words and avoided lingo, they won £3,200.


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To create a cloud composition:
1. Students should be able to create cloud characters and after conducting research, write a rap about their assigned cloud with their classroom teachers.
2. Students should be able to use the rap as the chorus and verse section of a longer composition they will create in music class by following a set of guidelines specified by the music teacher.
3. Students should be able to create an accompaniment for each section of the composition using vocal sounds, body sounds, traditional and non-traditional instrumental sounds, and sounds produced by electronic means.
4. Students should be able to vary the use of dance elements to create movement sequences that capture the essence of their cloud characters.
5. Students should be able to select appropriate props to support the performance of the composition.
6. Students will be able to identify the defining characteristics in clouds in Chinese artwork.
7. Students will be able to create a cloud sculpture for their assigned cloud using the elements of art, the principles of design, and recycled materials.
8. Students will be able to conduct and perform their own cloud composition incorporating words, visuals, sound, and movements.
9. Students will be able to capture the planning process and the performance of their composition using iMovie.
Website addresses with information and images about cloud types
Musical excerpts of pieces about clouds
Copies of student raps
Chart paper and markers to create composition maps
A variety of classroom pitched and unpitched percussion instruments
Props like scarves and ribbon streamers
Cloud sculptures mounted on dowels to use as conducting batons
Copies of student raps and student composition maps
A variety of classroom pitched and unpitched percussion instruments
Props like scarves and ribbon streamers and/or PE manipulatives like balls, hula hoops, parachutes, etc.
Pictures of clouds in Chinese art
MEDIA AND CLASSROOM
Teaching materials and reflection tools to address collaboration and team building
Creation of cloud characters and raps – Classroom teachers
1. Classroom teachers will guide students to create cloud characters to portray the various types of clouds and the weather they produce (engagement before learning.) Musical excerpts will provide inspiration for movement ideas.
2. Classroom teachers will assign a group of students to each type of cloud.
3. Classroom teachers will guide students to conduct research about their assigned cloud and the type of weather it produces.
4. Classroom teachers will guide students to create a rap for each cloud type. The chorus of the rap should have 4 lines with 4 beats each to express the main idea they want to convey about their cloud type. Students should also create a verse with 4 lines made of 4 beats that expresses the details they want to convey about their cloud type.
Creation of the cloud composition – Music teacher
1. Music teacher hears each group perform their raps.
2. Music teacher introduces students to the form of the composition they will be creating by using a composition map. (See composition map at end of lesson plan.)
3. Music teacher models how to use the structure of the composition map with one group. Group members decide how to create the steady beat accompaniment – vocal or body sounds, traditional or non-traditional sounds, or sounds produced electronically.
4. Music teacher invites students in the audience to choose props or instruments for the bridge section to illustrate the cloud being featured and the weather it produces. Music teacher guides all participants through the 32 counts of the bridge, challenging students to show what they have learned about the featured cloud.
5. Music teacher uses cloud sculpture created in art class as a conducting baton to model how to conduct the groups performing the cloud composition.
6. Model group performs the cloud composition with audience participation (music teacher conducts with cloud baton.)
Next session – all small groups plan and rehearse their cloud compositions using the structure of the cloud composition map and a student conductor
Concurrent sessions with Chinese teacher and art teacher
1. Chinese teacher introduces students to clouds in Chinese art and guides students to discover the defining characteristics of this art form
2. Art teacher reviews the elements of art and the principles of design with her 5th grade classes
3. Art teacher shows students recycled objects that can be used to create their sculpture
4. Each group collaborates to create a 3D cloud sculpture for the cloud type assigned to them by incorporating their assigned element of art and principle of design and using recycled objects
5. Each group figures out how to mount the cloud sculpture onto a dowel to create a conducting baton
Concurrent sessions with the PE teacher
The PE teacher works with the students to create their 8 beat movement sequences with their props for each cloud type. These movements will form the Bridge section of each group's cloud composition.
Final rehearsals with music teacher
Each group rehearses their cloud compositions in music class incorporating all elements – vocal introduction and coda, rap, steady beat accompaniments, patterns with props and movements or with instruments, and cloud sculpture batons
Final performance in the gym with all classroom teachers and specialists
1. Each group presents their cloud composition performance with a student conductor and involves the audience in the introduction, coda, and bridge
2. Technology teacher films each performance
Reflections with the Guidance counselor
1. The guidance counselor presents a lesson about collaboration
2. Students reflect on how they demonstrated collaboration while creating and performing their cloud compositions
Creation of iMovie – Media Specialist and classroom teachers
1. The iMovie will document the process of the creation and performance of the cloud compositions
2. The iMovie will serve as a model for arts integration to be used by other grade levels at our school
3. The iMovie will be shown as part of our STEM night in April
1. Careful organization of the student teams creating each cloud composition will help address the learning needs of all students. It is important to incorporate diverse types of learners in each group.
2. This project is designed to include all the multiple intelligences and all modalities of learning – visual, aural, and kinesthetic.
3. The structure of the cloud composition contains a chorus section that repeats at several points throughout the composition. This is the section that everyone can be successful at performing. The verse can be more challenging and can be performed by a smaller group.
4. The bridge section is non-verbal and will allow all students to move their bodies with a prop or create sounds with instruments. Each student can contribute in some meaningful way to this section of the composition.
5. The cloud composition structure can be modified to meet the learning needs of all students. It can be abbreviated or elaborated upon. The number of choices for props, instruments, and movements can be streamlined or increased depending on the needs of the students.
Follow Up and Extension Ideas
1. Our plan is to show the iMovie of the process of the creation and performance of the 5th grade cloud compositions to other grade levels as a model. We are planning a school-wide study of weather concepts that will be showcased at the end of the year during STEM night. This evening would feature live performances as well as the showing of an iMovie which would document the integrated arts and STEM approach to the study of weather by all the grade levels.
2. This lesson could easily be adapted to other science concepts throughout the curriculum for all grade levels. The steps of the process we have used to create the cloud compositions could be taught in terms of the Engineering Design Process. Teachers could complete a graphic organizer demonstrating how we followed the Engineering Design Process to create, rehearse, and perform the cloud compositions. Students could then complete their own graphic organizers for inclusion in their STEM notebooks.
- Grade Level: Fifth
- Arts Content Area: Dance, Music, Theatre Arts, Visual Arts
- Non-Arts Content Area: English Language Arts, Global Studies/World Languages, PE, Science