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Color Paddles (Set of 18)
8 - 11 years. Explore the exciting world of color with these color paddles. Transparent 6" paddles in six colors with three textures demonstrate the principles of color mixing. Use these paddles in planned activities or place them in a learning center for children's individual explorations. Set of 18 (3 each of 6 different colors: red, yellow, blue, orange, green, and purple).
Activities with the Color Paddles:
DISCOVERY TIME - Give children the Color Paddles and allow them to explore. Encourage them to examine the paddle shapes, colors, and textures. Allow children to discover color combinations.
VIEWING COLORS - Use red, blue, and yellow paddles. Have children hold the red paddle up to their eyes. Ask them to describe what they see. Switch to the blue paddle. What does the blue view look like? Switch to yellow. Have children describe the yellow view. Red, blue, and yellow are primary colors.
MIXING COLORS - Combining any two of the primary colors forms a third color called a secondary color. Have children overlay two primary color paddles up to their eyes. What happens? Have them find the color paddle that matches this new color mixture. Find all the combinations of the primary colors. These primary color combinations create the secondary colors: green, orange, and purple.
COLOR PADDLE WHEEL - Have children create a Color Paddle wheel! Help them trace three overlapping paddle shapes on a piece of paper. Children can color the paddle shapes with crayons or markers. Color the three primary colors. Where the paddles overlap, color the correct secondary color mixture.
COLOR HUNT - Children can go on a color hunt! Have them use the Color Paddles as guides to find items in the room that are the same color. See if children can find all six colors in the room. Who can find the most primary colors? Who can find the most secondary colors? Award the best color hunters!


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Will Your Future Furniture Be Made Of Lab-Grown Wood? MIT Research Says Tech Could Solve Deforestation
3 Mins Read
Why do we need to cut down trees when we can simply grow them? That's the question that researchers at the Massachusetts Institute of Technology (MIT) asked. In a new paper, the scientists detail how they've developed plant-based materials like wood and fibres by cultivating it in their lab – and this could help lighten our environmental footprint on the planet.
New research conducted by MIT scientists shows that we can grow structures out of plant cells in a lab. The study, published in the Journal of Cleaner Production, proposes that certain plant tissues like wood and fibre can be lab-grown – the same way that food techs are now cultivating meat directly from animal cells as a sustainable protein solution.
"If you want a table, then you should just grow a table," study co-author Luis Fernando Velásquez-García, principal scientist of the Microsystems Technology Laboratories at MIT, told campus paper MIT News Office.
Together with lead author and PhD student in mechanical engineering Ashley Beckwith and Jeffrey Borenstein, a biomedical engineer at nonprofit institution Draper Laboratory, Velásquez-García believes that lab-grown technology presents a solution to the unsustainable depletion of Earth's resources.
I wanted to find a more efficient way to use land and resources so that we could let more arable areas remain wild, or to remain lower production but allow for greater biodiversity.Ashley Beckwith
After extracting cells from zinnia leaves, the team grew wood-like cells in the lab, without soil or sunlight. First culturing the cells in growth medium, they then moved the cells into a gel and encouraged them to grow into a wood-like structure using auxin and cytokinin, two types of plant hormones.
The scientists can even tweak or "tune" the levels of hormones, which controls the amount of lignin the cells produce, to determine how firm the final product will be.
"You can visually evaluate which cells are becoming lignified, and you can measure enlargement and elongation of cells," explained Beckwith.
While the technology is still in its early stages and far from being market ready, the paper starts the conversation on novel ways to produce biomaterials, which could have a big impact on disrupting forestry and agriculture.
"The way we get these materials hasn't changed in centuries and is very inefficient. This is a real chance to bypass all that inefficiency," said Velásquez-García.
There's an opportunity here to take advances in microfabrication and additive manufacturing technologies, and apply them to solve some really significant problems in the agriculture arena.Jeffrey Borenstein
"I wanted to find a more efficient way to use land and resources so that we could let more arable areas remain wild, or to remain lower production but allow for greater biodiversity," added Beckwith.
Describing the innovation as "unchartered territory", the researchers recognise that there still remains many technological and scientific hurdles before lab-grown plant materials can be a reality. Among some of the key obstacles they anticipate include whether this can be applied to different plant species, and how to scale-up production – a similar obstacle that cell-based alternative protein startups face.
Nonetheless, co-author Borenstein believes that this is only the beginning. "There's an opportunity here to take advances in microfabrication and additive manufacturing technologies, and apply them to solve some really significant problems in the agriculture arena."
Lead image courtesy of Unsplash.

source: openbmb/Ultra-FineWeb


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External LinkThis is a link to an external site for: Chaturanga computer game
Chaturanga computer game: _URL_
Web page created: 2003-02-14. Web page last updated: 2003-02-14
- Chaturanga. The first known variant of chess. (8x8, Cells: 64) Author: Fergus Duniho.
- 恰圖蘭卡(Chaturanga). 第一種已知的象棋類遊戲 (Chinese Language) Author: Ri S. Huang.
- Chaturanga. Oldest known form of chess. Author: Ed Friedlander.
- Chaturanga. Oldest known form of chess. (Recognized!) Author: Fergus Duniho.
- A Chaturanga Problem by Bas de Haas. Mate in two moves, following Chaturanga rules. Author: Hans L. Bodlaender. Inventor: Bas de Haas.
- 4-handed Chaturanga with dice. Missing description Author: M Winther.
- Chaturanga. Oldest known form of chess. Author: Tony Quintanilla.
- Chaturanga. Version using Alfaerie graphics. Author: David Howe.
- Chaturanga. Version with fancy graphics. Author: David Howe.
SELECT * FROM IndexEntry LEFT JOIN Item USING (ItemID) WHERE LinkItemID = 'Chaturanga' AND IsHidden=0 AND IsDeleted=0 ORDER BY CONCAT(Type,LinkText)


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Is there a Best Practice on where to implement AD Import rules in a Hierarchy? Should be this done on the Parent SMP or Child SMPs?
There is not a written "best practice" per se but the general practice and common sense has usually lined to the following:
In a hierarchy environments recommended approach is to have AD Import to be run on the Tier 1 NS only (Parent SMP). There are some misconception on how all these resources are send between the Parent and Child SMPs:
Parent never sends down computer resources.
Computer resources are replicated(not relocated) from Child to Parent.
However if it is needed to replicate some imported data DOWN(e.g. Users), then there should be custom hierarchy rule for that resource type.
Keep in mind that some resources(which are included into default rules) can replicate imported data by default, because imported resource can become dependent item of some existing resource(e.g. Computer can replicate User with it ).
There are a lot of hierarchy rules which replicate resources in UP direction.
So it also should be checked that new custom hierarchy rule which will replicate resource in DOWN direction should not have a duplicate which will replicate same resources in UP direction.
If there will be 2 rules for same resources and different direction then it will be impossible to find real "source of truth".
In that case if it is needed to replicate imported from AD resource in DOWN direction, but there is already default rule which replicates such resources in UP direction, then it will be needed to decide:
Disable hierarchy rule which replicated such resources in UP direction(for some cases it can be acceptable)
Prepare AD import on Child and let default hierarchy rule to replicate such resource to Parent(if it is needed)
Note that starting from IT Management Suite 8.1 RU5, the following new features are available for replicating AD import data:
A new default hierarchy replication rule AD import Replication replicates data for users and computers that are imported from Active Directory. By default, this rule is disabled.
The Replication mode option lets you configure what kind of data the hierarchy replication rule should replicate. For example, if you replicate Active Directory (AD) import data from parent Notification Server to its children, you can either replicate missing data for the resources that exist on child Notification Servers or replicate the resources that are not present on child Notification Servers.
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In this paper we propose a new watermarking scheme for digital images that allows watermark recovery even if the image has been subjected to generalized geometrical transforms. The watermark is given by a binary number and every watermark bit is represented by a 2D function. The functions are weighted, using a mask that is proportional to the luminance, and then modulated onto the blue component of the image. To recover an embedded bit, the embedded watermark is estimated using a prediction filter. The sign of the correlation between the estimated watermark and the original function determine the embedded several times at horizontally and vertically shifted locations. In the watermark recovery process we first compute a prediction of the embedded watermark. Then the autocorrelation function is computed for this prediction. The multiple embedding of the watermark result in additional autocorrelation peaks. By comparing the configuration of the extracted peaks with their expected configuration we can determine the affine distortion applied to the image. The distortion can then be inverted and the watermark recovered in a standard way.
As more and more digital images are distributed on-line via the Internet and WWW, many copyright owners are concerned about protecting the copyright of digital images. This paper describes WaveMark, a novel wavelet-based multiresolution digital watermarking system for color images. The algorithm in WaveMark uses discrete wavelet transforms and errorcorrecting coding schemes to provide robust watermarking of digital images. Unlike other wavelet-based algorithms, our watermark recovery procedure does not require a match with an uncorrupted original image. Our algorithm uses Daubechies' advanced wavelets and extended Hamming codes to deal with problems associated with JPEG compression and random additive noise. In addition, the algorithm is able to sustain intentional disturbances introduced by professional robustness testing programs such as StirMark. The use of Daubechies' advanced wavelets makes the watermarked images more perceptively faithful than the images watermarked with the Haar wavelet transform. The watermark is adaptively applied to different areas of the image, based on the smoothness of the areas, to increase robustness within the limits of perception. The system is practical for real-world applications, encoding or decoding images at the speed of less than one second each on a Pentium Pro PC.
A wavelet-based watermark casting scheme and a blind watermark retrieval technique are investigated in this research. An adaptive watermark hiding method is first developed to determine significant wavelet subbands and to select a couple of significant wavelet coefficients in these subbands automatically. Then, a blind watermark retrieval technique that can detect the embedded watermark in the wavelet domain without the help from the original image is proposed. Experimental results show that the embedded images's watermark can be retrieved successfully without the original image even after the JPEG compression with a quality factor of 20 percent and the wavelet based compression attack with the 64 to 1 compression ratio. With the help of original image, the watermark can be detected after more serious attacks.
A novel spatial watermarking scheme that is highly robust is proposed. The embedding is achieved through a process similar to direct sequence spread function techniques. Integral to this is modulation according to a perceptual classification of the cover pixels. The classifier is based on the Sobel gradient operator and identifies the cover pixel region as either constant, edge, pseudo-constant, texture, or mixed. Recovery of the watermark does not require the original image and is achieved through a simple prediction process based on an adaptive method.
Steganography is a technique to hide secret information in some other data without leaving any apparent evidence of data alternation. All of the traditional steganographic techniques have limited information-hiding capacity. They can hide only 10 percent of the data mounts of the vessel. This is because the principle of those techniques was either to replace a special part of the frequency components of the vessel image, or to replace all the least significant bits of a multi-valued image with the secret information.
We propose a novel, robust scheme for data hiding/oblivious detection of watermarks in still images. While the lowfrequency image coefficients are robust, they cannot be used effectively for oblivious detection methods, when correlative processing is employed for detection. However, in the proposed non-linear detection method, the robust lowfrequency bands can be used effectively. Thus the proposed method turns out to be more robust than methods employing linear addition and correlative extraction of the signature. We report the results obtained for 7 test images in terms of probability of error in detection of the watermark/hidden bits.
We present an information-theoretic approach to obtain an estimate of the number of bits that can be hidden in still images, or, the capacity of the data-hiding channel. We show how the addition of the message signal or signature in a suitable transform domain rather than the spatial domain can significantly increase the channel capacity. Most of the state-of-the-art schemes developed thus far for data-hiding have embedded bits in some transform domain, as it has always been implicitly understood that a decomposition would help. In this paper we compare the achievable data-hiding capacities for different decompositions like DCT, Hartley, Hadamard, and subband transforms. We show that transforms with inferior energy compaction property like Hartley and Hadamard are better choices for the decomposition, than transforms with good energy-compaction property, like DCT or subband transforms.
In this paper, an image sequence coding scheme for very low bit-rate video coding is presented. The new technique utilizes windowed overlapped block matching motion compensation for the temporal coding scheme, and scheme, and vector quantization to reduce the spatial redundancy within the predicted image. There are many advantages associated with VQ, especially its capacity to operate in errorresilient coding system and furthermore, VQ does not suffer from blocking effects that are visually disjointed and has therefore a major advantage over DCT based methods. We examine the performance of various codebooks to remove the spatial redundancy within the difference frame. When the codec is configured to operate at 10.1 kbit/s, average PSNR values in excess of 32.86dB and 25.6dB are achieved for the 'Miss America' and 'Carphone' sequences respectively.
When choosing a video conferencing system,it is natural for the potential buyer to look very closely at the quality of the audio. In order to assure a high-quality video conferencing, it is important to have a good picture, but it is vital to have high quality audio. The reason for this is that most of the information transferred in a video conference is actually in the audio channel. Not only is good audio mandatory to the effective exchange of information exchange of information, it has also been found that it can effect the perceived video quality. In this ape several key issues on audio quality are discussed. Since audio delay is among the most vexing problem, each video conferencing system has to make efforts to shorten it. What causes audio delay, how to measure actual delay and how to shorten it is provided in detail. Finally several strategies about system design are presented in order to improve audio quality. All the above are based on the video conferencing systems developed according to H.324 and suitable to video conferencing system implemented all using software.
In this paper, we propose a layered video coding scheme for multimedia applications which adopts a new motion prediction structure with temporal hierarchy of frames to afford temporal resolution scalability. Moreover, the proposed scheme can offer spatial scalability using image pyramid decomposition. Thus it provides a 2D scalable multi-layered bitstream for heterogeneous environments, so that spatial resolution and frame rate can be independently adjusted according to various user requirements. In addition, it can have a higher compression ratio than replenishment schemes since motion estimation and compensation further reduce the temporal redundancy.
Rate control is very important in video coding and transmission system. Traditional rate control algorithm is restrained with bandwidth and buffer size based on frames. Nowadays prevalent video coding standard such as ITU H.261, H.263, and ISO MPEG1, MPEG2, MPEG4 all are based on macroblocks. Several kinds of macroblocks coding mode also have been given in these international video-coding standards. Optimal rate-distortion function is not just restrained with bandwidth, bit rate and buffer size, different macroblocks mode choice will also influence rate distortion function. This paper presents a new algorithm based on traditional rate control method.Namely optimal rate control algorithm based on macroblocks. Its main contribution is that not only bandwidth, bit ate and buffer size ar to be considered, but also take in to account the influence of different macroblock mode choice. Some related experimental results have been given and compared with traditional rate control method. Results show that PSNR of the proposed algorithm is better than the traditional method in various rate conditions.
In this paper, we consider an efficient method for distributing video which surmounts the difficulties inherent in transmitting video over a standard digital network. This approach uses a parallel analog network which is dedicated to video in tandem with a digital network. We are going to consider three groups of the video network operations that can be used for collaborative work, physical and logical architecture of the Analog/Digital Video Network, and multilayer control and management communication protocol. The example of the adaptive collaborative video network environment is also considered.
We propose a novel watermarking method. The proposed method insets a watermark information not into a whole image region but only into interesting regions. To extract the interesting region, we divide an original image into subblocks by sing Chang's PIM criteria for a region segmentation. Considering a directional information and a frequency band, we insert the watermark information into the sub-block in DCT domain. With use of it, the proposed method gets a much less damaged image in comparison into the other methods. And this result image is more robust to the attacks form outside. Also the proposed method can reduce the distortion in comparison with the other methods which utilize the whole image as an interesting region.


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Resource managers often need scientific information to match their decisions (typically short-term and local) to complex, long-term, large-scale challenges such as adaptation to climate change. In such situations, the most reliable route to actionable science is coproduction, whereby managers, policy makers, scientists, and other stakeholders first identify specific decisions to be informed by science, and then jointly define the scope and context of the problem, research questions, methods, and outputs, make scientific inferences, and develop strategies for the appropriate use of science. Here, we present seven recommended practices intended to help scientists, managers, funders and other stakeholders carry out a coproduction project, one recommended practice to ensure that partners learn from attempts at coproduction, and two practices to promote coproduction at a programmatic level. The recommended practices focus research on decisions that need to be made, give priority to processes and outcomes over stand-alone products, and allocate resources to organizations and individuals that engage in coproduction. Although this article focuses on the coproduction of actionable science for climate change adaptation and natural resource management, the approach is relevant to other complex natural-human systems.
- Actionable science
- climate change
- decision support
- resource management
ASJC Scopus subject areas
- Ecology, Evolution, Behavior and Systematics
- Nature and Landscape Conservation


A water line with an internal radius of 5.40 10-3 m is connected to a shower head that has 22 holes. The speed of the water in the line is 1.2 m/s.
(a) What is the volume flow rate in the line?
(b) At what speed does the water leave one of the holes (effective radius = 4.6 10-4 m) in the head?


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Saudi Arabia introduced the conocarpus erectus tree, native to Australia, for reasons of landscaping and to increase oxygen levels in their balanced equation seeing how it tolerates the saline water. But did it work?
What we need to keep I mind is that nature is the one that set this balanced equation, and the intelligent elements are the work of nature itself. So the introduction of new elements is never beneficial. It might give the desired results but always fires back and disturbs the balance.
The Salt cedar did in fact prevent corrosion but in turn killed and eliminated the cottonwood trees and the willow trees. Conocarpus erectus stayed green all year round and increased levels of oxygen in the atmosphere, but in turn killed all the surrounding plants and destroyed structures in pursuit of water. These trees in turn created an ecological threat to the balanced environment. The department of housing in King Fahad university of Petroleum and Minerals issued a statement of no responsibility of cornocarpus erectus planted in the campus due to the vast damage it causes.
The work provided was to show how introducing foreign elements into our ecosystem, although beneficial, is not vital to the cause. Using indigenous elements has the same effect and doesn't in turn threaten the ecosystem.


Artifact Registry is the recommended service for managing container images. Container Registry is still supported but will only receive critical security fixes. Learn about transitioning to Artifact Registry.
Enabling and disabling the service
This page describes the steps to enable and disable Container Registry.
See Pricing for information about charges for Container Registry.
See the Container Analysis documentation for information about enabling Container Analysis APIs and pricing for vulnerability scanning.
Enabling service
 Go to project selector
 4. Install and initialize Cloud SDK if it is not already installed. To update an existing installation, run the command gcloud components update.
 5. Enable the API from Cloud Console or with the following gcloud command:
 gcloud services enable
Disabling service
To disable the API from the Cloud Console:
 1. Go to the API Overview page for Container Registry.
 2. Select the project where the API is enabled.
 3. Click Manage.
 4. Click Disable API.
Run the following command to disable the API for your current project:
gcloud services disable
What's next


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Teaching approaches: checking-homework Challenge
These are just a few ideas of how to make the whole-class correction of homework less of a chore and more of an active challenge. The suggestions given are specifically geared to be used when correcting exercises set from a workbook or worksheet as homework but some ideas may also be used when giving feedback for tasks set in class.
- Give students a chance to compare their answers in pairs. Students can then correct/ change/ complete their own answers before a whole class check. This puts students at the centre of the correction process from the start and asks them to reflect upon their own and each other's answers with a greater degree of learner autonomy.
- Take names out of a hat at random to nominate the students who are to supply answers (make sure this is done in a 'fun' way, explaining to students that they have an opportunity to PASS if their name is called).
- Use a ball or a scrunched up ball of newspaper weighted with a thick rubber band (lightweight balls that don't bounce are best – bouncy balls have a tendency to get lost in the darkest corners of the classroom) to throw at random around the class to see who gets to give their answer to questions. Whoever gets the ball throws it to the next student. Again, give students an opportunity to pass if necessary.
- Alternate between asking for answers to be volunteered and calling on specific students to answer questions. Where the teacher is unfamiliar with the various ability groups in a class, nominating students can be a nightmare, especially if weaker or less confident learners are inadvertently asked to provide their answer to more complex questions. However, nominating is a way of ensuring the participation of those who are less likely to volunteer. Alternating between volunteers and nominated students solves this problem in part, but nominees should always be given the chance to pass if they prefer.
- To ensure that all students participate in the correction process, pre-prepare a grid that includes the question numbers for the various exercises that are to be corrected. Leave a space next to each question number. At the beginning of the lesson, get students to put their name down to answer the various questions. Tell students that, even if they did not do the homework they can still try to answer a question of their choice but do not force students to put their names down. When all the students who wish to participate have put their names down for at least one question, take the list in and use it to call on the students to answer the questions in turn. This ensures that the students called upon will be answering questions they themselves feel confident about (or else questions for which they would prefer individual feedback). If this process is repeated over several lessons, it also gives the teacher a chance to see whether there are students who repeatedly prefer not to be involved in the homework correction process. These students and their individual problems regarding homework can then be dealt with on a one-to-one basis.
- For fill-in-the-gaps exercises or simple oneor two-word answers present feedback in power point or on an OHP. Go through answers one by one giving time for students to check their own work. At the end of each exercise, stop and give students a chance to query, provide alternatives, or request further information regarding specific answers.
- Ask the class to do a quick survey in groups ranking exercises from the most to least difficult, the most to least interesting, the most to least useful etc.. Use student feedback to decide which exercise to correct together first and then give exercises ranked by the majority as the least interesting/difficult on OHP/power point as above to speed up the correction process. This ensures that students will be more alert during the correction of what they perceived to be the most problematic areas of their homework. Homework ranking tasks also provide important feedback to the teacher who may use the data provided to check on the cause of problems areas at a later date. Students may perceive certain exercises as difficult for different reasons – length, typology, unclear instructions, vocabulary density of exercise, grammatical problems, uninteresting topic etc.. A further analysis of these issues may help the teacher to decide which exercises to set or dedicate more time to in the future. Remember to check your students' ranking of difficult exercises after correction – what students may have originally perceived as problematic may not actually correspond to their own performance. This again may be something that can be discussed and analyzed further at a later date.
- For teachers in a hurry to get correcting out of the way – simply vary the order in which exercises are corrected. This ensures that students are alert and are following the correction process.
- Get students to check through answers in pairs by photocopying the key (readymade or produced by the teacher) or displaying answers on an OHP. Set aside time at the end of the lesson for individual students to discuss problem areas or organize a tutorial session where students can come and discuss problems individually with the teacher while the group works on another task/project work.
- Change the time of the lesson in which homework is corrected. Most students expect homework corrections to come right at the beginning of a lesson and, let's face it, it's not the best or most enjoyable way to start off! Try checking homework as a way of 'calming down' after a boisterous group-work session or leave it till the end of the lesson. Incidentally, this also works with setting homework. Try varying the point of the lesson at which homework is set to ensure that all the students are paying attention!
- Take in students' workbooks occasionally or provide photocopies of exercises that can be handed in. Though this does add to the teacher's workload, it is worth taking a look at how students deal with more mechanical exercises that differ from extended written work which necessarily requires individual marking and feedback. Taking a look at a workbook can provide an idea of problem areas for individual students, again with a view to diagnosing problem areas in structures/ vocabulary or assessing difficulties that may be based on other factors such as lack of interest in the topic, unclear instructions etc.. It may also allow the teacher to gain insight into how much (or how little) homework an individual student is regularly putting in. Following the teacher's appraisal of the students' workbooks individual tutorials may be arranged to discuss issues as appropriate.
- Provide mini keys of individual exercises to distribute to pairs. Students then take it in turns to 'play the teacher' and check each other's answers. Where more than two exercises need checking pairs can exchange keys and repeat the process as many times as necessary. The teacher can circulate and deal with queries as pairs are checking. However, remember to provide an opportunity for the discussion of problem areas at the end of the pair-work session or at the end of the lesson.
- Most workbook exercises that need to be checked are not specifically designed to practise pronunciation. Where pronunciation exercises are set make sure that adequate time is given to teacher modelling and student production of target items. In the majority of cases, i.e. where structures, vocabulary and functions are being practised, vary the correction procedure by taking time out along the way to focus on pronunciation/ intonation issues. Even the most boring feedback sessions can be livened up by a rousing choral repetition session!
- Spot check on lexis by occasionally eliciting synonyms/ antonyms/ similar expressions/ analogous idioms of items taken from the exercises being corrected. This also provides an added opportunity for those who did not do the homework to participate in the correction process and allows those who did not necessarily provide a correct answer in an exercise to regain their confidence in being able to answer extra questions. This technique is also useful for involving more competent or confident students. Spot check questions should therefore be carefully gauged to include the whole ability range. Extra questions can also include pronunciation issues by eliciting word stress, number of syllables, homophones etc. The teacher is obviously free to ask spot check questions at any point during the correction process. However, it may be worth just taking a quick look at the exercises that are to be corrected beforehand so that appropriate extra questions may be devised in advance.
- Using photocopies or an OHP transparency, create a multiple choice answer key for a few exercises where three possible answers to each question are provided, only one of which is correct. Students then compare their own answers with the alternatives given. They then choose the answer that they consider correct (which may or may not correspond with their own original answer). This activity gives students a chance to rethink their own answers before the teacher finally provides the key. It also gives less confident students and those who may not have completed the task an opportunity to take part in the correction process.
- Play the 'Who wants to be a millionaire?' game when correcting. In this case, students are placed in two teams. Students from each team are called upon alternately to provide answers to each question. Each team has a set number of 'ask a friend', 'fifty-fifty' and 'pass' cards which they can use at their discretion. (Numbers can be decided on the basis of how many students there are in each team. For a class of 12 students with teams of 6 players each, one card of each type should be ample. The 'cards' do not have to be made as such. They may be simply registered on the board for each team and rubbed off as they are used). For 'ask-a-friend' a student may ask another member of his/her team to provide the answer. For 'fifty-fifty' the teacher gives two alternative answers and the student must choose which he/she considers correct. (This may need some prior preparation, depending on the teacher's ability to come up with sneaky alternatives!) If the student passes, the answer is given by the teacher and no points are scored. One word of warning – as

source: HuggingFaceFW/fineweb-edu


text: Earth-abundant potassium is a promising alternative to lithium in rechargeable batteries, but a pivotal limitation of potassium-ion batteries is their relatively low capacity and poor cycling stability. Here, a high-performance potassium-ion battery is achieved by employing few-layered antimony sulfide/carbon sheet composite anode fabricated via one-step high-shear exfoliation in ethanol/water solvent. Antimony sulfide with few-layered structure minimizes the volume expansion during potassiation and shortens the ion transport pathways, thus enhancing the rate capability; while carbon sheets in the composite provide electrical conductivity and maintain the electrode cycling stability by trapping the inevitable by-product, elemental sulfur. Meanwhile, the effect of the exfoliation solvent on the fabrication of two-dimensional antimony sulfide/carbon is also investigated. It is found that water facilitates the exfoliation by lower diffusion barrier along the direction of antimony sulfide, while ethanol in the solvent acts as the carbon source for in situ carbonization.


Los Angeles teachers' strike: Here's what you need to know
The nation's second-largest school district is on the verge of chaos.
United Teachers Los Angeles – 34,000 educators strong in the schools in question – went on strike Monday as UTLA and the Los Angeles Unified School District have been negotiating a new contract for almost two years with little to show for it.
Teachers picketed their individual schools early Monday and then headed to a rally downtown. Here's what we know about the situation.
Q: Just how big is this strike?
A: LA Unified School District, which covers 710 square miles and is home to 4.8 million residents, serves more than 640,000 K-12 students. (That's more students than the entire state of Wyoming has people.) Some of those students are in charter schools, but nearly half a million are in schools where educators plan to walk out.
LAUSD is the second-largest employer in Los Angeles County. That means this strike will impact hundreds of thousands of people.
The strike comes nearly a year after West Virginia teachers walked out, kicking off a wave of teacher protests across the country. The statewide strike in West Virginia may have been historic, but it was tiny compared with the effort in LA.
Q: Why are teachers striking?
A: Teachers in LA, like those across the country, want bigger paychecks. But their demands go beyond salary increases: UTLA wants more money for counselors, nurses and librarians, plus a reduction in standardized testing and promises of smaller class sizes.
Some teachers have classes with more than 40 students in them.
Another issue for the union: charter schools, which it says take money away from neighborhood schools. Charters have exploded in California, and UTLA wants regulations on charter-school growth.
UTLA points to nearly $2 billion in reserves at LA Unified that the union says can be used immediately to pay for its varying demands.
Teachers in America:No matter where they work, they feel disrespect
Q: Why won't the district give them what they want?
A: LA Unified Schools, led by Superintendent Austin Beutner, offered teachers a 6 percent raise by the second year of a three-year contract. (The union wanted 6.5 percent, plus a year retroactive.)
The district says the nearly $2 billion in reserves is already pledged to a variety of causes, including raises for cafeteria workers and bus drivers. If it met every UTLA demand, the district says, it would go bankrupt – which isn't just bad business, but illegal.
Los Angeles Unified School District Superintendent Austin Beutner talks to reporters at district headquarters following a day of negotiation with United Teachers Los Angeles Monday, Jan. 7, 2019. Teachers in the nation's second-largest school district will strike this week if there's no settlement in long-running contract negotiations that resumed with the superintendent and the head of the union coming to the table in a last-ditch effort to avert a walkout in Los Angeles.
Q: What will happen to the kids?
A: The district plans to keep schools open during the strike.
About 400 substitutes, plus 2,000 credentialed district staff – including administrators who used to be classroom teachers – will help fill the void of the 34,000 striking teachers.
Roughly 80 percent of students in the district rely on their school for lunch, and the schools' administrators want to make sure those students are able to eat. The schools also are committed to providing meals and a safe environment for their more than 20,000 homeless students.
The district has told parents that students will still have instructional hours, but many believe students will be stuck in auditoriums or gyms and made to do worksheets or similar exercises to pass the time.
Q: How are parents responding?
A: Many parents support the union but plan to send their children to school because they have no other choice. They work and have no child-care options during school hours.
Other parents have said they'll hold their kids out of school and not let them cross the picket line. Some parents have even volunteered their homes as a rest stop of sorts for picketing teachers. The district has said that because school is open, students are expected to attend.
Parents Supporting Teachers, a Facebook group started by parents who have decried a lack of money for schools, had nearly 12,000 members as of Saturday afternoon.
Q: How long might the strike last?
A: It's unclear. By hiring subs, the district has prepared for a strike that could last multiple days. But it's tough to know how long parents will put up with a potentially dramatically altered school day, or how many kids will even show up for classes.
The last teacher strike in LA, in 1989, lasted nine days. West Virginia's teacher strike in February lasted 10 days.
In this Saturday, Dec. 15, 2018, photo, thousands of teachers marched and rallied outside Los Angeles City Hall. Teachers in the nation's second-largest school district will go on strike next month if there's no settlement of its long-running contract dispute, union leaders said Wednesday, Dec. 19. The announcement by United Teachers Los Angeles threatens the first strike against the Los Angeles Unified School District in nearly 30 years and follows about 20 months of negotiations. (AP Photo/Damian Dovarganes) ORG XMIT: CADD306
Q: Who's going to win?
A. Again, it's tough to say. California is union-friendly, which would seem to give the teachers a clear advantage. Politicians in Sacramento, the state capital, typically don't make moves unless they have the support of unions.
But LAUSD serves primarily low-income families, who might not be able to keep their kids at home or spare time away from work to picket with teachers. How those parents respond to the strike will determine whether the teachers or district has the upper hand.
Q: Aren't teachers striking all over the country these days? Why is this walkout different?
A: Teachers have been picketing across America, dating back to last February. There have been walkouts and demonstrations in West Virginia, Arizona, Oklahoma, North Carolina, Kentucky, Colorado and Washington state.
But in most cases, those walkouts didn't happen in major urban areas. The LA strike will disrupt daily life in the country's second-most-populous metropolitan area.
LA is also different because teachers are pressuring the district for more money, as opposed to fighting the state Legislature, which happened in states such as Oklahoma.
Other unions around California are paying close attention to Los Angeles, including Oakland, where teachers could strike later this month.


* This is the Consumer Version. *
Syrinx of the Spinal Cord and Brain Stem
by Michael Rubin, MDCM
A syrinx is a fluid-filled cavity that develops in the spinal cord (called syringomyelia), in the brain stem (called syringobulbia), or in both.
 - Syrinxes may be present at birth or develop later because of an injury or a tumor.
 - People may become less sensitive to pain and temperature and experience weakness in the hands and legs, or they may have vertigo and problems with eye movements, taste, and speech.
 - Magnetic resonance imaging can detect a syrinx.
 - Surgery to drain the syrinx may be done, but it may not correct the problem.
Syrinxes are rare. In about half of the people who have a syrinx, it is present at birth, and then for poorly understood reasons, it enlarges during the teen or young adult years. Often, children who have a syrinx at birth also have other structural abnormalities of the brain, spinal cord, or junction between the skull and spine. Usually, syrinxes that develop later in life are due to injuries or tumors. About 30% of tumors that originate in the spinal cord eventually produce a syrinx.
Syrinxes that grow in the spinal cord press on it from within. They tend to first affect nerve fibers that carry information about pain and temperature from the body to the brain. Later, they affect fibers that carry signals from the brain to stimulate muscle movement.
Syrinxes can occur anywhere along the length of the spinal cord. But they often begin in the neck and may extend downward to affect the entire cord. Syrinxes that extend into or begin in the lower part of the brain stem may compress pathways of the spinal cord and cranial nerves (which lead directly from the brain to other parts of the head and neck).
Symptoms usually begin subtly between adolescence and about age 45.
Syrinxes in the neck often make people less sensitive to pain and temperature, particularly in the arms, upper back, lower neck, and hands. Thus, cuts and burns on the arms and hands are common. People may not recognize this decreased sensitivity for years. As a syrinx expands and lengthens, it can cause weakness and wasting (atrophy) of muscles, usually beginning in the hands. Later, the syrinx causes weakness and spasms in the legs. Symptoms may be more severe on one side of the body.
Syrinxes in the brain stem can cause vertigo, nystagmus (rapid movement of the eyes in one direction followed by a slower drift back to the original position), loss of sensation in the face (on one or both sides), loss of taste, difficulty speaking, hoarseness, and difficulty swallowing. Muscles of the tongue may weaken and waste away.
 - Magnetic resonance imaging
Doctors may suspect a syrinx in a young child or teenager who has typical symptoms.
Magnetic resonance imaging (MRI) of the entire spinal cord and brain is done after paramagnetic contrast agent, such as gadolinium, is injected. Gadolinium outlines the syrinx (and tumor if present), helping doctors identify it.
 - Surgery
 - Treatment of the cause when possible
A neurosurgeon may make a hole in a syrinx to drain it and prevent it from expanding, but surgery does not always correct the problem. Even if the syrinx is drained, the nervous system may already be damaged irreversibly. Symptoms may not be relieved, or the syrinx may recur.
Disorders that contributed to or caused the syrinx (such as structural abnormalities or spinal tumors) are corrected when possible.


$ and some final state $\mathbf{x}_2$ and the net heat transfer $Q$ is the integral $\int_\gamma \delta Q$. That is to say, while the net heat $Q$ depends on the process, the $\delta Q$ differential itself does not. You seem to be saying that each process is linked with a separate differential form. – EuYu Jan 31 at 8:57
The point is that neither heat $Q$ nor work $W$ are functions (linear or otherwise) of the state variables, whereas thermodynamic potentials like $U$ are.
If your systems evolves from the state $p_1$ to $p_2$, you'll know the difference in internal energy $\Delta U = U(p_2)-U(p_1)$ just from that, but you won't know how that difference splits into $Q, W$ as these quantities depend on the path $\gamma$ your system took.
But that's exactly what a differential 1-form is: A thing you can integrate along a path.
Symbolically: $$ \Delta U(p_1, p_2) = \int_\gamma dU = \int_\gamma \delta Q - \int_\gamma \delta W = Q[\gamma] - W[\gamma] $$
Now to the second, rather important part of your question that I originally missed: What about processes that aren't quasi-static?
Then, the intensive variables are generally not well-defined globally as the system did not have time to relax towards a single value. Even though we can still split $\Delta U = Q - W$ -- after all, $U$ is a thermodynamic potential and thus well defined at the initial and final equilibrium states, and $Q$ and $W$ are in principle measurable any time during the whole process -- there's no path $\gamma$ to integrate over and the whole formalism breaks down.
In fact, even if the processes is quasi-static and we do have a well-defined path $\gamma$, just integrating our 1-form $\delta Q$ should give the wrong result if the process is not reversible. Note that I deliberately chose the word should, as I'd have to go look at the literature or start thinking about pistons with friction or some other messy real-world nonsense before making a final judgement ;)
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I agree that this is the right intuition, but I think a stronger argument needs to be made. I'd be curious to know if you have any comments on the formulation given in my answer as I'm stuck in attempting to answer a mathematical question that I can't answer. – joshphysics Jan 31 at 8:42
I have little experience with thermodynamics of non-quasi-static processes, but it seems from your addendum that the differential formulation of the first law $dU = \delta Q - \delta W$ is practically limited to quasi-static thermodynamics. This has been a deeper question than I had anticipated. I appreciate everyone's help with this. – EuYu Jan 31 at 11:10
I'm wondering if the claim that no path could give the correct answer is actully true in general - it seemed obvious at first, but I think we all know how that can go ;) – Christoph Jan 31 at 11:26
Correct me if I am wrong but this question seems vacuous to me. A non-quasi-static process is out-of-equilibrium. So most of the time, the temperature is ill-defined. The temperature is one of the state variables $x$, so the position in the $x$-space is ill-defined as well and we can't talk about the right functions and forms at all. – Luboš Motl Jan 31 at 11:34
Well, I think you can't. You may return from one point to the same one so that $\Delta U=0$. You either do nothing which is reversible; or you may get there by lots of irreversible processes that just happen to cancel both $\Delta Q$ and $\Delta W$ as well, can't you? – Luboš Motl Jan 31 at 12:44
I) OP specifically asks about non-quasi-static processes, but then the thermodynamical state variables, such as, temperature $T$, pressure $p$, etc, might be ill-defined. And then for each instant $t$, it might not be possible to assign the system to a single point $x$ in phase space. See also comments by Lubos Motl.
So let us from now on only consider quasi-static processes. Furthermore, let us also only consider systems where the pertinent functions are differentiable. (Differentiability is of course not God-given.)
II) As pointed out by Christoph in his answer, heat $Q$ and work $W$ are not state functions. But are they well-defined objects $Q[\gamma]$ and $W[\gamma]$ in path space (of the phase space)? Here $\gamma$ denotes a path/curve. The opposite path $-\gamma$ is realizable for a reversible process.
For work $W[\gamma]$, the answer is Yes (assuming pressure $p$ and volume $V$ are part of phase space). And we have $W[-\gamma]=-W[\gamma]$.
For heat $Q[\gamma]$, the answer is Yes (assuming temperature $T$ and entropy $S$ are part of phase space).
Needless to say that if our phase space is missing some state variables, it is possible to render the function $Q[\gamma]$ ill-defined (as a function of $\gamma$) simply because the system may depend on external circumstances from the environment not recorded in our description of the system.
III) So to summarize, there are at least three reasons why one might not be able to write an infinitesimal heat transfer $\delta Q$ as a first order variation$^1$
$$\tag{*} \delta Q ~=~ \sum_i f_i(x)~\delta x^i $$
for some function $f_i(x)$ where $x$ denotes a point in phase space, and $\delta x$ denotes an infinitesimal change. Here it is implicitly understood that $\delta Q$ should be linear in $\delta x$ but not necessarily in $x$. The three reasons are:
 1. The process could be non-quasi-static.
 2. The relevant functions could be not differentiable.
 3. Our phase space description lacks some state variables.
$^1$ We use the word first order variation rather than differential form not to get possibly sidetracked by (what we perceive as inessential) mathematical semantics.
share|improve this answer
Thank you for your answer. Just a small question of mine. I had always assumed (and been told) that the only restriction on $\delta Q = T\ dS$ was that the process needs to be quasi-static, regardless of whether its reversible or irreversible. Can you give me an example of an irreversible quasi-static process for which $\delta Q = T\ dS$ does not hold? – EuYu Feb 1 at 23:15
_USER_: Thanks. I updated the answer. – Qmechanic Feb 2 at 15:44
the BH hysteresis loop of a ferromagnet is dissipative and irreversible at any rate so $\delta Q < TdS$ – user31748 Feb 2 at 16:01
A 4th reason [for breakdown of (*)] is possible Hysteresis. – Qmechanic Feb 3 at 12:26
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text:
Washington, D.C. – American Principles Project senior fellow Jane Robbins is co-author of a white paper released today by the Boston-based Pioneer Institute, entitled No Longer a City on a Hill: Massachusetts Degrades Its K-12 History Standards. The paper argues that the 2018 rewrite of the Massachusetts History and Social Science Curriculum Framework should be rejected in its entirety and the state's 2003 history framework, considered one of the best in the nation, restored.
Robbins released the following statement, stressing the significance of the changes addressed in the paper:
"It's truly a travesty to see the loss of curriculum standards that helped catapult Massachusetts to national leader in education. First the state replaced its excellent English language arts and math standards with Common Core, and now it discards its stellar history standards in favor of progressive propaganda. This white paper aims to address the heart of these issues and suggest a way the state can reclaim its much lauded educational heritage."
Robbins and co-authors Dr. David Randall, director of research at the National Association of Scholars, and Will Fitzhugh, founder of The Concord Review, warn in the paper that the framework rewrite "eviscerates" and "degrades" Massachusetts' excellent history standards in multiple ways. Coherent sequences of history are replaced with incoherent fragments; standards are written in bloated, "unreadable education-school jargon"; a full account of our nation's European past is replaced with "the history of politically correct protest movements"; students are given insufficient time to learn European and American history; and the already developed history MCAS assessment is eliminated and replaced with hollow "expectations" of students.
The Massachusetts rewrite also follows the "action civics" template pushed by progressive educators, minimizing attention to content in favor of "an exercise in progressive educational propaganda and vocational training for how to be a political activist."
Among other recommendations, the report argues that the Massachusetts Board of Elementary and Secondary Education should restore the state's 2003 history framework and the MCAS history assessment. It also urges a return to higher expectations of history students, including reading entire history books and writing serious history papers.
To schedule an interview with Jane Robbins, contact Paul Dupont at _PHONE_ or pdupont@


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I have below a beginning of a theorem:
If a function $f:I \rightarrow \mathbb{C}$ defined on an interval $I$ of length $p$ can be expanded to a piecewise differentiable function on $\overline{I}$, then will...
What does $\overline{I}$ mean in this context?
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usually the closure of $I$. That is, if $I$ is any of $(a,b), [a,b), (a,b], [a,b]$, then $\overline{I}= [a,b]$. – user20266 Jun 6 '12 at 19:45
Thank you sir, I will leave it as it is for now. – Paul Slevin Jun 6 '12 at 19:50
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Here $\overline I$ means the closure of $I$ - in general this is the smallest closed set which contains $I$. If $I \subseteq \mathbb{R}$ is an interval, then it is just the interval with the endpoints included.
For a more general example, in $\mathbb{R}^2$ you have the set $B = \{ (x,y) \in \mathbb{R}^2 : | (x,y) | < 1 \}$, the open ball of radius $1$, centred at the origin. If we take its closure we get $\overline B =\{(x,y) \in \mathbb{R}^2 : |(x,y)| \le 1 \}$, the open disc which contains the boundary. This is the two-dimensional analogue of an interval.
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text:
Prof. Sven Dickinson,
University of Toronto, Canada,
The Role of Symmetry in Human and Computer Vision
Symmetry is one of the most ubiquitous regularities in our natural world. For almost 100 years, human vision researchers have studied how the human vision system has evolved to exploit this powerful regularity as a basis for grouping image features. While computer vision is a much younger discipline, the trajectory is similar, with symmetry playing a major role in both perceptual grouping and object representation. After briefly reviewing some of the milestones in symmetry-based perceptual grouping and object representation/recognition in both human and computer vision, I will review our efforts that draw on computer vision to understand the role that symmetry plays in human scene perception. Conversely, I will also look at how these results in human scene perception can strengthen the performance of modern deep learning computer vision systems for scene perception.
Sven Dickinson received the B.A.Sc. degree in Systems Design Engineering from the University of Waterloo, in 1983, and the M.S. and Ph.D. degrees in Computer Science from the University of Maryland, in 1988 and 1991, respectively. He is Professor and past Chair of the Department of Computer Science at the University of Toronto, and is also Vice President and Head of the new Samsung Toronto AI Research Center, which opened in May, 2018. Prior to that, he was a faculty member at Rutgers University where he held a joint appointment between the Department of Computer Science and the Rutgers Center for Cognitive Science (RuCCS). His research research interests revolve around the problem of shape perception in computer vision and, more recently, human vision. He has received the National Science Foundation CAREER award, the Government of Ontario Premiere's Research Excellence Award (PREA), and the Lifetime Research Achievement Award from the Canadian Image Processing and Pattern Recognition Society (CIPPRS). He currently serves on eight editorial boards, including the role of Editor-in-Chief of the IEEE Transactions on Pattern Analysis and Machine Intelligence, and the role of co-editor of the Morgan & Claypool Synthesis Lectures on Computer Vision. He is a Fellow of the International Association for Pattern Recognition (IAPR).


Court, such as Whitney v. California (1927), Stromberg v. California (1931), Near v. Minnesota (1931)..
U.S. History 4.8: Evaluate the constitutional significance of the following landmark decisions of the United States Supreme Court: Gitlow v. New York (1925), Stromberg v. California (1931), Near v. Minnesota (1931), Schechter v. United States (1935), West Coast Hotel v. Parrish (1937). U.S. History 9.1: Locate and analyze primary and secondary sources presenting differing perspectives on events and issues of the past.


Memories are life Essay
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Dec 12th, 2019
Memories are life Essay
"The only real treasure is in your head. Memories are better than diamonds and nobody can steal them from you" by Rodman Philbrick, The Last Book in the Universe.
If we think about what life is made up, we can say that memories build life. We save all the important and happy events that occurred in our lives as well as the most sad and worst moments. It is said that the brain is the most powerful part of humans, but as part of the brain, memory is an essential piece of it.
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As I mentioned before, memories build life, each day we put on practice what we have learned and live. I believe that in life we don't have anything secure but our memories, once we die we don't take anything we have right now. When we remember happy moments we have live, it's like re-living them again and feeling the joy we felt at the moment.
Memory as the Topic of Psychology Class
I decided to choose the memory as the topic of my Psychology class essay because from a while ago I started to have issues with my memory. At first I thought it was because of the problems that I was going through at the time, and also preparing for college. Time passed and I still was having trouble with remembering stuff, I came to think it was a hereditary health problem because my dad and grandmother never remember something. I feel frustrated because without a memory is like we never have lived, we constantly live through memories. Remembering what we have gone through and manage to take a positive attitude even if the memory brings us negative feelings.
In this essay I will cover specific topics about the memory which is "the retention of information or experience over time as the result of three key processes: encoding, storage, and retrieval", according to Laura A. King in Experience Psychology. Throughout the essay I will discuss the basic memory process, also I will talk about the different stages of memory as well as the different types of memory, along with the explanations of when the memory fails (forgetting). In my opinion these three subjects are very essential part to understand how the memory works and find the explanation of why we forget things, which is my case. But also relate these topics to our daily lives. To begin with, I will explain the process of memory so later on I can discuss the different possibilities of why we forget.
The first step in the process of memory is called encoding which is the processing information into memory accordingly to a Sparknotes article, Memory. For instance, we might remember where we ate in the morning even if we didn't try remembering it but in the contrary it is possible that we are going to be able to remember the material in textbooks we covered during elementary school, high school or even more recent in college. It is stated that in the process of memory encoding, we have to pay attention to the information so we can later recall all the information. In the content of Memory, the second step in memory process is storage, the retention of information over time and how this information is represented in memory (King). In this process is often use the Atkinson-Shiffrin theory that is made up of three separate systems: sensory memorytime frames of a fraction of a second to several seconds, short-term memorytime frames up to 30 seconds and long-term memorytime frames up to life time (King). The third and last step of this course is memory retrieval, the process of information getting out of storage.
Sensory or Immediate Memory
Likewise, I will explain the first stage of memory called sensory memory or immediate memory. As stated in Experience Psychology, the sensory memory holds information from the world in its original sensory form for only an instant, not much longer that a brief time. In this stage of memory the "five" senses are used to hold the information accurately. In Sensory Memory by Luke Mastin, the stimulus that is detected by our senses has two options, it can either be ignored meaning it would go away at the instance or it can be perceived staying in our memory. As I mentioned before, our senses are being used in the sensory memory stage and have their specific name for example when we perceived the information through our vision it is called iconic memory also referred as visual sensory memory. The iconic memory holds an image only for about ¼ of a second. Not only but also, we also have the echoic memory which refers to auditory sensory memory, this function is in charge to hold part of what we listen/hear.
For instance, when the professor is dictating a subject, we are trying to write fast so we can hold on all the information given at the moment and not forget what the professor said. Another stage of memory is called the short-term memory (STM), according to a web article Short-Term Memory, of Luke Bastin, the short-term memory is responsible for storing information temporarily and determining if it will be dismissed or transferred on to our third stage called long-term memory. Short-term memory sometimes is associated with working memory, which is a newer concept that the British psychologist Alan Baddeley came up with. Although working memory emphasizes in the brain's manipulation and how it collects information so we can easily make decisions as well solve problems and mostly understand the information. It said that the working memory is not as passive as the short-term memory but both have limited capacity to retained information. Additionally to this stage, we have the finding of George Miller which wrote in his book called The Magical Number Seven, Plus or Minus Two. In this book Miller talks about two different situations. The first kind of situation is called absolute judgment which states that a person should correctly differentiate between very similar items such as shades of green and high/low-pitched tones.
Short-Term Memory
The second situation states that a person must recall items presented in a sequence, meaning that a person must retain certain number of chunks in their short-term memory. King also mentions that to improve short-term memory we consider two ways of doing it, chunking and rehearsal. According to King, chunking involves grouping or packing information that exceeds the 7 ± 2 memory span into higher-order units that can be remembered as single units. For example, when the professor is dictating a list of things like: cold, water, oxygen, air, rain and snow, we are likely able to recall all words or even better all six words instead of having a list like: S IXFL AGSG REATA MERI CA. When we have a list like that it will be harder to remember it because none of the six chunk words make sense, but if we re-chunk the letters we get "Six Flags Great America", and that way we have better chance to remember it. The second way to improve our short-term memory is by rehearsal, actually there are two types of rehearsal, maintenance rehearsal and elaborative rehearsal. Maintenance rehearsal is the repeating of things over and over; usually we use this type of rehearsal. In the other hand, we have the elaborative rehearsal which is the organizing, thinking about, and linking new material to existing memories.
Long-Term Memory
Continuing with the stages of memory, now I will talk about the third stage which is the long-term memory. In the article, What Is Long-Term Memory? by Kendra Cherry, long-term memory (LTM) refers to the continuing storage of information. In difference of the other two stages of memory, LTM memories can last for a couple of days to as long as many years. LTM is divided into types of memory, declarative (explicit) memory and procedural (implicit) memory. Later on I will explain in detail what are these two types of memory. Now that I have gone through the three stages of memory which are sensory memory, short-term memory and long-term memory, I will discuss the different types of


Ambiguous Optional Parentheses, Part One
Ambiguous Optional Parentheses, Part One
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(This is part one of a three-part series on C# language design issues involving elided parentheses in constructor calls. Part two is here.)
Another amusing question from StackOverflow, which I present here as a dialogue, as is my wont:
In C# 3.0 the object initializer (and collection initializer) syntax permits both new Foo { Bar = 123 } and new Foo() { Bar = 123 }. If the default constructor is used then the argument list is optional. Why did the design committee decide to make the argument list optional?
That decision was made in 2004, before I started on the C# team, so any reasoning about it will be somewhat conjectural. In browsing the archive of design notes there is no place where this decision is specifically documented with pros and cons, but I did discover a few things in looking at the notes.
First, even back when the idea was first raised, the sample code fragments in the notes for possible syntaxes do not include empty parameter lists. It seems that people thought this was the natural way to go from the beginning.
Second, I was also interested to discover that the design team was not entirely happy at first with the proposed syntax (of following the constructor call with a parenthesized list of side effects) but several efforts to find a better syntax that did not have ambiguities with existing programs failed to come up with anything better.
And third, it seems pretty natural to omit the arguments when initializing an object or collection because that's how arrays do it too: new int[] {1, 2, 3} and new List {1, 2, 3} are obviously analogues.
OK, then, more generally: how do you decide when it is acceptable to make this sort of minor syntactic sugar?
The first question must be "is there a good reason why the argument list is required?" We cannot make it optional if it is required, obviously. In this case there is no compelling reason why it should be required. An empty argument list is redundant and adds no value, so if it can be elided, that's sort of nice. Furthermore, the feature hits a bit of a "sweet spot"; the most likely scenario for using an object or collection initializer is precisely when a mutable object has properties that are not set by any constructor, and such objects often have a default constructor. It seems reasonable that most of the time the argument list is going to be empty, so again, this feature is nice.
However, "sort of nice" only cuts it if the costs are low.
What costs do you consider?
We consider:
Design costs: is it going to take a lot of time to design the feature, verify that the design is sound, and write a specification? This is a tiny part of a larger feature; the cost is pretty low.
Compiler development costs: in this case we were going to have to completely rewrite the "object creation expression" parser logic anyway; making the argument list optional was a tiny fraction of the cost of the larger feature.
IDE development costs:: Does the proposed feature make it difficult to analyze an incomplete program as you are typing it? The IDE has to do that; features which make the IDE have to work much harder are bad features because the IDE has to be really snappy; it has to do semantic analysis between keystrokes. This sugar doesn't seem to add any complex lexical, grammatical or semantic analysis ambiguities. It seems to work well with refactorings, and other complex analysis that the IDE has to do.
Testing costs: does the feature introduce lots of scenarios that are difficult to test? In this case, no. It's very easy to test this sort of optional syntax, and again, the test cost of this part of the feature was a small fraction of the cost of testing the whole thing.
User Education costs: does the feature introduce syntax that will require a lot of documentation? Are we going to have to produce videos and blog posts about it? Are we going to get support calls from customers who are confused by the feature? For this sugar, no, no, and no.
Maintenance costs: what will the "bug tail" look like? Do we anticipate that we're likely to miss some crazy interaction with some other feature that causes a hard-to-reproduce and hard-to-fix bug? Or is it likely that we'll get it right the first time? In this case I do not recall there being any bugs reported against the optional-ness of the argument list. It's easy to get right.
Opportunity costs: by doing this sugar, are we spending lots of time and effort that we could be spending on something better for customers? Not really; again, this was a small fraction of the cost of the whole object-and-collection-initializers feature.
Future costs: Does the proposed feature "cut off" any anticipated future features, or make them more expensive and difficult? No. It seems unlikely that we're going to say in the future "well, we could have added metaprogramming to C# if only we had not made argument lists optional."
All the costs are low and the feature is nice to have, so we did the feature.
Why did you not add even more sugar at the same time?
Next time!
 - Nice post! Thanks for taking the time out of your busy schedule to answer such amusing questions :).
 My concern I tried to point out with the SO question was the inconsistency in constructor syntax this introduces and just to gauge why this inconsistency was introduced by the design team. Conditional optionality in syntax seems strange to me. That's all.
 - I didn't realise you could omit the parentheses like that. It turns out you can also omit the initialiser contents within the curly brackets, and write weirdness such as:
 Foo foo = new Foo{}; // For those who don't like parentheses
 - I'm certainly curious about the last question you raise. One can certainly imagine a variety of syntactic sugar that could be added (like omitting the class name entirely in some cases of the initializer syntax)
 Foo f = { Bar = 5 };
 List list = { 1, 2, 3, 4, 5 };
 Now with these, I suspect, there is far more potential for ambiguities and their clarity isn't great. I am definitely curious what other syntactic improvements were considered, but didn't make the cut.
 - "well, we could have added metaprogramming to C# (...)"
 You tease. :)
 - _USER_:
 Foo f = { Bar = 5 };
 The { Bar = 5 } syntax is used for anonymous types, but this statement has a named type. Therefore, this sugar would have the potential for confusion.
 Similarly, { 1, 2, 3, 4, 5 } defines an array. Using it to instantiate lists could also be seen as confusing.
 Not to mention that the 'new' keyword makes it obvious it's a reference type, and there's always the 'var' keyword for brevity and readability ;)
 - _USER_ M : I completely agree - and I pointed that out (in general) in my question. I do, however, have an interest in language design and I am interested in how a team (like the C# team) analyzes and prioritizes such features. C# is no doubt a very interesting case study, in that regard, since the language team has to balance many competing concerns. Balancing things brevity against clarity, expressiveness vs. complexity, performance vs. modularity - these are all no doubt extremely challenging... especially for a mainstream language with millions of users who all expect their existing code to continue to work even as the language evolves.
 - _USER_: Indeed :o) I would love to see what shape metaprogramming could take in C# if it were implemented. That and AOP would both be exciting enhancements to the language IMHO.
 - I never realised all the steps involved in a simple syntax change/feature like that. The mind boggles thinking about larger language features.
 - Good choice. It seems we could also do away with the parameter list when not using an initializer.
 var world = new Canvas;
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When creating third-party ads in the user interface, declare one or more click-through URLs (destination URLs) in the Ad technologies box. (Up to 50 URLs may be declared.) Ad Exchange treats all ads within a given ad group as a single virtual ad. Because buyers can rotate multiple creatives within a given ad call, Ad Exchange requires the declaration of all associated click-through URLs. As long as the click-through URL of each creative rotated through the ad calls is declared in at least one ad (regardless of the associated ad size), the creative is in compliance with the declaration policy.
Why do I see an InRed URL checkbox under my HTML snippet?
When our system sees that your third-party redirect points to the DoubleClick Campaign Manager (DCM) ad server, we show this message. An "InRed," or internal redirect, allows Google to serve your ad directly from DCM's ad server, avoiding a call back to the browser. This reduces ad serving latency and reporting discrepancies.
Note that you should clear the checkbox if the HTML snippet is an impression beacon.
When publishers block an advertiser landing page, ad category, or sensitive category, the information at the ad-level is used and so impacts the entire ad group. Therefore, the fewer ads rotated in a given redirect ad call, the higher the probability of delivery.
Delivering creatives via real-time bidder (RTB)
When using RTB, create pre-targeting ads in the user interface in addition to providing the creative in the RTB response. When creating the pre-targeting ads, you're not required to declare the click-through URL of each creative, but accurate click-through URLs must be declared in the bid responses.
Each HTML snippet in an RTB bid response must render to a single, unique creative, and the click-through URL must be declared. This click-through URL is checked against the associated creative. The HTML snippet should render for at least four days after the impression to prevent disapproval of similar creatives.
Dynamic creatives and click-through URL declarations
Dynamic creatives typically combine multiple image and text elements in real-time to create the most compelling offer for a given user based on targeting and user parameters. When created, these creatives might have correspondingly dynamic click-through URLs in order to track the relative effectiveness of each permutation, or they might have multiple click-through URLs that lead to different landing pages depending on the user interaction.
With Ad Exchange, we require every creative to have a declared click-through URL in order to enable certain features (e.g., advertiser and advertiser category blocking) and to ensure the quality of the landing page (i.e., scan for inappropriate content). With dynamic creatives, it's not always possible to declare all of the click-through URLs. To address this, Ad Exchange requires that buyers limit dynamic creatives to a single root advertiser and declare the root advertiser as the landing page.
Example 1: An advertiser, "" has a dynamic creative that will offer different books based on the time of day. Each time a different book is offered, the corresponding landing page is changed. Book 1's offer goes to "," Book 2 goes to "" In this scenario, the creative is allowed to run on Ad Exchange. The declared URL should be ""
Example 2: A marketer has two different online businesses, a dating site and a news site, that are run independently with the domains of "" and "" The marketer would like to create a dynamic creative that oscillates between these two offers based on time of day. In this scenario, a dynamic creative is not allowed. Instead, the marketer should deploy two different creatives and target them via the user interface as two different ads, or use real-time bidding and reply with the specific creative that should serve.
Example 3: An advertiser runs an ad with multiple social network buttons for sharing some content: Facebook, Pinterest, and Twitter. Each of these buttons, with their appropriate URLs, counts as a click-through URL and must be declared. Note that no resources can be loaded from these domains directly, they are merely links which the user must choose to follow.
Destination URLs must be between 12 and 2048 characters and cannot use a numeric IP address.
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what is the difference between a social movement and a solidarity movement?
newpaltz529 asked:
I am writing a paper about solidarity movements in Latin America, based on the book Convictions of the Soul: Religion, Culture, and Agency in the Central American Solidarity Movement by Sharon Erickson Nepstad. In my paper, I keep using solidarity movements and social movements interchangably, but I don't know if that is entirely correct. HELP!
thats funny you gave the answer with charles tilly because i just read a book by him
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*Social solidarity refers to the integration, and degree and type of integration, shown by a society or group with people and their neighbors. It refers to the ties in a society – social relations – that bind people to one another. The term is generally employed in sociology and the other social sciences. What forms the basis of solidarity varies between societies. In simple societies it may be mainly based around kinship and shared values. In more complex societies there are various theories as to what contributes the sense of social solidarity.
**Charles Tilly defines big social movements as a series of contentious performances, displays and campaigns by which ordinary people made collective claims on others [Tilly, 2004]. For Tilly, social movements are a major vehicle for ordinary people's participation in public politics [Tilly, 2004:3]. He argues that there are three major elements to a social movement [Tilly, 2004]:
Edit: Irony. Anyways, I think are are interchangeable
(although there is a slight difference between the two).
A social movement is a communities need to have a particular agenda intact by governmental means because those in control are not distributing properly. Strength in numbers sort of speak. Solidarity is similar because their is a need to resolve a particular issue in government or religion or other commuity cause and so it is necessary to have silidarity to ensure that it is sought after in unity.
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How well is your mainframe outsourcer managing capacity and performance?
Part 5: CPU based pricing models
This is the fifth in a series of blogs about how to follow up on your mainframe outsourcer. Previously I've discuss why it is important to follow up on your outsourcer, understanding MIPS and MSU, and the pitfalls of MIPS. In the last blog I discussed the outsourcer's cost structure. In this article I will dig further into the commercial aspects of CPU capacity. Specifically, we will look at how the monthly invoice for the customer is calculated from the technical measurements.
CPU based pricing from an outsourcer can be usage-based, capacity-based, or a combination of the two.
Usage based pricing
As discussed in the previous blog, IBM software is generally billed based on CPU usage, so it is natural for the outsourcer to ensure some level of back-to-back agreement with its customers by also charging based on CPU usage. Some variations on this theme that we have seen are:
– Monthly peak rolling four-hour average
– Absolute monthly peak
– Peak during working hours during the month
– Monthly percentile peak (e.g. 95th percentile where the highest 5% of the peaks are ignored)
– Total or average usage during the month (e.g. average MIPS or total CPU seconds)
– Bands (penalties for using too much or too little)
The units are generally MIPS or MSU. Note that while the outsourcer may be paying IBM for their peak usage and charging you for your peak usage, those peaks may be at different times.
The advantage of capacity-based pricing is predictability. You pay a fixed monthly fee for a fixed capacity, no matter how much you use. There are typically well-defined mechanisms in the agreement for adjusting that capacity on an ongoing basis. Example of this theme include:
– Reserved capacity, sometimes referred to as guaranteed capacity, based on the LPARS 'weight'
– Maximum capacity based on the LPARs configuration, e.g. number of logical CPU's
– Maximum capacity based on hard or soft capping
These elements can be combined in many ways. Here are some examples:
– CP capacity billed based on peak, but zIIP and IFL capacity billed based on number of logical CPU's
– CP and zIIP capacity based on the combined CP + zIIP peak – or based on the peaks for CP and the peaks for zIIP determined independently
– Peaks based on combining the usage of all LPARS or based on each LPAR independently
– Some software products billed based on usage and other software products based on capacity
We recommend the following best practices when deciding on a billing model:
- Work towards alignment of interests with your outsourcer. Think win-win by looking for ways you both can save money.
- Avoid complexity that doesn't add value.
- Ensure transparency through access to data and reporting.
- Understand your current and projected usage patterns when considering alternate billing models.
- Get independent advice from subject matter experts when evaluating your current situation or considering alternatives.
- Understand the relationship between cost and quality of service.
The relationship between cost and quality of service will be covered in more detail in another blog.
by Steven Thomas, Chief Technology Officer, SMT Data


Who is considered a virgin?
From Christian Onyishi
Leave a Reply
This Post Has 12 Comments
 1. Arua Marcel
 There are many things to say about virginity.
 First is that it is not only ascribed to females alone but also males but I think it is only that of the females is verifiable.
 For females, it is said that apart from normal sex which is the main activity were virginity is lost one can still loose ones physical virginity through strenuous activities.
 Finally and most importantly, virginity is pride/might. Spiritually speaking I would say that virginity aids spiritual growth and virgins possess some kind of natural spiritual power with non virgins do not have and can never have, but most times they are not really aware of it. This is why some sacrifices can only be valid and Fruitful when virgins are used. Our blessed Mary in one of her messages requests that little virgins be consecrated to her. Why?
 Our Lord Jesus wish to be born of a Virgin. Why? When we read stories of Saints Agnes, Agatha, Cecilia, Maria Goretti, Lucy and other saints who died because they want to preserve their virginity then we will understand that virginity is might.
 Below is an article I once wrote on this matter.
 Virgin-less Virgins
 I use to hear questions like, do we still have virgins? Yes o, many of them. And virgins are precious to God, if not, He would have not allowed her Mother to remain one. St. Ephraim said that Virginity will serve as a chariot, lifting heaven ward all those who have it.
 Some martyrs saw the treasures in Virginity and not only offered it to God but offered their lives for it. Saints like, Agnes, Maria Gorreti, Cecilia, Agatha, Lucy, Philomina etc.
 Keep yourself if you are still one.
 Please o, it is not only females that Virginity is ascribed to. St John the Evangelist was said to be a virgin, and I think that is why Jesus loved him the most.
 The area I want to concentrate are those I refer to as Virgin-less Virgins. Virginity in the right sense deals with everything about the individual not just the physical aspect. Virginity is inside out.
 There are sins against Virginity which if one is comfortable with them even if he or she has never penetrated someone or been penetrated by someone makes the person less a virgin.
 Some of them are:
 If you dress in such are way that you lead others to sin either in thoughts, words or actions.
 If you are in impure relationship,
 If you watch pornography,
 If you masturbate,
 If you engage in impure chats,
 If you make impure calls, messages, or discussions,
 If you use romantic words for pleasure sake,
 Impure hugging, holding of hands, kissing, romancing etc
 Then, you are less a virgin.
 Just as it is possible for one to regain her Virginity physically by using drugs or herbs it is also possible to regain your Virginity spiritually. That's by constantly longing and making effort to be pure all round always.
 What this means is that someone can be physically a virgin but not spiritually a virgin and someone could be spiritually a virgin and not physically a virgin. If one is both spiritually and physically, best. But among being a virgin either physically or spiritually, I think God will prefer the spiritual virgins more.
 What is most important is that you continue to make untiring effort towards total purity of life. If you fall by mistake, rise as quicky as possible and continue in your effort.
 Don't be comfortable with any sin especially the sins of impurity because it leads people to hell more than any other sin, says our blessed Mother Mary to the three seers at Fatima.
 Forget your past and be determined in the future to restore your Virginity.
 Purity remains the answer.
 1. Kingsley Mario Ojobo
 Thanks for that wonderful contribution.
 More wisdom.
 2. Anonymous
 But wait o
 Isn't the holding hands and hugging a little extreme?
 2. Kingsley Mario, Ojobo
 To some, it's naive credulity
 preserving the limb's unity.
 Many take it for granted
 saying, the grace was never bestowed.
 No need to resist nature's call.
 Lose it or be tagged uncivilized
 not willing to socialize.
 The happening ones
 sell it to get their wants.
 Submitting to nature's call.
 Is she a virgin?
 He asks to judge.
 But she dare no question
 to ascertain if he's one.
 He claims forever virgin.
 Is it gender based?
 A call for doctors to answer.
 But in justice and equity
 no gender is an exception.
 Adam and Eve both left the garden.
 What a treasure
 the best from a bride
 to her groom, who paid the price.
 And from the groom, I guess
 to his bride, who said yes.
 Losing it means not death
 let it not be the end.
 Cheer up and rise again
 pursue purity which gives more gain
 and can be restored with no pain.
 1. Pascal
 Wow! This is wonderful. The way you articulated the poem is very awesome.
 3. Kingsley Mario Ojobo
 Virginity is the act of being a virgin,
 And somebody who is a virgin is considered a virgin naa. Lol.
 But wait oo…
 ®Is virginity for both gender or just for females?
 I always hear, "she's not a virgin or she is a virgin," but I'm yet to hear statements like, "he is no longer a virgin."
 ®Also, is someone who engage in Masturbation without any form of sexual intercourse still a virgin?
 ®Is it possible to know if a man is a virgin or not?
 ®Can someone lose his/her virginity and still recover it? Can you undo what you have done?
 ®Does virginity define the true worth of a lady?
 I always hear comments like, "I can't marry her because she's no longer a virgin."
 ®Is being a virgin equivalent to being a good girl?
 ®Virginity, chastity and purity seems to have similar meaning,
 Please can someone clear my confusions.
 4. Francis Sanctity
 To be sexually a virgin in general sense…should be not having sexual intercourse with the opposite.
 This is clearly defined in the words of our Lady to the Archangel ; "How can it be, Since I KNOW NOT a man." Luke 1:26-end.
 5. Emmanuel (Ozigi)
 sex means different things to different people, so virginity can mean different things, too.
 A lot of people think that having penis-in-vagina sex for the first time is how you lose your virginity. But this leaves lots of people and other types of sex out of the picture.
 Some people haven't had penis-in-vagina sex, but they've had other kinds of sex (like oral sex or anal sex) — and they may or may not see themselves as virgins. And there are lesbian, gay, bisexual or pansexual people who may never have penis-in-vagina sex at all. But they probably don't see themselves as lifelong virgins just because they haven't had penis-in-vagina sex.
 Many people believe rape and sexual assault aren't sex — it's only sex if both partners have consent. So if someone was forced or pressured the first time they had vaginal sex, oral sex, or anal sex, they may not see that as "losing their virginity."
 6. Emmanuel (Ozigi)
 There is no one definition of virginity. For some, being a virgin means you haven't had any kind of penetrative sex — whether that's vaginal, anal, or even oral. Others may define virginity as never engaging in vaginal penetration with a penis, despite having had other types of sex, including oral stimulation and anal penetration.
 7. Prof Nkadi Onyegegbu
 I will only take up this topic, VIRGINITY from the position as a Biology teacher.
 Virginity is a state of never having had sexual intercourse.
 Never engaged in sexual intercourse.
 Haven't had penetrative sex.
 Is a special value for unmarried females.
 A personal purity.
 Is an honor and worth.
 Is a quality female or male has.
 Is an ideal condition that is not medical.
 Is a topic that the negative "culture of silence" in our society will not rather discuss in public.
 Is a very important topic that even when discussed by a bold person, draws up so much interest and attention irrespective of age and gender.
 I don talk my own ooo.
 1. Fr. Teclus UGWUEZE
 Thanks dear PROF. Very thoughtful of you
 8. Anonymous
 Honestly that sounds more vague than I've ever heard. Please someone should speak on that


Purchases and sales of properties and businesses.
The purchase and sale of a property and/or a business raise a number of different tax issues, and planning ahead of an acquisition is therefore important to minimise costs and to avoid incurring unexpected tax costs.
Depending on how the transactions are executed (for example if the property is being sold or packaged in a company such that the shares are sold, if a business is sold through a transfer of assets and liabilities or if the shares in an operating company are sold), various tax issues arise - anything from income tax to VAT and stamp duties.


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2) Make a mound. Once you have a suitable hole, place a cone-shaped mound of soil in the center of the rose whose dimensions roughly match the cone defined by the roots. (If it is a potted plant, don't do this step.)
3) Place the rose into the hole. Try to make sure the roots are straight and evenly distributed around the hole. If it is a potted rose, check to make sure the roots aren't encircling the rose.
4) Ammend poor soil. If you live where the soil is very high in peat, pure sand and gravel, or limestone, consider digging out a hole about three feet in diameter and two feet deep and planting the rose in that hole. Use imported 'rose soil' in the hole. Most people, however, can add things to improve the soil. Gypsum will loosen heavy clays; so will compost. Lime will help neutralize acid soils. Sandy soils can be made usable by adding lots of good compost. Sometimes mixing twenty or thirty percent good potting soil in with native soil can give roses a good start.
In ammending soil keep in mind that where there are abrupt changes in soil composition, most plants will not send new roots across the boundary, so if the soil in a hole is markedly different than the surrounding soil, create a zone in which the two are evenly mixed to help the roots make a transition into the surrounding soil.
5) Fill halfway with earth. Add some slow-release organic fertilizer - perhaps a few tablespoons, and fill the hole with water. When the water has drained from the hole, fill in the hole with soil.
6) Pack the soil firmly. If your soil is so full of clay that this seems like you are just making bricks, then you probably should have added some compost to your soil.
7) Shape the surface. I like to make a cone-shaped indentation that catches water and sends it to the rose at the center of the hole. This is convenient for watering later on. If you water with a hose, and the rose is planted on a slope, some kind of dishing around the rose is imperative; otherwise all the water runs away from the rose.
8) Mulch. Place about 3 inches of mulch on the hole. This will limit evaporation, keep the soil cool, provide some organic matter to fuel life below ground, and limit weed growth.
9) Water. Apply plenty of water to the rose. Water not only is required to cause the roots to become active, but it also aids in settling the soil into the hole, helping to fill large voids. This is essential to improve soil contact with roots. Water daily through the first August, weekly thereafter.
You might buy your roses from a store, or you might order them through the mail or on the web. Big box stores are sometimes decent places to get the most popular hybrid tea roses, floribundas, and shrub roses. Many serious rosaphiles purchase roses from mail order nurseries or on-line.
Roses will arrive either as dormant bare root plants or as actively growing plants. Most of the rules for planting are the same; but the timing for the two are different. If you order dormant, bare root plants, you will want to plant them about six to eight weeks before your last average frost date. Some advocate planting them as soon as you can work the soil in spring. Often, your supplier can estimate this well when you order.
If you are receiving roses in pots of one size or another, you will want to plant them about a week after your average last frost date. Bear in mind that these roses have been growing vigorously in a greenhouse, and sometimes a whiff of frost in the air will kill them cold.
Bare root roses arrive in boxes with bits of peat to keep them moist. It is best to soak each bare root rose in a barrel of water for 4-24 hours befors planting. In both cases, keep the plants between 40F and 55F, in shade, and adequately moist.
Most of the business of planting the rose lies in digging the hole. Farmers long ago coined the phrase "Dig a $10 hole for a $5 tree." Skimping on hole size can impare the development of a rose. This is especially true if the soil needs to be ammended.
So here are the steps in planting a rose:
1) Dig a hole. A rule of thumb that I use for most roses is to dig a hole whose diameter about matches the diameter of the plant at the end of two years. I may give small roses a hole not much more than 18 inches across. Shrub roses get holes about three feet across. Climbers planted along a wall may get holes a little bigger than this. In any case, the holes should fully accommodate the roots.
If the native soil is not too poor, then there is not much reason to dig a very deep hole; about one shovel's depth is good enough. Dig deeper, and the rose will sag too far below the surface after being planted.
If the soil is poor, and is being replaced with imported soil, then digging down eighteen inches or two feet may not be a bad idea, just be sure that the improved soil at the bottom of the hole is packed tightly so that the rose does not sink in when watered in.


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versión On-line ISSN _PHONE_
Verbena and Glandularia are two genera of Verbenaceae closely related by their morphology. In this work, six species of Verbena from southern Brazil, Uruguay and Chile are transferred to Glandularia: G. catharinae, G. corymbosa, G. dusenii, G. gynobasis, G. hatschbachii and G. jordanensis, based on several typical Glandularia features, such as those related to habit, style length, inflorescence types and position of teeth on the fructiferous calyx, among others. Descriptions, illustrations and a distribution map are also provided.
Palabras llave : Glandularia; Nomenclature; South America; Taxonomy; Verbena; Verbenaceae.