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April 29, 2011 > There be fossils here
There be fossils here
By William Marshak
Yes, there really is a natural history museum in Fremont. Although it exists on the periphery of consciousness of many Tri-City area residents, each year the museum attracts thousands of visitors including children from a wide swath of Northern California school systems. The Children's Natural History Museum is a testament to the perseverance of its director, Dr. Joyce Blueford and houses the efforts of a group of "Boy Paleontologists" who helped make fossils found in the Fremont area famous. In fact, a geologic "stage" of about 1.8 million - 300,000 years BP (Before Present) is named for Irvington... the Irvingtonian North American Stage (Era).
For over a million years, fossils of mammoths, sabertooth cats, mastodons, sloths and other large mammals lay buried in the Fremont foothills. A group of "Boy Paleontologists" under the direction of a science teacher, Wesley Gordon, created a national sensation in the 1940s as they uncovered bones from the beginning of the Ice Age (Pleistocene epoch) near the community of Irvington. These "finds" eventually found their way to the museum within a few miles of their discovery.
Managed by Math/Science Nucleus, the Children's Natural History Museum has recently expanded in size and includes exhibits that display fossils, a "stardome" and "walk though time," shells, rocks and tools of early humans. And in the "Hall of Small Wonders," visitors can peek into a micro world of sea creatures. A museum shop allows visitors to expand their experience with mementos of their visit and continue exploration of the natural world through books, games, gadgets and experiments.
Leadership Fremont is a "class" formed annually by the Fremont Chamber of Commerce to learn more about their community and take an active role in its progress. Speaking for this year's group, Dr. Vera Packard noted, "It's been an amazing ride!" Each class picks a project to "engage and enhance" the community. A brainstorming discussion, moderated by Team Manager Kathy Hunt, resulted in a desire to work on something that involved children, education and created a legacy for future generations.
This year's Leadership Fremont class selected the Children's Natural History Museum as its work project, designing and supporting the construction of a patio adjacent to the museum building for lunch/snack breaks and outdoor activities. Blueford said that attendance at the museum could double if a safe and comfortable place for snacks and lunch could be found on the museum grounds. That was all that the Leadership group needed to hear; they got to work planning, organizing, fundraising and finding a construction partner. Amazed at the community's response to appeals for assistance, Packard was overwhelmed by the generosity of local companies and individuals proving the adage, "The first attitude we need in life is the attitude of gratitude."
Some of those who supported the project were acknowledged at a ribbon cutting event Wednesday, April 20. They include: Cargill Salt, Leadership members, Washington Hospital Healthcare, Fremont Police Association, Kaiser Permanente, Allied Waste of Alameda County, Advanced Micro Devices, Fremont Firefighters Association, Kevin & Ellen Woods, William Jennings, Corbin Willits Systems, Inc., Royal Ambulance, Wesley Liu and Stahl Companies. A special "Thank You" was extended to Greg Robillard of Robillard Construction for his generous assistance building the patio. Additional funds are still needed to install a floor of recycled material for the patio.
One of the Boy Paleontologists, Phil Gordon interrupted a trip to Southern California, driving all night to attend the ceremonies marking completion of the project. Blueford noted, "This is the first time I have allowed an outside group to do everything." Although hesitant at first, standing under the trellis of the new area, she concluded "I am totally convinced that the community is ready to help the Math/Science Nucleus provide even more services; I want to applaud the Leadership Fremont Class of 2011."
California Assemblyman Bob Wieckowski was present to issue a proclamation recognizing the accomplishments of the Math/Science Nucleus. Other dignitaries in attendance included Fremont Unified School District Boardmember Lara York and Superintendent Dr. Jim Morris, Chamber of Commerce CEO Cindy Bonoir and chamber representatives Nina Moore and K.K. Kaneshiro. Bonoir spoke of the commitment of the business community, especially members of Leadership Fremont classes, to reach out and help make their community successful. She summarized class efforts saying, "All individuals in Leadership Fremont make a big commitment - a nine month commitment - to this program. This year, they have put a lot of time and effort into what has created an environment where kids can learn, expand their knowledge and grow as individuals."
Members of the 2011 Leadership Fremont class include: Walt Birkedahl,
Mike Engle, Michelle Griese, Hasieb Lemar, Kathy Hunt, Toni Lyons, Chris Jung, Mike Moore and Vera Packard
Children's Natural History Museum
4074 Eggers Drive, Fremont


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hydroelectric power production, and the presence of significant uranium deposits. The first PEN, drawn up in 1978, emphasized the role that nuclear power would play in meeting the nation's ever-increasing need for electricity. The revised PEN of 1984 postponed the opening of the Lemoniz Nuclear Power Plant for political reasons, and it continued the mothballing of three other nuclear plants. The government decided, nonetheless, that if the demand for electricity increased by more than 3 percent, work on one of the plants might be restarted. The new PEN also emphasized the benefits of increased natural gas consumption.
More about the Economy of Spain.
Source: U.S. Library of Congress

source: HuggingFaceFW/fineweb-edu


Iran Zoroastrians celebrate ancient feast of fire
ALI AKBAR DAREINI Associated Press Published:
TEHRAN, Iran (AP) -- Followers of Iran's minority Zoroastrian religion gathered after sunset to mark Sadeh -- an ancient mid-winter feast dating to Iran's pre-Islamic past that is also drawing new interest from Muslims.
Zoroastrian priests, dressed in white to symbolize purity, recited verses from Avesta, the holy Zoroastrian book, before more than 2,000 people on Tuesday.
Men and women in traditional dress carried torches and lit a huge bonfire on the outskirts of Tehran Tuesday, as young people danced.
Sadeh, the feast of creation of fire, has been observed since ancient days, when Zoroastrianism was the dominant religion in the powerful Persian empire.
Zoroastrianism lost dominance after Muslim Arabs invaded and conquered Persia in the seventh century. Today, most of Iran's 75 million people are Shiite Muslims, and the ruling establishment is led by clerics who preach a strict version of Islam.
After the 1979 revolution brought in the hard-line Islamic religious government, many Zoroastrians emigrated to the U.S., and their festivals were strongly discouraged.
About 20,000 Zoroastrians remain today -- down from 300,000 in the 1970s, when many emigrated to the United States. They make up part of Iran's small non-Muslim population, including 150,000 Christians and 15,000 Jews.
Although the feast of fire has traditionally been marked by Zoroastrians, many Muslim Iranians joined the festival Tuesday.
"This festival promotes friendship and happiness. The feast is an opportunity to thank God for the creation of fire. The light and warmth of fire brings affection among communities. That's the reason we are here," Zoroastrian priest Sohrab Hengami said.
Ali Doosti, an Iranian Muslim who attended Tuesday's celebration, said Sadeh should not been seen from a purely religious perspective.
"Sadeh is an ancient celebration that symbolizes Iran's rich cultural heritage. There is no reason why Iranian Muslims shouldn't observe the event," he said.
To Zoroastrians, fire represents life and the inherent nature of Ahura Mazda -- total goodness.
"Sadeh is a celebration of fire, but we are not fire worshippers. We worship one God," said Ardeshir Khorshidian, another priest.
Fire plays a central role in worship as a symbol of truth and the spirit of God. Prayer is often performed in front of a fire, and consecrated fires are kept perpetually burning in major temples.


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A two-minute warning stoppage in American Football occurs twice during a four-quarter game. The pause occurs in the second and fourth quarters of every game. The clock stops at the conclusion of the two-minute mark, and it acts as a mini timeout for teams to strategize on what to do next. So what is the history of the two-minute warning, why it began, and why does it still exist today? Here is the entire breakdown of the two-minute warning in American Football.
When Did the Two-Minute-Warning Begin in American Football?
The two minute-warning began in the NFL in 1942. During this time, no official game clock was present for fans and players to see. Since no stadium clock counted down the time left in the match, the refs had a two-minute warning to alert the players and fans how much time was left.
Clock Change at NFL Stadiums
While more NFL stadiums began adding official game clocks for everyone to see, the two-minute warning was still part of NFL games. Even though the original purpose of the two-minute notification was to let everyone know how much time remained in the contest, the league saw it as an essential and strategic part of the game. The break-in action allows teams to huddle up and strategize what they will do next, even without a timeout.
What Happens at the 2 Minute Warning During Football Games?
During the 2-minute warning in American Football, both teams can regroup on the field or sidelines and discuss strategy during the stoppage in action. Also, since this is a pause in the act, you typically see commercial breaks on TV. The two-minute warning lasts two minutes, allowing TV and radio advertisers to squeeze in a few ads before the action resumes.
How Many Two Minute Warnings are there in Football?
There are only 2 two minute-warnings during a four-quarter football game. If the game goes into overtime, there is another two-minute warning if it gets to that stage. During the playoffs in overtime, there is no 2 -minute overtime in the first overtime period. However, if the game continues into the second overtime and beyond, there is one 2 minute overtime per period.
Does the 2:00 Minute Mark Stop the Action No Matter What?
The two-minute warning only occurs when the play clock reaches 2:00, and the completion of the play concludes. For example, a team might run the ball with 2:10 left on the clock, but they fumble it. The defending team recovers the ball and runs it until tackled with the fumble recovery. The game clock is now at 1:47 after this tackle, and the two-minute warning starts. Even though the game clock is 1:47, both teams enter a two-minute break and then resume action with 1:47 left in the game.
How Do Teams Use the Two-Minute Warning to their Advantage?
If the offense is down in the score, they might try and preserve their timeouts, so they will run or throw the ball and run out of bounds to stop the clock. With the 2-minute warning approaching, teams can run a play in the middle of the field and then have the 2-minute warning stop the action, which doesn't cost them a timeout.
What is the Two-Minute Drill?
Teams practice a first and second half two-minute drill in practices before games. These two-minute drills simulate scenarios when a team only has two minutes to march down the field and score a touchdown. Sometimes they will have no timeouts, while others will have a few. Teams practice this two-minute drill to simulate what will happen if they are in the same scenario.
What is the 10-Second Runoff?
After the two-minute warning during an American Football game, there is a 10-second runoff that occurs only for the offense. The 10-second runoff prevents an offense from getting an unfair late advantage, especially when they are out of timeouts. Common reasons for the penalty include
- Intentional grounding.
- Creating a false start on purpose to stop the clock.
- QB throws a backward pass out of bounds.
An Example of Why the 10-Second Runoff Exists
For example, let's say that a team has the ball with 15 seconds left on the clock. They are trying to get their players back to the line of scrimmage to spike the ball to stop the clock, but it is taking too long. To stop the clock, the center moves early and interacts with a defender to create a false start, which stops the clock.
The referee in this situation above will call a 10-second runoff violation because the play was only run to stop the action. With that being the case, the new play begins with 10 seconds taken off the clock, which means that the offense only has 5 seconds left on the game clock. If less than 10 seconds are on the game clock, the game officially ends on this call.
Finally, an injured player on the field when the team has no timeouts can result in a 10-second runoff. The other team can choose to have 10 seconds taken off the clock when there is an injury.
Does College Football or High School Football Have a 2 Minute Warning?
NCAA Football and High School Football does not have any two-minute warnings during their game day matchups.
Does Canadian Football or Arena Football Have Something Similar?
Does Hockey or Basketball Have Something Similar?
Professional hockey and basketball don't have anything like the two-minute warning like the National Football League has. The only similar thing is the seventh inning stretch in Major League Baseball, which is a brief pause in action towards the end of a game.
Conclusion: What is the Two Minute Warning in Football?
In summary, the two-minute warning began to alert both teams on how much time remained during a game. Today, the two-minute warning is a time to regroup as a team and strategize on what to do next. Not only is the pause in action a way for teams to strategize, but the delay builds up the excitement for the final moments of a football game, which is great for players and fans.

source: openbmb/Ultra-FineWeb


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Who's Hit Hardest By COVID-19? Why Obesity, Stress And Race All Matter
As data emerges on the spectrum of symptoms caused by COVID-19, it's clear that people with chronic health conditions are being hit harder.
While many people experience mild illness, 89% of people with COVID-19 who were sick enough to be hospitalized had at least one chronic condition. About half had high blood pressure and obesity, according to data from the Centers for Disease Control and Prevention. And about a third had diabetes and a third had cardiovascular disease. So, what explains this?
"Obesity is a marker for a number of other problems," explains Dr. Aaron Carroll, a public health researcher at the Indiana University School of Medicine. It's increasingly common for those who develop obesity to develop diabetes and other conditions, as well. So, one reason COVID-19 is taking its toll on people who have obesity is that their overall health is often compromised.
But does obesity specifically affect the immune system? Perhaps.
Prior research has shown that people with obesity are less protected by the flu vaccine. They tend to get sicker from the respiratory disease even if they've been immunized. In fact, researchers have found that as people gain excess weight, their metabolism changes and this shift can make the immune system less effective at fighting off viruses.
"What we see with obesity is that these [immune] cells don't function as well,' says Melinda Beck, a health researcher at University of North Carolina, Chapel Hill. Basically, she explains, obesity throws off the fuel sources that immune cells need to function. "The [immune cells] are not using the right kinds of fuels," Beck says. And, as a result, the condition of obesity seems to "impair that critical immune response [needed] to deal with either the virus infection or [the ability] to make a robust response to a vaccine."
So this is one explanation as to why people with obesity seem more vulnerable to serious infection. But, there are many more questions about why some people are hit harder, including whether race is a factor.
The CDC found that 33% of people who've been hospitalized with COVID-19 are African American, yet only 13% of the U.S. population is African American. Some local communities have found a similar pattern in their data. Among the many (26) states reporting racial data on COVID-19, blacks account for 34% of COVID deaths, according to research from Johns Hopkins University.
This disproportionate toll can be partially explained by the fact that there's a higher prevalence of obesity, high blood pressure and diabetes among African Americans compared with whites.
And as Dr. Anthony Fauci of the National Institutes of Health said last week at a White House coronavirus task force briefing, this crisis "is shining a bright light on how unacceptable that is, because yet again, when you have a situation like the coronavirus, [African Americans] are suffering disproportionately."
There are several factors, including some genetic ones, that may make African Americans more vulnerable to COVID-19. "There have been a few studies that have pointed to African Americans potentially having genetic risk factors that make them more salt-sensitive," says Renã Robinson, a professor of chemistry who researches chronic disease at Vanderbilt University. This may increase the likelihood of high blood pressure, which, in turn, is linked to more serious forms of COVID-19. "It could be a contributing factor," she says, but there are likely multiple causes at play.
Another issue to consider, she says, may be high stress levels. She says when a person experiences racial discrimination, it can contribute to chronic stress. She points to several studies that link discrimination and stress to higher levels of inflammation among black adults. "And chronic stress can make one more vulnerable to infection because it can lower your body's ability to fight off an infection," she says.
Chronic stress is linked to poverty — so this could be a risk factor for low-income communities. In fact, research has shown that people who report higher levels of stress are more likely to catch a cold, when exposed to a virus, compared with people who are not stressed.
According to a new survey from Pew Research Center, health concerns about COVID-19 are much higher among Hispanics and blacks in the U.S. While 18% of white adults say they're "very concerned" that they will get COVID-19 and require hospitalization, 43% of Hispanic respondents and 31% of black adults say they're "very concerned" about that happening.
And other aspects of structural racism could contribute to the elevated risk for black Americans.
"Every major crisis or catastrophe hits the most vulnerable communities the hardest," say Marc Morial, president and CEO of the National Urban League. And he points to several factors that help to explain the racial divide.
"Black workers are more likely to hold the kinds of jobs that cannot be done from home," Morial says. So, they may be more likely to be exposed to the virus, if they are working in places where it's difficult to maintain social distancing. In addition, he points to longstanding inequities in access to quality care.
"There also is bias among health care workers, institutions and systems that results in black patients... receiving fewer medical procedures and poorer-quality medical care than white individuals," he says. He says an expansion of Medicaid into those states that still haven't expanded would be one effective policy to address these inequities.
The characteristics of the communities where people live could affect risk, too especially for those who live in low-income neighborhoods. The roots of chronic illness stem from the way people live and the choices that may or may not be available to them. People who develop the chronic illnesses that put them at higher risk of COVID-19 often lack access to affordable and healthy foods or live in neighborhoods where it's not safe to play or exercise outside.
"Let's take a patient with diabetes for example. They are already at high risk for COVID-19 by having a chronic condition," says Joseph Valenti, a physician in Denton, Texas, who promotes awareness of the social determinants of health through his work with the Physicians Foundation.
"If they also live in a food desert, they have to put themselves in greater risk if they want access to healthy food. They may need to take a bus, with people that have COVID-19 but aren't showing symptoms, to get access to nutritious food or even their insulin prescription," he says.
Poor nutrition, and the obesity linked to it, is a leading cause of premature death around the globe. And, this pandemic brings into focus the vulnerability of the millions of people living with lifestyle-related, chronic disease.
"We're seeing the convergence of chronic disease with an infection," says UNC's Beck. And the data suggest that the combination of these two can lead to more serious illness. "We're seeing that obesity can have a great influence on infection," she says.
So, will this shine a spotlight on the need to address these issues? "Hopefully," Beck says. "I think paying attention to these chronic diseases like obesity is in everybody's best interest."
Copyright 2021 NPR. To see more, visit _URL_.


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best action you can take to benefit honey bees is to not use pesticides indiscriminately, especially not to use pesticides at mid-day when honey bees are most likely to be out foraging for nectar.
In addition, you can plant and encourage the planting of good nectar sources such as red clover, foxglove, bee balm, and joe-pye weed. For more information, see _URL_.]
ARS Honey Bee Research


Nutrition: Group Education
Background on Group Education
guy with fruit
expandWhat are group education strategies?
collapseWhat are group education strategies?
 - Through group education interventions, trained nutrition instructors or facilitators (e.g., dietitians, health educators) provide information and resources as part of group interactions to increase knowledge, skills and support related to increasing consumption of nutritious foods.
 - Group education interventions may include presentations as well as individual or group activities that occur in classrooms (e.g., schools, colleges or universities), community centers, WIC clinics, recreational facilities, worksites and other desired locations. Guided by a detailed nutrition curriculum, these interventions can:
 - highlight the association between what we eat and health outcomes (e.g., fat intake and obesity),
 - promote behavioral change (e.g., purchase foods with less sugar; eat more fruits and vegetables),
 - improve knowledge and skills related to the benefits of nutritious foods (e.g., increased energy, weight loss) and challenges with making lifestyle changes (e.g., skill-building for healthy food preparation), and
 - influence social support or group norms (e.g., sharing recipes or strategies for overcoming challenges).
expandHow does group education impact nutrition-related behaviors?
collapseHow does group education impact nutrition-related behaviors?
 - For many individuals, the group is a natural setting. People are often taught in groups, live in groups and play in groups. Social interaction can be a key aspect of the developmental process as individuals learn by observing others and the results of their actions. Therefore, group education interventions can be most effective if they take into consideration both individual characteristics (e.g., knowledge, skills) and group circumstances (e.g., social norms, peer pressure). For example, it may be more helpful to have different group members talk about how eating more nutritious foods and establishing healthy eating patterns has helped them feel better physically and mentally, as opposed to simply describing the relationship between nutrition and health.
expandHow can I use group education strategies in my nutrition intervention?
collapseHow can I use group education strategies in my nutrition intervention?
 - Group education interventions may be incorporated into existing education interventions (e.g., health education classes in schools, cooking classes at a local grocery store) or held independently.
 - Group education can be designed to meet the needs of general audiences or specific groups (e.g., "targeted messages"). For example, the group education interventions can address the special needs of populations with particular health concerns (e.g., diabetes, cardiovascular disease), adolescent girls (e.g., basic identity questions, peer pressure), or those who prepare foods for others (e.g., school cafeteria staff).
expandWhat type of group education is best for my nutrition intervention?
collapseWhat type of group education is best for my nutrition intervention?
 - Groups set up primarily for prevention (i.e., education or skills training to encourage nutritious eating patterns such as reducing consumption of fat, sugar, or sodium and increasing consumption of fruits, vegetables, or fiber in order to minimize risk of disease and disability).
 - Groups concerned with specific health conditions and their improvement (i.e., education or skills training to help individuals with various health conditions such as obesity, arthritis, heart disease, or diabetes to lose or maintain weight, balance important nutrients, or avoid specific types of foods).
 - Groups related to general life adjustments, self-management, and lifestyle (i.e., education or skills training to increase individual's capacity to consume nutritious foods as part of daily or weekly routines such as minimizing fast food intake, providing fruit and vegetable snacks, preparing foods with nutritious ingredients, or reducing portion sizes).
 - Groups with other quality of life concerns such as improved appearance (e.g., weight, acne), increased athletic performance (e.g., training for a marathon), or spiritual beliefs (e.g., connection between physical, mental and spiritual health).
expandWith whom do I need to work to develop a group education strategy for my nutrition intervention?
 - To develop your group education intervention, you will need to work with experienced health educators. Other useful partners may include senior centers/independent living facilities, community centers, community organizations, coalitions, schools, worksites, health departments, researchers, community members, and community leaders.
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Automatic detection of omissions in medication lists
Journal of the American Medical Informatics Association 18.4 (2011): 449-458.
(with George T. Duncan, Daniel B. Neill and Rema Padman)
Evidence suggests that the medication lists of patients are often incomplete and could negatively affect patient outcomes. In this article, the authors propose the application of collaborative filtering methods to the medication reconciliation task. Given a current medication list for a patient, the authors employ collaborative filtering approaches to predict drugs the patient could be taking but are missing from their observed list.
The collaborative filtering approach presented in this paper emerges from the insight that an omission in a medication list is analogous to an item a consumer might purchase from a product list. Online retailers use collaborative filtering to recommend relevant products using retrospective purchase data. In this article, the authors argue that patient information in electronic medical records, combined with artificial intelligence methods, can enhance medication reconciliation. The authors formulate the detection of omissions in medication lists as a collaborative filtering problem. Detection of omissions is accomplished using several machine-learning approaches. The effectiveness of these approaches is evaluated using medication data from three long-term care centers. The authors also propose several decision-theoretic extensions to the methodology for incorporating medical knowledge into recommendations.
Results show that collaborative filtering identifies the missing drug in the top-10 list about 40–50% of the time and the therapeutic class of the missing drug 50%–65% of the time at the three clinics in this study.
Results suggest that collaborative filtering can be a valuable tool for reconciling medication lists, complementing currently recommended process-driven approaches. However, a one-size-fits-all approach is not optimal, and consideration should be given to context (eg, types of patients and drug regimens) and consequence (eg, the impact of omission on outcomes).
Keywords: Collaborative filtering, machine learning, medication reconciliation
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drag one's tail. 1. To be visibly sad or ashamed, especially in the way one moves about. "The image of a dog with its tail down, supposedly a sign of unhappiness," as the Cassell's Dictionary of Slang puts it.
In George MacDonald's fantasy novel for children, The Princess and Curdie, he describes the scene in which Curdie introduces the Princess to a grotesquely ugly dog, Lina, who would accompany them on their quest:
|She entered, creeping with downcast head, and dragging her tail over the floor behind her. Lina dropped flat on the floor, and covered her face with her two big paws. It went to the heart of the princess: in a moment she was on her knees beside her, stroking her ugly head and petting her all over.
Curdie tells the Princess that "Lina is a woman...she was naughty, but is now growing good,"which is a whole other story about women as dogs. The crucial thing here is to distinguish between one who is dragging his tail in this fashion or more deliberately as in the second definition.
2.To move or act with deliberate slowness.
This is an excellent description of how someone acts when they are considered to be lazy as a dog or when they are dogging it. While working like a dog is demanding, theorists suggest that if unrewarded for work and allowed to slack, dogs have no qualms about letting others toil. While I have little trouble imagining that dogs get away with whatever they can, I doubt that they engage in deliberate slowdowns, as humans might in labor actions less formal acts of resistance. To drag one's tail in this way strikes me as the province of those who are less eager to please and more likely to resent subservient status. Perhaps the comparison with dogs is a way of demeaning those who—enslaved by law or poverty—put as little effort into the job as possible because it is the only form of agency available to them. Placing a human in this category may justify paternalism. Those in subservient and service roles, like dogs, are perceived to need a firm hand. It may even make the boss feel a bit smug and superior, meting out a bit of discipline to a worker who is dragging his tail.
I am not convinced, however, that this is specifically a reference to the behavior of dogs. In many resources, this phrase is presented as a more polite way of saying "dragging one's ass," suggesting that "tail" is a generic reference to rear end, bum, gluteus maximus, or what have you. And, while there is apparently an affliction in which dogs do drag their bottoms (a kind of canine constipation—don't ask) dogs do not drag their tails on the ground. At most they may lower them, as depicted in Figure 2.
1. Green, Jonathon. 2005. Cassell's Dictionary of Slang. 2d ed. London: Weidenfeld & Nicholson.
2. MacDonald, George. 2007. The Princess and Curdie. 1st World Library - Literary Society. Accessed from http:// books.google.com/ books?id =X9scDC5R7IQC.
4. Ammer, Christine. 1997. The American Heritage Dictionary of Idioms. Boston: Houghton Mifflin. 174.
5. Budiansky, Stephen. 2001. The Truth About Dogs. New York: Penguin Books.


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Prompt Flex - Kompressionsnaht Uterus
An additional module for the PROMPT Flex Standard or Advanced birthing simulator for practicing all common types of Compression Suture (including B-Lynch, Hayman and Pereira) and ligating the uterine artery.
Designed to be used with our Pre-Incised C-Section Skin, it can also be used with our mock blood to simulate vaginal bleeding.
- All common types of Compression Suture including:
- Dissection of the broad ligament
- Ligation of the uterine arteries
- Represents a postpartum uterus
- Includes uterine arteries, uterine veins and broad ligament
- Multiple uses when conducting a compression suture
- Supplied as a pack of 2, each uterus can be used up to 20 times
Passend auch für nachfolgende Produkte:


, then bend the resulting cylinder so as to glue together its two open ends, resulting in a torus.
Algebraic structure
Much of mathematics is grounded in the study of equivalences, and order relations. Lattice theory captures the mathematical structure of order relations. Even though equivalence relations are as ubiquitous in mathematics as order relations, the algebraic structure of equivalences is not as well known as that of orders. The former structure draws primarily on group theory and, to a lesser extent, on the theory of lattices, categories, and groupoids.
Group theory
Just as order relations are grounded in ordered sets, sets closed under pairwise supremum and infimum, equivalence relations are grounded in partitioned sets, which are sets closed under bijections and preserve partition structure. Since all such bijections map an equivalence class onto itself, such bijections are also known as permutations. Hence permutation groups (also known as transformation groups) and the related notion of orbit shed light on the mathematical structure of equivalence relations.
Let '~' denote an equivalence relation over some nonempty set A, called the universe or underlying set. Let G denote the set of bijective functions over A that preserve the partition structure of A: ∀xAgG (g(x) ∈ [x]). Then the following three connected theorems hold:[5]
 - ~ partitions A into equivalence classes. (This is the Fundamental Theorem of Equivalence Relations, mentioned above);
 - Given a partition of A, G is a transformation group under composition, whose orbits are the cells of the partition‡;
 - Given a transformation group G over A, there exists an equivalence relation ~ over A, whose equivalence classes are the orbits of G.[6][7]
In sum, given an equivalence relation ~ over A, there exists a transformation group G over A whose orbits are the equivalence classes of A under ~.
This transformation group characterisation of equivalence relations differs fundamentally from the way lattices characterize order relations. The arguments of the lattice theory operations meet and join are elements of some universe A. Meanwhile, the arguments of the transformation group operations composition and inverse are elements of a set of bijections, AA.
Moving to groups in general, let H be a subgroup of some group G. Let ~ be an equivalence relation on G, such that a ~ b ↔ (ab−1H). The equivalence classes of ~—also called the orbits of the action of H on G—are the right cosets of H in G. Interchanging a and b yields the left cosets.
Proof.[8] Let function composition interpret group multiplication, and function inverse interpret group inverse. Then G is a group under composition, meaning that ∀xAgG ([g(x)] = [x]), because G satisfies the following four conditions:
Let f and g be any two elements of G. By virtue of the definition of G, [g(f(x))] = [f(x)] and [f(x)] = [x], so that [g(f(x))] = [x]. Hence G is also a transformation group (and an automorphism group) because function composition preserves the partitioning of A.
Related thinking can be found in Rosen (2008: chpt. 10).
Categories and groupoids
Let G be a set and let "~" denote an equivalence relation over G. Then we can form a groupoid representing this equivalence relation as follows. The objects are the elements of G, and for any two elements x and y of G, there exists a unique morphism from x to y if and only if x~y.
The advantages of regarding an equivalence relation as a special case of a groupoid include:
 - Whereas the notion of "free equivalence relation" does not exist, that of a free groupoid on a directed graph does. Thus it is meaningful to speak of a "presentation of an equivalence relation," i.e., a presentation of the corresponding groupoid;
 - Bundles of groups, group actions, sets, and equivalence relations can be regarded as special cases of the notion of groupoid, a point of view that suggests a number of analogies;
 - In many contexts "quotienting," and hence the appropriate equivalence relations often called congruences, are important. This leads to the notion of an internal groupoid in a category.[11]
The possible equivalence relations on any set X, when ordered by set inclusion, form a complete lattice, called Con X by convention. The canonical map ker: X^XCon X, relates the monoid X^X of all functions on X and Con X. ker is surjective but not injective. Less formally, the equivalence relation ker on X, takes each function f: XX to its kernel ker f. Likewise, ker(ker) is an equivalence relation on X^X.
Equivalence relations and mathematical logic
Equivalence relations are a ready source of examples or counterexamples. For example, an equivalence relation with exactly two infinite equivalence classes is an easy example of a theory which is ω-categorical, but not categorical for any larger cardinal number.
An implication of model theory is that the properties defining a relation can be proved independent of each other (and hence necessary parts of the definition) if and only if, for each property, examples can be found of relations not satisfying the given property while satisfying all the other properties. Hence the three defining properties of equivalence relations can be proved mutually independent by the following three examples:
 - Reflexive and transitive: The relation ≤ on N. Or any preorder;
 - Symmetric and transitive: The relation R on N, defined as aRbab ≠ 0. Or any partial equivalence relation;
 - Reflexive and symmetric: The relation R on Z, defined as aRb ↔ "ab is divisible by at least one of 2 or 3." Or any dependency relation.
Properties definable in first-order logic that an equivalence relation may or may not possess include:
 - The number of equivalence classes is finite or infinite;
 - The number of equivalence classes equals the (finite) natural number n;
 - All equivalence classes have infinite cardinality;
 - The number of elements in each equivalence class is the natural number n.
Euclidean relations
Euclid's The Elements includes the following "Common Notion 1":
Things which equal the same thing also equal one another.
Nowadays, the property described by Common Notion 1 is called Euclidean (replacing "equal" by "are in relation with"). The following theorem connects Euclidean relations and equivalence relations:
Theorem. If a relation is Euclidean and reflexive, it is also symmetric and transitive.
Hence an equivalence relation is a relation that is Euclidean and reflexive. The Elements mentions neither symmetry nor reflexivity, and Euclid probably would have deemed the reflexivity of equality too obvious to warrant explicit mention.
See also
 1. Garrett Birkhoff and Saunders Mac Lane, 1999 (1967). Algebra, 3rd ed. p. 35, Th. 19. Chelsea.
 2. Wallace, D. A. R., 1998. Groups, Rings and Fields. p. 31, Th. 8. Springer-Verlag.
 3. Dummit, D. S., and Foote, R. M., 2004. Abstract Algebra, 3rd ed. p. 3, Prop. 2. John Wiley & Sons.
 4. Garrett Birkhoff and Saunders Mac Lane, 1999 (1967). Algebra, 3rd ed. p. 33, Th. 18. Chelsea.
 5. Rosen (2008), pp. 243-45. Less clear is §10.3 of Bas van Fraassen, 1989. Laws and Symmetry. Oxford Univ. Press.
 6. Wallace, D. A. R., 1998. Groups, Rings and Fields. Springer-Verlag: 202, Th. 6.
 7. Dummit, D. S., and Foote, R. M., 2004. Abstract Algebra, 3rd ed. John Wiley & Sons: 114, Prop. 2.
 8. Bas van Fraassen, 1989. Laws and Symmetry. Oxford Univ. Press: 246.
 9. Wallace, D. A. R., 1998. Groups, Rings and Fields. Springer-Verlag: 22, Th. 6.
 10. Wallace, D. A. R., 1998. Groups, Rings and Fields. Springer-Verlag: 24, Th. 7.
 11. Borceux, F. and Janelidze, G., 2001. Galois theories, Cambridge University Press, ISBN 0-521-80309-8
 - Brown, Ronald, 2006. Topology and Groupoids. Booksurge LLC. ISBN 1-4196-2722-8.
 - Castellani, E., 2003, "Symmetry and equivalence" in Brading, Katherine, and E. Castellani, eds., Symmetries in Physics: Philosophical Reflections. Cambridge Univ. Press: 422-433.
 - Robert Dilworth and Crawley, Peter, 1973. Algebraic Theory of Lattices. Prentice Hall. Chpt. 12 discusses how equivalence relations arise in lattice theory.
 - Higgins, P.J., 1971. Categories and groupoids. Van Nostrand. Downloadable since 2005 as a TAC Reprint.
 - John Randolph Lucas, 1973. A Treatise on Time and Space. London: Methuen


text:
Talking about Alzheimer's disease using the words of Latinos and non-LatinosMay 21, 2011
(Published in LINKS: Minority Research & Training - Spring 2011)
Effective health communications is not just about clearly expressing your health message. You must deliver the message using language that literally and figuratively speaks to your audience. To improve communications about Alzheimer's disease and research, NIAsupported scientists asked participants—60 Latino Puerto Rican and 60 non-Latino White—living in the Philadelphia area how they would characterize Alzheimer's disease and Alzheimer's-related clinical trials using their own words.
Data collection and analysis
Participants, depending on their ethnicity, met individually with a Latina or non-Latina research assistant, in a location of their choice. Along with a brief interview, research assistants collected data through a series of free-listing exercises—the research assistant introduced a concept and the participant wrote down all the words he/she associated with that concept.
"For example, the interviewer would ask about 'the words that come to mind with you think of Alzheimer's disease' and participants would make a list," explains Jason Karlawish, M.D., 1997 Summer Institute on Aging Research attendee and lead author on the paper in Alzheimer's & Dementia.
Additional interviewing exercises were about symptoms of Alzheimer's and causes of the disease. Participants listened to a vignette about a wife who cares for her husband with Alzheimer's disease and then were asked to describe the wife. Participants who were caregivers were also asked to list words about Alzheimer's clinical trials, including risks/benefits of research and reasons to participate or not in research studies. Responses were grouped according to the participants' ethnicity and caregiver status.
The Puerto Rican Latino participants were mostly female. Non-Latinos were typically male with more years of education than the Latino cohort.
"We found certain words to describe Alzheimer's were common among all the participants suggesting they are pervasive in messages about the disease," says Karlawish. "For instance 'memory loss' was a universal expression to describe Alzheimer's disease as well as symptoms of Alzheimer's disease. 'Sadness' was also a common word used to describe Alzheimer's among all groups except Latinos who weren't caregivers."
Ethnicity played a role in the responses, as well. Latinos, especially those who were caregivers, used words related to behavioral and emotional problems to describe symptoms of Alzheimer's more frequently than people who were not Latino. Also, only Latino participants identified psychological and psychosocial stressors (specifically "loneliness" and "stress") as causes of Alzheimer's. On the other hand, caregivers who were not Latino listed biomedical causes of Alzheimer's such as "buildup of plaque" and "lack of brain activity," indicating they might have a understanding of the disease pathology.
During data analysis, investigators determined that gender, age, and years of education were not as salient as ethnicity and caregiver status.
Overall, Latinos who were not caregivers had the least knowledge about Alzheimer's disease. In fact, some could not come up with any words to describe Alzheimer's. Researchers suggest that providing general information about Alzheimer's disease could be an important health education message for the Latino community.
Findings about caregiving
In the study, researchers defined a caregiver as someone who had a friend or family member with Alzheimer's disease and who either assisted the patient with activities of daily living or decision-making or provided information to health care professionals. They found that the Puerto Rican Latino caregivers were mostly adult children and non-Latino caregivers were generally the spouse of the patient.
While Latino and non-Latino caregivers shared some common views of Alzheimer's, the researchers also found ethnicity did shape the caregiving experience. For example, Latinos never used the term "caregiver" to describe the wife of the Alzheimer's patient in the vignette.
"Interestingly, no participants used the word 'burden' to describe the caregiver's role, so this word might be best avoided in materials targeted to caregivers," says Karlawish.
Findings about clinical research
Researchers identified differences between how Latino and non-Latino caregivers characterized the risks and benefits of clinical trials for the Alzheimer's patient and caregiver. Most caregivers listed "time" or "side effects" as reasons to not participate in a clinical trial. But non-Latino participants also mentioned travel, concerns about receiving a placebo, and creating false hopes as deterrents, while some of the Latino caregivers did not list any downside.
In listing the benefits of participating in a clinical trial, both Latino and non-Latinos included patient improvement and improved memory. But, there were also differences. Some Latino caregivers said that learning more about the disease would be a benefit. Only non-Latinos identified helping others and helping research as benefits to participation.
Implications of the research
Findings from this study support the notion that when it comes to Alzheimer's messaging, one size does not fit all. "To be most effective, communications materials should account for differences in how Latinos and non-Latinos view the disease, the caregiver's role, and clinical trials," recommends Karlawish.
For example, the research suggests that the difference in how Latino and non-Latino respondents viewed clinical trials could be important to developing culturally appropriate recruitment materials. Materials aimed at recruiting Latinos, for instance, might be more effective if they describe the clinical trial as an educational opportunity for the caregiver, and materials for non-Latinos could portray participation as an altruistic opportunity. The researchers encourage additional research to determine if their findings apply to other Latino and non-Latino groups and have a wider application to Alzheimer's communications.
Reference: Karlawish J, Barg FK, Augsburger D, et al. What Latino Puerto Ricans and non-Latinos say when they talk about Alzheimer's disease. Alzheimer's & Dementia. 2011. 7(2):161-170.
Page last updated: March 11, 2013


The Center for Musical Arts is proud to work with knowledgeable faculty with unique backgrounds. In this interview with Music in Motion instructor Katie Couch, we explore the goals behind Dalcroze Eurhythmics and how it helps kids learn music through movement. Watch or read the interview below.
Center for Musical Arts: Hello! My name is Erica Reid, I'm the Marketing Manager at the Center for Musical Arts, and we are continuing our series of interviews with Center faculty to learn all about the different classes and offerings that we have at the Center. Today, we are talking to Katie Couch. How are you doing, Katie?
Katie Couch: I'm great, thanks. How are you?
Center: Wonderful. Katie, if you could just start us off, give us the lay of the land, how long have you been with the Center and what do you teach?
Katie: Sure. I've been on the faculty since 2013, I believe. Either 2012 or '13. I teach Dalcroze Eurhythmics classes, which is called "Music in Motion." I also teach piano and I have been an accompanist for choirs, and right now I'm accompanying the cello studio.
Center: Okay, fantastic. So tell us a little bit more about Dalcroze Eurhythmics and Music in Motion. I've never been to one of these classes, so what takes place in one?
Katie: Dalcroze Eurhythmics is a type of music learning that involves experiencing music through your whole body in gross motor. So, whereas we usually typically learn music seated at an instrument, or at a desk with some worksheets, in Dalcroze we're learning music theory concepts and music expressive devices through moving through a large space. Whether that's walking with the music, or skipping, or running, or pretending that you're a bird and flying, it involves a lot of kinesthetic activity.
Center: So tell me about the kind of student who might benefit from a class like that. Is there an age range? Is there an ability range?
Katie: That's a great question. We teach these classes to people of all ages, kids up through seniors. In my experience, kids ages four to six especially benefit and love this class, benefit from this class. I think kids that are that young have a lot of energy and this class draws upon their natural energy and tricks them into learning, but they think that they're playing games like it's a gym class.
Center: Okay, so it's mostly on the kids end then?
Katie: Yes. I also teach an adult class and adults like it too. It takes a certain kind of adult, one who's willing to put themselves out there. You can't be too reserved, because we ask you to do a lot of expressive movement and that takes a lot of courage, but–
Center: Be a six-year-old at heart.
Katie: Yes, exactly.
Center: What would you say is your teaching philosophy? Or put another way, what drew you to this style of teaching?
Katie: Well, personally, I took classes in college, my oral skills class was taught by a Dalcroze teacher and I really connected with the new ways of understanding music through the movement. Rather than making it all intellectual, it became physical. As I studied more, after that class was done, I kept studying with this teacher, and the further I got into my studies in Dalcroze, I was able to learn so much more about how to play the piano expressively. Whereas before, it's always the piano teacher telling you how to make it sound beautiful, how to make it sound longing.
Once you can experience the music through your own muscle motions, the ability to be expressive just becomes more innate. So personally, that's why I got into this, it really unlocked a whole level of musicality for me.
Center: What drew you to piano, then? And are there connections between this method of study and the way that you play piano?
Katie: Yes. That's a great question. Well, I played piano my whole life, so that's just always been part of my identity since I was a little kid. How Dalcroze classes are taught is through the piano, someone is improvising music at the piano, so it's very piano centric. When you're teaching a class through improvised music, you can really return to little concepts that your students, in that moment, need, as opposed to using recorded music or music that's been notated on a score.
Center: I see. That's really interesting. Did you say that you play the improvised piano?
Katie: Yep!
Center: That's got to be an interesting little skill on its own.
Katie: Yes, definitely. I think, as a classical pianist, whenever I would go visit people and they'd say, "Oh, play me something." "I don't have my music, I can't play anything." But it's like, "I've played piano my whole life, how come I can't just sit down and play?" Now being able to improvise, it is, it's a lot more freeing, you can just sit down and play.
Center: Oh, interesting. So when you're not teaching Dalcroze Eurhythmics/Music in Motion, you're not playing piano, you're not accompanying piano, what else is filling your life these days?
Katie: Well, I have two very high energy toddlers, so they take up most of my brain space. They like music too, so we do a lot of music activities.
Center: Do they? What kind of music activities are they into right now?
Katie: Well, they like banging on the piano.
Center: Who doesn't? [laughs]
Katie: Or "playing piano." Yes. My husband's a percussionist, so they love the percussion instruments too. They love dancing and singing.
Center: Okay, wonderful. Is there anything that we haven't covered here that you think somebody who is interested in one of your classes, or thinks that their kid might be a fit for that, might need to know, that we haven't talked about yet?
Katie: I would say Dalcroze classes are very fun. I think, especially with kids, like I've said before. I think it's a really engaging way for kids to learn. It's very different from how kids are taught throughout their day, asking them to move through a large space, to run and to jump and to skip. Usually kids are told to sit still.
Also, I don't talk to the kids that much. I feel like, especially as a parent, you're always yapping at your kids to do something, and in Dalcroze the piano talks to them, so it engages them in a few different ways. If you're interested, I encourage you to try it.
Center: Oh, that's really interesting. Well, thank you so much. I might have to be one of those brave adults coming to your class and being a kid again, it sounds really fun.
Katie: I'd love that. Yes.
Center: All right. Thanks so much for talking to me today.
Katie: Thank you.
Learn more about Katie Couch on her Faculty page and see when Music in Motion is available on our Classes page!


text: Take your child on a walk around your neighborhood and listen for different sounds of nature. Can you hear birds chirping, leaves rustling in the wind, sticks breaking underfoot, dogs barking, or water flowing? Now, listen for 'people' noises: people talking or laughing, children playing, cars and trucks driving by, or noisy construction vehicles. Can you hear more nature sounds or people sounds? Have your child mimic some of the sounds he saw or draw pictures of the things that were making the sounds.


text: A new method for selective surface functionalization of silicon with a silicon-nitrogen bonded (Si-N) monolayer and subsequent bioimmobilization is presented. The Si-N monolayer was studied using Xray photoelectron spectroscopy (XPS), scanning electron microscopy (SEM), fluorescence spectroscopy, and capacitance-voltage (C-V) measurements using an electrolyte insulator semiconductor (EIS) sensor. A symmetric ethylene diamine (EDA, C2H4 (NH2)(2)) molecule was used as a precursor compound for monolayer formation in an inert environment in the liquid phase. XPS results show the attachment of EDA molecules proceeds via dissociative and dative bond formation whereas free amine groups on the surface were used for further immobilization of biomolecules. SEM shows selective functionalization and bioimmobilization on a patterned surface such as a silicon nanowire on silicon oxide substrate. Biosensing experiments with bioimmobilized surfaces were carried out in aqueous buffer and show high sensitivity for biosensing. (C) 2015 Elsevier B.V. All rights reserved.


text:
Integrated spindle subsystems simplify rotary motion in vacuum environments
Transmitting rotary motion into a vacuum chamber, whether in semiconductor manufacturing equipment, optical coating chambers, or highspeed X-ray anodes, is no simple task. Combining the necessary sub-components is often complicated and time consuming. However, systems engineers are increasingly designing in larger electro-mechanical sub-assemblies rather than integrating smaller components for such complex, niche applications. This lets the designers focus on overall system design, while supplier partners select, integrate, and test the various subsystem components.
Working in a vacuum
Locating a drive mechanism or motor outside a chamber and transmitting rotary motion through the chamber wall into the vacuum can be challenging. Sealing a moving part, such as a shaft rotating at 3,000 rpm, is no simple feat. The seal must be totally leakproof to avoid loss of vacuum and to prevent the ingress of moisture and contaminants. If the seal wears, particles must not enter the system and degrade the vacuum or contaminate the process materials.
System designers can solve rotary sealing challenges with simple Orings, lip seals, magnetic liquid seals, all-metal seals, and magnetic couplings. The type of seal selected depends on many factors, including the base vacuum required, cleanliness requirements, differential pressures, speed of rotation, and, of course, budget. Magnetic liquid feedthroughs are common in applications that demand high rotation speeds, cleanliness, and long life. These seals use a magnetic liquid held in place between rotor and stator by permanent magnets to form a non-wearing liquid O-ring seal.
A motor usually provides the rotary motion for the system, connected to the feedthrough shaft via belts, gears, or chain drives. Integrating all of these components can get complicated. Selecting a motor and designing the transmission requires significant electrical and mechanical expertise and can be time consuming. Compounding these problems, schedules are often delayed by delivery or quality problems with the many necessary sub-components.
Subsystems seal the deal
Fully integrated sealing subassemblies, such as a leak-tight magnetically sealed spindle with an integrated motor, have stepped up to meet the increasing demand for sealing and rotation capabilities in a simple computer-controlled, plug-and-play package. Compact size is an increasing concern of many system manufacturers, and a motorized spindle with integrated in-line motor is not much larger than a standard feedthrough. It is considerably smaller than a configuration consisting of a feedthrough, offset gears, and motor.
This type of subsystem combines two key components, a Ferrofluidic seal and a motor. Ferrofluidic sealing relies on a magnetic liquid's response to an applied magnetic field to seal a rotating shaft. A stationary permanent magnet encircles the rotating shaft, and pole pieces are attached to either side. A series of grooves is machined into either the shaft or pole pieces. The magnetic circuit completed by the stationary pole pieces and the rotating shaft concentrates magnetic flux in the gap between each pole and the shaft, with particular concentration of flux on top of the ridges, or stages, between the machined grooves. A very small volume of ferrofluid applied in the radial gap is strongly attracted to the areas of highest flux density. It forms a series of liquid O-rings on the stages to produce a hermetic seal.
The second key component of the subsystem is a compact, frameless inline brushless dc motor, attached directly to the shaft to drive the spindle. This contrasts with the more commonly used offset belt-driven, geardriven, or shaft-coupled configurations and permits 100% torque transmission — much better than offset drive or flexible couplings — with zero backlash. The integrated motor eliminates the need for gears, belts, mechanical couplings, brackets, and additional framework.
Aside from small size, many vacuum applications require high positioning accuracy. The unit's precision ball bearings enable high rotational speeds under heavy load conditions with high shaft stiffness and low runout, while speed and position are controlled with an optical encoder and precision controller.
In addition to standard designs, motorized spindles may be customized with several options. For example, direct water-cooling can be added to extend a drive's capabilities at high temperatures and speeds. They can be designed with solid or hollow shafts and various ball bearings and ferrofluid options. Also, depending on the system's precision requirements, a variety of encoder and resolver feedback and control circuits may be incorporated.


text:
Department/School of the Primary Author
English, Literature, and Modern Languages
Code-mixing, intra-sentential code-switching, language acquisition, L2 instruction
Second language development is an important topic of discussion in an increasingly multilingual world. This study aims to examine and detail research on the effects of code-mixing (CM) on second language development, answering how CM facilitates or constrains second language acquisition. Peer-reviewed articles on the topic published between 2013 and 2018 were examined and synthesized. Language learners/multilinguals answered questionnaires about their views on CM and second language acquisition, and a language teacher was interviewed regarding use of L1 in the language classroom and CM as a pedagogical tool. This study found that CM can be a beneficial tool for language learning and instruction at the beginning stages of a learner's acquisition, but use of L1 becomes less necessary and less beneficial as a language learner moves closer to fluency. However, CM is not necessarily a sign of low language competence and is used by multilinguals for a number of reasons.
Creative Commons License
This work is licensed under a Creative Commons Attribution-Noncommercial-No Derivative Works 4.0 License.
DigitalCommons@Cedarville provides a publication platform for fully open access journals, which means that all articles are available on the Internet to all users immediately upon publication. However, the opinions and sentiments expressed by the authors of articles published in our journals do not necessarily indicate the endorsement or reflect the views of DigitalCommons@Cedarville, the Centennial Library, or Cedarville University and its employees. The authors are solely responsible for the content of their work. Please address questions to _EMAIL_.
© 2018 Aimee K. Spice. All rights reserved
Spice, Aimee K.
"The Effects of Code-Mixing on Second Language Development,"
Channels: Where Disciplines Meet: Vol. 3
, Article 1.
Available at: _URL_
Adult and Continuing Education and Teaching Commons, Anthropological Linguistics and Sociolinguistics Commons, Applied Linguistics Commons, Bilingual, Multilingual, and Multicultural Education Commons, Comparative and Historical Linguistics Commons, Early Childhood Education Commons, Educational Methods Commons, Elementary Education Commons, Elementary Education and Teaching Commons, First and Second Language Acquisition Commons, Junior High, Intermediate, Middle School Education and Teaching Commons, Language and Literacy Education Commons, Language Interpretation and Translation Commons, Modern Languages Commons, Other Linguistics Commons, Phonetics and Phonology Commons, Secondary Education Commons, Secondary Education and Teaching Commons


Distances from Yanguas de Eresma
As the Crow Flies
The distance between Yanguas de Eresma and New York City is 5,702 kilometers (3,543 miles).
Yanguas de Eresma is located in Castille and Leon, Spain. New York City (Population: 8,244,910) is located in New York, United States.
By Train
Calculating route...
The driving distance from Yanguas de Eresma to New York City is kilometers ( miles).
The driving time is estimated to be .
Time Offset
The time zone of Yanguas de Eresma is Central European Summer Time (CEST), the local time is 1:36 AM. The time zone of New York City is Eastern Daylight Time (EDT), the local time is 7:36 PM.
The time difference is 6 hours.
Exchange Rate
The currency of Spain is Euro. The currency of United States is US Dollar.
The exchange rate is EUR100.00 = USD120.62 and USD100.00 = EUR82.90.
Yanguas de Eresma (CEST)
1:36 AM
New York City (EDT)
7:36 PM


text:
I was instantly mesmerized by this woman's eyes. Then I read the caption under the picture, "Sylvia Conner, an African American businesswoman who worked as a seamstress in New Bern, NC during the Union occupation." That was it. The next thing I know I am on Ancestry.com. I am searching on Google. I had to find out more about this woman. Those piercing eyes had a story and I was going to find out what that story was.
When I tried a search on Google with the name Sylvia Connor and New Bern, NC, I found a couple of very informative articles about this remarkable woman and her sister-in-law Mary Jane Conner. The first article I read through was from a publication of the Tryon Palace called, "The Living History Classroom" Spring 2012. The story that discusses the lives of the Connor women is called "African American Women in Wartime New Bern" and is found on page 10. The beautiful tintypes of Sylvia and Mary Jane are featured on that very same page. The link to this article I've included here:
Mary Jane Connor --June 1863
Image courtesy of the Tryon Palace Collection
It turns out that these were two very enterprising young women who were able to make a living by sewing and cooking for troops in Union occupied New Bern during the Civil War. The article makes mention of a Pvt Henry A. Clapp of the 44th Massachussetts Volunteer Militia, who regarded the women rather highly and even spoke of them in letters he wrote home to his family.
The second article I read is from "The Palace: The Magazine of Tryon Palace" Vol. 11 No. 6, Spring 2012. The link to this is here: _URL_ On pages 13--15, you will find a section on Pvt. Henry Clapp and it gives even more detail about the lives of Sylvia and Mary Jane Connor. Now this is when it gets interesting. I've included here a portion of this article.
Mary Jane Conner's husband Shedrick was working in Wilmington, North Carolina, as a cooper in 1873, but a black 62- year-old servant named "Mary Connor" is listed in Isaac Patterson's New Bern household in 1880. Sylvia Conner returned to the Smallwoods as a servant, albeit for Annie M. Smallwood Hughes, whose husband Isaac Hughes was a prominent town physician. "Sylvia Connor" is listed as living in their household in 1870, with a three-year-old daughter named Eva. There are no other known records of these women.
After reading this the first time, I found myself thinking to myself--Isaac Patterson...Isaac Patterson, I know that name from somewhere.
I went to Ancestry.com and looked up this entry on the 1880 census for Mary Conner.
Source Citation: Year: 1880; Census Place: New Berne, Craven, North Carolina; Roll: 959; Family History Film: _PHONE_; Page: 272A; Enumeration District: 042; Image: 0713.Source Information: Ancestry.com and The Church of Jesus Christ of Latter-day Saints. 1880 United States Federal Census [database on-line]. Provo, UT, USA
That's when it hits me how I know the name Isaac Patterson. I pull out my 2nd great grandfather's deed for property he bought in New Bern. A portion of that deed I have featured below. The rest of it you can find at this link: _URL_
Goosebumps. So those piercing eyes that caught my attention were trying to tell me something. Those same eyes probably saw and quite possibly knew my 2nd great grandfather Samuel Whitney. I am a strong believer in this. There are no coincidences.


text:
The mountains and valleys of New Hampshire are rich with mineral formations. From the southwest corner of the state near Keene to the northern Canadian border near Littleton there are fascinating deposits of a variety of minerals.
One of these deposits is known as the Littleton Formation which was formed during the Devonian era approximately 300,000,000 years ago. The mining of these mineral deposits has been an important part of New Hampshire history from prehistoric eras to the present.
The Ruggles Mine, in Grafton N.H., is part of the Littleton Formation and has a rich mining and geological history. It is the oldest and largest mine of its kind in the United States. Minerals such as Mica, Feldspar, Beryl, and Uranium were mined at Ruggles for 175 years.


text:
South Africa's ruling party, the African national Congress (ANC), is calling for the fast tracking of the project to introduce history as a compulsory school subject in the country, arguing that the proposition will contribute to "building a sense of nationalism, patriotism and national unity."
This comes after the department of basic education released findings of a report on making history a compulsory subject in all South African schools.
"Whilst acknowledging efforts by the Department as well as the Ministerial Task Team to date, we urge them to fast track all avenues of implementation including consultations with the Department of Higher Education and Training, Teacher Unions and other relevant stakeholders."
Here follows the full ANC statement:
The ANC Study Group on Basic Education notes and welcomes the findings of the Basic Education Ministerial Task Team on making History a compulsory subject in South African schools. The report, as presented in Parliament today, reflects the processes taken by the Ministerial Task Team as well as its findings and recommendations with regards to History as a compulsory school subject.
In supporting the recommendation that History be introduced as a compulsory school subject, we recognise the possible challenges that can be faced, especially relating to funding the restructuring of the curriculum, training of teachers as well as the writing, quality assurance and printing of textbooks.
Whilst acknowledging efforts by the Department as well as the Ministerial Task Team to date, we urge them to fast track all avenues of implementation including consultations with the Department of Higher Education and Training, Teacher Unions and other relevant stakeholders.
History as a compulsory subject in our schools is long overdue. It plays a pivotal role in building a sense of nationalism, patriotism and national unity. It also enables South African citizens to learn and understand the struggles that were faced by many in order for this country to gain democracy. History as a school subject must tackle social inequality, speak to issues of social cohesion, national and African identity. It must contribute to our project of decolonising our school curriculum. As a school subject, it will increase the analytical and cognitive thinking of learners which will build learners in a holistic manner.
In understanding that project is work in progress, we look forward to the finalisation of this process to ensure that all our learners are equipped with the necessary knowledge to appreciate the importance of History as a school subject.
Issued by the Chairperson of the ANC Study Group on Basic Education, comrade Nomalungelo Gina.


By Meister
Updated March 03, 2014
Credit: © James Kerr
Though it only has two ingredients, brewed coffee has even more known flavor compounds than wine. How do experienced coffee tasters figure out what's going on in a cup? They practice.
The most basic palate-sharpening exercise involves getting a grip on the five key flavors: Sweet, sour, bitter, salty and savory (a.k.a. umami). Though it might seem remedial, focusing on these properties is an eye-opening way to hone your sensory skills. Once you can reliably identify these flavors on their own, you'll be on your way to picking them out of the crowd of aromatic and flavor compounds in coffee.
You'll need:
Six 5 ounce glasses of water
Granulated sugar
A lemon
White vinegar
Flavor Boost or MSG powder
Table salt
Prepare the six solutions below, then taste through them as you read how their flavors relate to coffee. Then, have a friend serve them to you blind. You might be surprised at how tricky it is to ID some of these flavors when you're not sure what to expect.
1 teaspoon of granulated sugar dissolved in 5 ounces of water
Humans are wired for sweetness. Since sugars are our main source of energy, our taste buds are designed to seek them out and our brains tingle when we find them. There's a reason we're attracted to the flavor of ripe fruit.
Since coffee beans are the seed of a fruit, we should expect—nay, demand!—that coffee tastes sweet when brewed. And it does—when coffee cherries are picked at their plumpest, and their beans are brewed properly. Since improper harvesting and bad brewing is so common, sweetness is the fire rainbow of coffee flavors—unexpected, stunning and dependent on perfect conditions to occur.
Solution No. 1: juice of 1/2 lemon in 5 ounces of water
Solution No. 2: 1 teaspoon of white vinegar in 5 ounces of water
These solutions represent the two basic types of sourness, which recall the puckery qualities of citrus and vinegar. In small doses, sourness can add a pleasant depth to coffee; when it overwhelms sweetness, sour can be a drying, painful flavor that erases complexity.
Excessive sourness in coffee is often caused by one of three things: There's unripe coffee cherries (just as an underripe banana has an unpleasant tartness and dryness, underripe coffee fruit can produce similar flavors). Poor processing, and in particular something called overfermentation, can cause sourness. And there's a specific brewing mistake that can make coffee taste sour, which we'll address in a future post.
1/2 aspirin dissolved in 5 ounces of water
Bitterness tends to be misunderstood and underappreciated. As one taste among many, it can add incredible depth of character, complexity and balance to almost anything. Especially combined with sweetness, it can profoundly elevate a food or drink experience.
Coffee will always have a touch of bitterness, since it's the flavor of the beloved alkaloid caffeine. In fact, excessively bitter flavors can be a sign that too much caffeine and other compounds have been extracted during brewing.
1 teaspoon of Flavor Boost or MSG powder dissolved in 5 ounces of water
The difficult-to-describe "fifth flavor," also known as umami, is caused by glutamic acid. This is the compound that creates the elusive mouthwatering taste present in meat, beans, mushrooms and seaweeds.
In coffee, savoriness often comes from airor waterborne yeasts that aid the fermentation process that coffee goes through during processing. Coffee producers around the world approach fermentation differently, and local yeasts can amp up or tone down a coffee's level of savory flavors.
1 teaspoon of table salt dissolved in 5 ounces of water
Salt isn't hard to spot, and in coffee it usually means something is wrong. Except in very rare cases of quirky processing, salty coffee usually points to salt in the water used to brew, either from the tap or the kettle. It can also mean that your filters have been improperly stored, or that the coffee has absorbed flavors from elsewhere because of poor handling. Some people actually prefer to add salt to their coffee, but that's neither here nor there (and this writer doesn't recommend it).


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The larval development and survival in the two subantarctic lithodid crabs Lithodes santolla (Jaquinot) and Paralomis granulosa (Molina) from the Argentine Beagle Channel were studied in laboratory cultures. In L. santolla, larval development lasted about 70 days, passing through three zoeal stages and the megalopa stage, with a duration of approximately 4, 7, 11 and 48 days, respectively. The larval development in P. granulosa is more abbreviated, comprising only two zoeal stages and the megalopa stage, with 6, 11 and 43 days' duration, respectively. In both species, we tested for effects of presence versus absence of food (Artemia nauplii) on larval development duration and survival rate. In P. granulosa, we also studied effects of different rearing conditions, such as individual versus mass cultures, as well as aerated versus unaerated cultures. No differences in larval development duration and survival were observed between animals subjected to those different rearing conditions. The lack of response to the presence or absence of potential food confirms, in both species, a complete lecithotrophic mode of larval development. Since lithodid crabs are of high economic importance in the artisanal fishery in the southernmost parts of South America, the knowledge of optimal rearing conditions for lithodid larvae is essential for future attempts at repopulating the collapsing natural stocks off Tierra del Fuego.
AWI Organizations > Biosciences > Marine Animal Ecology
Helmholtz Research Programs > MARCOPOLI (2004-2008) > POL4-Response of higher marine life to change


Types of Agriculture in Japan 日本の農業の種類
1.What are the different types of agriculture in Japan?
What kind of work do you think of agriculture? You may have a strong image of just growing rice and vegetables. In reality, there is a wide range of work included under the term agriculture.
In the "Japan Standard Industrial Classification (revised in October 2013)" established by the Ministry of Internal Affairs and Communications, agriculture is classified into five categories: "Establishments engaged in administrative or ancillary economic activities," "Crop farming," "Livestock farming," "Agricultural services, except gardening services," and "Gardening services.
However, in general, it is often divided into three types: "crop farming,", "livestock farming," and "agriculture-related business."
This article will look at the specific contents of these three types of agriculture.
2.What is "Crop Farming"?
Crop farming is the cultivation of rice, other grains, vegetables, fruit trees, flowers and other plants, etc. The work environment varies greatly depending on the scale of farm and type of crop.
The work of large-scale farms often involves the use of agricultural machinery. Smaller farms or those in environments where agricultural machinery is not available may work mainly by hand.
Furthermore, in open-field or greenhouse cultivation, workers have to work with exposure to the outside temperature, which would be hard in the hot summer months. On the other hand, in a plant factory, workers may work in an environment where the temperature and humidity are artificially controlled.
3.What is "Livestock farming"?
Livestock farming refers to raising, fattening, and incubating livestock and poultry, such as cattle, pigs, chickens, horses, sheep, and ducks. Typical examples are dairy farming, beef cattle production, and poultry farming.
Dairy farming is the production of milk. It may also involve selling cheese and ice cream, which are processed products of milk, or operating as a tourist farm.
Beef cattle production is the job of raising cattle for beef. Recently, the development and production of regional branded beef has become a hot topic. There are two types of farms: breeding farms, where mothers raise calves for a certain period of time, and fattening farms, where calves are bought at a market and are raised to a large size, although some farmers carry out both processes in an integrated manner.
Poultry farming is into two categories: egg production and meat production. Poultry farming in Japan is becoming increasingly modern and large-scale, and, commonly, a single farmer often manages tens of thousands of chickens.
4.What is "Agriculture-related business"?
Agribusiness is a general term for a wide range of industries related to agriculture. It is sometimes referred to as agribusiness, a term coined by combining the words agriculture and business.
Agribusiness mainly involves working to support people engaged in crop farming and livestock farming and connecting producers with consumers.
For example, one of agribusinesses activities is developing a distribution system to sell both agricultural products and processed products directly to consumers. In addition, there has been much attention in recent years on the use of robots, ICT, and other technologies in agriculture to save labor and improve quality control for producers.
As mentioned above, there is a wide range of work related to agriculture in Japan.


Raymond Anthony Holman
Ray Holman was born 22 April 1944, Woodbrook, Trinidad. He began playing steel drums at 13, with the Invaders. A few years later at the age of 16 he began to arrange with Invaders Steel Orchestra and then went on to write his first piece of music "Ray's Saga" at age 17.
In 1964 at the age of 20, he became the youngest person ever to win the solo division of the "ping pong" competition (Liam Teague broke this record in 1992 aged 18).
His reputation as an arranger grew as he led several bands to Panorama victory. This success was partly due to his relentless search to redefine pans musical development.
In 1969 he introduced strumming cellos and guitars to create a new type of rhythm. More solo passages were included in Panorama arrangements and elements of jazz were used to give the music more lyrical lines.
He has been instrumental in influencing arrangers to compose and arrange their own music for the national Panorama competition. It is ironic that Lennox Sharpe, a former member of Starlift, was the first person to win Panorama with his own composition.
As well as being a great steelpan innovator, Ray is a graduate from the University of the West Indies and a teacher of Spanish and History.
In 1988 he was awarded the Hummingbird Silver Medal of Merit by the government of Trinidad and Tobago for his contributions to the culture of the nation. He was also a member of these bands: Starlift, Destination Tokyo, Pandemonium, Exodus, the Hummingbirds, and Phase II Pan Groove.
In 2013, the final year of Panorama in its present format, he took Junior Sammy Group Skiffle to fifth place.


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"Harbin Brightman" wrote in message ... > I built a neural network and set net.trainParam.epochs=10; > > I built another neural network, and set net.trainParam.epochs=1;But I call this neural network 10 times, > > These initialized weights of the two neural networks are the same > I hope this two neural network of forecasting results are the same, > But the program running result is different. I want to know why? > The fellow is the program
When train is called, some of the training parameters (e.g. mu) are set to starting values.
In the original case, train is only called once. Whereas in the last case, train is called 10 times


NetBSD-Users archive
Re: boot disk has two MBR partitions
On Sat, 23 Feb 2013, David Lord wrote:
On 23 Feb 2013 at 20:18, Saifi Khan wrote:
Please excuse me for asking rather 'naive' question.
i've rtfm'd at
Now, i have a boot disk (NetBSD terminology) of 320 GB (SATA II).
Booted my laptop with 'boot.iso' (NetBSD-current) and using the 'NetBSD' fdisk
utility, i created two MBR partitions (NetBSD terminology) of the following
 partition no 1: 20 GB (base system, src)
 partition no 2: 300 GB (pkgsrc, other sources, mails etc.)
i intend to setup 'ffs' on both the MBR partitions.
in the linux world, the disk would typically be '/dev/sda' and the two profound
partitions would be
in the NetBSD scheme of things, the first disk is seen as 'wd0'. In that case,
how would the two 'MBR partitions' be addressed as?
The NetBSD part of the disk is usually split into partitions
ID mount point
a: /
b: swap
c: NetBSD partitions
d: whole disk
e: /usr
f: /tmp
g: /var
The'mbrlabel' command helped insert the 2nd MBR partition entry in the disklabel.
However, the wrong size was picked by mbrlabel (wonder why) and i had to edit the 'disklabel' entry from the information gleaned from 'fdisk' output.
Having many mountable partitions used to have an advantage
after a major system crash in that some would be left clean
which reduced time spent by fsck. With current WAPBL the
journal is replayed after a crash which gives a fast
Does disk geometry, the CHS remapping and subsequent translation have any impact on the 'fsck' performance.?
i also have a couple of related questions:
1. what is the rationale behind using 'd' in BSD partition to represent the
entire disk?
2. what is the significance of using two representations like wd0 and rwd0?
The 'raw' devices have to be used in some cases but unless
you are sure use the 'wd" rather than "rwd".
Would appreciate, if you could share an example where 'raw' device would be useful.
3. does fsck like utility perform better when one has slice with BSD partitions
rather than straight DOS like partition?
DOS fat partitions become fragmented and can run out of
allocation units so require regular defragmentation as the
partition becomes full.
Fsck is not normally required on NetBSD ffs partitions.
currently running netbsd-current (20120220 snapshot).
i have had two freeze ups in the last 2 days, when i had to hold the 'power' button to switch off the laptop.
On power cycling the device, on both occassions, i had to run 'fsck' manually to restore blocks, clean up etc.
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Safety Tips for Walking on Ice
If you've ever experienced winter in Minnesota, you know that it can be a traitorous time of the year. If you are hunting in winter months, you might find yourself in a situation where you will need to cross a frozen lake, pond, or river to continue your hunt or reach your destination. Always follow these safety tips for crossing the ice.
- Always tell someone where you are going and when you expect to return.
- Travel and hunt with a buddy who can help rescue you or get help if an emergency occurs.
- Check the weather. Do not go out on the ice on warm days or if there is possibility of a storm.
- Check ice conditions before heading out. Local landowners, police officers or snowmobile clubs can inform you on ice conditions. It is recommended to have at least 4 inches of clear ice before a person should walk on it.
- When walking on the ice, spread out from your buddies to give yourself a wide berth.
- Always carry an ice staff, rope and a cell phone or other emergency signaling device in case of emergency.
- Never walk on the ice with a loaded firearm.
SAFETY FIRST! Trust your instincts! If you suddenly feel that the ice is not safe, don't keep going! turn back and find another way across.


plant is another great way of ensuring that you are reducing its height. Topping is something that can be achieved once your plants reach about 12 to 18 inches of height. You also need to see if there are at least three levels of branches/nodes and only then you can start off the process of topping. The idea is to identify the central and top-most shoot and cut it off. By cutting it off, you will basically ensure that multiple branches spawn off from there and the vertical growth is being reduced. However, this has to be done slowly and gently and it can't be done frequently because the plants need quite a bit of time to heal and recover from the topping process.
The third major way in which you can reduce the height of your weed plants is via fimming. Fimming is the process in which you would follow things almost in the same way as you would in topping, but instead of cutting off the top part of the shoot, you would cut it down at the halfway mark. Fimming makes sure that the lower portions of your plants have a denser growth, and it also ensures that the stress on the plants is lower than what it would be if you were to use topping. Everything else remains the same between the process of fimming and topping its just the location of the cut that makes the difference here.
Pros and Cons of Growing Small Weed Plants
Now that you know everything about keeping your plants small in height, let us take a closer look at some of the pros and cons of growing small weed plants:
 - Plants become easier to manage
 - Leaves and buds on the bottom portions benefit the most because of a direct access to light
 - Ensures that the plants fit in the grow tents and the grow rooms
 - Plants consume lesser resources
 - The concentration of THC/CBD improves if there are lesser leaves/buds
 - Yield per square foot reduces
Frequently Asked Questions About Marijuana Plants and Their Height
Here are the answers to some common and frequently asked questions about growing weed and the height that these plants can reach up to.
1. What is the optimal height for a marijuana plant?
There is no singular 'optimal' height. If you are growing outdoors in a farm you might want to allow the plant to attain its natural and full height which is an optimal height for the plant. However, if you are an indoor grower you might have a different understanding of the concept of 'optimal' height for your plants which might be somewhere around 6ft or whatever fits your tent/room well.
2. Which are better suited for small size – Sativa or Indica strains?
When it comes to growing smaller plants, it is generally the Indica strain which has smaller plants. However, even these plants can grow about 6ft in height. But when you compare them with Sativa plants, which are generally an even taller variety of plants that can grow twice that height, the indica plants are generally considered more manageable and more indoor-friendly.
3. Are auto-flowering plants as good as regular plants?
Yes, auto-flowering plants are as good as regular plants – but there are a few caveats. These plants are often low-yielding compared to their regular strain, and in some cases auto-flowering plants would carry a lesser THC/CBD content than compared to the regular plants. However, this difference is actually quite small and insignificant – and one which doesn't really prevent most growers from growing these kind of plants. Autoflowering plants are great for newbie growers because they don't really need to adjust the lighting conditions to trigger the flowering and they grow faster as well as shorter.
4. Can training damage my plants?
The process of training is a double-edged sword. If done right, it is great for your plants and will help you maintain and sustain them well and ensure that they remain of the right height. However, a small mistake there and you might end up causing some sort of a permanent damage (or at least one that might take a long time to heal). You need to be extremely careful when chopping off parts of your plant.
5. Can temperature impact height?
Yes, the temperature of your grow room does have an impact on the height of your marijuana plants. If you are growing in a place which has a hot temperature, you might end up with taller plants, especially if you also have a poor airflow. This causes plants to stretch due to the stress and increases their height. Keeping the room temperatures low and ensuring a proper airflow will always be beneficial for ensuring a regular height.
We hope that by this point in the article you know everything that there is to know about how to keep the size of your weed plants contained so that you can grow them in small spaces. Plants growing tall can cause quite a bit of a problem, especially for those growers who are growing them indoors in grow rooms or in grow tents. Plants need to be allowed to grow to their normal size and scale – but only when it is suitable for the grower. Keeping your plants smaller helps maintain your privacy as well as increases your convenience. If there are any more questions that you have when it comes to keeping your plants small in size, feel free to mail us or let us know in the comments below and we shall get back to you really soon!
Till then..
..Happy Growing! 🙂
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Rose Rosengard Subotnik
(Redirected from Rose Rosengard Subotnick)
- For me... the notion of an intimate relationship between music and society functions not as a distant goal but as a starting point of great immediacy, and not as an hypothesis but as an assumption. It functions as an idea about a relationship which in turn allows the examination of that relationship from many points of view and its exploration in many directions. It is an idea that generates studies the goal of which (or at least one important goal of which) is to articulate something essential about why any particular music is the way it is in particular, that is, to achieve insight into the character of its identity.
- Rose Rosengard Subotnik (1987). "On grounding Chopin", Music and Society: The Politics of Composition, Performance, and Reception. Cambridge: Cambridge University Press. ISBN _PHONE_.
- This shared concern with continuity accounts for a good part of the affinity I feel with Schoenberg, an affinity I have openly claimed in drawing from him both the title and the subtitle of the present volume. To me, as to Schoenberg, such continuity constitutes important evidence that the essentially aesthetic act of constructing a 'text,' whether on paper or in one's professional life, has been subjected to rational restraints, in all the Kantian senses of 'rationality.' From this viewpoint, continuity is valued as a sign that a text has been carefully constructed to meet rigorous standards not only of formal coherence but also of logical precision and, espeically crucial, of moral scrupulousness.
- Subotnik, Rose Rosengard (1991). Developing Variations: Style and Ideology in Western Music, p.xx. Minneapolis: University of Minnesota Press. ISBN _PHONE_.


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BIOEN1: Introduction to Bioenergy
Part of the Bioenergy & Sustainability Series
This module provides background information on bioenergy, its development, uses and economic, social and ecological impacts. This module provides an introduction to key concepts, science and policy related to biomass supply. A primary goal of this module is to improve educators' understanding why bioenergy development is being promoted, and what are the potential benefits and challenges of bioenergy. Additionally, this module is intended to enhance the breadth and depth of educators vocabulary related to renewable energy and sustainability.
As you proceed through this module, test your knowledge at the end of each unit in our Self-Quiz section! We also welcome feedback on the delivery of this online curriculum as a whole – feel free to share your comments in the Posts section above.
- Acronyms used in Module 1
- DOWNLOAD a printable version of BIOEN1.
- DOWNLOAD a glossary of bioenergy and sustainability terms.
This material is based upon work supported by the National Institute of Food and Agriculture, U.S. Department of Agriculture, under Agreement No. 2007-51130-03909. Any opinions, findings, conclusions, or recommendations expressed in this publication are those of the author(s) and do not necessarily reflect the view of the U.S. Department of Agriculture.


text:
Answer the following reflection/synthesis questions:
1. The maximum was 113.4 degrees Fahrenheit
2. The minimum was 44.4 degrees Fahrenheit
3. The range was 69.0 degrees Fahrenheit
4. My group put Aluminum Foil,Foam,Wax Paper, and Bubble Wrap we chose those the were some of the best insulators.
5. We didn't choose Polyester,Carpet Insulation, Fur,Wool,and Nylon because they were all out.
6. Yes there is because I think we bumped it.
7. An insulator is a poor conductor.


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There is an old dry well. Its sides are made of concrete rings. Each such ring is one meter high, but the rings can have different (internal) diameters. Nevertheless, all the rings are centered on one another. The well is N meters deep; that is, there are N concrete rings inside it. You are about to drop M concrete disks into the well. Each disk is one meter thick, and different disks can have different diameters. Once each disk is dropped, it falls down until:
- it hits the bottom of the well;
- it hits a ring whose internal diameter is smaller then the disk's diameter; or
- it hits a previously dropped disk. (Note that if the internal diameter of a ring and the diameter of a disk are equal, then the disk can fall through the ring.)
The disks you are about to drop are ready and you know their diameters, as well as the diameters of all the rings in the well. The question arises: how many of the disks will fit into the well?
Write a function: int falling_disks(int A, int N, int B, int M); that, given two zero-indexed arrays of integers − A, containing the internal diameters of the N rings (in top-down order), and B, containing the diameters of the M disks (in the order they are to be dropped) − returns the number of disks that will fit into the well. For example, given the following two arrays:
A = 5 B = 2 A = 6 B = 3 A = 4 B = 5 A = 3 B = 2 A = 6 B = 4 A = 2 A = 3
the function should return 4, as all but the last of the disks will fit into the well. The figure shows the situation after dropping four disks.
- N is an integer within the range [1..200,000];
- M is an integer within the range [1..200,000];
- each element of array A is an integer within the range [1..1,000,000,000];
- each element of array B is an integer within the range [1..1,000,000,000].
- expected worst-case time complexity is O(N);
- expected worst-case space complexity is O(N), beyond input storage (not counting the storage required for input arguments).
- Elements of input arrays can be modified.
I tried using a stack and doing something, but i am not able to get to O(n) solution, the worst case still remains O(n^2) even after some optimizations i think.