How can I reduce glare?
Two things help to ensure that a scope offers the brightest image possible to the shooter's eye: improvement of light transmission and glare reduction. Of the two, reduction of glare is perhaps more important, as glare can negate all the effort taken to enhance light transmission. Of course, before we can understand how it is reduced, we must understand what it is. The light that enters the scope is focused into a small beam so that it can easily pass as undisturbed as possible through each lens of the scope and out the eyepiece lens to the shooter's eye. Any light not focused into this beam within the scope will reflect off of the interior surface of the scope or a lens and become glare. Glare disturbs the focused light beam passing through the scope from the image to the eye.
"But light is just light, isn't it? Won't it just add the light back into the beam?"
Although this would make sense, it does not work that way. Think of it this way: suppose you were showing a movie from a projector in a dark room. While the room lights are turned off, the movie projected onto the screen will be clear and the picture crisp. Now imagine someone turns on the lights; what happens to the image on the screen? It becomes faint and difficult to see. That's because the light in the room is now disturbing the light beam from the projector, just the way glare in a scope disturbs the light beam within the scope. In both cases, the stray light washes out both the brightness and the color of the image.
Without glare, your eye gets the picture projected through the scope undisturbed. With glare, the beam is disturbed and the image is hard to see. So it's easy to see why glare reduction is so important to the production of a good image in a scope.
Now here's how it's done.
Glare can be reduced in a scope by eliminating all reflective surfaces inside the scope, by the use of light baffles within the scope, and by applying anti-reflective coatings to the lenses of the scope. The first thing to do to prevent glare is to ensure that there are no reflective surfaces in the interior of the scope. This is done by the use of flat, matte black finishes on all interior surfaces of the scope. Light baffles are rows of grooves that are placed in crucial areas of the scope to further prevent any stray light from reflecting off a surface.
However, we are still left with the fact that within a scope there are a dozen or so surfaces that must be highly polished and perfectly smooth; the lenses. That's where the anti-reflective coatings come into use. Anti-reflective coatings are chemical compounds, such as Multicoat 4, that when applied to a lens prevent light from reflecting off the surface of the lens and enhance the amount of light focused through the lens. All these things combine to offer an image that is clear with vivid color and strong contrast to the eye.
Glare can be reduced in a scope by:
 - Eliminating all reflective surfaces inside the scope
 - Using light baffles within the scope
 - Applying anti-reflective coatings to the lenses of the scope
Let's review: glare is stray light within a scope that disturbs the light beam carrying the image as it passes through the scope. Glare can be reduced by the use of non-reflective surfaces and light baffles inside the scope, and the use of anti-reflective coatings on the lenses of the scope. A glare free image is crisp, the colors are vivid, and the contrast is strong. The important thing to remember is that glare can ruin a scope's image so always choose a scope that uses these glare reduction techniques in its design.


Advertisement Remove all ads
Reflect on the Environmental Factors that Have (A) a Positive Impact on the Being, and (B) a Negative Effect. - Psychology
Short Note
Reflect on the environmental factors that have (a) a positive impact on the being, and (b) a negative effect.
Advertisement Remove all ads
(a) Environmental factors that have positive impact on the being are social and public campaign, fair governmental policies, plantation of green plants, medical policies etc.
(b) Environmental factors that have negative impact on the being are unavoidable such as air pollution, crowding, noise, heat of the summer, winter cold, etc. Another group are catastrophic events or disasters such as fire, earthquake, floods, etc.
Concept: Introduction to Meeting Life Challenges
 Is there an error in this question or solution?
Advertisement Remove all ads
NCERT Class 12 Psychology Textbook
Chapter 3 Meeting Life Challenges
Exercise | Q 11 | Page 68
Advertisement Remove all ads
Advertisement Remove all ads
View all notifications
 Forgot password?
View in app×


text:
Per Square Meter
Warm-up: Relationships in Ecosystems (10 minutes)
1. Begin this lesson by presenting the powerpoint, "Per Square Meter".
2. After the presentation, ask students to think of animal relationships that correspond to each of the following types; Competition, Predation, Parasitism, and Mutualism
a. For example, two animals that compete for food are lions and cheetahs (they compete for zebras and antelopes)
3. Record the different types of relationships on the board.
Activity One: My Own Square Meter (30 minutes)
1. Have students go outside and pick a small area (about a square meter each) to explore. It is preferable that this area be grassy or 'natural'. The school playground might be a good spot.
2. Each student should keep a list of both the living organisms and man-made products found in their area (i.e grass, birds, insects, flowers, sidewalk etc.) Students are allowed to collect a few specimens from this area to show to the class. If students do not have jars, they can draw their observations. *See Reproducible #1
Activity Two: Who lives in our playground? (10 minutes)
1. After listing, collecting, and drawing specimens, students should return to the classroom and present their findings.
a. Have the students sit in a circle. Each student should read his or her list of findings out loud. If they collected specimens or drew observations, have them present them to the class.
2. Make a list of these findings on the board. Only write repeated findings once (to avoid writing grass as many times as there are students). Keep one list of living organisms and one list of man-made products.
3. For now, focus on the list of living organisms. As a class, help students name possible relationships between the organisms. See if they can find one of each type of relationship. For example, a bee on a flower is an example of mutualism because the nectar from the flower nourishes the bee and in return, the bee pollinates the flower.
Activity Three: Humans and the Environment: Human Effect on one Square Meter (15 minutes)
1. Now that students have focused on the animal relationships of their square meter, it is time to examine the effect of humans on the natural environment. Focus on the human-made product list. Ask students to consider the possible relationships between the human-made products and the environment. Prompt a brief class discussion on the effects of man-made products on the environment. Use the following questions as guidelines.
a. What is the effect of an empty drink bottle (or any other piece of trash) in a grassy field? Will it decompose? Will it be used by an animal as a habitat or food?
Answer: Trash is an invasive man-made product. Most trash is non-bio degradable and is harmful to the environment and to eco-system relations.Therefore, it is a harmful addition to the square meter.
b. Who left the bottle there? Do you think they are still thinking about it? Did they leave it there on purpose? Why did they leave it there?
Answer: Most people litter thoughtlessly. They are not thinking about their actions and how they may effect the environment or eco-systems. It is important that people recognize that litter has a major effect on the environment.
c. What about a bench? Does a park bench have the same effect on the environment as a piece of trash?
Answer: A park bench can be considered as a positive human-made product. A park bench has little negative effect on the environment and even helps humans further appreciate eco-systems. The Park Bench may even provide shelter or a perch for the eco-systems living organisms.
d. Is there a difference between positive human-made products and negative ones? What are some examples of each?
Answer: Yes, there is a difference between positive and negative human-made products. Positive products have minimal effect on the functioning of eco systems whereas negative products have major effects on eco systems. An example of a positive human-made product would be a solar powered house. An example of a negative human-made product would be a car that produces a lot of pollution.
Wrap Up: Our Classroom Eco-Web (20-30 minutes)
1. Have students create classroom artwork by illustrating the relationships between their eco-systems.
2. Each student should draw at least two components of his or her square meter.
3. After everyone has finished their illustrations, create a web relating the illustrations. Draw arrows between illustrated components with written indications of the type of relationship exemplified.
4. Post the finished product in the classroom so that students can see the interconnectedness of the earth's eco-systems.
Extension: Exploring Aquatic Eco-Systems (On-going Activity)
Students can explore another type of eco-system by creating a classroom aquarium or terrarium. The supplies for both of these mini eco-systems can be found at your local pet store. Students should help set up and maintain the aquarium or terrarium throughout the year. Periodically, students should observe how the mini-ecosystem is progressing, note changes, and assess the relationships between the organisms of the eco-system. This way, students are able to directly participate in the functioning of a natural system.
Another related activity might be to take your students on a field trip to a different eco-system from that of your school. If you live near a river, lake, or ocean take them there to explore different ecological relations. If you live in a city, examples of diverse eco-systems can be found at the local zoo or aquarium.

source: HuggingFaceFW/fineweb-edu


$1 for 6 months. Save 98%.
$1 for 6 months. Save 98%.
Couple things could be causing odd-shaped zucchini
Plus, did your calla lilies survive this summer's heat?
Carol Savonen
Special to the Statesman Journal
Female zukes can be hand pollinated by rubbing male flowers (those without squash forming) onto the female (shown here). If that doesn't help with odd-shaped fruit, you can always eat the flowers and tiny fruit.
Question: People always joked about how zucchini is probably the easiest vegetable to grow. Yet I have a problem with mine this year. I planted two 10 feet apart in a sunny and well-drained location. I water it daily and give it an "all purpose" water-soluble fertilizer once a week. I have done this many years with good results.
However, this year, the zucchini "squashes" do not grow as they should. They grew to 4 inches long and about 1 inch in diameter. Then, the first 2 inches close to the stem continues to grow while the end 2 inches that are close to the flower stay the same (not growing). Therefore, it becomes a very odd shaped with the stem side very big and the flower end very small. They all are deformed like that. I have to throw them out.
Could you please tell me what are the problems so that I can correct them? With many thanks.
Answer: Here are some possibilities that could be causing your deformed zukes:
Inadequate pollination. All the ovaries in the fruit might not get pollinated. Have you seen many bees around? You can play Zuchinni Cupid and hand pollinate summer squash by picking male flowers (those without the little squash below the blossom), using them to transfer pollen to the female flowers.
Disease. If you notice squash with shriveled tips that eventually show gray mold (Botrytis), then disease could be the cause of the problem. Do you water by overhead sprinkling? Use drip irrigation or direct watering with the hose, and this problem will usually go away.
A metabolic condition called "blossom end rot" could also affect squash fruit formation. This condition occurs when your soil does not have available calcium. It occurs in tomatoes as well, and I wrote about it a couple of weeks ago. Apply a limey solution to the leaves. Or add lime next year before you plant. Fertilize with a low-nitrogen fertilizer to promote blooms not leaf growth.
I'm sure you can beg some zukes from someone!
Small is sometimes better in the vegetable world
More:Stuffed zucchini flowers a cheesy treat
10 ideas for using all that zucchini
Calla lilies need year-round moisture
Q: I used to have these calla lilies that are of monstrous proportions in my front yard. They died off in June. They'd been there for about five years or so. So, now I have these monstrous, dead, crunchy, brown calla lilies in front of my house. Can I just cut all of the dead stuff off, which is pretty much everything? Or do I have to replant new calla lily bulbs? Or do I keep watering them? Or do I trim and water? Or is there a dance I can do to make them love me again? Thanks for any help.
A: It sounds like you have the common calla, since you call it "monstrous." They are the largest type of calla commonly grown in our region. These need year-round moisture, so yours may be deader than doornails.
To see if your callas survived your benign neglect, gently dig down into the soil to see if their rhizome/roots are still alive. If so, cut off all the dead stuff above the ground and mulch the spot with compost and water regularly the rest of the growing season until it starts raining again.
If the rhizome/root system seems dead (it pulls out easily, or seems non-existent, then dig and loosen the soil, add some good compost and save the spot for a fall to early spring new planting of calla lily rhizomes. Plant them 4 inches deep and 12 inches apart in soil amended with a lot of organic material, in sun to part shade. Water them regularly until the rainy time of year.
Most callas can survive our Willamette Valley winters, unless we have an usually cold one.
More:Six hardships that might hit your tomatoes this summer
More:Renovate June-bearing strawberries in August
More:Hebes jammin' in the summer, fall garden


text:
Alternative Learning System
From WikiPilipinas: The Hip 'n Free Philippine Encyclopedia
The Alternative Learning System (ALS) is a free education program implemented by the Department of Education (DepEd) under the Bureau of Alternative Learning System which benefits those who cannot afford formal schooling and follows whatever is their available schedule. The program provides a viable alternative to the existing formal education instruction, encompassing both the non-formal and informal sources of knowledge and skills.
ALS aims to open more educational opportunities for Filipino citizens of different interests, capabilities of demographic characteristics, socioeconomic origins and status as well as addressing the needs of marginalized groups.
The program cuts the time needed to finish high school, hence, significantly cuts the expenses as well. Aside from giving hope to the less fortunate, it also provides opportunities to Out-of-School Youths (OSY) and adults elementary and secondary school drop-outs; industry-based workers; housewives; maids; factory workers; drivers; members of cultural minorities; indigenous people and the disabled/physically challenged.
Training for instructional managers and coordinators are also provided by the program and supports the learners accreditation and equivalency (A&E) review.
 How does it work
In ALS, students have to attend 10 months of school or 800 hours in the classroom. Then their performance are then assessed.
Since ALS is a module-based learning system, students come in on a set time and choose a module to read. A quiz is given after each module to test their learning. Instead of teachers, facilitators are always present to answer any questions and sometimes lecturers would discuss a certain module. After several months, the students will take the Accreditation and Equivalency Test (AET). If they pass the test, they will be given a high school diploma and can now enroll in college.
 ALS A&E Test
The ALS Accreditation and Equivalency ALS A&E test aims to offer learners two learning achievements at two learning levels-- Elementary and Secondary.
It is a paper and pencil-based test, using multiple choice and composition writing. The test items are based on the learning competencies of the five learning strands of the ALS Curriculum.
A first year high school dropout, boxing champion, Manny Pacquiao took and passed the (AET) under the ALS program. He was presented a high school diploma, making eligible to pursue college. He was then named as the DepEd's Ambassador for the ALS and People's Champ for Education. According to Education Secretary, Jesli Lapus, "Manny is an excellent model for all out-of-school children, youth and adults who are determined to learn and are able to gain functional literacy skills outside of formal schooling."
- Learning Station (accessed on June 10, 2009)
- Manila Times (accessed on June 10, 2009)
- ALS A&E System (accessed on June 10, 2009)
- BALS on the Web at Wikispaces
- Alternative Learning System at Courses.Com.ph


text:
Living snow fence utilization is one of the most sustainable engineering actions DOTs can do along highway corridors. Living snow fences are designed plantings of trees and/or shrubs and native grasses along highways, roads and ditches that create a vegetative buffer that traps and controls blowing and drifting snow. These strategically placed fences have been shown to be cost effective in reducing highway maintenance associated with blowing and drifting snow conditions.
This is not a new concept. As early as 1905 railroad companies planted trees as barriers to control blowing snow along rights of way. By 1915, the Great Northern Railway Company had planted over a million trees. In North Dakota over 96,000 trees and shrubs were established. This action reduced snow drifting, line closure and helped maintain an expected level of service along the rail line.
Many Highway road system designs do not take into account the potential of using living snow fences. It is possible that DOT and/or consulting designers do not understand the long term cost benefits of these snow fences and are not taking a big picture look at the long term highway maintenance operations and costs, when planning for wintertime conditions.
Many DOTs use wooden slat fencing in areas with large open areas and fetches that are expensive to purchase, install and maintain. The maintenance of snow fences was estimated to be $3 per mile per year, compared to $185 per mile per year for a 4 foot slat fence (USDA, 1994). In Minnesota, benefit/cost ratios range from 9:1 to 46:1 in favor of living snow fences (University of Minnesota, 2002).
Why is the implementation of living snow fences such a great sustainable transportation action for highway DOTs? The living snow fence concept really incorporates all the components associated with sustainable actions such as environmental condition improvements, consideration of financial resources and cooperation with the local landowners/community. The following summarizes the main advantages of living snow fencing and why DOTs should consider increasing their use along highway corridors:
- The service life of living snow fences is 50-75 years in comparison to the 20-25 year life of a slat fence.
- Living mature trees can capture up to 12 times more snow than slat fences.
- Living snow fences can be installed to address tree mitigation from highway construction projects
- Trees and shrubs sequester carbon that can reduce a DOTs overall carbon footprint
- Wildlife habitat is enhanced
- Maintenance plowing activities and the potential of road closures are reduced
- Reduced soil erosion along the right of way
- Reduced amount of snow plowing thus minimizing fuel consumption and costs, and green house gas emissions
- Increased vegetation provides enhanced aesthetic features along the highway corridor
- Maintenance free when trees are established
The challenges to living snow fences are that they require more space than the wooden slat fencing, plantings need to be protected from livestock and wildlife and it takes 5-7 years to provide effective snow control and up to 20 years for trees to reach full maturity. There may be site conditions such as shallow soils, arid climate and soil pH issues that may challenge plant establishment.
The design and implementation of living snow fences requires acceptance and cooperation of stakeholders. Generally for large open areas living snow fences need to be 150-200 feet away from the road surface which many times requires planting off the DOT right of way. Coordination with the following stakeholders may make the planning process more complex: 1) the local landowner, 2) county commissioners, 3) resource conservation districts, 4) state and federal forest services, 5) land management agencies and 6) local environmental organizations. Cooperation among stakeholder is critical to the success of the living snow fencing in regards to the following:
- site access
- tree plantings
- irrigation water
- fencing from livestock or wildlife
- weed maintenance
- erosion control
The Minnesota Department of Transportation initiated a Living Snow Fence Partnership Program with the US Department of Agriculture, Minnesota Association of Soil and Water Conservation Districts and the Natural Resource Conservation Service. The intent of the Program is to efficiently manage blowing and drifting snow on Minnesota roadways to reduce accidents and save lives. The Living Snow Fence Partnership Program is very proactive in establishing work groups, raising public awareness, cost sharing among stakeholders and defining specific program roles and responsibilities for all stakeholders.
Living snow fences can be a win/win for both the DOT and landowner by increasing the number of planted trees to sequester carbon, improving soil stability, improve aesthetics, and wildlife habitat improvements.
There needs to be more emphasis on using living snow fences along highway systems. It makes economic and environmental management sense for many DOTs to implement living snow fence programs. DOT's environmental, maintenance and engineering professionals need to work together and review potential construction sites for implementing living snow fencing especially during the design-NEPA phase of the project. It is possible to directly specify the use of living snow fences in the NEPA document that must be incorporated into the final design. A landscaping plan that incorporates the NEPA requirements should be developed and provided to the selected construction contractor. DOTs should consider increased education, training and awareness about snow fencing design opportunities. Finally, DOTs could perform a state-wide, landscape GIS study to identify existing road corridors where cost effective living snow fences could be implemented along and near the existing highway right of ways.
The reader is directed to the following websites for living fence design criteria:
_URL_ (Colorado State University Extension)
_URL_ (USDA National Agroforestry Center)
_URL_ (University of Minnesota Extension)
_URL_ (Minnesota DOT)


text:
Cost per order (CPO), sometimes called cost per acquisition, is the dollar amount spent on advertising or marketing in order to end with a sale. The cost per order is an important part of any web-based business, especially those which are just staring out, or have a very strict budget. The cost per order price is figured by dividing the marketing expenses by the number of orders that the company prepares, and can be used to evaluate the effectiveness of a certain type of marketing, as well as seeing what type of marketing is working well with the targeted consumer demographics.
Cost per order figures are used in decision making for Internet companies. It can have an effect on many different parts of the company, from the employee benefits to how much the products cost. Some of the decisions that can be made based on cost per order figures include:
How much to pay employees who put products together or get them ready to be shipped
What types of equipment for product production can be used or purchased
Shipping methods that can be used to get orders to customers in a timely manor
The price asked for a product
The types and amount of marketing that can be used and utilized
While cost per order is a very important part of Internet businesses, there are experts that also suggest taking cost per order information with a grain of salt. The numbers can be misleading because they do not take into account factors like decision making time on the part of the consumer.

source: openbmb/Ultra-FineWeb


text:
I have put together a series of Units of Work, Lesson Sequences and accompanying Lesson plans for use by Teachers (and Students). There are Junior, Middle and Senior School units, all lasting approximately 6-8 weeks. Some lessons overlap across the 3 levels of schooling – but there are a number of new lessons at each level. The lessons are all based on NXT-G and are designed to follow on from specific activities in Robot Educator.
Of particular note is:
- "Four Poles Challenge" - one of the most successful resources I have used for introducing Robotics to students and teachers alike.
- A learning based approach to Line Following using one and two light sensors (as opposed to the more prescriptive approach in Robot Educator).
-A very simple, yet effective "Remote Control" for the EduBot that you can use in the classroom.
-Reference to other robotics resources such as PowerPoint ideas, Robot films, excursions and NXT Books.
- Whilst the program objectives, understanding goals, essential outcomes etc. are specific to the Tasmanian Curriculum in Australia, they can be easily adapted and tweaked for other systems.
-Most (if not all) lessons have been trialed and tested at Teacher workshops and in class with teachers and students.
They can be found on my website _URL_ and are freely available for use in class by teachers and students. I do however value any feedback or suggestions related to them (and naturally ask that Intellectual Property and Copyright be respected).


Subtract two easy formulas does not work. why?
Hello everybody,
i want to subtract two simple COUNT formulas but it doesn't work.
However, if I look at the individual results, then I have a result.
what am I doing wrong?
Hi StevenB,
Could you please try the same using COUNT_TABLE.
COUNT_TABLE(table1.column1) - COUNT_TABLE(table2.column2).
Hope it will solve your problem.
Many Thanks.
Now I have a number as a result.
That's really great.
Unfortunately, the number is completely wrong (-141). :rofl: :rofl: :rofl:
What is so difficult for Celonis to subtract 2 numbers?
Hi _USER_
With your query, you are introducing a join between the two tables. After the join was computed, the aggregation functions are applied. So the COUNT on the smaller table actually returns the number of rows after the join with the larger table - which is basically the number of rows of the larger table (not necessarily exactly, because NULL values are not being counted). But in your case, it returns 0 because both COUNT results are the same, because of the mentioned reason.
If you are familiar with SQL: There you would also have the same issue. If you do a Join between both tables and then use the COUNTs in the SELECT statement, you would end up with the same result.
The suggestion of _USER_ is good, as COUNT_TABLE counts the number of rows of a particular table, not taking potential joins into account. However, if you have NULL values in the columns, they are also counted here, in contrast to the COUNT functions, which is probably why you get a result which is not the one you are expecting.
So what you wanna do is, you want to calculate the COUNTs separately first before subtracting, such that no join is introduced. You can do this for example with a PU function using the CONSTANT child table option:
PU_COUNT(CONSTANT(), "Table1"."Column") -
PU_COUNT(CONSTANT(), "Table2"."Column")
If FILTERs should be taken into account, you can warp a FILTER_TO_NULL around the arguments:
If you want, you can also do this for one side only, for the other one you could also leave the COUNT, e.g.:
COUNT("Table1"."Column") -
Can you check if this works for you?


. The shell-silver, stump-person, rope-snake, etc. analogies are used for the former purpose, but at least two fundamentally different analogies are used for the latter. They are referred to as limitation (avacchedaka) and reflection (pratibimbaka) analogies. The stock example of the former is our conceptual attitude toward space within a room or a pot as separate from space generally, i.e., as if it had a separate, independent existence (for example, we say a parking area has a lot of space for cars or say that a building has lots of space for storage in it). The stock example of the latter is our conceptual attitude of taking a reflection as if it were a separate entity from the object reflected. Sankara himself uses both analogies in his writings, but later Advaitins tended to prefer one or the other, giving rise to two different post-Sankara schools of Advaita, respectively the Bhamati School (named after a commentary by Vacaspati Misra on Sankara's commentary on the Vedanta Sutras) and the Vivarana School (named after a similar commentary by Padmapada, one of Sankara's own pupils). For further discussion, see ADVAITA.
© Copyright by the Theosophical Publishing House, Manila


text:
Is there a Process to follow for Account Creation?
PROCESS DOCUMENT: This article provides instructions for creating accounts such as: Blackboard, UICal, etc.
Note: Make certain user has valid affiliation. The NetID must be activated.
Pull up owner's NetID in menu
Go to: 5) Accounts, Passwords, Suspensions > ENTER
Go to: 1) Make a new account. ENTER
Under Machine, type the name of the account
List of some accounts frequently created:
gapps (Google Apps "Gmail")
*If you are not sure what the proper name of the account is, please ask a supervisor or manager for assistance.
Leave the Group as "DEFAULT". TAB
Do not change the netid. TAB
Do not change the "Owner-type: ([P[ersonal]". TAB
Leave the Name as "DEFAULT". TAB
TAB to: [Submit] and press the enter button
**This will display when process was successful: Success (rc=0).Success! RC:0 Success
Update Customer Contact Form (CCF)
1. Open CCF
2. Enter the following under, "Customer & Consultant Information":
Phone Number (Optional)
Contact Type: RT
3. Enter the following under, "Interaction Information":
Click "Existing Ticket" button
Service: Identity and Access Management
Ticket #: Enter the ticket number from RT
CC: Enter complete email address (if needed or requested)
**Action Taken: Resolved
Comments: Select the appropriate article:
253 Templates: Box Account
254 Templates: Google Apps
255 Templates: Mailserv
252 Templates: UI Calendar
Please note: there is no option to attach an article in the CCF directly. Therefore, pull
up the article in RT first then copy and paste the article in the CCF form in the
"Comments" section. DO NOT send/ update the article directly in RT.
4. Enter the following under, "Additional Information":
Service: Multiple ACCC Services
Case Type? (Specific topics that the consultant is performing): Select the appropriate case type, if not available select, "other"
Incident or Request: Request
5. Click, "SUBMIT" button


text:
Impact of Trade Union on Productivity of Teachers in Public and Private Primary Schools in Cross River State, Nigeria (Published)
The study investigated the impact of trade union on productivity among teachers in public and private primary schools in Cross River state. Specifically, the study compares productivity of teachers in private and public primary schools in the study area. Survey design was deployed in the study while cluster random sampling was used to select 180 pupils and purposive sampling technique to select six (6) key informants. Survey interviews and key informant interviews were used for data collection. The analysis of data involved use of percentages, mean and chi-square and transcription of views of the key informants. The study revealed that teachers in private primary schools are more productive than their colleagues in public schools based on indices of productivity such as attendance to school, attendance to classes, average number of lessons held per day and involvement in extra lessons. The study also found a significant difference in school attendance between the public and private primary schools in the study area as the computed chi-square value of 2.222 was greater than the critical value of 1.543 on 1 degree of freedom and confidence level of 0.05. Also there was a significant difference in regular class by teachers in the public and private primary schools as computed chi-square value of 46.723 was greater than the critical value of 44.416 on 1 degree of freedom and confidence level of 0.05. The study therefore recommends regular audit of teachers, strict monitoring on the job, training and retraining and inclusion of teachers' productivity as one of the core aims of trade Unions.


text:
What is Food Production?
Food production, as the name suggests, is all about preparing food, in which raw materials are converted into ready-made food products for human use either in the home or in the food processing industries. Its process comprises scientific approaches. Food production has many sections and it starts with basic things like cleaning, packing, segregating, sorting, preparing, adding ingredients in correct proportions, presenting, etc.
Let us explore food production notes to learn how the food is produced and what are the methods involved in the production of food.
How is Food Produced?
There are large numbers of plant and animal products, which are used for our well-being. They provide us with food, which comes from both plants and animals. These include grains, pulses, spices, honey, nuts, cereals, milk, vegetables, fruits, egg, meat, chicken, etc. The existence of our life is completely depended on plants and animals. Altogether, plant and animal species provide 90% of global energy.
Types of Food Production
Food production is further classified into different types including, cultivation, selection, crop management, harvesting, crop production, preserving, baking, pasteurizing, pudding, carving, butchering, fermenting, pickling, drink and candy making, restaurants, etc.
Methods of Food Production
- Chopping or slicing of vegetables.
- Curing food.
- Grinding and marinating.
- Food fermentation.
- Fermenting beer at brewing industries.
- Boiling, broiling, frying, grilling, steaming and mixing.
- Fruit juice processing.
- Removing the outer layers either by peeling and skinning.
- Gasification of soft drinks.
- Preserving and packaging of food products by vacuum packs.
Introduction to the Hospitality Industry
The hospitality industry is a part of the service industry that includes lodging, amusement parks, tourism, transportation etc. A hospitality unit like restaurants, bars, hotels, etc., consists of many sections of cooking, cleaning, managing, etc.
Education plays a critical role in this profession. Food production is not just cooking and serving. Apart from this, they have to invent, assume, build and manage people.
It is growing very fast and there are many opportunities in the hospitality industry. Food and beverages industry is one of the major contributing sectors under the hospitality industry.
There are many sources of ready-made food like hotels, caterings, event organizations etc. To know more about these, it is essential to know how food is processed in the kitchen.
Introduction to Kitchen
A kitchen is a place where food is being cooked, and it has all the equipment that is required for cooking. The chef is the person who is involved in managing the entire kitchen and cooking along with his staff. There are different units involved in food preparation from selection to waste disposal. Before preparing food it is mandatory to follow food safety guidelines and personal hygiene.
Also Read: Food Processing
To learn more about food production, its types, methods or any other related topics, register at BYJU'S for food production notes.


text:
If someone were to read this article to you, the sentence "John had to bale out of his convertible because a bail of hay was about to fall on it" would sound perfectly fine. Even if you were to read that sentence yourself, it's possible you could miss the two spelling mistakes in it. This is because bail and bale are homophones—they sound the same, and you can usually figure out their meanings from the context in which they are used. But when it comes to writing them, people are very often confused about which spelling should be used for which meaning.
In the sentence where John was about to learn that hay fever isn't the worst thing hay can do to you, we've used bail and bale incorrectly. Or did we? Here are the most common uses of the words: Bale is a large bound stack of material, such as hay or leather; Bail is the security deposit that's paid if someone who's been temporarily released from jail pending a trial doesn't appear in court.
While bale and bail don't share many of their meanings, they do overlap in one sense—the phrasal verb "bail out." If you wanted to say that someone had to jump out of an airplane using a parachute, run from a dangerous situation, or help someone in need, you could write "bale out" instead of "bail out" if you were using British English.
Bale and How to Use It
The word bale, as we know and use it today, is what you get when you take a large quantity of material, such as hay, and bind it together:
One day Samuel strained his back lifting a bale of hay, and it hurt his feelings more than his back, for he could not imagine a life in which Sam Hamilton was not privileged to lift a bale of hay. —John Steinbeck, East of Eden
The verb we use for the process of binding material to create a bale is also bale:
Typically, knives need sharpening every 500 to 1,000 bales, depending on the material baled, and it is important to sharpen them correctly if they are to stay the course. —The Irish Independent
In the past, bale was also a noun that meant great evil, woe, or sorrow. The traces of that meaning can still be found today in the adjective baleful:
For the enemy is not Troll, nor is it Dwarf, but it is the baleful, the malign, the cowardly, the vessels of hatred, those who do a bad thing and call it good... —Terry Pratchett, Thud!
In British English, bale can be used instead of bail in the phrasal verbs "bail on" or "bail out:"
Wünsche's plane was hit and he baled out, surviving with burns and leg injuries and returning to active service the following year. —The Guardian
Bail and How to Use It
The most common use of the word bail as a noun has to do with temporary release from custody of a person who is accused of a crime, in which money can be deposited as a guarantee that the person will appear in trial:
A Kenyan court granted bail on Thursday to a British business executive charged with the murder of a Kenyan woman, his lawyer said. —Reuters
Bail can also be used as a verb in the same sense:
Alleged Brit hacker Lauri Love, who is accused of compromising US government servers and faces extradition to America, has been bailed by a UK court. —The Register
While bail has many other meanings, both as a verb and a noun, the one that's most interesting is the one that overlaps with bale in British English. It is derived from the archaic use of the noun bail for a bucket that's used to remove water from a ship. This is where we get the verb bail, which refers to removing water from a ship with a bucket or removing water in general:
In that sense, the phrasal verb bail on is used when we want to say that we let someone down or skipped something:
After one designer bailed on an assignment, I gave her a 3. —Fortune
And we also use the verb bail out for jumping out of an airplane with a parachute in a dangerous situation, or generally for removing ourselves from tough situations, or helping others in tough situations:
Brazil's federal government plans to bail out the state of Rio de Janeiro with 2.9 billion reais ($849 million) as it struggles with a fiscal crisis less than two months before the Olympic Games begin. —The Wall Street Journal


Join the Meeting Place for Moms!
Talk to other moms, share advice, and have fun!
(minimum 6 characters)
Is this early development for a child?
I am so jealous, my friends 18 month old can count to 10 in the correct order, knows her basic shapes and some colors. I was happy thinking my 15 month old was smart because she can point to all the pictures in a book and name off some of the pictures on her flashcards, but counting...colors...? No way. What is average and what is above average in abilities at a given age. Also, what impressive things does your toddler do and how did they learn it?
Answer Question
Asked by averys1mama at 6:57 PM on Jun. 8, 2009 in Toddlers (1-2)
Level 1 (0 Credits)
Answers (4)
 - There is a difference between memorizing some things and actually visually knowing the numbers or what not. If a child knows their abc's close to this age its because the parent's are singing it to them and they are memorizing it. If you put a particular letter in front of them would they actually know what it is is the question. Its all about memorizing and not actually knowing. Lil J just turned 3 and he was counting to 20 since he was 2, he also knows his colors real well and so on and so on. He also has a big sister who loves to play teacher with him so I give her half the credit. He also knows every doggone rap song that comes on the radio and I owe that all to his father {rolls eyes}
 Answer by diamondmamma at 7:04 PM on Jun. 8, 2009
 - Your child sounds like she is very smart herself, just cause somene else's kid knows more, doesn't mean much, plus he's 3 months older than your kd and who knows what yours will be doing at that age!
 I consider my 2 year old to be extremely intelligent, and she is 2 and just know can count to 10 and knows her shapes and some colors, and I think that's pretty good.
 Also, is her kd in daycare? A lot of daycare kids are exposed to shapes, letters, numbers all say long, lol.
 Don't sweat it, your child seems like she is doing wonderfully, and even above average if she can point out and say stuff in books, good job!
 Answer by Arkaidy at 7:07 PM on Jun. 8, 2009
 - My son is almost 18 months and he doesn't know shapes, colors, count, etc. He knows some body parts, some sign language and some words but that is about it.
 Answer by mandamitch at 7:23 PM on Jun. 8, 2009
 - Alot of what children know by any age has to do with what the parents are teaching them. If you have a good talker then it would be easy to teach them to rattle off the ABC's and numbers. If your child dosent talk all that much it would be easier to teach them how to point at this or that or go get this or that and so on. My daughter is 17 months and dosent know any shapes or colors...were still working on it! She dosent talk yet, but can shake her head yes or no and can answer Y/N questions easy. She can also follow my verbal directions such as "pick up your toys" "Lets go take a bath" "Lets eat lunch" "Put that back" and soooooo much more. She knows who her "friends" are, like if I ask her where Pablo is the finds one of her Backyardigan toys and shows me Pablo and lots and lots of other stuff too. Your daughter is very smart and doing GREAT, so is your friends kid, I wouldnt worry one bit. :)
 Answer by Love2BMommy77 at 8:16 PM on Jun. 8, 2009
Already Joined? LOG IN


text:
BACKGROUND: Nailfold capillaroscopy (NC) is an important diagnostic tool in systemic sclerosis (SSc). Confirmation of NC as a prognostic factor could facilitate earlier intervention and slow disease progression in SSc. We undertook a systematic literature review to evaluate the prognostic value of NC in predicting SSc disease progression.
METHODS: Standardised searches of EMBASE and MEDLINE were undertaken to identify longitudinal studies of adult subjects with SSc reporting the prognostic value of NC for any aspect of disease progression and/or survival. Non-English, non-original research, animal studies, non-adult studies and non-full length reports were excluded from the analysis (PROSPERO 2017:CRD42017071719). Wide heterogeneity in study design, prognostic factor measurement and study outcomes necessitated a qualitative data synthesis. The "QUality In Prognosis Studies" (QUIPS) risk-of-bias tool was used to assess study quality. Study selection, data extraction and risk-of-bias assessment were each undertaken independently by 2 reviewers and consensus reached where necessary.
RESULTS: Of 942 retrieved articles, 18 studies fulfilled the inclusion criteria. The majority of studies (17/18, 94%) reported positive associations between baseline NC appearances (using a variety of qualitative, semi-quantitative and quantitative NC endpoints) and clinical outcomes including digital ulcer (DU) occurrence/healing, survival, disease progression (using domains of Medsger disease severity scale), calcinosis, skin progression, pulmonary arterial hypertension (PAH), and/or a composite analysis of "cardiovascular events". Application of the QUIPS tool identified a moderate-high risk of potential bias in 6/18 studies for study participation, 3/18 studies for study attrition, 10/18 for prognostic factor measurement, 5/18 for outcome measurement, 13/18 for confounders and 13/18 for statistical analyses. Study quality limited the strength of the conclusions drawn from these studies. The most important source of potential bias across the studies was insufficient adjustment for potential confounders; such as existing DU disease in studies evaluating future DU occurrence. Recent work suggests NC evolution is an important predictor of disease progression in SSc.
CONCLUSIONS: High levels of potential bias relating to study confounding and statistical analysis make it difficult to draw conclusions regarding the prognostic role of NC in SSc. There is strong evidence supporting an association between NC abnormalities (particularly capillary loss) and disease severity (particularly vascular manifestations such as DU, calcinosis and PAH). Evolution of NC appearances may represent a more important predictor of disease progression which could have important implications for the future use of NC in the routine longitudinal assessment and management of SSc.
- Journal Article
- Systemic sclerosis
- Nailfold capillaroscopy
- Clinical phenotype
- Systematic literature review
- Microscopic Angioscopy
- Disease Progression
- Scleroderma, Systemic/diagnosis
ASJC Scopus subject areas
- Anesthesiology and Pain Medicine


Take the 2-minute tour ×
In my dictionary it defines
黃 (Huáng)
- yellow
- pornographic
- to fall through
- surname Huang or Hwang
Imperial China and the robes of the emperor are commonly associated with the colour yellow.
We also have
黃河 - Huánghé - the yellow river
黃山 - Huángshān - the yellow mountain
黃帝 - Huángdì - the legendary Yellow Emperor
So how did the colour yellow come to be associated with pornography?
黃色電影 - Huángsè diànyǐng - pornographic movie
黃色書刊 - Huángsè shūkān - pornographic book
share|improve this question
I know 黃色電影, 黃色書刊/黃書 is a common usage in Hong Kong. However I am not sure if the usage is originated from HK or elsewhere. – John Siu Jan 8 '13 at 17:21
Thanks John. I first learned this from mainland friends, but my taiwanese friends also use this term. So I guess it has a longer history. – Matthew Rudy 马泰 Jan 8 '13 at 18:06
How did blue come to represent pornography in English...LOL – phoeagon May 26 at 6:59
Just to clarify, Golden Yellow is the ancient China's dedicate color for emperor. Also, 黃帝 is actually a 'name' of a very ancient emperor (as well as most of the emperors) but it actually has nothing to do with the color yellow – Alex Aug 6 at 22:24
why? was the original meaning of 黃 not associated with a color? – meireikei Nov 23 at 21:56
7 Answers 7
up vote 11 down vote accepted
According to this article, there are four possible explanations as to why yellow colour is associated with pornography. Below is a slightly modified translation of the article based on further references from the internet:
 1. Orpiment (雌黃). Orpiment is a toxic orange-yellow mineral that is used as a pigment by ancient people. Due to poor bleaching technology, paper produced in the olden days was slightly yellow. When words on a paper need to be corrected, orpiment can be used to smear onto the written words, creating a layer of slightly opaque yellow close to the paper's colour, enabling a rewrite. Soon, people describe uttering nonsense as "信口雌黃". Subsequently, the yellow colour of orpiment and its toxicity is later extended to mean poisoning of the mind.
 2. The Yellow Union. In 1887, in a city in France, a factory owner tried to prevent his workers from going on strike by bribing the Yellow Union. The workers discovered the betrayal and angrily smashed the windows of the union clubhouse. The union then used yellow paper backings as a replacement for the windows. Since then, the workers labelled these union people as "见不得人的黃色工会", meaning a union that cannot face the public, similar to pornography.
 3. The Yellow Book. In 1894, a British magazine named "The Yellow Book", gathered in a group of conservative collection of authors to produce quarterly literary periodicals that are thought to be scurrilous in content. Later, a prestigious Irish playwright, Oscar Wilde, was arrested on homosexuality charges. At the time of his arrest, Oscar was seen holding a yellow book (which turns out to be a French novel). People misidentified the material to be The Yellow Book and associated it with his personality. The next day people demonstrated in front of the publisher, and a furry of media reports soon cemented an association between yellow paperbacks and homosexual content.
 4. The Yellow Kid. The end of the 19th century New York, New York World and New York Journal competed for readers intensely, posting vulgar comics content to which "The Yellow Kid" is one of them and is the origin for the term "yellow journalism". Since then, the colour yellow is associated with erotic and vulgar things.
share|improve this answer
I thought I was going to find some detail info from wiktionary, but... – John Siu Jan 8 '13 at 18:41
This is something the OECD would be good at, were it an english use of the word. Normally they'd find notable example of its use with this meaning. – Matthew Rudy 马泰 Jan 8 '13 at 19:10
Actually I am quite surprise that this colour association with pornography is adopted in China and not elsewhere (correct me if I am wrong) when only one out of the four explanations originates from China. – 杨以轩 Jan 9 '13 at 2:42
_USER_ English blue, Japanese pink, you can try finding more – Mike Manilone Jan 12 '13 at 5:28
3. and 4. seem reasonable. Yellow implying pornography in China didn't appear before the 20th century. I've never seen this usage in ancient Chinese writings. – Stan May 26 '13 at 7:47
There was a time when the color yellow was associated with prostitution also in Europe. For instance, historian Nils Johan Ringdal reports in his Love For Sale: A World History of Prostitution that prostitutes were told to wear yellow scarves in 15th century Vienna. BTW, the book also has a chapter on Tang-dynasty China, but I don't remember further references to the color yellow in there.
There is also a bit more (condensed) information in the Wikipedia article on prostitution during the Middle Ages (German version only): it cites red, yellow, and green as (then) colors of shame.
share|improve this answer
thanks for the extra info – Matthew Rudy 马泰 Jan 17 '13 at 11:44
The Chinese meaning for "yellow " has nothing to do with Pron. In contrast with the English, it has more of the meaning of sexual thoughts, or expressions of sexual content in mind displayed in conversation, non verbal communication. An individual can look yellow, or have yellow thoughts. or say yellow words. In fact in American slang, we would use the word "Nasty".
share|improve this answer
I can't find the reference now, but I have read that forbidden books in the early Mao era were put in yellow covers after being seized by the police; according to the source, this included both pornographic and ideologically deviant books. I have also seen contemporary Xinhua and other official sources describing banned religious and political texts as "yellow," so it may be used differently in Danghua. However, it is possible the yellow color was chosen because the color was already associated with deviance.
share|improve this answer
In Hong Kong, brothel and organised prostitute are illegal. It is not allowed to advertise any trade in sex. Brothels and prostitutes hoisted some large yellow light boxes with some red implicit text on it nearby. These boxes were finally taken down by police, and they use a pink light instead nowadays.
In this way, Hong Kong people associates yellow with prostitutes. So do pornography.
share|improve this answer
I remember hearing this explanation in a video so this may be a possible explanation. Do you have supporting materials? – Alvin Wong Aug 10 at 3:22
Traditionally, yellow is a respectful color in China. It represents nobility and wealthiness. It is the color of the skin of Chinese, the color of the mother river of China. 1934， yellow was decided as the city color of Guangzhou, the capital of Guangdong province.
The negative meaning was brought in from the Commies. They are against Chinese culture. The "People's Republic of China" was originated from "Soviet Republic of China".
More details in Chinese:
share|improve this answer
The second article is a thesis full of detailed traces and references. It states many reasons, Commies are only part to blame. Your statements look biased to me. – Wang Dingwei Nov 24 at 9:50
In Hong Kong, the signage of brothels are traditionally yellow. Like this:
Other colours are also being used in recent years.
Nonetheless, I'm not sure when was 黃色 being associated with pornography. The brothels might deliberately choose yellow for reasons explained by 杨以轩, or the use of such signage might have led this association.
share|improve this answer
Your Answer


text:
We synthesize new materials by using box furnaces in temperatures up to 1500 oC. Those are commonly used due to easy access to the interior and large sample space, which is convenient where large amounts of material are necessary. In our laboratory there are 16 box furnaces available.
This furnace is used to synthesise materials requiring a controlled atmosphere (oxygen, nitrogen, hydrogen), which is not feasible in box furnaces.
Some materials can be obtained by inducing an electric arc discharge to heating and melting starting materials. The system is mainly used for intermetallics with high melting temperatures.
If a material is unstable at its melting point or has a high vapour pressure, we can carry out synthesis by crystallization from an aqueous solution under high pressure and high temperature.
Tube sealing station
When the use of controlled atmosphere in a tube furnace is insufficient for material synthesis, for example in the case of air-sensitive precursors and products, we seal our samples in quartz tubes under inert atmosphere using a torch before the synthesis.
In order to develop new materials, we utilise high-pressure and high-temperature furnaces at Max Planck Institute for Solid State Research. We can reach pressures up to 12 GPa in temperatures as high as 1500 °C, which enables us to explore metastable phases of materials unavailable in standard conditions. For details, see here.
The glove box is filled with inert argon gas for handling air-sensitive chemicals. This system is critical for obtaining new exotic materials, which can often host uncommon transition metal valence states unstable in air.
Characterisation and physical properties
X-ray powder diffraction is used for structural characterization and phase identification of new materials. For detailed structural analysis, we are collaborating with the X-ray Diffraction Facility Group at Max Planck Institute for Solid State Research.
Quantum Design 5T MPMS (Magnetic Property Measurement System)
We can perform accurate DC magnetization measurements by using Superconducting QUantum Interference Device (SQUID) from 400 to 2 K in magnetic fields up to 5 T. We use this device to explore long-range magnetic ordering, superconductivity and quantum spin liquid state.
Quantum Design 9T PPMS (Physical Property Measurement System)
This instrument is used for measurement of transport, magnetic and thermodynamic properties of materials, such as resistivity, thermal transport, magnetization and heat capacity in the range from 400 to 2 K in magnetic fields up to 9 T. We use this facility to detect phase transitions such as metal-to-insulator transition and superconductivity.
Quantum Design 9T PPMS 2
Additionally we have a new PPMS available, where we can measure resistivity and heat capacity in temperature range from 400 to 1.8 K and magnetic fields up to 9 T.
Glove box 2
We have an additional glovebox with a thermal evaporation system, which we use for metal deposition and contact fabrication on samples.


text:
North Keeling is an isolated oceanic island that has never been near a large land mass. Before it was first visited by people, colonisation of the island by plants and animals could have occurred only by wind or pelagic drift, flight or animal carriage.
The island flora could have originated from a variety of sources depending on their geographic location and suitability of their habitats for immigrant species. The origins and development of the flora and fauna of the island into a unique assemblage of 'travelling' species has long fascinated biologists. The Cocos (Keeling) Islands have similarities with some of the islands of the central and western Indian Ocean Groups, e.g., the Maldives and the Farquhar Group. All of these low islands have evolved in isolation from a continent, through the combined forces of vulcanism, subsidence and coral growth and presently rise less than 10 m above sea level.
The low habitat diversity of these islands leads to a flora characterised by very low endemicity with indigenous taxa of pantropical or Indo-Pacific distribution dominating (Renvoize 1979). Cocos (Keeling) is no exception to this general pattern with only one endemic sub species of plant, Pandanus tectorius cocosensis (Renvoize 1979).
Sixty-one indigenous plant species have been recorded on Cocos (Keeling) Islands. Of these, 32 native species are found in Pulu Keeling National Park. North Keeling Island has seven species not found on the southern atoll. Some species are more abundant on North Keeling Island than on the islands of the southern atoll, either because of greater areas of suitable habitat on North Keeling Island or due to clearing over the last 160 years on the southern atoll (Williams 1994). Other species on North Keeling Island have a restricted distribution and most of these are found on the northern peninsula at the entrance to the lagoon or on the north-west shore and adjacent habitats.
The vegetation of North Keeling Island was divided into four zones by Gibson-Hill (1948), pisonia (Pisonia grandis) and coconut (Cocos nucifera) forest, octopus bush (Argusia argentea) shrublands, tea shrub (Pemphis acidula) thickets and finally open grassy areas.
Much of the island is dominated by the pisonia forest, mixed in many areas with coconut, with a few stands of pure coconut. Octopus bush is common on the eastern shore, dominating the crest of the shingle or rubble ridges. In some cases it forms monospecific stands while north of the lagoon entrance it occurs with cabbage bush (Scaevola taccada).
Around the margins of the lagoon, tea shrub forms dense thickets, replaced in some places by ironwood (Cordia subcordata).
The open grassy areas often have a covering of sea purslane (Sesuvium portulacastrum), such as the clearing to the north-west of the lagoon.
The richest floristic units, apart from the herblands, are the forest types found near the lagoon entrance and on the north-west side of the island.


Navigate / search
How to make a straw-bale pollinator garden
Straw bale gardens are unique. They fit anywhere, support your plants, provide ample space for roots, suppress weeds, and raise your garden up off the ground where it is easier to reach. Plus, if you have bad things in your garden soil, like nematodes or potato scab, straw bales can provide a clean slate. And all of this comes without the expense of potting soil or an enormous planter.
In addition, things like slugs and snails don't like crawling up the sides of a straw bale, cats are unlikely to mistake them for a litter box, and moles don't excavate through them. And I repeat: weeds are almost nonexistent. Yay. I've even covered the soggy part of my garden with straw bales: the water seeps up, the roots go down, everyone is happy.
Last week I learned more about syringes than I ever wanted to know. Similarly, when I started researching straw bale gardens, I learned a heap about bales. Although I've been buying straw for twenty years, until last week I had no idea bales have a cut side and folded side. If you don't operate a baler, how would you know?
Anyway, I became fascinated by the vegetables people are growing in straw and thought, why not a pollinator garden? So here I'm going to share what I know about straw bale gardening, and throughout the spring and summer I will post photos of my bee garden... assuming it all works. If anyone tries this, be sure to send photos of your garden and bugs along with photos of your sunflowers.
Buying the bales
 1. First, make sure you buy straw and not hay. Hay is full of seeds, and seeds are not good for your garden. Most often, straw is composed of fully-ripened wheat stems. The grains have already been harvested and the straw is a by-product.
 2. Straw bales vary in weight and size according to the baler that was used, but generally they are heavy. I can't lift a 90-pound bale, but I can lift one end and usually unload my truck and get them where they need to be. It's a matter of leveraging, dragging, pushing, and swearing. Better yet, snag a friend to help.
Positioning the bales
 1. It is tempting to place the bales in a way that yields the greatest surface area, but you must resist. You should arrange the bales so that the baling twine runs parallel to the ground.
 2. However, before you do step 1, you need to examine the two sides that are not tied. One side will have folded stems and one side will have cut stems. The cut side goes up.
 3. Do not cut the baling twine.
 4. If you are placing the bales in an area where vigorous perennials may push their way through the straw, arrange a layer or two of cardboard under the bales. Cardboard acts as a weed barrier long enough to discourage the perennials, but it will eventually compost and disappear.
Conditioning the bales
 1. Straw bales must be conditioned before they can be used. If you plant directly into a new bale, the straw will begin to compost as soon as it gets wet and the heat will kill anything you plant.
 2. The easiest way to condition is to buy bales in the fall and let them sit outside all winter.
 3. If you're in a hurry (like me) you can condition them in a couple of weeks by sprinkling them with a high-nitrogen fertilizer and watering it in. Organic gardeners can use blood meal or feather meal.
 4. Simply sprinkle the fertilizer over the cut surface of the bale. The fertilizer will work its way down through the bale, in and between the hollow stems.
 5. The nitrogen encourages the growth of soil organisms which hastens the composting of the straw. In no time, the bales will get extremely hot. If you want, you can stick a thermometer into the bale to monitor the temperature. Once the temperature drops to ambient, you can begin planting.
Planting the bales
 1. Straw, even if fully composted, may be lacking in nutrients. Many gardeners sprinkle a layer of compost or potting mix over the bale and work it in a little, although others do not.
 2. Alternatively (or in addition) you can dig holes in the straw and fill the holes with compost before planting your seeds or seedlings. (Digging holes is much easier if you remembered to place the cut side up.)
Pollinator paradise
 1. The plants you select will depend on your local area, but remember heirlooms usually provide the most pollen and nectar, and bees love blue, white, and yellow blooms. You can plant seeds or starts.
 2. Make sure any plants you purchase have not been treated with pesticide.
 3. Go heavy on late summer and fall flowering plants: these are the ones in short supply.
 4. Check the HBS Plant Lists to see what plants have been successful for other bee lovers in your area.
 5. Provide a water source with stepping stones for the bees: marbles in a shallow pie dish works great.
Watch them grow
 1. Water the garden as necessary. You will find that the bales retain moisture while providing good drainage—perfect conditions for healthy roots.
 2. Provide compost or fertilizer as needed.
 3. Have your camera ready.
My plan is to make a two-bale pollinator garden right beside the lemon queen sunflowers. For those of you who use straw bales for windbreaks around your winter hives, you are almost there. All you have to do is plant.
Straw bales with baling twine parallel to the ground. Once the bales are conditioned, you just dig holes in the straw and plant. I plan to add some compost to each hole.
The cut side of a straw bale.
The folded side of a straw bale.
A male Osmia lignaria shows interest in the project. © Rusty Burlew.
Thank you so much for this powerful post on how to have a pollinator garden (without digging in the dirt)!! I have some great garden beds but have lots of friends who don't. Now they can help the bees.
I tried to copy and past this post to share with others, but it wasn't successful. I have copied and shared lots of your other posts. I really want to share this one, as it is perfect for those who care about the bees but don't keep them.
I've tried it several times….let me know.
I don't know the answer to your question. I copied and pasted and e-mailed it to myself with no problem. A computer whiz, I am not.
Love this. You did the research for me! I have many straw bales that I used as a the border for a cold frame over the winter. Got em from an old pumpkin patch. Need a fresh start in some garden areas and this will work perfect.
BTW. Your pictures are extremely helpful.
Not only does hay have seeds in it, it's also much heavier and generally much more expensive than straw.
I have a straw bale garden this year and SNAILS and SLUGS are having a feast on my plants that are planted on top of the bales. The straw does not seem to bother them.
Yes. I found exactly the same thing.
Chris Caldwell
Thanks for this great site. What did you do about the slugs? Did you use iron, beer, ducks or …?
Rick Millett
I planted 3 straw bales this year with 2 tomato plants in each bale. I got a good crop but noticed that 2 of the bales grew plants that were about 4 ft high and the third bale had plants that were about 7 ft high. Then I noticed that the bale with the large plants had bees living in it. Do honey bees nest in straw bales? Could it be that the plants were feeding off of honey inside the bale?? I got stung a couple time when I tried to pull the plants up for the year so for now I am just leaving them alone.
Many different kinds of bees or wasps could live in a straw bale, but not honey bees. Honey bees need a large open cavity for their nests. The kinds of bees or wasps that might live in a straw bale are not honey producers, but even if they were, tomato plants would not feed off of it.
Leave a comment
email* (not published)


Cine Lab, _URL_
Azden Pro Sound
Shaping Light for Video in the Age of LEDs
Directing the Documentary
Set Lighting Technician's Handbook
Blogs » Acting for Film; Part 5 - Managing the Transitions
Acting for Film; Part 5 - Managing the Transitions
 Genius happens in the transitions. Going from one thing to another, particularly in an artistic design, almost defies the time/space relationship within which the performing arts claim their existence.
 Understanding a script's structure relies on the actor's ability to answer three sentences:
 What does my character want?
 What's preventing them from getting what they want?
 When does what they want change?
 We discussed the very active aspects of a script's structure, resulting in the answers to the first two questions, (objectives and obstacles) in earlier entries. Each action is a building block within the structure of a script. The objective is the gas that drives the engine of your actions. The obstacle is the element which creates the conflict engendering a dynamic framework for the playing of your action.
 The third question introduces a challenge to the authentic rendering of your action. In our previous example of the "Knight in Shining Armor," whose objective it is to save the damsel in distress from the evil dragon, there is a sense of force with the character's objective (saving the damsel in distress) and a sense of variety created by the obstacle (the evil dragon). The variety created by the obstacle lies in the different strategies and tactics the character uses to overcome the obstacle. But what happens once the dragon has been defeated and the damsel in distress is removed from the castle? In typical cases, this would be the end of act two of an industry standard screenplay. There's still an entire act.
 If you're not playing an objective against an obstacle, what are you doing? You're making an adjustment; you're in transition. The trick is to do this as efficiently and believably as possible.
 Once the hero safely removes the damsel in distress from the evil dragon's castle he then moves on to another objective with accompanying obstacle. Perhaps, he "travels over hazardous territory to return the damsel to her homeland." There is a processing period in the action when he moves from one objective to the other. The actor must be aware of precisely when this occurs so that there is no lag in the sustained action. The actor's ability to manage these transitions separates the good actors from the great actors. When they say that great acting can't be taught, this is what they're talking about.
 Playing an objective against an obstacle is at the very core of the craft of acting. It's instinctual but to a certain extend it's also measurable. It lasts for a sustained period of time and can be charted in the script. The transition from one objective to another happens so quickly and requires such deftness that there's really no craft involved, only ability.
 In the process of completing his new objective, "travel over hazardous territory to return the damsel to her homeland," the knight may fall in love with the damsel and his objective may change to "overcome my lowly station to win the love of the woman of my dreams." But how does this happen in the internal workings of the character and in the structure of the script? Is there an event which creates this change? Does it happen over time? Does the knight's growing love for the damsel serve as an obstacle at first? Does it begin as one of the elements of the "hazardous territory?" At what precise moment does it cease to be an obstacle and become his objective?
 The actor can only prepare themselves by identifying where the transitions takes place and then devote their industry, in trial and error, to find the most playable way to manage the transitions. Sometimes it just takes genius.
 The three questions that lead the actor to the overall structure of the action in a script set up the actor for the moment to moment playing of the action. There is a simple chain that must be followed in order for the action to be well crafted rather than random. We'll take a close look at this crucial building block to film acting in a later entry.


text:
Scriba, Peter Christian and Beckers, C. and Bürgi, H. and Escobar del Rey, F. and Gembicki, M. and Koutras, D. A. and Lamberg, B. A. and Langer, P. and Lazarus, J. H. and Querido, A. and Thilly, C. and Vigneri, R.
Goitre and Iodine Deficiency in Europe.
In: The Lancet, Vol. 325, No. 8441: pp. _PHONE_
The prevalence of endemic iodine-deficiency goitre in Europe has been reduced in many areas by the introduction of iodination programmes. Recent reports, however, show that goitre remains a significant problem and that its prevalence has not decreased in a number of European countries. Hetzel1 has pointed out that the high global prevalence of iodine-deficiency disorders could be eradicated within 5-10 years by introduction of an iodised salt programme. The current World Health Organisation recommendations for iodine intake are between 150 and 300 μg/day


text:
Research suggests that adhering to a tradeoff model in business constrains innovation.
This blog post is the first in a four-post series on Sustainability-Oriented Innovation (SOI), offering a definition and overview of SOI. The series builds on Accelerating the Theory and Practice of Innovation by Jason Jay and Marine Gerard. Subsequent posts will explore different types of SOI and the different ways companies are using it, as well as the idea of SOI centers of excellence (CoEs) and SOI communities of practice (CoPs) to facilitate the establishment of those networks — topics we hope to further expand at MIT's upcoming Sustainability Summit.
"Innovate or die" has become almost a mantra for companies in this era of rapid technological change and globalization. When we consider such conditions as extreme air pollution in Beijing, factory collapses in Bangladesh, drought in California, and deadly heat waves in India, the darker side of this foundational belief stands out in high relief. Yet we continue to settle for and cling to consumption-based business models that add to these global threats. Many large companies have survived and thrived for decades by selling high-calorie, sugary drinks or distributing apparel made by people working in extreme poverty for unfair wages in unsafe conditions.
Overcoming these challenges and enabling societies to thrive on a planet with increasingly finite resources will take significant innovation. We call this sustainability-oriented innovation (SOI).
SOI is about dispelling the notion of tradeoffs between what seem to be competing goals — performance versus impact, profit versus purpose, human wellbeing versus environmental protection. Our research suggests that when we no longer see these goals as competing, we create products, services, and business models that are holistic rather than fragmented. The potential for SOI exists within all firms. We just need to understand the barriers to unleashing it. Our research suggests that one critical barrier to achieving SOI is the "sustainability tradeoff" view of the world, a mental model that says having a positive social and environmental impact must exist as a tradeoff with more traditional business drivers.
Sustainability Tradeoff Model
The common perception that achieving sustainability requires a decrease in performance. It is an either/or tradeoff model.
Let's look at Nike as an example of a company that discarded its tradeoff model. In the late 1990s, it started to develop an organizational commitment to environmentally responsible shoe design. One of its early forays into this work was the "Trash Talk" shoe, a shoe made from scraps of discarded material. The intended social value was to find a productive use for cutting-floor waste in the factories. Less waste meant using less energy, less water, and fewer chemicals.
But the shoe was a commercial failure. Customers did not find it aesthetically appealing, and Trash Talk did not have all the performance characteristics that Nike athletes had come to expect from their footwear. For Nike, succeeding with SOI meant holding firm to its commitments to both performance and impact. While Trash Talk had been a "compromise," moving along the tradeoff line, they needed to push the envelope.
The Impact/Performance Frontier
Performance and positive impact are two different dimensions. While some degree of tradeoff can exist, and some amount of "compromise" may be possible, real Sustainability-Oriented Innovation breaks tradeoffs and expands the frontier.
After an extensive search and invention process, Nike took a very different approach from the one they had been using. On the impact dimension, they sought to achieve zero waste on the cutting room floor, a standard that far exceeded any they had set in the past. On the performance dimension, they sought to make shoes lighter and more breathable. By committing to achieving both performance and impact, Nike had let go of its either/or approach. The result was Flyknit, a new technology that involved weaving the upper portion of the shoe from a single thread. They had learned what artists have long understood — that constraint generates innovation. For Nike, holding impact and performance constraints simultaneously led them to an entirely new way of producing athletic footwear.
By creating a new way to manufacture its popular running shoes, Flyknit produced what Nike CEO Mark Parker summed up as an innovation with "…the potential to change everything." Flyknit is a mainstream product, marketed as a high-performance shoe. Its sales are projected to surpass $1B in 2016, which for a single shoe is an astounding accomplishment given Nike has an $18.3B total footwear business.
In our example, Flyknit hit the SOI sweet spot and tackled all three constraints simultaneously by creating customer value by increasing comfort and running performance; creating business value by cutting production time and costs, and addressing mainstream customer needs with significant market potential; creating system-wide environmental and social value by reducing landfill waste and reducing the need for labor-intensive, low wage work.
The Customer-Business-System constraints
Any new product or business will usually focus on either being good for customers, good for the underlying business, or being good for the system and society. SOI seeks to balance all three in order to scale and diffuse its benefits effectively.
We know that successful SOI doesn't occur in isolation but through collaboration. Dutch startup DyeCoo Textile Systems B.V. completely revamped Nike's textile dyeing by using an entirely waterless process called ColorDry, which reduced water demand by 100-150 liters of water (26-40 gallons), reduced dyeing time by 40% and energy use by 60%, and reduced the factory footprint needed for production by 25%. DyeCoo's technology was a game-changer.
While Nike Flyknit and DyeCoo ColorDry have both proven to be powerful technological innovations, SOI is not limited to cutting-edge technologies. It also has impact at the organizational, institutional and social levels.
Types of Sustainability-Oriented Innovation
SOI sometimes requires change to broader systems than simple product design. Product and process innovation lie within one small boundary of innovation. The examples in the figure draw from innovation for sustainable mobility.
Consider new intra-company "process" innovations like Buffer's transparent salary bulletin and calculator, Tesla Motors' "system infrastructure" changes like its international EV supercharging network, and Uber's new "delivery and business model" innovation for car-sharing taxi alternative. These are all prime examples of the versatility of SOI across the organizational, institutional, and societal levels of innovation. They all work within different boundaries of change — from individuals to the inside of firms, firms to the inside of states, and states to the inside of society. In pursuing these bigger, more systemic solutions, SOI embraces a wide swath of commercial and civic stakeholders. Entrepreneurs, corporate intrapreneurs, policymakers, NGOs, investors, academics and active citizens all play a role in SOI success.
Embracing such diversity dispels the notion of single-player innovation and focuses instead on increasing opportunities for growth and scale through a multi-stakeholder approach. With this wider perspective and more diverse population of stakeholders, it becomes possible to tackle the big challenges more effectively and to be part of the solution that creates a positive future for business and society at large. In our subsequent blog posts, we explore the types of firms and strategies that can mesh with SOI, and the process of multi-stakeholder innovation.


5 Fun Facts You Probably Didn't Know about Beagles
Other Topics
Gentle natured, highly intelligent, and playful – It's no wonder the Beagle has been firmly positioned as one of the top-ten most-popular breeds in North America for the last 30 years. These canines have a long history of serving as human counterparts, hunting companions, and beloved pets that dates all the way back to Ancient Greek times. These little dogs have a small frame and playful personality, but a hugely adventurous spirit that is led by stubborn determination because of their genetic need to track and hunt. Check out these five fun facts you didn't know about Beagles.
1. The Beagle's Nose Knows All
Unlike humans who have only about five-million scent receptors, Beagles have about 220 million. These dogs are sometimes referred to as "a nose with feet" because their nose tends to lead the way to whatever is picked up. The Beagle's nose is so perceptive at differentiating between scents, it can actually be trained to recognize as many as 50 different smells. Because of this, Beagles are commonly used in security and law enforcement to track prohibited or illegal materials, such as drugs or explosives, at crime scenes and airports.
2. The Beagle Is a Pop Culture Icon
You don't have to dig around much to find a Beagle or two in pop culture history. These friendly companions have been involved in everything from cartoons to politics. Odie from the Garfield comics was a Beagle, Snoopy from Peanuts was perhaps the most famous Beagle, and Shiloh was a hit 1990 film about a Beagle and his boy. This canine breed has also been in The White House alongside President Lyndon Johnson and was a beloved pet of Queen Elizabeth I. Shakespeare even once mentioned a Beagle in his work.
3. Beagles Are One of the Most Vocal Dog Breeds
Most dogs make different sounds, but Beagles are known as being one of the most vocal dog breeds there is. Your Beagle won't hesitate to speak when asked, and may even be so vocal that it can be a bother at times. In fact, the word Beagle actually is believed to be translated from the French term 'bee gueule,' which means wide throat or loud mouth.
Telltale baying, which you probably will catch them doing during a chase or if they get on a scent trail, is the trademark Beagle sound. However, these dogs also bark, yap, and howl a great deal. They will whine and whimper to get your attention or communicate what they want. Some Beagles are even trained to let out specific sounds according to what scent they recognize.
4. Beagles Have a White-Tipped Tail for a Reason
Beagles are small dogs that look a lot like the smaller Foxhound or even its larger cousin the Coonhound, with its coat usually boasting patches of either black, shades of brown, or white. However, there is one tiny little physical trait that a true Beagle must have: a white-tipped tail. Breeders of Beagles know that a true Beagle must have this trait, even if it is just a few hairs immediately at the point. This white tip is there for more than just physical appearance quality; the white tip makes the Beagle easier to track through the woods, tall weeds, or brush because it is easier to see compared to the rest of the dog's body.
5. The Beagle Has a Pack Mentality
Beagles are highly social creatures and often hunt together or track together to achieve a common goal. This means that your Beagle will probably get along very well with other dogs, and will likely prefer some canine companionship. Unfortunately, this pack mentality also means your Beagle may not take too kindly to being left alone for long periods. Some Beagles are known to display anxious tendencies when left alone, such as destroying furniture or tearing down window treatments in an effort to get out of the house.


text:
The Oxford History of Australia: _PHONE_ : The Succeeding Age
Geoffrey Curgenven Bolton
Oxford University Press, Incorporated
, 1986 - History
- 399 pages
The first volume to appear in the five-volume Oxford History of Australia, this book surveys the forty years following the establishment of the Commonwealth in 1901. It was a time of great change on the continent: institutions were fashioned to meet the needs of a nation; markets were extended; industries were enlarged; and Australians pursued plans for material and social progress through war and economic crisis. Yet as Australia yearned for autonomous nationhood and industrial self-sufficiency, it remained bound to Britain by ties of trade, culture, and sentiment. This narrative history explores the shifting patterns of class conflict and compromise that shaped the course of events and traces the links between the social, economic, and political processes of a nation in transition.


text:
control, that of wallowing in power.
So just why DO the Zetas have a more blunted emotional life than humans?
- ZetaTalk: Evolution Impact, written Jan 25, 2003.
- Do we have emotions? Yes. Do we have sexual feelings? Yes. Are these greater than human emotions and sex drives? No. Why the difference? We evolved on different worlds, under different stresses and selective determinants. The Earth, as we have stated, is a particularly violent world, large carnivors on every continent, so that many can scarsely be free of this worry, day or night. Big cats, wolf packs, immense bears, sharks, and thus to survive, the quick reaction to attack or danger was emotion. What do you suppose fear, or anger, is? Does an evolving creature need this, per se? It is to incite action, and the stronger the emotion, the faster the action! Likewise, a mother's concern for her baby, a dominant males concern for protecting and retaining his harem, are survival related emotions.The passive human got eaten, the human with strong emotions survived and passed on their genes. A strong sex drive is likewise selective, as those males with a strong drive would fight for their harem, where those with a weak drive would turn their backs and let the harem get eaten! A sex drive in the female is also survival selective, as the horny female will stick close to the dominant male, get intimate often, and thus enhance the bond and desire on the males part to protect her, as well as keep her close to the protector.
We have stated that on our world, the worlds within Zeta Reticuli which we evolved on, there were no large carnivores. We were transplanted there, onto worlds that could do no more than evolve moss and bugs. Thus, our large eyes are for seeing, in very dim light, which is what life on those worlds entailed. Thus, sex was for procreation, and the process of natural selection more related to cunning, being able to figure out how to solve problems, how to create technology or extend a food supply, than brute force or rage. Likewise, emotion was not only not required, it was a disruptive element. It would never evolve, and if it expressed due to genetic mutation, then this Zeta was less likely to have a harem than another, so was selected out during sexual partnering.
Our hybrids, as we have stated, will have the emotional range and sex drive and variation that humans have, not our more limited range. This is because the Earth is our new home, the home of the hybrids, and these characteristics are native to the Earth.
- ZetaTalk: Zeta Clones, written by Jul 15, 1995
- The Zeta are accused of having a group mind, seemingly operating like insects, by rote, and without individuality. Where did these assumptions come from? First, we reproduce by cloning, so our appearance can be remarkably similar. Second, our mode of communicating is telepathic, over the heads of humans who for the most part sense no conversation going on at all. Third, there is a lack of argument and indecision that humans see in us when we are at work attending to our contactees, as we have all agreed ahead of time on how to handle issues that might arise.Humans who see us having a group mind are drawing these conclusions on scanty data. Imagine how adult male humans would appear to an alien race encountering them only at work. There they all are in their standard dark gray business suits, white shirts, and ties. Similar hair cuts. Beard shaved off. Carrying identical black briefcases. Greeting each other with the standard hand shake. Clearly, this is a group mind. When the leader speaks, the others all nod and smile slightly. They even clap as a group! The data missing from this picture distorts it.
So what are the emotions of humans, regarding the development of a Zeta-Human hybrid race, and being phased out as a race altogether, in all likelihood?
- ZetaTalk: Custody Rights, written May 15, 1997
- They hear emotional stories of mothers holding babies they instinctively recognize as theirs, where it seems the babes are torn from their mother's arms to be returned to emotionless alien nurses standing at the side. Those who actually participate in these dramas understand the underlying framework, and where they may be expressing emotion, they do not express rage or even resentment, though perhaps some sadness. Those who participate in the hybrid program are doing so because they agreed prior to their birth, prior even to their next incarnation being selected, to participate. They understand the situation, that their hybrid children cannot live on the Earth in human society at this time.They understand the rich and loving environment their hybrid children are being raised within. Being solidly in the Service-to-Other orientation, they do not wish to remove their offspring from this environment to be placed in a human setting where they in all likelihood would be maimed and killed and taunted. Custody rights over the hybrid children is not an issue of the true parents, but becomes an issue with those who are inserting themselves into the drama, outsiders as it were. In that they scarcely understand the many factors at play, and most certainly don't understand the resolve and commitment made by the human participants, they are not even armed with the facts.
- ZetaTalk: Prebirth Agreement, written Nov15, 1998
- Prebirth agreements are relatively rare. Our hybrid program has been granted permission to institute more prebirth agreements than in previous centuries, where it was close to nil, because we need to ensure cooperation with those who hold genetic parentage. Without a prebirth agreement, its a toss of the dice on what might incarnate into a piece of genetic material, the babe, and that babe choosing not to cooperate with our hybrid program. So we have certain key DNA parcels, the babes, incarnated with prebirth agreements without too much hassle. Those who have a prebirth agreement become aware of it at a fairly young age. They sense something different, and become fully aware of it when the time is right. Nonetheless, they cooperate with this prebirth agreement remarkably well.
- ZetaTalk: Family Line, written by Jul 15, 1995
- The hybrid program runs along family lines. When combining genes from a human with Zeta Reticulan genes, there is some unfortunate loss. This loss is recaptured in subsequent efforts. This is not unlike a braid, where the strands are woven back in. The braid is stronger than loose hair or twine.
- ZetaTalk: Who's In Charge, written by Jul 15, 1995
- Some humans feel they should be in charge of their own genetic engineering, or in charge of the question as to whether genetic engineering is even necessary. This is not reasonable, although those being denied this authority may fuss and argue. These issues were decided after much deliberation. This is not a matter done casually, nor is this a one-time matter. This has been done repeatedly to Homo Sapiens, who are only able to complain, having a voice and mind, because of just such a process in the past. Of course we poll humans to learn what they desire to continue, what characteristics they appreciate. Those humans who will be reincarnating into the hybrid form, the Service-to-Others humans who have chosen their orientation, are being polled continuously as to their preferences. They are not voting on the steps to be taken in order to genetically engineer. You may give the plastic surgeon your desires on the shape of the nose, but you do not hold the knife.Zetan genetics are being used as the intelligence of humans cannot be more than doubled using human genetic structure. The best that could be accomplished is a human at the genius level, and what we seek, what we are required to attain, is so very much higher. Telepathy, something your species can barely support, is another issue. Genetic engineering does not make something from nothing. It alters what already exists or inserts something already in existence. A third important issue is the level of violence in your human species. Blinding rage is firmly rooted in your genetic heritage. To carve this out would leave too little remaining. This must be counteracted where it is found, in all the reaches of the brain, rather than simply rooted out. The Zetan genetics are the counteractant.
- ZetaTalk: Hostile Humans, written by Jul 15, 1995
- They are emphatic that Earth belongs to Homo Sapiens, and usurpers should leave. It matters not that they were at one time the usurpers. The decision to phase out humans, as hard as it may be for those affected to comprehend, are not without input from those affected. Neanderthal man was in agreement with having his version of mankind die out, afflicted as they were with tummy problems not pleasant to live with. A Vote was taken, and they were in agreement. Votes that are a true vote are not akin to the voting that occurs on Earth, publicly announced. In these votes, there is hardly a choice, the choices placed before the voters not what they would put there, but what the elite have allowed to be placed there. In addition, actual counts, as the 2000 US Presidential election demonstrated, are hardly what matters or to be reported accurately. Why would parents not want their children, or themselves for that matter, to be more intelligent, less subject to disease, and have more opportunities? Clearly, the vote went to be engineered, for future incarnations. It was a slam-dunk, as you say.
Where does hybrids


text: The most common and widespread falcon in North America, as well as the smallest and most delicate. Having the typical falcon shape — a short neck, relatively small head, long and slender pointed wings, and a long tail – gives this bird a streamlined body designed for fast flight. Females are slightly larger than males, but unlike most birds of prey, the sexes have different plumages. Both have a rufous-red back and tail, double black stripes on white cheeks, and a gray head with a rufous crown patch. Wing color and pattern is the most noticeable difference: females have rufous barred upper wings, while males have wings of blue-gray with small black spots, with a row of white circles on a darker trailing wing edge. Flight of this small falcon is light and buoyant, with rapid, shallow wingbeats and short glides. Often seen in flight with the wingtips swept back, or hovering motionless in midair over prey. Head bobbing, and flicking the tail up and down are two commonly observed behaviors when this bird is perched.