Canasta Rules
Canasta History: Canasta originated in Uruguay, was refined and expanded in Argentina, and reached the United States in 1949, where it soon became the biggest fad in the history of card games. Today, although the game has lost much of it's luster, it remains a very popular game among social players.
"Canasta" is the Spanish word for "basket", and presumably was used in reference to the card tray that is commonly used to hold the stock and discard piles. In it's earliest versions it was known as "Uruguayan Basket", and the game is still sometimes referred to as "Basket Rummy". (See also: Canasta Glossary.)
Number of Players: Canasta may be played by any number from two to six, though it's best with four players, played as a partnership game. That's the game described here; Canasta For Two, Canasta For Three, Canasta For Five, and Canasta For Six.
Number of Cards: 108 cards - two standard 52-card decks, plus 4 jokers. All cards are shuffled together as a single large deck. Jokers and deuces (twos) are wild.
Determining Partners: Partners are usually chosen by drawing cards, with the holders of the two highest cards paired against the holders of the two lowest cards (deuces are low, jokers are invalid - anyone drawing a joker must draw another card. The holder of the highest card gets to choose his seat. Partners are arranged on opposite sides of the table. The player drawing the highest card also gets to play first, so the player at his immediate right becomes the first dealer. Deals then rotate to the left.
Dealing: The dealer distributes the cards, one at a time, face down, clockwise beginning with the player on his left. Each player receives eleven cards. The next card, called the upcard, is placed face-up in the center of the table to begin the discard pile (or pack). The remainder of the deck if placed face-down next to the upcard, and forms the stock.
Object of the Game: The main objective of the game is score as many points as possible by melding. Going out (playing the last card in your hand, whether my melding or discarding) is a lesser objective.
Gameplay: Each player's turn begins by drawing a card, either the upcard (the top of the discard pile, or the top card of the stock.
The player can then meld if he can and if he wishes to (you're not required to meld).
The player's turn ends by discarding one card, placed face-up on the discard pile. If the player goes out, a discard is not required.
Melding: A meld consists of three or more cards of a single rank (5-5-5, for example). Sequences ("runs" or "straights") are not valid melds in the game of Canasta. A meld must contain at least two natural cards, and not more than three wild cards. For example, a 5-5-2 is a valid meld (remember that deuces are wild), as is a 5-5-2-2-Joker. However, 5-2-2 is not a valid meld, not is 5-5-2-2-2-2 - in the first case because there is only one natural card, and in the second because there are more than three wild cards.
A set consisting of only wildcards is not a valid meld (2-2-2, for example).
A side may not have more than one meld of the same rank.
Threespots (threes) may not be melded, except that a set of three or four black threes may be melded in the turn in which he goes out. Otherwise, black threes may not be melded. In addition, if a black three is discarded, the next player must draw from the stock, and cannot take the black three (this is referred to as a stop card).
Red threes are bonus cards, and are not meldable at all. If a player is dealt a red three, when it's his turn he must place it face-down on the table and draw a replacement from the stock. If a player draws a red three, it works exactly the same - lay it down and draw another. If a player gets a red three as part of the discard pile, he simply lays it down, but does not replace it. At the end of a hand, if a side has layed down any red threes, but not layed down any melds, then the red threes will count against the side when tallying the score.
Canastas: A canasta is a meld of seven or more cards of the same rank. The canasta must contain at least seven natural cards (this is called the base). Seven or eight of a kind, with no wild cards, is called a natural canasta (or pure canasta); A set of seven or more containing of a kind, and one to three wild cards, is called a mixed canasta.
Point Values: Each melded card has a point value, like so:
CardPoint Value
K, Q, J, 10, 9, 810
7, 6, 5, 4, Black 35
Minimum Count: The first meld made by a side (either partner) must have a value greater than or equal to a certain minimum count, which depends on the partnerships total score at the beginning of the hand:
Total ScoreMinimum Count
0 to 149550
1500 to 299590
3000 or more120
The Discard Pile: When a player takes the top card of the discard pile, he must be able to use the top card immediately, and he must also take the entire contents of the discard pile. Taking the pack is subject to the following rules:
 - For the first meld of a side, the player taking the upcard must have at least two of the same value in his hand. Further, the point value of the cards you meld (including the upcard), must meet the minimum count for that hand. You may make as many additional melds as you like, but the remainder of the cards in the discard pile do not count toward the minimum (although they may be used).
 - If the discard pile contains a red three (this can only happen if it's the initial upcard) or a wild card, it is frozen, and to take the upcard you must match it with a natural pair from your hand.
 - If the discard pile is not frozen, and your side has previously melded, you may take the upcard to create a new meld (if you have two or more natural cards of the same rank, or a natural plus a wildcard). You may also take the upcard to add to an existing meld. In either case, you must play it immediately, and take the remainder of the discard pile as well.
 - You may not take the upcard if it is a black three or a wildcard.
 - You may not take the upcard if there is only one card in the discard pile and you only have one card in your hand.
Going Out: When a player plays his last card, whether as part of a meld, or as a discard, the hand is over, and the scores are tallied. A player may not go out unless his side has completed at least one canasta. If his side has not completed a canasta, he must keep at least one card in his hand.
Going Out Concealed: If you go out without having melded any previous cards, either on your own or as additions to your partner's melds, and your hand contains a complete canasta, you'll earn a bonus (see table below). In addition, if you're able to go out concealed, you do not need to meet the minimum count.
Asking For Permission To Go Out: A player, when it's his turn, may - either before they draw, or after drawing but before melding any cards - may seek permission from his partner to go out. The partner must answer "yes" or "no", and the player is bound by that answer. If a player does not ask permission, he may go out regardless of whether his partner approves or not.
Scoring Bonuses: When a hand ends, each side scores the value of the cards it has melded, minus any cards left in their hands, plus any bonuses earned:
Going Out Unconcealed100
Going Out Concealed200
Each Natural Canasta500
Each Mixed Canasta300
Each Red Three100
Four Red Threes For One Side800
If a side has layed off any red threes, but has no melds, the points for the red threes are considered penalty, rather than bonus, points, and are deducts from that side's score.
Whichever team ends up with the higher score win the hand. Each side's score is accumulated on a scoresheet (typically labeled "Us" and "Them"). The first team to score 5000 points wins the game.
 - If the stock is exhausted before anyone has gone out, each player in turn may continue to play if he can take to upcard and immediately meld it. A player's turn ends by either going out or discarding. This continues until someone either goes out, or cannot make a play, in which case the hand ends and is scored normally (except that there is no bonus for going out).
 - If the stock is exhausted and the last card drawn is a red three, then the game ends immediately. The player drawing


john wayne stevens
Multiple hooks are usually located around the shoulders, upper arm, and back, as well as around the knees (depending on the position in which the body is to be suspended). Finding the proper hook placement and number requires an understanding of human anatomy and physiology, as well as the durability of the individual's skin. If the number of hooks are too few, the suspended individual's skin will be unable to withstand the body's weight and will rip.
Suspensions are sometimes used for meditation to gain a higher level of spiritual fulfillment or awareness. It can also be used as entertainment or as performance art. Acrobatic actions may be performed, most commonly during a 'suicide suspension (vertical suspension with hooks in the upper back and shoulders, so named because it looks as if the person has been hanged). Historically, suspension rituals were performed by the Mandan tribe, located along the banks of the Missouri River. The O-Kee-Pa suspension, is named after the Native American rite; it is also a vertical suspension, but hooked from the upper chest.
Modern day suspensions are closely related to the artwork of performance artists that use their own bodies as canvases. Roland Loomis was an artist who specialized in suspension and piercing performance pieces, also starting the Modern Primitivism movement, people in developed nations who engage in body modification rituals and practices in homage to rite of passage practices in 'primitive cultures.' Allen Falkner, sometimes called the father of modern suspension, also helped to bring suspensions to people who weren't spiritual, as well as a plethora of different and unique suspensions types.
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What is Dunning and How To Recover From It
What is Dunning and How to Recover from It?
Customer Churn – the nemesis of subscription-based businesses. There's nothing more frustrating than seeing your customers turn from your business and end their subscriptions. Fortunately, dunning has developed recently and has been the go-to solution for reducing customer churn rate. However, does dunning software really work? Let's find out.
What is Dunning?
What exactly is dunning and why should you know more about it? First, let's look at the root word of dunning, which is 'dun.' This term means making persistent demands. It also means to plague or pester. From that standpoint, you can tell that it doesn't sound very enticing. However, that's just the root word.
A dunning solution is a strategy that involves contacting customers and informing them about a particular invoice that's nearing its due. A dunning software is used, which will take steps to contact customers about collecting payments that are due on your subscription-based business. It ensures that the recovery rate of your business from potential churn is strong. At the same time, it also looks into reference data to get more information on what needs to be done.
You might wonder why dunning solutions has become a necessity. You can just reach out to a customer without having to rely on a software right? But if you factor in the fact that small businesses in the United States have around $825 billion of unpaid invoices, you will realize the extreme importance of having a dunning solution or other churn-rate-reducing software.
Why Credit Cards Fail?
There are plenty of reasons why churn happens is failed credit card payments. This can be due to the following scenarios:
 - Card Expiry
 - Card Numbers entered incorrectly.
 - Credit Card was reported stolen or lost.
 - The bank thinks that the transaction is malicious or fraudulent.
 - The bank has blocked a transaction.
Related: 10 Credit Card Error Messages and How To Deal with Them
Proper dunning management is all about acknowledging why cards fail in the first place. No matter what the reason may be, failed credit card payments will still hurt your business. If left unchecked, it can have a crushing effect on your SaaS business. Fortunately, ReliaBills isn't here to offer our expert invoicing services. We also help solve some of the problems that most of our valued clients are dealing with.
How Does Dunning Work?
There are a variety of tactics that a dunning software uses before and after card payments are due. The majority of them deal with template emails.
Dunning solutions that are done before an account becomes past due include the following:
Card expiration emails. As the old saying goes, "prevention is better than cure." These emails will remind your customer that their credit card is about to expire and they need to take action right away. You can automate these emails at different points to contact the customer and inform them that they have a certain number of days before their card expires.
Retries. This tactic is used right after an account is past-due. The dunning software will be sending multiple emails to customer at this point. The dunning emails include:
 - Information about the amount owed
 - The duration of you retrying their credit card
 - Options on how they can update their payments
Dunning Alternatives
Dunning solution is only an option when it comes to reducing customer churn rate. You can have alternatives to go along with it. But if it's a sophisticated system, why should you consider a dunning alternative? Here are some reasons why:
Ignored Automation
Because of the lack of any viable replacement, dunning solutions have been regarded by most subscription-based business owners as a necessary and must-have feature. However; like most strategies, dunning also has its fair share of flaws.
Why Get Alternatives for Dunning?
But despite SaaS businesses making extreme efforts to tailor their payment recovery software to encourage customers to update their card details, it remains a fact that dunning solutions only recover around 15 percent of the total number of billing problems. It's quite a minuscule number, don't you think?
Another reason is that your customers know they're getting something that's automated, which gives them enough reason to put off any payment email until an actual person contacts them. Just think about it. When a person sees an automated email asking for payment, they'd immediately think, "I can leave this for another day."
No Empathy
Another reason why dunning and other recovery software is so abysmal at customer retention is because it's very hard to show empathy with an automated system. Empathy is an essential human trait that helps customers feel heard, understood, and respected. Unfortunately, an automated payment recovery software doesn't have this natural ability. It even does the complete opposite. They can't show empathy even when your customers have a valid reason for their credit cards failing. This lack of empathy can frustrate any customer and give them every inch of reason not to pay.
Inability to Problem-Solve
Another thing that dunning software can't do is solve problems. Your dunning software can't shift to different strategies. It can't change its mind, negotiate with customers, or work with customer to make their payment work. That's the inconvenience of automation. It's also the reason why despite automation, you still need someone to constantly look at analytics and make the necessary changes and adjustment s to get the most out of this system.
How To Turn Dunning Process to a Positive Process?
Despite its issues and inconveniences, a dunning solution is a process that can still yield a positive customer experience. Dunning is something that most businesses are incorporating to their business due to its effectiveness. However, it's your responsibility to set the tone and intent very clearly from the beginning. Here are some best practices that you should follow to make dunning software work and strengthen customer relationships with your business.
Make Your Intentions and Next Steps CLEAR
Getting spam emails or false dunning letters are not unusual. You're asking money after all. So when composing a dunning emails, make sure you choose your language and tone carefully. Make sure you the following elements are expressed clearly in your email:
 - Why you are a friendly agent from a trusted and reputable company.
 - The payment type and suggestions as to why the payment may have been declined.
 - The amount and nature of the outstanding balance. For example, "you're on the $15 per month plan and owe $45 for the last three months."
 - The date when you will process the next payment.
 - A link back to your payment page and any other payment instructions.
Get Your Subject Line Right
Subject lines may look useless. But keep in mind that it plays a crucial role in whether or not your dunning emails will be opened by the customer. Make sure your subject line is professional and clear. That way, the recipient will know that it's important and urgent.
Here's an example of a good dunning email subject line: "Action Required: Payment Failure Due to [state reason]."
Be Empathetic
Once you have your customer's attention, be as empathetic as you can. Despite the failed payment, view them as a customer; not a debtor. Approach the correspondence with the same treatment that you would when making a sale. Remember that the apart from recovering lost revenue, another purpose of the dunning process is to retain as many customers as you can. So don't give your customers more reasons to leave. Understand them and be optimistic about the entire situation.
In addition, make a point of telling your customers that you want to make sure that they keep enjoying your services now and in the future. This dunning technique will ensure that they keep coming back for what your business offers.
NEVER – it's all caps so you understand that it's very serious – blame your customer. Chances are, your customer is completely clueless that their payment has not gone through or why payment didn't go through.
No word can describe the necessity of having a dunning solution in place for your business. However, a dunning management solution won't be worth it if you don't use the right tools. If you want to get paid on time, you need a good invoicing system to help you collect money from your customers.
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Pricing the default and prepayment risks of mortgages: An option pricing theoretic approach and an empirical hazard rate analysis
Date of Award
Doctor of Philosophy (PhD)
James R. Follain
Pricing, Default, Prepayment risks, Mortgages, Option pricing, Hazard rate
Business | Economics | Finance and Financial Management
This study proposes a theoretic interpolation-based lattice model to price the prepayment and default option values of a fixed-rate mortgage, and uses a hazard model to empirically investigate the prepayment and default behavior of FHA insured multifamily loans.
A "pure" option-pricing model is used to price the value of prepayment and default options. Prepayment is treated as an American call option and default as a put option. An interpolation-based lattice model is used to solve backward the prepayment and default option values. Unlike the traditional lattice methods, in which the total number of nodes grows geometrically with time steps when stochastic volatility is present, the number of nodes in this model grows linearly with each variable dimension. The common problem of "non-recombination" is handled through interpolation. This approach can easily accommodate early exercise of option, which is one of the important features of mortgage termination. Another advantage of this approach is that it does not require transformation of the original processes. Therefore, alternative underlying processes can be easily adapted to this model. Finally, numerical results are presented and compared with the results of another lattice approach to demonstrate the accuracy and efficiency of the model.
Research under the empirical investigation is to examine the prepayment and default behavior of FHA insured multifamily mortgages. In most literature, analyses of prepayment and default are conducted separately. However, default and prepayment are clearly not statistically independent, and may actually be related. Given the competing nature of prepayment and default risks, a competing risk hazard model is employed to estimate the conditional prepayment and claim rates for multifamily mortgages simultaneously. Furthermore, the risk preferences and idiosyncrasies across borrowers vary widely. This study presents a competing risk hazard model that accounts for the unobserved heterogeneity among borrowers and estimates the unobserved heterogeneity simultaneously with the parameters of the prepayment and default functions. Finally, the study compares and tests the practical importance of incorporating the competing risk feature and the unobserved heterogeneity in the estimation. The data set used in this study includes one of the largest FHA insured multifamily mortgages: the market rate 221d(4) New Constructions and Substantial Rehabilitation program (OMI). The data set includes information on OMI loans originating from 1965 to 1995. Maximum likelihood estimation is used to estimate the hazard model.
Surface provides description only. Full text is available to ProQuest subscribers. Ask your Librarian for assistance.
Huang, Wenyi Vivien, "Pricing the default and prepayment risks of mortgages: An option pricing theoretic approach and an empirical hazard rate analysis" (1999). Economics - Dissertations. 59.

source: openbmb/Ultra-FineWeb


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It wasn't until 1935 when, driven by pressure from vineyard owners - particularly Baron Leroy - the notion of Controlled Place of Origin (AOC) - (Appellation d'Origine Contrôlée) was developed. The following year, the creation of the National Institute of the AOC (Institut National des Appellations d'Origine) (INAO) was confirmed by the then Minister for Agriculture, Mr Capus, thus making the AOC official in France.
The notion of the AOC is based on the association of one territory with one or several grape varieties and one 'know-how'. This original combination gives each AOC wine characteristics that cannot be reproduced elsewhere, because they cannot be transported to a different site.
The logical consequence of this is that the winegrower is at the service of his terroir, and that the choice of grape variety, just like the oenological practices used, must reinforce the expression of that terroir through the wine.

source: HuggingFaceFW/fineweb-edu


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Components of the WISSARD Project
WISSARD (Whillans Ice Stream Subglacial Access Research Drilling) will examine subglacial ecosystems in a holistic context.
The project will investigate the physical, chemical, and geobiological interactions in the subglacial environments poised at the interface of the Antarctic cryosphere, geosphere and global ocean. The WISSARD science program connects 8 institutions across the country and includes 13 research groups using specific scientific expertise in three integrated projects, LISSARD: (Lake and Ice Stream Subglacial Access Research Drilling), RAGES: (Robotics Access to Grounding-zones for Exploration and Science), and GBASE: (Geomicrobiology of Antarctic Subglacial Environments). This large-scale interdisciplinary approach to study the subglacial environments of a West Antarctic ice stream provides the unparalleled opportunity to highlight the process of science utilizing novel technology and the increasingly interdisciplinary nature of scientific discovery.
In order to accomplish its' science goals, WISSARD requires unique field equipment to get to the field site, drill an access borehole, and sample the subglacial environment. We will combine proven polar designs with purpose built equipment, as highlighted under our Technology page.
The Infrastructure and Logistics to support the WISSARD science project is provided through the US Antarctic Program prime contractor, managed by Lockheed-Martin as the Antarctic Support Contract. Specialized WISSARD equipment and platforms are being designed and assembled, both in the US and at McMurdo Station, to support the specific requirements to accomplish WISSARD science. Most of the heavy equipment, fuel, and infrastructure for the WISSARD project will be delivered to the field site by a surface traverse.


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Why buy fresh and local?
- Fresh food and produce is healthier and more nutritious (and delicious!).
- More of your food dollars stay in the community to support local farmers and build local economies.
- When local farmers farm sustainably, they preserve open space, keep their lands productive, and protect their land from urban and suburban development, which harms the Chesapeake Bay.
About the Chesapeake Chapter
The Chesapeake chapter began in 2006 with a group of dedicated individuals who had farming, restaurant, and food policy backgrounds. Since May 2010, the Chesapeake Bay Foundation (CBF) has been the coordinating organization for the chapter, providing staff and organizational support.
For over 25 years, CBF has been making the connection between local sustainable agriculture and the Chesapeake Bay's water quality by:
- advocating for policies and legislation that benefit farmers and the Bay.
- educating students, teachers, and the public about sustainable agriculture.
- putting conservation into practice at CBF's Clagett Farm with its CSA (Community Supported Agriculture), grass-fed beef, native tree nursery, and education center.


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Goolwa/Toowoomba Basin Bytes
Goolwa/Toowoomba Basin Bytes is a community-based project using digital photography and text to encourage members of the community to explore issues that relate to cultural heritage and natural resource management in their location.
Goolwa has a population of 7500 people and is located 83 km and one hours drive southeast from Adelaide, South Australia. Goolwa is a historic port with a rich history of local industries connected with the river and the sea.
Toowoomba has a population of around 90,000 and is 128 km west of Brisbane. It is also known as the 'Garden City of Queensland' and is the main commercial centre for the fertile Darling Downs region.
These two locations are at extreme ends of the Murray-Darling Basin catchment system. This system extends from Queensland to South Australia and includes three quarters of New South Wales and half of Victoria. It is the heartland and the economic centre of rural Australia, covering one-seventh of the Australian continent with a population of nearly two million people. The basin is a system that faces considerable environmental challenges which have a direct impact upon the lives and lifestyles of many rural communities.
The two groups decided to organise their images and text into six thematic areas: industry, environment, water, living, people, recreation and indigenous to illustrate the perspectives of two distinct but connected communities.
Disclaimer: The Goolwa-Toowoomba Basin Bytes gallery is a community generated website. The stories and opinions expressed here are those of the individual participants and do not necessarily represent the position of the National Museum of Australia nor the Murray-Darling Basin Commission. They are presented to inform discussion about the Basin's natural resources.


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The brain usually depends almost exclusively on glucose for its energy requirements. During hypoglycemia associated with prolonged fasting or strenuous exercise, circulating ketone-body and lactate levels increase severalfold; in both situations, certain signs and symptoms of hypoglycemia are diminished. Therefore, to test the hypothesis that hyperketonemia or hyperlacticacidemia of the magnitude seen during certain clinical situations can substitute for glucose as an energy source for the brain and alter physiological responses to hypoglycemia, we assessed autonomic and neuroglycopenic symptoms, counterregulatory hormone responses, and cognitive function during standardized insulin-induced hypoglycemia in normal volunteers with and without infusion of (β-hydroxybutyrate (BOHB) or lactate designed to reproduce circulating levels of these substrates seen during prolonged fasting and strenuous exercise. Compared with paired control experiments, infusion of BOHB and lactate increased the glycemic threshold (required greater hypoglycemia for initiation) and reduced the magnitude of autonomic and neuroglycopenic symptoms, counterregulatory hormone responses, and cognitive dysfunction (all P < 0.05). The hypoglycemic threshold for autonomic symptoms increased from 3.8 ± 0.1 to 3.1 ± 0.2 mmoM during BOHB infusion and from 3.7 ± 0.1 to 2.8 ± 0. 1 mmol<1 during lactate infusion, and the threshold for neuroglycopenic symptoms increased from 2.8 ± 0.1 to 2.4 ± 0.1 and 2.3 ± 0.1 mmol/1, respectively. The magnitude for autonomic symptoms decreased from 12 ± 2 and 11 ± 1 to 6 ± 2 and 4 ± 1 during BOHB and lactate infusion, respectively. Neuroglycopenic symptoms decreased from 11 ± 2 to 3 ± 1 during both series of experiments. Infusion of BOHB and lactate-reduced responses for all counterregulatory hormones, the reduction being the greatest for epinephrine (∼57 and 73%, during BOHB and lactate infusion, respectively) and least for cortisol (7sim;28 and 29%, respectively). These results indicate that under certain clinical conditions, BOHB and lactate may substitute for glucose as a fuel for the brain and alter physiological responses to hypoglycemia.
Effect of Hyperketonemia and Hyperlacticacidemia on Symptoms, Cognitive Dysfunction, and Counterregulatory Hormone Responses During Hypoglycemia in Normal Humans
Thiemo Veneman, Asimina Mitrakou, Marian Mokan, Philip Cryer, John Gerich; Effect of Hyperketonemia and Hyperlacticacidemia on Symptoms, Cognitive Dysfunction, and Counterregulatory Hormone Responses During Hypoglycemia in Normal Humans. Diabetes 1 November 1994; 43 (11): 1311–1317. _URL_
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Write Pythonic Code Like a Seasoned Developer Transcripts
Chapter: Methods and Functions
Lecture: Leverage inline methods with lambda expressions
0:01 The first highly Pythonic concept that we are going to talk about
0:03 are these things called lambda expressions.
0:06 These are like small, inline methods that you can pass around,
0:09 chain together and build larger expressions from.
0:12 Let's look at the idea of using functions as a parameter in the first place.
0:16 So, here we have find_special_numbers,
0:19 now this function is just going to go through some set of numbers
0:22 and it's kind of hokey I know, but it's going to loop through a bunch of items,
0:26 in this case the numbers between 0 and 10 and it's going to apply our selector,
0:31 so a special selector is a function that takes a number and returns a boolean.
0:35 So we can call the function, pass it a number
0:38 and it will say this number should appear in our list or maybe it won't.
0:42 Now this method might look for even numbers,
0:44 it might look for Fibonacci numbers, it might look for prime numbers, I don't know.
0:49 That's the point, we can pass whatever type of function we want in here
0:53 and the selection part will be done by that function
0:56 whereas the gathering and looping part will be done here.
1:00 So let's look at this idea in Python.
1:02 So, down below we have our find_special_numbers, just like you saw in the slides,
1:06 and I've written this other function called check_for_odd, right,
1:10 you can see it's doing the standard modular check_for_odd numbers;
1:13 so we can come up here, we can combine these two things together, like so,
1:19 we can say "for n in find_special_numbers" and this takes some kind of a selector,
1:26 so I can say check_for_odd.
1:29 Now, PyCharm automatically tries to call this function,
1:31 but I don't want to call it, I want to just pass it, all right,
1:34 we'll see that is I take this and I actually print out this here,
1:39 maybe I'll even do the type for you, do the type and then the actual value of it,
1:45 we'll see that this comes out as a type of function
1:47 and a particular function pointer to a particular type of function.
1:51 So just like any reference, we can pass it here maybe we want the first 50 numbers,
1:57 we'll just print those out.
1:59 And let's print them all in one line so that you can see them,
2:02 so we use a separator of comma to just comma-separate these values,
2:05 so let's run this.
2:07 Perfect, so you can see we've got our prime numbers here,
2:09 including the first 50 prime numbers that we were looking for.
2:13 And also see what we printed out our type of check_for_odd,
2:17 we've got the type as a function
2:18 and it's a particular function "check_for_odd at that address".
2:21 So that's cool too.
2:23 Now, this works fine, but writing this check_for_odd function down here
2:27 every time I want to be able to pass a function around,
2:30 this is kind ofwell odd, so it works fine,
2:34 but it separates the implementation from where we are using it,
2:38 and if the implementation is really simple,
2:40 it can clutter up your namespace with all sorts of little functions
2:44 and it can move where you are using them from where you are defining them
2:48 so it's a little harder to understand what's going on.
2:50 Let's take this basically the same idea here,
2:52 and maybe so it doesn't shoot all the way off the screen
2:54 we'll lower that number,
2:57 and we can come down here and we can say "I want to do the same thing
3:00 but this time I want to check for numbers divisible by 6
3:02 and I want to use a lambda",
3:04 so let me just write it on a separate line first.
3:07 Call it "check = " and then we could pass the check just so it's more clear,
3:10 so with the lambda expression I would like to just say
3:13 given some number "i", I would like to somehow say "return i % 6 == 0", right,
3:22 now this obviously is not the right syntax,
3:25 given this, I don't know, this value goes here
3:30 and just sort of passes this little bit of code,
3:33 so in Python the way we say - we are defining lambdas
3:35 you say lambda and then the arguments, the parameters,
3:38 and you say colon is your separator as you normally would,
3:41 every lambda has a little expression of value it creates and it returns
3:45 so you don't say the return value, so there,
3:48 this is our lambda expression, now if we run it, it should work.
3:52 Perfect, here are divisible by 6 numbers,
3:55 so it works, but PyCharm here is saying: "you know, not so much,
3:58 PEP 8 says don't define lambdas outside of their actual use as pointers",
4:04 rather we should do a little miniature "def" here,
4:07 so let's inline this as it's kind of meant to be used.
4:11 so we can just take our lambda expression and pass it as a parameter,
4:14 and that's what lambdas are for, you can create these little expressions
4:17 that you can chain together pass these parameters and so on.
4:20 So we should get exactly the same behavior if we run it.
4:23 And we do. Cool, so if we have to just come up with these little bits of code, here
4:30 and pass them around, lambdas are beautiful for this, let's look at another example.
4:35 So here I have a bunch of words, and I would like to have them sorted,
4:39 I'd like to have them sorted in a way that regular people would say
4:44 "yes, those words are sorted alphabetically."
4:46 So one way you might say "let's give it a shot" is
4:49 we could just come over here and say "words.sort()".
4:52 Now, whether I use sort or I could say sort it,
4:55 these will generate sorted list that I can then go and work with,
4:59 the difference is this changes the underline list of words
5:02 whereas this returns a new copy of it that is sorted,
5:06 so it doesn't really matter, we'll go with this one for now.
5:08 So let's try to sort like so and see what we get.
5:11 OK, 'CPython', 'Please', 'a' and 'changes,' - these look sorted,
5:17 and those look sorted, but as a group they don't look sorted to me.
5:23 That's because right now the sort is case sensitive, OK.
5:26 Well, what do we do, are we just out of luck,
5:29 do we have to write our own sort algorithm?
5:31 No, of course not, so what's cool, let's comment this out,
5:34 because it almost works but not quite.
5:36 In both versions of sort, they let you specify a key selector,
5:40 and what this key selector is, is it's a function that given one of the items,
5:44 in this case a word, we can return something
5:48 that we'll actually use as the sorting value,
5:50 the comparison value, so we could put a function here,
5:53 but I am going to define a lambda expression,
5:56 so I'll say "lambda w for word goes to" -
5:59 well, if we just put it like this - "w" it will do the same sort
6:03 but I actually want to sort without regard to the case,
6:06 so let's do this, let's say lower any time you want to compare word,
6:11 do not compare the actual word, compare the lower case version,
6:14 we could use upper and so on. Let's try it.
6:17 Now look at that, that looks sorted, doesn't it?
6:20 And look how incredibly easy this is, "key=lambda w: w.lower()"
6:26 That shows you some of the power of lambda expressions in Python.
6:30 Let's look at that in a graphic.
6:32 So here again we have our find_special_numbers,
6:34 we also saw the same situation applies to built-ins like lists and so on,
6:38 so we want to pass some kind of selector and we could write a special method
6:41 somewhere using "def method name da da da" and pass it


2016 - 2019 CFA Bengal Standard for MELANISTIC PATTERN (AOV):
The term "Melanistic" when describing a hybrid cat, is a Solid, but not in the sense of a Solid in a non-hybrid breed. In the Bengal Cat, the Melanistic shows ghost tabby markings. They can be either Rosetted/Spotted, Marble or Snow. The pattern is more visible in kittens. As adults, most appear more solid
The term "Melanistic" is synonymous with "Solids" as well as "Non-Agouti". Genetically this comes from the Agouti Gene for cats. Agouti is a term used to scientifically for the strands of fur that have banding of color to each single peice. In Bengals and other wild cat breeds, the term Melanistic is used because there is still a pattern that comes through on the cat as a whole (Black Jaguars, Black Leopards, Black Servals etc). So, the term "Solid" is misleading for hybrid/wild cats and not preferred in our breed since they don't appear as a single solid color.
The majority of the time, a Bengal that carries a single copy of the non-agouti gene will darken what every color would have normally come to any particular cat. the uses we have for this allele is:
A. It can help with female Bengal fading that can occur as some females get their adult hormones.
B. I can darken the color of the Bengal and sometimes create more contrast (But sometimes, it darkens up the base color as well as the Rosettes/Spots.
C. Full Melanistic "Brown (Black)" brings the same look at the Black Leopard, Black Jaguar, Black Serval etc. It comes as a ghost pattern that is best seen in full sunlight.
Breed Council Change Considerations:
1. NOTE: I could not find any language in the proposed 2018 standard to address "Melanistic".
2. Change a portion of the 2016-2019 standard:
From: They can be either Rosetted/Spotted, Marble or Snow
To: They can be Rosetted/Spotted or Marble as come in all Bengal Colors.
A. Melanistic's can come in any color as the genes that create thisi patter/color are separate from the genes that other colors. Because this webpage (part of the standard) addresses "Pattern", we should keep the color discussions to their appropriate color sections/webpages. (We should also include other colors - Blue, AOV and any/all other colors can also be non-agouti. These other colors will be addressed in the melanistic color portion of this website and non-accepted colors that are not included in the current Bengal Breed standard.


Take the 2-minute tour ×
I have observed that the same amount of sugar tastes differently in hot and in cold coffee. If I drink hot coffee, I feel I can add more and more sugar, without it tasting too sweet. However, cold coffee tastes overly sweet with only small amounts of sugar.
Why does this happen? Why does sugar taste differently sweet in cold and hot coffee?
share|improve this question
The question is a little ambiguous, but sugar dissolves more readily in hot liquid than in cold liquid, which might explain the effect you describe. – user5561 Mar 16 '12 at 16:17
I have made some edits to your post to make it a bit more understandable. If I had change the original meaning of your question in any way, you can edit it using the edit button found under the question tags. – Jay Mar 16 '12 at 16:25
_USER_, Thank you. That's exactly what I had in mind. – user9368 Mar 16 '12 at 16:34
5 Answers 5
up vote 4 down vote accepted
Its possible that when you drink a hot liquid, you swish it around your mouth a lot less than when you drink a cold liquid, and thus fewer of the taste buds on your tongue are exposed to it. This wouldn't be surprising: it's hot after all.
Another possibility is that if you're starting with hot coffee, and adding sugar to it, that the sugar isn't fully dissolved when you drink it hot (it takes time, especially if you don't stir it much), but has dissolved by the time the coffee cools. With more dissolved sugar, it is sweeter.
share|improve this answer
This research paper suggests that, in general, pH, temperature, and ions don't generally significantly affect our perception of sweetness intensity. Since temperature and acidity are the two major differences between iced and hot coffee (depending on preparation), this more or less rules out the possibility of a chemical difference.
"The main finding from this three-part study was that temperature, pH, and ions had little effect on the perceived sweetness intensity of the sweeteners studied. Even when significant differences were found in the temperature study, the effects were very small."
This, to me, suggests it's either due to larger "sips" of cold coffee and more of an opportunity to taste the sweetness or because sugars dissolve less readily in the cold coffee and it's easier to perceive the sweetness when it's not in a solution.
share|improve this answer
I suggest the change is in the coffee rather than the sugar. Coffee is more aromatic when hot. When you put the same amount of sugar in a hot and cold cup of coffee, the sweetness will dominate more in the cold coffee where there the coffee taste/aroma is less pronounced.
share|improve this answer
Actually, it has nothing to do with the solubility of the sugar. The reason is that fructose (in an aqueous solution) has two different cyclic forms. The Beta-fructopyronose form (6 membered ring form) is much sweeter than the furanose (5 membered ring) analog. At lower r temperatures the equilibrium shifts and more of the pyranose-ring fructose is present (converted from alpha and beta fructofuranose) thus increasing the perception of sweetness.
share|improve this answer
This is very interesting. Where can I find more information on it? – J.A.I.L. Dec 13 '12 at 13:41
Cold coffee tastes less bitter than hot coffee. When I was a kid I worked in a bakery. The last pot of coffee was always left for the first bakers, who came in at 3 AM. By the time I got there at 5 AMthe coffee was at least 12 hours old and on a burner for at least a couple of hours.
I found that if you put some of the coffee over ice it tasted OK. My favorite coffee drink today is ice with a couple of shots of espresso. No sugar needed.
share|improve this answer
Why does it happen? – J.A.I.L. Dec 16 '12 at 17:22
Your Answer


Un libro in lingua di John Bowker edito da Oxford University Press, 2014
 - € 10,70
 - Il prezzo è variabile in funzione del cambio della valuta d'origine
In this concise introduction to the deity, John Bowker explores how each major religion, and countless philosophers and theologians, have answered the fundamental question: Who or what is God? He also explores why some people believe in God and others do not, and concludes by looking at how our understanding of God continues to evolve in the present day.
Informazioni bibliografiche


text:
What: A graded color effect is nice for boundaries that you want to appear to blend into the map. For the Crater Lake map, we wanted the outside of the Park boundary to be distinct and the inside of the boundary to blend into the background. If you had to symbolize an indeterminate boundary, you could make further modifications so both sides blended and the line would look like it was indistinct on both edges and more distinct in the middle. Why: It is sometimes appropriate to show that that features have indistinct boundaries or there is an interior to a feature. Either of these goals can be achieved using a graded color boundary. The sharper edge of the boundary helps distinguish it as the exterior edge. If neither edge is distinct and the middle of the symbol is sharper, then the reader can better understand that the whole boundary is indistinct. How: To achieve the graded color boundary effect, you can use buffers symbolized with a color ramp. On our map, we matched the interior of the boundary with the our data so that it blended in; the exterior edge more sharply contrasted with the area outside the park extent.
To create the boundary:
You can also use the Multiple Ring Buffer tool in ArcToolbox. The difference is that you will need to input the distance value for each of the 20 rings. If you need to make a set of uniform width buffers, the older Buffer Wizard tool is faster.
To symbolize the boundary:
You can pick colors that match your map using the Eye Dropper tool. To add the Eye Dropper tool to any of your toolbars: Click Tools and Customize. Then click on the Commands tab and scroll down to Page Layout. The Eye Dropper tool will be on the right side of the window. Click and drag the tool to any of your toolbars. Use it to click on a color and find out its RGB values.
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The Common Good
The Power to Dominate and the Power to Love
As Christians, our continual task is to explore and mediate on Jesus' teachings, as well as to emulate his deeds. Central to this two-fold task is comprehending the type of power Jesus wielded, namely the power to love. It often sounds repetitive to state that the poor carpenter loved those who were outcast by the dominant first-century Palestine social powers. But it is certainly worth repeating, for so radical was his power to love that it led to his dehumanizing demise.
Liberation theologian Leonardo Boff states that two powers were operative in the first-century oppressive Palestinian context: 1) exousia (Greek), which is the power to unite through patience and understanding of others; and 2) potestas (Latin), meaning the power to dominate through sheer force
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Owl of Thebes
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Thebes is an ancient town upstream from Cairo and Memphis on the Mississippi River of Egypt. It is the gateway to two of the Seven Wonders of the World: the Great Pyramid and the Sphinx. (Stevie is not one of the Seven Wonders, or there would be eight of them.) The Owl of Thebes is a mythological bird similar to the Phoenix of Arizona, but smaller and less smoggy.
Mythology and Scatology
Osiris pictured with the Owl of Thebes on his knee.
The Owl of Thebes entered the mytho-scatology of the Mississippi Egyptians around 4000 BCE, when the Egyptians were conquering the Mohicans and inventing paper. From these earliest times the Egyptians associated the Owl with freedom -- in particular, the freedom of unobstructed bowel movements.
Living as they did on a diet of malted millet, caramel, and camembert, the ancient Egyptians desperately needed a little colonic liberation.
In early Egyptian paintings the Owl perches on the lap of Osiris. Ovoid glyphs on Osiris' thigh may represent offerings to the totemic bird or they may represent owl droppings; archeologists disagree. However, hieroglyphic writings from the reign of Buttkahamen (midway through the Turd Dynasty) invoke the Owl as "protector of latrines" and the "titular deity of the porcelain throne". Paintings discovered in the tomb of Little Sheba show the Owl carrying rolls of toilet papyrus and playing snooker with scarab dung beetles.
Question and Answer
Q: Is there any relief in sight from these cheap jokes about poo-poo?
A: No, we're afraid not.
The Owl in Classical Literature
The romantic poets of the 19th century celebrated all things Egyptian, so it is no surprise that the Owl of Thebes is referenced in many poems, plays, and manga cartoons of the period. Shelley referred to the Owl in his monumental poem The Constipation of Hepatica, the climactic 144th verse of which we quote here:
As brightened the rosy and amethyst sky
The day-star awoke and morning was nigh.
So Empress Hepatica rose with a cry
And gath'ring her strength she then clenched what she must,
And called to the Owl: "Now to shit...or to bust!"
Widely regarded as Shelley's most excremental poetry, this is nevertheless the first known use of the phrase "shit or bust" and so its place in literary scatology is assured. In 1814 the artist-poet William Blake drew the Owl as a companion of the archangel Humbert in his painting The Serpent Buys a Ticket to Leamington. He added a single couplet at the bottom of the canvas:
Doth the Owl of Thebes stoop and take
A poop upon the fat slithering Snake?
Alfred Lord Tennyson bought Blake's painting at a rummage sale, thinking it was Tintoretto's Pope Parmagiano ICVCI Blessing the Commode. After examining the work and discovering his error he pasted a Hello Kitty sticker over Blake's verse, and upon it he wrote:
I care not what the Owl of Thebes
does at home, but I wish he'd not
deposit his droppings in my soup pot.
Scholars regard Tennyson's act of vandalism as the death-knell of the romantic age.
And a good thing, too.
The Owl In Movies
"The Cassowary", a short film by Tulse Luper referenced by Greenaway's "The Falls".
The Owl of Thebes received thematic treatment in Peter Greenaway's mysterious film The Falls. The character Juliet Fallarón (played by Lara Romanov) obsessively attempts to make a nest inside a cracked bidet while speaking only in VUE language Strigolaux-G (which consists mostly of owl-like hoots and muffled straining grunts). The scene segues into a film which has become Juliet's guiding metaphor, the short feature The Cassowary (1972) by Tulse Luper. Luper summarized his work as follows:
A jet aircraft on a cloudless night began its landing flight-path twenty miles east of the airport where it was due to land. For the first five miles of its descent, the noise from the jet's engine and exhaust disturbed no-one. At the sixth mile, an ornithologist, birdwatching on a reservoir, was irritated by the jet-noise just enough to give the aircraft a quick glance. He turned into a swan.
At the seventh mile, a naturalist and his wife saw the aircraft through the bathroom curtains and were turned into crows. At the eighth mile, four children in a school lavatory saw the aircraft through a sky-light and turned into herons. At the ninth mile, seven night-nurses in an old peoples' home saw the plane and turned into swallows. Their supervisor became the Owl of Thebes. At the tenth mile, twenty-one members of eight families saw the plane and turned into gulls. By the nineteenth mile, twenty-four thousand, nine hundred and twenty-seven people in two towns, four villages and a camping-site had seen the plane. Most of them turned into penguins.
When the plane exploded on the air-strip, a cassowary with a purple beak stepped from the wreckage and checked himself into the VIP lounge.
In Francois Truffault's Gunfight at the O.K. Outhouse a lone white owl flies up from the symbolic latrine just as the first shot is fired, and critics see this as a veiled reference to the Owl of Thebes (and to Truffault's well-known problems with diarrhea).
However, the Owl is most explicitly referenced in Alfred Hitchcock's Porko when Marryin' Crane (played by Carol Cleveland) is flossing her toes before taking the ill-fated shower. Miss Crane laments,
She is interrupted by the muffled voice of Norman Bates (Bill Murray):
No it doesn't.
Near the end of the film the forensic psychiatrist Oakland (Eric Idle) declaims:
What frees the prisoner in his lonely cell, chained within the bondage of rude walls, far from the Owl of Thebes?
Oakland then holds up a carton marked Ex-Lax to the camera and cries,
Freedom! Freedom! Freedom!
In Closing
The mighty Owl of Thebes remains viable in modern mythology as a symbol of all that things bowel-related. Sadly, many other ancient symbolic birds no longer mean anything except to historians. For example, who now celebrates the Chickadee of Manassas, the Phalarope of Brisbane, or the Goatsucker of Tenochtitlan? We certainly don't, and neither do you, smartypants.
But like the Dusky Tit of Hollywood -- which Janet Jackson so evocatively evoked in her famous interpretive dance at Superbowl XXXVIII -- the symbology of the Owl of Thebes flourishes in the global art scene.
Long may it poot! Er, hoot.
Personal tools


text:
Growing Nuts in Your Backyard
Nut Trees - Growing Tips
Although written specifically for nut growers in Illinois, this is an excellent handbook on all facets of growing nuts: choosing, planting, pruning and protecting from pests.
Pecans - Growing Pecans
Pecans make an excellent landscaping tree. This fact sheet provides easy to follow planting and growing instructions with excellent diagrams.
Here's a general timeline for when to harvest nuts from trees. Keep in mind that times will vary by region. If this is your first year growing a nut tree, keep careful watch for squirrels and other raiders. They're not as patient as you.
Tree Nut ID
A quick photo guide to identifying common types of nuts, plus how and when to harvest them.
Nut Photo Gallery
Would you recognize an almond on the tree? How about a pistachio? Nuts have a lot of protective covering that never winds up in the grocery store. About.com's Guide to Trees and Shrubs has put together an interesting photo gallery of common nuts as they look while growing on the tree.
Early Nut Drop - Some Common Causes
Few things are as frustrating as watching a potential harvest fall and rot, before it is mature. There can be more than one cause and often there is nothing you can do to stop it. About.com's Guide to Forestry talks about the causes and what to look for.
Black Walnut Tree - What's Safe to Plant Under It?
Black walnut trees are beautiful and the nuts are delicious, but the trees themselves can be deadly to certain plants. Black walnuts contain a chemical called "juglone" which leeches into the soil and inhibits other plants. Here are some plants that can handle juglone and those to avoid planting.


Sound is all around us. And whether it's the sound of a person's voice, the sound of keys jingling, or the sound of a book slamming to the ground, sound is produced when objects vibrate.
Understanding the connection between sound and vibrations is an important science concept for students to know. And one way to demonstrate this relationship is by using tuning forks to conduct simple experiments.
How do tuning forks work?
A tuning fork is an all-metal device that has a handle and two prongs, known as tines. When you strike it against a soft surface - like the bottom of a shoe or the palm of your hand - the tines vibrate back and forth several hundred times per second. The vibrations are usually so fast that you can only see it in slow motion.
The tuning fork's vibrations interact with the surrounding air to create sound. As the tine's move back and forth at tremendous speeds, the vibrations press air molecules together - forming compressions - and force them apart - forming rarefactions. Together, a collection of compressions and rarefactions form a sound wave. Once a sound wave enters your ear canal and vibrates your eardrum, your brain interprets the vibrations as sound.
3 simple experiments using tuning forks
In the activities below, students will use tuning forks to learn more about sound. And our tuning fork kit is the perfect tool to conduct these experiments. One kit includes two tuning forks, a ping-pong ball, string, rubber bands, and a teacher's guide.
Before starting the experiments, review the vocabulary below to make sure students are familiar with related terms.
Frequency - the number of vibrations per second
Pitch - the highness or lowness of a sound
Volume - the loudness or softness of a sound
Activity 1
We may not be able to see sound waves move through the air, but we can demonstrate how sound made by a tuning fork creates a pattern of waves in water.
 - Tuning fork
 - Large bowl of water
 - Rubber mallet or other soft surface
 - Paper towels
What To Do
 1. Have students activate the tuning fork by striking it with a rubber mallet or on a block of wood, the heel of their hand, or the bottom of a shoe. Ask them to describe the sound it makes. Is the volume loud or soft? Does it make a high-pitch or low-pitch sound?
 2. Show them how to use their hands to stop the vibrations of the tuning fork.
 3. Next, place the bowl of water on a paper towel.
 4. Have students activate the tuning fork again, and place it on the surface of the water (not submerged into it).
 5. The result: waves will form as the vibrations are transmitted through the water!
Activity 2
This activity explores how sound energy (vibrations) are transferred from the tuning fork to the ping-pong ball to make it move.
 - Tuning fork kit (includes tuning fork, ping-pong ball and string)
 - Tape
 - Ruler
What To Do
 1. Cut a string about 1-1 ½ feet long and tape one end of it to the ping-pong ball.
 2. Have one student hold the string away from her body. Without striking the tuning fork, move it toward the ping-pong ball. Ask students to discuss what happened.
 3. This time have students strike the tuning fork and move it slowly toward the ping-pong ball.
 4. Discuss: what happens to the ball as the tuning fork gets closer?
Activity 3
For this experiment, students will build a simple drum to demonstrate the way sound causes vibrations.
 - Tuning fork kit (includes tuning fork and rubber bands)
 - Empty can
 - Plastic wrap
 - Salt
What To Do
 1. Take the empty can (base) and cover the open end with plastic wrap (drum head). Make sure the drum head is stretched tightly over the base.
 2. Secure the drum head with a rubber band.
 3. Have students sprinkle some salt on top of the drum.
 4. Then, have them strike the tuning fork and hold it about an inch above the drum.
 5. Discuss what happens as the vibrations from the tuning fork reach the drum head.
Sound is an important physics concept that students will enjoy learning. And these tuning fork experiments are great visual examples of how vibrations cause sound waves. Continue learning with Exploring the Science of Sounds, which allows students to listen, experiment, and discuss different kinds of sounds and the tools for making them.


text:
Tetra - Connector Color Pens
Tetra is an amusing color marker with interactive building toys for kids. It's made of interesting shape and combined form to create an opportunity for creativity extends beyond the page. The shape of a simple compound makes it easy to press and pull out. Also, kids can put each compound together to form a shape and explore to build the new shape like a geometric shape, animal, flower, abstract shape etc. And it's up to their Imagination bend the rule and come up with new structures.
The main inspiration for tetra markers to not only encourage children to be creative but also encourage them to think about reuse the marker pens instead of it being thrown away after ink dried up and this will help children to develop social skill and raise awareness of reuse among them starting at small ages and collecting the pens for children to play with them will have an important and enhancing role on the consumer preference.
The initial stage of online and market research showed a lack of new children stationary or toys which engage and positively impact children behavior and social skill. The next stage of research was performed on different toys which encourages interaction and helps develop social skills. I look to repurposing of the Tetra Marker cap to not only encourage children to be creative, but to encourage children to think about reuse rather than simply discarding these into the trash after ink dried up and I want to create a new paradigm for children's products that encourage unique new behavior and a productive afterlife for the product.
I enjoy when an opportunity for innovation is found in even the most simple of products. I have been learning technically how to solve some of the problems and this helps me anticipate solutions. As for the Tera interconnecting and its three-dimensional form, what has most surprised me is the difficulty encountered in optimizing and making them user-friendly.


text:
Welcome to the Music Room!
What is Our Goal?
At Sanders Corner we seek to empower our students to experience music as a source of personal enrichment, a vehicle for the constructive expression of human emotions, and as a unique intellectual discipline.
Loudoun County's curriculum is based on the National Standard for Music Education. These standards address singing, performing on instruments, reading and notating music, listening, improvising, and composing.
How do We Learn?
Students will learn through a variety of activities and experiences that develop their music skills in the following areas:
| || |
Movement & Dance
Listening & Music Appreciation
Rhythm, Melody, & Harmony
Form & Expressive Elements
Ask your child what they learned in music today!


Office of Recruitment and Admissions
Concurrent enrollment
If you are a high school senior that wishes to enroll at A&M-Corpus Christi during your last year of high school, you may do so by applying for admission through our concurrent enrollment program.
What is concurrent enrollment?
Concurrent enrollment allows you to enroll for a college class or classes (pending approval) prior to graduating from high school. A student admitted to the program enjoys the same rights and privileges as a regular degree-seeking student, and is subject to the same federal rules and regulations.
What's the difference between dual credit and concurrent enrollment?
Both programs are for high school students desiring to attend college while in high school. Dual credit enables a student to earn both college and high school credit at the same time. Concurrent enrollment is when a high school senior enrolls in a college course for college credit only.
How to apply
Students studying


text:
1. What is four-fifths as a decimal?
2. What is the volume of a cube which has edges measuring 5cm?
125cm³ (centimetres cubed)
3. How many months are there in twelve years?
4. What is the next number in the series: 2, 9, 30, 93, …?
282 (multiply the previous number by three and then add three)
5. If y=10x − 1 and the value of x is 10, what is the value of y?
6. If a recipe requires 400 grams of potatoes for four people, how many kilograms would be required for twelve people?
1.2kg (Note difference in measurement – question given in grams and answer requires conversion to kilograms)
7. A dress has a thirty percent discount applied and is on sale for £63. What was the original price of the dress before the reduction?
8. Geoff thinks of a number. He deducts five from it and then divides the result by three. His answer is 25. What number did he start with?
9. What is nine-tenths of 2000?
10. 3 − 7 × 4 =?
-25 (minus 25 – multiplication should be completed before subtraction)


Back to School Christian Object Lessons
Using common objects to illustrate spiritual truths aids a child's memory.
Object lessons provide a powerful way to teach spiritual truth to any age group, but particularly to children. An object lesson makes use of a tangible item that serves as a practical example of a principle or abstract idea. This visual component aids in memory retention and understanding. Making use of school-related items for a back-to-school presentation will ensure that each time the child sees a similar object, he will recall the lesson.
1 Concreteness
Authors Dan and Chip Heath in their book "Made to Stick" list concreteness as one of the key reasons why some ideas find life and longevity and others die. Concreteness, as they define it, is making use in communication of objects, or speaking in terms of things that can be handled. Jesus, for example, spoke of a "Good Shepherd" and his care for his sheep when he taught about his love and concern for his followers. This everyday example was readily accessible to his audience. Effective teachers begin with a truth to communicate and then brainstorm about objects in the everyday lives of their students--objects that can represent those concepts.
2 Ownership
A teacher brings a bag of common school supplies. This may include pencils, scissors, notebooks and other items. The teacher takes a marker and begins to write his name on each item while explaining to the children that it is important to label their supplies to show ownership. In similar fashion, according to Ephesians 4:30, God labels those who belong to him by giving them the Holy Spirit to dwell in their hearts.
3 Forgivness
A teacher brings a pencil with an eraser or even a pencil and very large pink eraser. He writes various sins, such as "lying" or "cheating," on the paper. Then he takes the eraser and rubs out the words while discussing how God's grace will erase our sins. This can illustrate God's forgiveness and the truth of Psalm 103:12, which speaks of God having removed our sin from us.
4 Burdens
The teacher wears a stuffed back pack to represent the burdens that we sometimes carry. He puts rocks, bricks or other heavy objects into the backpack to make it harder to endure. He asks a child volunteer to bear this burden. This lesson can illustrate the truth of Galatians 6:2, which tells Christians to bear one another's burdens. The teacher invites another child to help remove some of the load or to otherwise help the load. He encourages the kids to talk about how they can share the "burden."
5 God's Presence
The teacher makes a set of personalized flash cards, including one which reads "1+1=3." This illustrates the spiritual lesson that when at least two Christians meet together to pray, worship or speak about the Lord that Jesus promises to be there with them, according to Matthew 18:20.
6 Unity
The teacher brings a box of crayons. He tells a story of how each color represents a different personality, such as "blue" being a sad crayon, "red" being an angry crayon, and "yellow" being a happy crayon. He explains that even though the crayons are different colors, they all have the same purpose--to draw. He further describes how that alone they are limited, but together they can make pictures. This object lesson describes the importance of unity, as expressed by Jesus in John 17:20-21.


suppliers' goods/services
 - Suppliers could integrate forward
 5. Buyers
 Notwithstanding the adage, "the buyer is always right," there is more to be considered in analyzing this competitive force, and it is not necessarily a strong force. This force is an analogue of the supplier force, in the sense that the industry firms are the buyers for their suppliers, and the industry firms are the suppliers for their buyers. Consequently, some of the factors that result in significant buyer power are:
 - There are few buyers and demand is low relative to supply (e.g., because there are many firms in the industry competing for limited buyer purchases)
 - The buyers have many sources and options for buying products
 - Products are not unique (little differentiation) and companies have little of specialized knowledge, technology, facilities, workers, government approvals, access to key materials, location]
 - Switching costs for buyers are low
 - Buyers are larger and have greater resources than the industry firms
 - The buyers' group buys a major portion of the industry's goods/services
 - Some close-substitute products are available
 - Buyers' ability to integrate backward is high.
Although usually only a few factors and trends in the general environment will be of much importance, it is important to scan, analyze, and evaluate this broader macroenvironment to identify and understand any factors and trends of importance. It is useful to think of four main aspects of the general environment, to remind ourselves to look in all these categories, listed with some examples of potentially important variables and trends:
These four dimensions of the general environment are listed above in roughly descending order of rapidity of change (in the USA at this time). Technological changes can be very rapid. While political-legal changes can be while rapid in some other countries, they usually have fair advance warning and lead times in the USA. Economic swings, again, are relatively slow in this country. Finally, social-cultural changes are the slowest of the four.
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Norwegians in Minnesota
- More Info
By: Carlton C. Qualey & Jon A. Gjerde
Foreword by Bill Holm
- Format: Paper, 110 pp., 6 x 9, 47 b&w illus., reading list, notes, index
- Publisher: MHS Press
- Usually ships in: 1- 3 business days
- ISBN 0-87351-421-1
The images of the Vikings professional football team, the stereotype of the "Norwegian bachelor farmer," and even Minnesotan's speech patterns proclaim the Norwegian heritage of Minnesota. But the Norwegian settlers have contributed much more to the state.
The Norwegians, who first arrived in territorial days, created lasting farming settlements, especially in the Red River Valley. Their Lutheran churches continue to dot the landscape. But their experience was also urban, as they entered the trades and industries of the Twin Cities. Today, the Norwegian influence is evident in Minnesota art, culture, cuisine, and speech. Norwegian culture permeates the state's character and helps define Minnesota's unique social, political, and business environment.
CARLTON C. QUALEY was a professor at Carleton College, editor of Immigration History Newsletter, and author of Norwegian Settlement in the United States.
JON A. GJERDE is professor of history at University of California, Berkeley, and author of The Minds of the West: Ethnocultural Evolution in the Rural Middle West, _PHONE_.
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Interference between different actors can trigger a building polyphonic narrative of the image.
In fact, I consider the composition of a photographic image of a sort of silent musical composition, in which the photo polyphonic musical style is interpreted by the various subjects that together determine the theme.
They are the same subjects that "many voices" seem to proceed simultaneously and independently of each other according to certain rules harmonics.
Discover more inspiring photos like this one.
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Missouri Fencing and Boundary Laws
Joe Koenen
County Engagement Specialist, Agricultural Business and Policy Extension
Beef cattle behind a fence in a pasture.
Figure 1. It is important for landowners to understand fence and boundary law to avoid conflict with neighbors and legal issues.
Fencing duties and boundary locations have been the subject of arguments between neighbors for centuries. This publication is intended to answer Missouri farmers' and rural landowners' questions regarding such duties and rights (Figure 1). The solution to most fencing problems lies in a cooperative attitude with neighboring owners. Where an honest difference of opinion exists, this publication may help to resolve it. However, this is not intended as a substitute for an attorney's skill or advice. When a dispute arises or seems likely to arise, consult with your attorney.
Attorneys with an agricultural background or interest are getting harder to find. If you don't have an attorney, check with friends or a University of Missouri Extension agricultural business specialist in the community for their recommendations on an attorney. Another aid to locate an attorney is the Missouri Bar website (see Resources).
History of Missouri fence law
One of the reasons Missouri's fence law is so complicated is the history of our laws and what portions of each law remain today. Missouri's first fence law was enacted in 1808 while Missouri was still within the Louisiana Territory (Missouri became a state in 1821). It required landowners to fence out the neighbors' livestock off of their property (open range). If a landowner constructed a "lawful fence," then he had certain legal remedies against the owner of trespassing livestock:
 - Actual damages for the first trespass
 - Double damages and court costs for subsequent trespass
 - Landowner authorization to kill and dispose of the trespassing livestock without liability on the third and later trespass
The procedure for determining the actual damages was to approach the local justice of the peace, who would appoint three householders of the neighborhood to serve as fence viewers to determine whether the fence was lawful and the extent of the damages. To be a "lawful fence," it had to be at least 5 feet 6 inches high, and supported by stakes "strongly set and fastened in the earth so as to compose what is commonly called staking and ridering." (Territorial Laws, page 197, Section 1, enacted Oct. 27, 1808) This territorial law of 1808 was reaffirmed by the Missouri Legislature in 1824. (Missouri Laws of 1825, pages 428–429)
In 1877 the Missouri fence law expanded the definition of "lawful fence" and lowered the fence height minimum to 4 feet. The remedies available to the damaged landowner were altered to include "other stock" which trespassed and not just "any horse, gelding, mare, colt, mule or ass, sheep, lamb, goat, kid, or cattle...." No longer could the landowner kill and dispose of trespassing livestock on the third and subsequent trespass. Now on the second and subsequent trespass, the landowner could seize the livestock (distrainment) and require payment for their upkeep.
The 1877 fence law addressed division fences for the first time. It allowed a landowner who already had or who constructed a lawful fence "enclosing the land of another" to obtain one-half the division fence costs from the neighboring landowner. Each would then own an undivided half in the division fence. Each was required to maintain his portion of the fence, but no right-hand rule was mentioned in the statute. Disputes were to be resolved by the justice of the peace appointing three fence viewers, who each were to receive one dollar per day.
In 1889 Missouri amended its fence law (sections 65.5032 to 65.5056) to include barbed wire and set standards for fences made of boards and posts. Barbed wire fences were to have posts not more than 16 feet apart and to have three barbed wires tensely fastened to the posts. The upper wire had to be "substantially four feet from the ground." A board-and-post fence had to be at least 4.5 feet high with posts no more than 8 feet apart.
In 1963, the Legislature enacted major changes in fence law by authorizing the "local option" fence law (Chapter 272.210, 1963). Adoption of the local option for a county required a majority vote at a county election. The issue could be put on the local ballot either by motion of the county court or upon the petition of 100 real estate owners of 10 or more acres in the county. As discussed below, the major differences between the general county fence law and the local county option changed the definition of lawful fence, allowed only actual damages rather than double damages, and limited the forced contribution from neighboring landowners to one-half the value of a fence of four barbed wires with posts 12 feet apart. If a more expensive division fence is built, the landowner requiring more is responsible for the extra costs.
Missouri's fencing statute revised
After more than 20 years of bills being introduced each legislative session, the General Assembly passed and the governor signed into law major changes to Chapter 272, Missouri's fencing statute, that went into effect Aug. 28, 2001 (see Resources to access statute online).
The major changes are only for "general fence law counties," not those counties that have opted (or will opt) out by local election into the "optional county fencing statute" (found in the same Chapter 272 of the Missouri Revised Statutes, in the latter half, beginning with section 210). As of May 2016, 19 Missouri counties are thought to have adopted the Optional County Fencing Statute: Bates, Cedar, Clinton, Daviess, Gentry, Grundy, Harrison, Knox, Linn, Macon, Mercer, Newton, Putnam, Schuyler, Scotland, Shelby, Sullivan, Saint Clair and Worth.
In 2016, the Legislature amended sections 272.030 and 272.230 of the Missouri Revised Statutes (RSMo) to allow damages only in cases of animal negligence. More on the meaning of these changes will be addressed later in this publication.
We will return to discussing the local option fence law provisions after we cover the general county fence law (default provisions).
Change 1: Modified forced contribution and maintenance (general counties)
Only if the neighbor has livestock placed against the division fence can he/she be forced to pay for half the cost of construction, as well as be required to maintain the right-hand half. If the neighbor doesn't have livestock against the fence, you will have to put up the entire cost of the division fence and maintain the entire fence. Other states allow "compulsory contribution" whether or not the reluctant neighboring landowner has livestock against the division fence.
A landowner building the entire division fence may report the total cost to the associate circuit judge, who will authorize the cost to be recorded on each neighbor's deed. If your neighbor later places livestock against the division fence, then the landowner who built the entire division fence can get reimbursed for one-half the construction costs (RSMo sections 272.060.1 and 272.132).
However, this has not worked as the law intended for a couple of reasons. First, many judges today have no agricultural expertise or background, and the law expects them to know what a fence costs. Second, in many Missouri counties, only attorneys can go into the associate circuit court office, thus greatly increasing the costs of doing this for the one landowner.
Under the prior law, either neighbor could force the other neighbor to pay for half of the construction and maintenance of a division fence, regardless of whether the reluctant neighbor had livestock against the fence. This continues to be the fencing law in many Midwestern states.
Change 2: The right-hand rule (general counties)
It was assumed there was a "right-hand rule" as a custom, but there was no such language in the former statute. Now the statute clearly says neighbors who cannot agree on who is to build and maintain which portion of a fence shall apply the right-hand rule. Each neighbor stands on his land looking at the common boundary, finds and meets at the midpoint, and is responsible for the half to his right (RSMo section 272.060.1). Anything other than that must be in writing and recorded at the county recorder's office.
This assumes each neighbor has livestock against the division fence. Where your neighbor doesn't have livestock against the fence, then you will have to build and maintain the whole fence until such time as your neighbor places livestock against it. You can legally enter upon your neighbor's land to build and to maintain your share of the division fence (RSMo section 272.110).
Under the prior law, you would have to take your neighbor to court if you and your neighbor couldn't reach an agreement as to which fence portion was whose responsibility to build and to maintain.
Change 3: What is a "lawful fence?" (general counties)
Some may think the new statutory definition of "lawful fence" is cumbersome and confusing, but you should have seen it under the prior law!
Basically, RSMo section 272.020 says that a "lawful fence" is any fence consisting of posts and wire or boards at least 4 feet high (and mutually agreed upon by adjoining landowners or decided upon by the associate circuit court), with posts set firmly in the ground not more than 12 feet apart. The fence must also maintain livestock.
A question occurs when both neighbors have livestock against the division fence but one neighbor wants a more


When Crazy at Work Persists
Spot stress and overload and choose ways to fix it
Why Crazy at Work PersistsEveryone is busy these days and it seems that busy pace hits us everywhere: at home, fitting in recreational activities and especially at work. While busy is an expected work state, crazy is not. There's a difference and it's time to take a closer look at the jam-packed days of regular tasks and emergency requests.
Most employers promise a manageable workload with enough staff and resources to balance tasks, responsibilities and requests. Those who have this consistently may not realize how lucky they are. There are times however, no matter how well a business is run, when overly busy hits. It seems manageable for short periods. After all, who can't gear up for a fast pace and sense of hurriedness for a little while?
This ability to manage excessive busyness is possible during anticipated short-term periods like pre-approved holidays, expected parental leaves and seasonal peak periods. Because these are known situations, they can be managed with pre-planning, extra staffing resources and maybe the promise of a bonus or other reward. Everyone makes it through with a deep breath and a sense of accomplishment.
Unfortunately, it is the untimely and unforeseen periods of busy that have the capacity to create increased stress and instill feelings of craziness. These times include:
 - People away for long periods due to unexpected illness or regular (and seemingly predictable) sick days. There is no pre-planning, so fellow employees provide coverage.
 - Bosses discover super-efficient employees and give them special projects, extra tasks and offer overtime opportunities that can lead to burnout.
 - Seasonal busyness can become the regular pace of work and "do more with less" becomes the overriding philosophy.
These scenarios, although unexpected, can last for long periods. Employers may apologize, make promises of help or even offer money and time off to make up for the craziness. It may seem like a fair trade except people are left to juggle workloads, stress and all the personal responsibilities which don't go away.
When crazy becomes the new normal at work employees struggle with emotional responses and problem solving even though they are present in the workplace. They may start to use an excess of sick days, take stress leave or worse – quit, all of which generally contribute to the worsening of the situation that should have been short-term. It's not their fault. This is a situation to be corrected by management before it gets to this stage.
So what are the tell-tale signs that overload is present, the situation is starting to turn from busy to crazy and the impact of extra stress is taking a toll?
 1. Niggling Feeling
 Call it niggling, gut feeling or intuition, there is a clear sense that the situation and its effects are not okay. Something is out of whack and the course to correct it may not be obvious.
 1. Sleepless in Anytown
 One would think that tiredness and feelings of exhaustion should facilitate great sleep. Sadly this is not the case when the brain won't turn off and never-ending worries, thoughts and mental to-do lists persist.
 1. Tomorrow Never Comes
 It is good to have hope and believe things will be different tomorrow; especially when management says change is coming. Unfortunately when repeated promises are broken and let-downs are consistent, this turns into false hope and only creates continuous disappointment.
 1. Telling Everyone
 If friends and family are scared to ask, "how is work?" it might be because the usual response is to describe the injustices, explain the stressors and complain at length. If the response to this standard conversation starter is excessive complaining, there is definitely stress and crazy.
 1. Dreadful Drives
 When people dread the drive or commute to work because of problems of overload, insufficient resources and promises of "we are working on it" the dread creeps into non-work hours and takes an even greater toll.
It is funny how these tell-tale signs may go undetected because they have become common place. If these five points seem like "that is the way life is here" this is a wake-up call for employees and employers.
Signs like these will inevitably end in increased sick days, unforeseen stress leave and constant resignations. Excess busy should only be a temporary situation and remain manageable so it doesn't turn into crazy. Creating change is possible but is best done when motivation and energy levels are high.
So what kind of change helps fend off crazy and turn these tell-tale signs around? Assertiveness.
 1. Speak Up
 Employers need to know when crazy has gone on for too long and is creating stress and negativity. Describe and define the crazy to management and offer solutions on what will help.
 1. Say "no"
 Sometimes a response of "no" is enough to jolt a manger into the reality of workload and manageability. Employees need to say no respectfully and give the "why" behind the no so there is better clarity on the workload challenges.
 1. Set limits
 Figure out what is reasonable and what is too much. Defining these guidelines early is a great way to create clarity for when it is time to say "no".
Workplaces and managers can often underestimate the impact that busy and overload have on people. Some less-scrupulous companies may even intentionally take advantage and not follow through to alleviate stressors. They delay the hire of additional staff or finding resources to save money.
Don't let crazy sneak up at work and fester. Learn to recognize the tell-tale signs so spotting the stress and overload is done quickly and effectively and communicate the findings with management. Control your crazy and keep it to a minimum both in time and intensity.
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How making supports integrative and informed thinking
Makerspace learning at Proctor Elementary
In this final post of our series on how maker-centered learning can help students develop transferable skills, we take a look at Integrative and Informed Thinking.
During EMMA's visit to Proctor Elementary School, in Proctor VT, the potential for maker-centered learning to support students' integrated and informed thinking really came to life. Once again, the Design Thinking process was used to guide the making, providing a structure within which students could build knowledge and systematize their thinking.
The more students create and make, the more they see the world through a different lens.
They start to see the world as made up of systems that work together to provide a certain function or outcome. Each part of the system interacts with other parts to influence the intended outcome.
The students were given a challenge – to make something that teaches someone something. By following the design thinking protocol they were able to create something that was meaningful to them and helpful to others! Students started by using empathy to carefully consider what they would teach and to whom they would teach it.
Game plan in hand, students arrived at the build session and were greeted by materials and tools provided by EMMA. When we unveiled the fact that EMMA was filled with PinBox 3000 kits, students were ecstatic and came quickly volunteered to help unload EMMA.
Eager to start building, we moved to the IDEATE (brainstorming) phase of Design Thinking. The ideas that were flying during the IDEATE session were influenced by both the materials that lay in front of students and the game plan they had produced during the EMPATHY and DEFINE phases.
Soon the tone of the conversations moved from the wild ideas to creating a prototype. It was easy to spot the different types of learners in the room as they took on different roles in designing parts of a game system. With so many ideas and materials at play, students needed to negotiate with each other to justify why their ideas would best meet the outcomes they had planned for.
The prototypes that emerged ranged from games that would make repetitive practice more engaging (math skills games) to models of more complex systems like deer hunting ethics.
Soon, it was time to switch from "making" to explaining and listening. Students took turns sharing their prototypes, asking questions, and offering feedback.
As the school day came to to an end, the students were not ready to stop.
The room that had been filled with people, parts and tools now contained prototypes of game systems and well articulated plans for next steps.
Through making, students had a chance to engage with many of the performance indicators for Integrated and Informed Thinking.
The research process forced students to "synthesize information from multiple sources." The PinBox games represented student efforts to "develop and use models to explain phenomena." Many students had "applied systems thinking" to represent complex systems, such as the ethics of deer hunting or the progression of geological change, through their models.
EMMA's day at Proctor Elementary School is a good example of the ways that a rich making experience cuts across the Transferable Skills. Through each of these EMMA visits, maker-centered learning provided so many opportunities for students to grow in a wide variety of areas that include cross-curricular skills, discipline-specific skills and knowledge, and social emotional areas as well.
We believe that once students have had an organic, empowering, and authentic making experience, reflection rooted in the Transferable Skills can help students solidify their learning and identify evidence of growth and proficiency.
How do you tie making to transferable skills?
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In addition to searching out evidence for Archean microbial mats, my revisitation of the Pongola sandstones gave me the chance to look a bit more closely at their lithology. When I last posted pictures from this sequence, there was a bit of discussion about why the beds appeared to be quite dark – sandstones are generally lighter in colour (being composed mainly of quartz). Is this due to some weird mineralogy? Or just an effect of modern day weathering?
Here's a close-up of one of the dark beds:
It does appear that the dark colour does indeed seem to be a result of minerals actually in the rock, rather than formed by weathering on the surface. However, I'm still not sure what these minerals are; presumably there's just enough squeezed in between this quartzite's cemented quartz grains to change it's optical properties. You'd probably have to make a thin section to know for sure what they are – any guesses?
A bit further up section, you find much more familiar-looking, pale quartzites:
Two things of interest here*. Firstly, the appearance of much coarser gravel-rich horizons indicates a more high energy environment: stronger currents are afoot that can move around larger sediment grains. Secondly, just as in the first picture, there are numerous squarish holes surrounded by rusty weathering halos, which mark the former location of iron-rich minerals that have now been oxidised. From their shape, I suspect that these were detrital pyrite grains, which are one of the bits of evidence for an anoxic atmosphere in the Archean; it is only in a reducing, anoxic atmosphere that pyrite can be eroded, transported, and redeposited, rather than being chemically destroyed as it has been on exposure to the modern elements. The fact that these pyrites occur in both in the pale and the dark quartzites seems to rule out weird anoxic geochemistry as the explanation for the latter. Perhaps the stronger currents evident in the light quartzites have just winnowed away any darker minerals.
*Other than the use of my mobile phone as a scale bar. And the primitive nature of said phone.