Glass shape influences how quickly we down alcohol
Glass shape influences how quickly we down alcohol
Washington: How quickly you consume down an alcoholic drink may depend on the shape of the glass you're drinking from, a new study has suggested.
For the study, Dr Angela Attwood and colleagues from Bristol's School of Experimental Psychology recruited 160 social drinkers aged 18-40 with no history of alcoholism to attend two experimental sessions.
During one session they were asked to drink either lager or a non-alcoholic soft drink from either a straight-sided glass or a curved 'beer flute'.
They found that the participants were almost twice as slow when drinking alcohol from the straight-sided glass as compared to the curved glass.
However, there was no difference in drinking rates from the glasses when the drink was non-alcoholic.
Importantly, the degree of this error seemed to be associated with the speed of drinking – the participants who tended to show the greatest error in their halfway judgments tended to show the greatest changes in drinking rate.
Therefore, slower drinking rates is likely to have positive impact on the individual and also at a population level.
"Due to the personal and societal harms associated with heavy bouts of drinking, there has been a lot of recent interest in alcohol control strategies. While many people drink alcohol responsibly, it is not difficult to have 'one too many' and become intoxicated. Because of the negative effects alcohol has on decision making and control of behaviour, this opens us up to a number of risks," Dr Attwood said.
"People often talk of 'pacing themselves' when drinking alcohol as a means of controlling levels of drunkenness, and I think the important point to take from our research is that the ability to pace effectively may be compromised when drinking from certain types of glasses," she added.


Why Aren't Women Advancing At Work? Ask a Transgender Person
By December 1, 2016LGBT Employment
According to a UCLA study, there are now about 700,000 transgender people in the United States. While social acceptance of both the LGBTQ and transgender communities has increased significantly within the last decade, many still face discrimination in the workplace. Having been employed as both men and women, transgender people are in the unique position of being able to describe the differences in the way people are treated based on their gender.
Getting the Job
A survey conducted in 2011 revealed that the unemployment rate of transgender people is twice that of the general population and that they are four times as likely to live in poverty.
Advancing at work begins with getting the job, and the discriminatory factors that women face in the workplace often begin with the job application. In addition to gender, women face other potential obstacles to being hired such as age, race, and parenthood.
Transgender women report that not only have they lost the high-paying jobs they held as men upon announcing their intentions to transition, but that the jobs they were able to get as women often offered significantly less pay. Jennifer Chavez had 40 years of experience in the auto industry as a man. After her transition, the loss of her job, and applying for more than 300 jobs, she finally found one that paid only half of her previous salary as a man.
Inequality in the Workplace
Many transgender women report experiencing inequality in the workplace. These transgender women talked about taking a lot more time and care in thinking about their outfits and in putting on make-up. While research shows that women excel at leadership, especially managing team diversity, they aren't rewarded with promotions because male executives tend to view compromise as weakness.
Conversely, sociologist Kristen Schilt found that of 54 transgender men she interviewed, many reported being promoted far more quickly, and more often, than when they were women. Others reported that they also received more praise after their transitions, and that managerial positions were always awarded to men within their companies.
Nature and Nurture
Many sociologists argue that gender is largely a social construct. Society has a set of strict rules about what constitutes "feminine" and "masculine". Those rules are applied to appearance, mannerisms, and behavior, and people are encouraged to make sure that everyone conforms to them. The consequences of non-conformity include social rejection in the form of judgment, ridicule, and rejection. One of the harshest forms of social rejection is employment discrimination.
Society's gender rules are based on a set of premises which may or may not be true. For example, one of those premises is that men are more logical than women. That premise is illustrated by the concern of a transgender computer programmer whose boss was concerned that after his transition to a woman, he would no longer be able to program as well. The differences in brain structure caused by the hormonal differences between men and women are still not fully understood, but transgender people are making some valuable contributions towards changing that.
Testosterone levels are one of those differences. In a series of interviews with transgender men, many reported that after receiving testosterone treatments, they felt both more confident and more aggressive. One study showed that testosterone therapy resulted in changes in brain structure, specifically the part of the brain associated with verbal fluency. Conversely, transgender women receiving estrogen treatments also experience such changes.
Gender Discrimination
Rather than escaping the gender rules people are expected to follow, transgender people are often expected to adhere to them more strictly. One of the rules of femininity is that women must be pleasant to look at. One transgender man expressed relief at having that pressure removed, saying "As a female, I felt I had to smile all the time, just to be accepted. As a male, I don't feel a sense of having to be pleasant to look at". However, appearance is still a factor in job discrimination for both men and women, with tall white men enjoying the most economic advantages.
Transgender men socialized as female described many other ways in which they were treated differently after becoming men. They found that they were criticized less and enjoyed greater respect and authority, but that they now felt feared by women. They also found justification for that fear as they were now in the position to experience hearing their female colleagues belittled, called names, and sexualized by their bosses and other male co-workers. One transgender man was quoted as saying "I miss not being seen as a threat."
The Takeaway
Like all women, transgender women face the doubly difficult task of adhering to social standards of femininity while simultaneously displaying enough traits considered masculine to command respect in the workplace. Just as gender, a combination of hormones and social conditioning, can now be changed, so too can the social rules surrounding gender. Only when those rules have changed will women have equal advancement opportunities in the workplace. Fortunately, a greater number of people are working towards that change than ever before.
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into the appropriate object tables, updating objects in object tables, and deletion of objects from object tables. If the application commits a transaction by calling the
LNOCITransCommit() function, the object cache automatically performs a cache flush prior to committing the transaction.
Complex Object Retrieval (COR) can significantly improve the performance of applications that manipulate graphs of objects. COR allows applications to pre-fetch a set of related objects in one network round-trip, thereby improving performance. When pinning the root object(s) using
LNOCIObjectPinArray(), you can specify the related objects to be pre-fetched along with the root. The pre-fetched objects are not pinned in the cache; instead, they are put in the LRU list. Subsequent pin calls on these objects result in a cache hit, thereby avoiding a round-trip to the server.
The application specifies the set of related objects to be pre-fetched by providing the following information:
REFto the root object
REFattributes should be de-referenced and which resulting object should be pre-fetched. The depth defines the boundary of objects pre-fetched. The depth level is the shortest number of references that need to be traversed from the root object to a related object.
For example, consider a purchase order system with the following properties:
REFto a customer object, and a collection of
REFs that point to line item objects.
Suppose you want to calculate the total cost of a particular purchase order. To maximize efficiency, you want to fetch only the objects necessary for the calculation from the server to the client cache, and you want to fetch these objects with the least number of calls to the server possible.
If you do not use COR, your application must make several server calls to retrieve all of the necessary objects. However, if you use COR, you can specify the objects that you want to retrieve and exclude other objects that are not required. To calculate the total cost of a purchase order, you need the purchase order object, the related line item objects, and the related stock item objects, but you do not need the customer objects.
Therefore, as shown in Figure 6-2, COR enables you to retrieve the required information for the calculation in the most efficient way possible. When pinning the purchase order object without COR, only that object is retrieved. When pinning it with COR, the purchase order and the related line item objects and stock item objects are retrieved. However, the related customer object is not retrieved because it is not required for the calculation.
For a demonstration of how to use OCI with Oracle objects, see the
c file in
We can pin and navigate objects synthesized from object views in the OCI Object Cache similar to the way we do this with object tables. We can also create new view objects, update them, delete them and flush them from the cache. The flush performs the appropriate DML on the view (such as insert for newly created objects and updates for any attribute changes). This fires any
INSTEAD-OF triggers on the view and stores the object persistently.
There is a minor difference between the two approaches with regard to getting the reference to a newly created instance in the object cache.
In the case of object views with primary key based reference, the attributes that make up the identifier for the object need to be initialized before the
LNOCIObjectGetObjectRef call can be called on the object to get the object reference. For example, to create a new object in the OCI Object cache for the purchase order object, we need to take the following steps:
.. /* Initialize all the settings including creating a connection, getting a environment handle and so forth. We do not check for error conditions to make the example eaiser to read. */ LNOCIType *purchaseOrder_tdo = (OCIType *) 0; /* This is the type object for the purchase order */ dvoid * purchaseOrder_viewobj = (dvoid *) 0; /* This is the view object */ /* The purchaseOrder struct is a structure that is defined to have the same attributes as that of PurchaseOrder_objtyp type. This can be created by the user or generated automatically using the OTT generator. */ purchaseOrder_struct *purchaseOrder_obj; /* This is the null structure corresponding to the purchase order object's attributes */ purchaseOrder_nullstruct *purchaseOrder_nullobj; /* This is the variable containing the purchase order number that we need to create */ int PONo = 1003; /* This is the reference to the purchase order object */ LNOCIRef *purchaseOrder_ref = (OCIRef *)0; /* Pin the object type first */ LNOCITypeByName( envhp, errhp, svchp, (CONST text *) "", (ub4) strlen( ""), (CONST text *) "PURCHASEORDER_OBJTYP", (ub4) strlen("PURCHASEORDER_OBJTYP"), (CONST char *) 0, (ub4)0, OCI_DURATION_SESSION, OCI_TYPEGET_ALL, &purchaseOrder_tdo); /* Pin the table object - in this case it is the purchase order view */ LNOCIObjectPinObjectTable(envhp, errhp, svchp, (CONST text *) "", (ub4) strlen( "" ), (CONST text *) "PURCHASEORDER_OBJVIEW", (ub4 ) strlen("PURCHASEORDER_OBJVIEW"), (CONST OCIRef *) NULL, OCI_DURATION_SESSION, &purchaseOrder_viewobj); /* Now create a new object in the cache. This is a purchase order object */ LNOCIObjectNew(envhp, errhp, svchp, OCI_TYPECODE_OBJECT, purchaseOrder_tdo, purchaseOrder_viewobj, OCI_DURATION_DEFAULT, FALSE, (dvoid **) *purchaseOrder_obj); /* Now we can initialize this object, and use it as a regular object. But before getting the reference to this object we need to initialize the PONo attribute of the object which makes up its object identifier in the view */ /* Initialize the null identifiers */ LNOCIObjectGetInd( envhp, errhp, purchaseOrder_obj, purchaseOrder_nullobj); purchaseOrder_nullobj->purchaseOrder = OCI_IND_NOTNULL; purchaseOrder_nullobj->PONo = OCI_IND_NOTNULL; /* This sets the PONo attribute */ LNOCINumberFromInt( errhp, (CONST dvoid *) &PoNo, sizeof(PoNo), OCI_NUMBER_ SIGNED, &( purchaseOrder_obj->PONo)); /* Create an object reference */ LNOCIObjectNew( envhp, errhp, svchp, OCI_TYPECODE_REF, (OCIType *) 0, (dvoid *) 0, (dvoid *) 0, OCI_DURATION_DEFAULT, TRUE, (dvoid **) &purchaseOrder_ref); /* Now get the reference to the newly created object */ LNOCIObjectGetObjectRef(envhp, errhp, (dvoid *) purchaseOrder_obj, purchaseOrder_ref); /* This reference may be used in the rest of the program..... */... /* We can flush the changes to the disk and the newly instantiated purchase order object in the object cache will become permanent. In the case of the purchase order object, the insert will fire the INSTEAD-OF trigger defined over the purchase order view to do the actual processing */ LNOCICacheFlush( envhp, errhp, svchp, (dvoid *) 0, 0, (OCIRef **) 0);...
Oracle has three special SQL datatypes that enable you to dynamically encapsulate and access type descriptions, data instances, and sets of data instances of any other SQL type, including object and collection types. You can also use these three special types to create anonymous (that is, unnamed) types, including anonymous collection types.
The three SQL types are implemented as opaque types. In other words, the internal structure of these types is not known to the database: their data can be queried only by implementing functions (typically 3GL routines) for the purpose. Oracle provides both an OCI and a PL/SQL API for implementing such functions.
The three generic SQL types are:
A self-describing data instance type. A
A self-describing data set type. A
Each of these three types can be used with any built-in type native to the database as well as with object types and collection types, both named and unnamed. The types provide a generic way to work dynamically with type descriptions, lone instances, and sets of instances of other types. Using the APIs, you can create a transient
ANYTYPE description of any kind of type. Similarly, you can create or convert (cast) a data value of any SQL type to an
ANYDATA and can convert an
ANYDATA (back) to a SQL type. And similarly again with sets of values and
The generic types simplify working with stored procedures. You can use the generic types to encapsulate descriptions and data of standard types and pass the encapsulated information into parameters of the generic types. In the body of the procedure, you can detail how to handle the encapsulated data and type descriptions of whatever type.
You can also store encapsulated data of a variety of underlying types in one table column of type
ANYDATASET. For example, you can use
ANYDATA with Advanced Queuing to model queues of heterogenous types of data. You can query the data of the underlying datatypes like any other data.
Corresponding to the three generic SQL types are three OCI types that model them. Each has a set of functions for creating and accessing the respective type:
LNOCIType, corresponding to
LNOCIAnyData, corresponding to
LNOCIAnyDataSet, corresponding to
Oracle Call Interface Programmer's Guide for the
Oracle provides a number of pre-defined aggregate functions such as
SUM for performing operations on

source: openbmb/Ultra-FineWeb


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Meaning and definition of Book Value
The book value can be defined as the value at which an asset is passed on a balance sheet. The book value is also referred as "Net Asset Value" in the UK.
As explained by Investopedia, the book value is the total value of a company's assets which would be theoretically received by the shareholders on liquidation of a company. On being compared to the market value of the company, the book value can be a sign of the stock being overor underpriced.
However, in personal finance, the book value of an investment refers to the price paid for a debt investment or a security. On the sale of a stock, the capital gain or loss is calculated by deducting the selling price from the book value.
Calculating the Book Value of an Asset
To calculate the book value of an asset, the accumulated depreciation is deducted from the cost of the asset.
The calculation of net asset value of a company involves a deduction of intangible assets, like patents and goodwill, and the liabilities from the total assets.
Importance of Book Value
It has been proved by various studies that book value is the most effective evaluation in determining the performance of stock. The book value method is generally used as a technique of cross-testing the more common method of applying multiples to cash flow, EBIT, or net earnings. The use of book value is, however, the primary method of valuation in the following mentioned situations:
- Where the company is noticed to lose money on an operating basis. In such situations, there are no earnings on which the aforesaid multiples can be applied. Thus, the book value of assets is used for valuation in such cases.
- Book value holds great importance for quantifying assets in small distribution companies with sales below $20 million. The distributors of this category are generally successful due to the close relationships between departing owners and the company's customers and suppliers. These relationships are questionable for these are generally non transferable and non contractual. Such companies, most commonly, offer sales at their book value in addition to a modest premium.


Vitamin B12 Injection
Why do people take vitamin b12 shots?
Deficiency symptoms for Vitamin B-12 include: depression and mood disorders, anemia,fatigue, memory failure,high homocysteine levels, and low blood pressure. While Vitamin B-12 shots addresses these deficiencies, it may also be prescribed to boost energy, and drive cognitive function.
What are the side effects of b12 shots?
 Less serious side effects may include:
 - headache, dizziness, weakness
 - nausea, upset stomach, diarrhea
 - numbness or tingling
 - pain, swelling, redness, or irritation where the injection was given
 - fever
 - joint pain; or
 - itching or rash
What does vitamin b12 do in the body?
Do vitamin b12 injections work for weight loss?
There's no solid evidence that vitamin B-12 injections aid weight loss. Proponents of vitamin B-12 injections say the shots give you more energy and boost your metabolism, helping you shed unwanted pounds.
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text: The Clouded Mountain is the fortress of the Authority. It has been described in these words: "Wherever it goes, there is the heart of the Kingdom, his citadel, his palace. When the Authority was young, it wasn't surrounded by clouds, but as time passed, he gathered them around him more and more thickly. No one has seen the summit for thousands of years. So his citadel is known now as the Clouded Mountain."


text:
NEW YORK, NY.-
In 1953, six years before the Frank Lloyd Wright-designed Solomon R. Guggenheim Museum
opened to the public, two of his structuresa pavilion and model Usonian housewere built on the future site of the museum to house a temporary exhibition displaying the architects lifelong work. From July 27, 2012, to February 13, 2013, the Sackler Center for Arts Education at the Guggenheim Museum will present A Long-Awaited Tribute: Frank Lloyd Wrights Usonian House and Pavilion, an exhibition comprised of selected materials from the Solomon R. Guggenheim Museum Archives, highlighting the first Wright buildings erected in New York City.
This exhibition is organized by Francine Snyder, Director of Library and Archives, Solomon R. Guggenheim Museum.
Constructed to adjoin the museum, then located in a townhouse on Fifth Avenue near East 88th Street, Wrights temporary pavilion was made of glass, fiberboard, and pipe columns, measuring 145 feet long and covering nearly 10,000 square feet with a roof that was over 20 feet at its peaked ridge. Inside the pavilion, a traveling exhibition entitled Sixty Years of Living Architecture: The Work of Frank Lloyd Wright featured sixteen models of Wrights renowned buildings, accompanied by photographs, floor plans, and drawings. Also featured with the exhibition was a full-scale model of Wrights Usonian house, built to the northeast of the pavilion and accessible through a courtyard and garden. The 1,700-square-foot, fully furnished, two-bedroom house represented a concept first developed by Wright in the mid-1930s, during the midst of the economic depression. The modest, distinctively American, middle-class dwelling featured seven rooms that were fully equipped with everything from pots and pans to cosmetics. Additionally, the model Usonian house was outfitted with furniture designed by Wright and decorated with various artworks, including mobiles created by Alexander Calder. The two structures, whose construction was organized by Wright, the Solomon R. Guggenheim Museums second director James Johnson Sweeney, and former Solomon R. Guggenheim Foundation president Harry Guggenheim, were open to the public from October 22 to December 13, 1953, after which they were disassembled in early 1954. Aware of his lack of architectural recognition in New York City prior to the opening of the Solomon R. Guggenheim Museum in 1959, Wright declared: this house and the pavilion alongside it... represent a long-awaited tribute: the first Wright building[s] erected in New York City.
A Long-Awaited Tribute: Frank Lloyd Wrights Usonian House and Pavilion highlights these two buildings through a rich selection of over thirty archival objectsincluding correspondence about planning, sketches, blueprints, and a plot model, as well as films with Wright and general contractor David Henken (a former apprentice at Taliesin, Wrights estate, and founding member of the planned community Usonia, located in Mount Pleasant, New York), depicting the construction site and views of the models in the pavilion. Newspaper and magazine clippings give a sense of the public reception of Wrights buildings, and several photographs range from documentation of constructionWright and Henken reviewing architectural drawings or Taliesin apprentices on-siteto those taken at the opening of the two buildings, such as crowds at the exhibition and interiors of the Usonian house.

source: HuggingFaceFW/fineweb-edu


sales coaching
How To Level Up Your Sales Coaching with Artificial Intelligence
 - Shoaib
 - Artificial Intelligence, Business, Digital Transformation, Technology
 - No Comments
Sales coaching has always been an essential part of running a business. It can make a massive difference in your company's overall performance. Coaching also improves the well-being of your sales representatives. It can inspire them to grow past their limitations to achieve new success levels for the organization and in their personal lives.
However, sales coaching isn't as straightforward as you'd wish. Although many organizations have mastered the basics, the landscape is constantly changing. The digit-first economy, in particular, has made the market unpredictable.
Challenges in Traditional Sales Coaching
The following are some of the issues that make this kind of coaching in the traditional setup a significant challenge for organizations;
 - Time challenges: Sales coaching is a time-intensive undertaking. It takes a lot of time. What's more, it eats up both the management and trainees' time. This can often mean that managements try to limit as much as possible the time spent on coaching because they also need to work other revenue-generating aspects of the business. Moreover, the coaching schedules can conflict with time for other sales activities.
 - Feedback challenges: The quality of training feedback that managers can provide is directly related to the amount of time they can allocate to the training process. It means that takeaways from coaching sessions typically vary from one session to the next and from one learner to the next, making consistency very difficult to achieve.
 - Personalization challenges: In an ideal world, this kind of coaching should be personalized to address the challenges faced in individual roles and at a personal level. That's because each role has unique challenges. Also, each sales rep has unique strengths and weaknesses. The best coaching is that which takes these unique scenarios into account. It isn't easy to achieve this in the traditional coaching setup.
 - Ad-hoc coaching: Finally, conventional coaching approaches also create a scenario where you may end up coaching for its sake. Think about it – why do many organizations coach in the first place? It's rarely because they've noticed a skills gap. Instead, they coach because they feel they should coach or because it's the time of the year when they usually coach. This intuition-driven coaching approach has little impact on the bottom line.
Enter Artificial Intelligence (AI)-driven Sales Coaching
AI promises to resolve the above and many other challenges associated with sales coaching by addressing three key areas;
 1. Introducing a data-focused approach
By collecting and rapidly analyzing vast quantities of data related to the sales pipeline and sales rep performance, AI makes it possible to determine where reps are struggling. This information can then inform and influence sales coaching.
For instance, after extensive analysis, AI tools may reveal that a particular representative struggle with selling a given product at a particular sales cycle stage. It may also reveal that the rep struggles even more when facing competition from a specific brand.
With this information at hand, the coaching process can focus on the relevant product and competitor. You can help the rep understand more about the product and how to position it when selling. You can also help them know more about the competitor, including their strengths and weaknesses so that the rep is prepared and armed with the right information as they go out there.
sales coaching
Remember that the same AI tools can be used to make a more accurate sales forecast by analyzing all sorts of variables around the product. The result is a significantly increased chance of selling.
 1. Deliver smarter, more in-depth training
In addition to providing the platform and tools to crunch data to extract insight, it also provides a smarter, more impactful channel to deliver the information. You'll still rely on traditional training approaches, such as targeted training paths. But you'll also now have a new channel known as cognitive analytics to help you convey the message in a more impactful manner.
Cognitive analytics is a branch of AI that mimics' processes in the human brain to gain insight into unstructured data. The easiest way to explain how such analytics would help in sales coaching is to imagine a sales coach training rep on presentation skills where part of the session involving recording participants giving a presentation. Cognitive analytics can augment in-class feedback from the facilitator with an extra layer of coaching, without necessitating additional effort.
You can even run the videos through machine analysis to give instant, unbiased, and detailed feedback on eye contact, voice tone, emotion, language complexity, etc. in real-time.
 1. Simulate real-world face-to-face scenarios
Finally, the face-to-face role-playing is currently the most effective was to prepare salespeople for the task ahead. The sessions usually comprise the sales rep, a second person playing the part of a buyer, and the coach. When done properly, these role-playing sessions help the agent master the art of engaging targeted customers in specific environments.
Unfortunately, as the name suggests, they are only simulations, which often means that neither of the parties (sales rep or acting buyer) would be serious. This presents a few limitations considering that some things are only learned in the real world by making mistakes and learning from them. Yet, it's also not a very good idea to practice in the workplace as the costs could be too steep for the company.
When used together with Augmented Reality (AR) and Virtual Reality (VR), AI can create real-world coaching scenarios without the traditional costs. These three technologies allow you to recreate a real-world-like setting where reps can interact with avatars designed to behave like actual buyers – asking questions, voicing objections, etc.
If you're currently thinking about ways to improve your sales coaching, you can see how incorporating AI into your training activities would enhance your sessions. From collecting data and analyzing it to provide key coaching points to guiding the actual coaching process, it makes your sessions much more productive.
Author: Shoaib


text:
In the early morning hours of June 6, 1944, a small detachment of British airborne troops stormed the German defense forces and paved the way for the Allied invasion of Europe. Pegasus Bridge was the first engagement of D-Day, the turning point of World War II. This gripping account of it by acclaimed author Stephen Ambrose brings to life a daring mission so crucial that, had it been unsuccessful, the entire Normandy invasion might have failed. Ambrose traces each step of the preparations over many months to the minute-by-minute excitement of the hand-to-hand confrontations on the bridge. This is a story of heroism and cowardice, kindness and brutality -- the stuff of all great adventures. - Amazon
Books are available at the library for checkout.


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Celtic field is a popular name for the traces of early (prehistoric) agricultural field systems found in North-West Europe, e.g. Belgium, Britain, Germany, Ireland and the Netherlands. The name was given by O.G.S. Crawford. They are sometimes preserved in areas where industrial farming has not been adopted and can date from any time from the Early Bronze Age (c. 1800 BC) until the early medieval period. They can be preserved as earthworks or soil marks.
They are characterised by their proximity to other ancient features such as enclosures, sunken lanes and farmsteads and are divided into a patchwork quilt of square plots rarely more than 2,000 m² in area although larger examples are known (e.g. Dorset and Wiltshire). Their small size implies that each was cultivated by one individual of family.
Lynchets, evidence of early ploughing can often be seen at the upper and lower ends. Large scale Roman agriculture replaced them in lowland Britain and they are more common in less accessible regions such as the West Country.
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Here you can share your comments or contribute with more information, content, resources or links about this topic.


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The Many Types of American Parrotlets
Green Parrotlets: In order to obtain a green Parrotlet you have to breed out 5 generations or more to acquire a true green Parrotlet otherwise known as the Clean Green there are no other colors or splits present in this birds lineage. The advantages of having a Clean Green Parrotlet is they are used to create blue split, yellow split Parrotlets.
If you pair a blue and yellow Parrotlet this will in turn produce a green Parrotlet which will be known as a triple split and paired with a Dilute Blue Parrotlet will produce offspring consisting of four colors of birds which include yellow, blue, green and white all coming from a green triple split Parrotlet.
Amercican Yellow Parrotlet: was created by old friend and geneticist Rainer Ehrhardt. The method he used to create the bird was through selected breeding and genetic alteration. He is also known for the creation of the American White Parrotlet. Xtreem Parrotlets til this very day have an original American Yellow that was actually purchased from Mr Ehrhardt 14 year ago.
Blue Parrotlet: The true blue Parrotlet is a product of a natural occurring mutation. Most breeders include the blue Parrotlet due to they are used to create triple splits by placing the blue Parrotlet with an American Yellow thus producing the green triple split. They can also be used to create blue fallow Parrotlets and much more.
American White Parrotlet: The white Parrotlet has both recessed and dominant genes the dominant gene being blue and the recessive gene being yellow. The white Parrotlet is used to create a vast variety of different colored mutations.
Turquoise Parrotlet: The turquoise consider the Turquoise Parrotlet is the Alpha and Omega of Parrotlets. As all rare mutations cannot be created without this bird. The Turquoise Parrotlet is responsible for the creation of turquoise pied, the dilute turquoise, white turquoise fallow pied, creamino, turquoise pastel, the fallow turquoise and much much more.
For The Breeder As Well As The Family Pet
At Xtreem Parrotlets these birds are often used in our breeding programs. Without these mutations we would not be able to produce some of the rarest Parrotlets we have to offer. Also they make great pets. They love to cuddle, perform tricks and talk. They are great companion birds.
See More Xtreem Parrotlets


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- WHM Tutorial (Part – 1): What is WHM & How to login in WHM
- WHM Tutorial (Part – 2): What is package & How to Create a Package
- WHM Tutorial (Part – 3): Edit & Delete a Package
- WHM Tutorial (Part – 4): Creating An Account in cPanel
- WHM Tutorial (Part – 5): Modify an Account
- WHM Tutorial (Part – 6): Changing Password
- WHM Tutorial (Part – 7): Suspend & Unsuspend an Account
- WHM Tutorial (Part – 8): Terminate an Account
- WHM Tutorial (Part – 9): Upgrade & Downgrade an Account
- WHM Tutorial (Part – 10): DNS Zone File
- WHM Tutorial (Part – 11): Changing DNS Zone
- WHM Tutorial (Part – 12): Account Information
- WHM Tutorial (Part – 13): Support
What is package & How to Create a Package
Package is one of the necessary features for Reseller. But what is package? Package means covering some specific things associated with fixed elements by a cover or a label.
In hosting, package is important because different disk spaces and bandwidth facilities are needed for different customers. Moreover, package need to be created for providing certain amount of disk spaces in certain price in the business. And it's a mess to create disk space, bandwidth again and again for every web hosting account. Moreover, almost all hosting providers have fixed hosting plans and once by creating the packages according to those fixed plans, certain amount of resource will be set while selecting the package during creating an account.
How to create a new package:
- Give a name to the package. (circle 1 in the above picture)
- Mention how much disk can be used. (circle 2 in the above picture)
- Mention the monthly bandwidth limitation. (circle 3)
- Mention how many FTP (File Transfer Protocol) can be used from that package. (circle 4)
- Need to mention how many E-mail accounts can be created. (circle 5)
- Set limitation of number of MySQL database can be permitted. (circle 7)
- Set how many Sub domains can be created by that package user account.
- Set the amount of Parked domains.
- Set the amount of Addon domains.
- To set unlimited option, need to write Unlimited there. But if you're a Reseller and you don't have permission to set unlimited option, then you can't set unlimited to anything.
- Theme can be set for cPanel. The default theme is always set on X3.
- To disable the package, it can be done from Feature List.
- From Locale option, you can set language.
- Finally need to click Add button to create the package.


Wednesday, January 11, 2012
'Children's Chorus'
A prompt from We Write Poems: Congregate.
'Children's Chorus'
They are a part of something really grand -
They know this much as they fill up the stage,
The little ones are just six years of age,
It might be hard for them to understand,
Or maybe not. In simple black and white
They stand like one. Aware of their cause,
They hold their breath, before takeoff they pause,
All eyes on her… And then her hands take flight -
And music starts.
Live for the Love of it,
The Happy Amateur
 1. I understand that feeling very well. Choirs are great for togetherness.
 2. My daughter joined a choir not long ago, and it's been a wonderful experience. I'm so happy for her. Thank you for the comment, Viv.
 3. Singing in a choir is a special feeling, and you have described it well, Happy.
 4. Thank you, Pamela, I haven't sung in a choir :-( but my daughter, a chorister, approved of my poem :-)
 5. Choirs are very nurturing experiences for kids usually and you've captured that with your poem... nicely done


text:
A primary school in Oxford has devised storytelling hopscotch patches as a way of helping KS1 and KS2 pupils' writing skills.
As part of the Talk to Write initiative, Oxford's Storytelling Museum has come up with a unique way of encouraging pupils at Pegasus Primary School to relate fairytales, using hopscotch in the playground.
Situated in a deprived area of Oxford, seven fairytales on different flagstones have an inspiring effect on pupils to retell and then, in pairs, write down the fairytales they land on.
Headteacher, Gill Hudson, believes the game to very popular and explains how it has helped raise standards in creative writing significantly.
Judy Clark, the talk advisor from the National Literacy Trust, discusses the importance of talking prior to writing.
A lively explanation of Pie Corbett's techniques of Hear, Map, Step and Speak
Introducing the work of the Story Museum in Oxford
A useful guide to good strategies to use when following the talk to write initiative launched in 2008


Compared to a cigarettes, how much nicotine is in tea, coco powder and vegetables like tomatoes and potatoes?
For example, for a normal sized tomato, how many grams of nicotine is present?
 - This article gives a list of vegetables and their nicotine content – Chris Rogers Jan 30 '17 at 22:59
 - Thanks. So what is a "passive smoker", as mentioned in the article? I must be reading the data wrong because that would mean that one eggplant weighing 100 grams would be equivalent to 10 cigarettes worth of nicotine. That can't be true. Am I understanding the data correctly? – Lumo5 Jan 31 '17 at 6:32
 - I understood it the same as you. The article compares the amount of nicotine in food to being in a room with 1 or 2 smokers (moderate smoke in the room) breathing in their smoke but not smoking yourself – Chris Rogers Jan 31 '17 at 9:06
 - So, in a day, if I eat a potato, tomato, some eggplant, tea, and chocolate, that must be equivalent to 2 packs of cigarettes. So why don't people just eat a lot of tomatoes instead of smoking? – Lumo5 Jan 31 '17 at 9:42
 - 1
 I have a hard time believing the info in the article because then we would all be overdosing on nicotine just from eating salads and potatoes. – Lumo5 Jan 31 '17 at 13:36
Not much. Unless your vegetables or teas do contain tobacco or some exotic weeds.
In the letter mentioned in the comments was an interesting table listing different plant sources of nicotine. The highest amount was reported for eggplant containing 100ng/g of nicotine. In that letter this was translated into 10g of plant material needed for a consumer to ingest 1 µg of nicotine. These values were used because this level of exposure was deemed equivalent with the amount of nicotine obtained by a passive indoor smoker. An average cigarette contains around 10mg nicotine. (Take note of the different units of measurement.)
That would mean an unhealthy amount of vegetable is needed to be eaten to approach the nicotine levels of just one cigarette for a smoker.
Although this should have been clear from the start given the different magnitudes this letter provoked quite some reactions:
The main problem with the inferences in these authors' letter is a 500-fold error in the calculations used to determine the vegetable equivalent of toxicologically meaningful exposure to tobacco smoke.
Determining the amount of vegetable consumption suggestive of exposure to cigarette smoke is also more complicated and physiologically difficult than implied by Domino et al.
First, it would take an approximately 500-fold increase in the amount of vegetables estimated by Domino et al. to produce exposure equivalent to half a cigarette a day -- e.g., more than 100 kg of tomatoes would have to be consumed in one day.
Second, as acknowledged by Domino et al., nicotine exposure would be greatly reduced if vegetable skins, which contain most of the nicotine, were not eaten or if they were cooked in water, thereby extracting the nicotine.
Third, ingesting nicotine is not equivalent to inhaling it, since absorption from the stomach is poor and 70 percent of the nicotine entering the circulation is metabolized during its first pass through the liver.
Finally, it has been well confirmed that the exposure to tobacco smoke indicated by a plasma concentration of 5 to 10 ng of cotinine per milliliter is of clear toxicologic importance,3 whereas there is no evidence that daily exposure to the equivalent of 1 percent of the smoke from one puff of a cigarette would be of toxicologic importance or could possibly confound assessment of environmental exposure.
[formatting and emphasis added]
To which the original author responded:
The amount of nicotine in certain vegetables is obviously too small to produce any pharmacologic or toxicologic effects. The difference between the small amount of nicotine in certain vegetables and the large amount in one average tobacco cigarette offers a marvelous lesson, both pharmacologic and toxicologic, on the importance of dose-effect relations. We never intended to suggest that vegetarians could become nicotine addicts, or that children who hate vegetables have a legitimate reason for refusing to eat them.
Many plants, only especially those of the nightshade family, contain chemicals that are classified as active drugs; like nicotine. But tobacco is specifically breed for nicotine content and cigarettes are standardised for its content.
Determination of the Nicotine Content of Various Edible Nightshades (Solanaceae) and Their Products and Estimation of the Associated Dietary Nicotine Intake:
Aubergines. Aubergines were investigated by Castro and Monji (1986), Sheen (1988), and Davis et al. (1991) with inconsistent results. The concentrations published previously include not detectable (Davis et al., 1991), >100 μg kg-1 wet weight (Castro and Monji, 1986), and 2.65 mg kg-1 dry weight (Sheen, 1988). We investigated four different types of aubergines, and nicotine could only be quantified in one sample. In two of the remaining samples, nicotine was detected but could not be quantified. […]
Tea. Conflicting results are found in the literature concerning nicotine concentrations in black tea (Sheen, 1998; Davis et al., 1991; Domino et al., 1993). Therefore, tea samples were analyzed for nicotine to address these contradictory results. The concentrations that were found in the dry tea leaves (Table 6) were surprisingly high in concentration, ranging from 163 to 1600 μg kg-1. Large variations were found within the types of black tea, whereas the concentrations were more or less consistent within the green teas. For an estimation of the dietary nicotine intake from tea, the nicotine concentration of the tea leaves is less relevant than that in brewed tea. Tea was brewed using common amounts of tea leaves and water. The results show that nicotine is not efficiently extracted by conventional brewing techniques (Table 7). Even tea with very high nicotine concentrations in the leaves (e.g., teas 3 and 4) do not show high amounts in the brewed tea. If detectable, the extraction yield is in a range of 20-25%.
Averaged Nicotine Concentrations
 Based on the Observed Nicotine Concentrations
source nicotine (ng/g) SD (ng/g)
nicotine from potatoes 4.5 1.9
nicotine from tomatoes 2.7 0.7
nicotine from tomato paste 5.3 0.6
nicotine from tomato sauce 4.5 1.5
nicotine from ketchup 7.3 1.5
nicotine from aubergine 2.1 0.5
nicotine from brewed tea 4.0 0.3
The edible Solanaceae analyzed in this investigation were found to contain relatively consistent amounts of nicotine in the range of 2-7 μg/kg for fresh fruits. These results are in agreement with most but not all of the previous results reported in the literature. Nicotine appears to survive a variety of processing operations such as the preparation of tomato ketchup, sauces, and pastes as well as frying and boiling of potatoes. These products showed slightly higher concentrations in comparison to the related fresh fruits. Relatively large concentrations of nicotine found in tea leaves were not reflected in brewed tea. Using food consumption data from government sources, a mean estimated daily dietary intake of nicotine is approximately 1.4 and 2.25 μg/day at the 95th percentile based on the nicotine content and consumption data discussed in this report. It is possible that these estimates are low because of incomplete food consumption data. Further work is required to relate the estimated dietary nicotine intake to nicotine metabolite concentrations in biological fluids to be able to make reliable statements about the importance of dietary nicotine intake in comparison to environmental tobacco smoke exposure.
To bring that back into perspective, a reminder on SI units of magnitude seems appropriate:
10−3g = mg = milligram
10−6g = µg = microgram
10−9g = ng = nanogram
Nicotine is the principal alkaloid in commercial tobacco, N. tabacum, usually accounting for >90% of the alkaloid fraction whereas nornicotine, anabasine, and anatabine seldom accumulate to >5%. Further nicotinoids are present only in very small concentrations in tobacco (Bush et al. 1999).[…]
Nicotinoid Content of Cured Tobacco Leaves and Tobacco Smoke. Of course there are differences concerning the qualitative alkaloid profile of green tobacco leaves, cured leaves, and tobacco smoke. This is also true from the quantitative point of view. Thus, due to enzymatic transformation during senescence and air-curing, e.g., the nicotine content may be reduced in favour of an increased amount of nornicotine. This may happen even to an extreme extent. Due to individual genetic conversion so-called "converters" are able to metabolize leaf nicotine to its nor congener up to 95% (Siminszky et al. 2005 and references therein). This happens more frequently in burley cultivars than in flue-cured tobaccos. Moreover, aging and flue-curing turned out to lead to a reduction on the concentrations of minor nicotinoid components.
The accumulation of large amounts of nicotine and/or its congeners is confined to four solanaceous genera belonging to two clades of the subfamily


text:
We communicate with others all the time. But how good are we at it? The English Language Institute of Singapore is helping teachers, and ultimately students, become effective communicators.
As an English Language Specialist at the English Language Institute of Singapore (ELIS) since 2011, Dr Caroline Ho has been conducting various workshops to help teachers become more effective communicators in subjects such as Science and Math. She gives her take on why teachers should and how they can communicate more effectively with their students, and how students can be encouraged to do the same.
Q: What is effective communication in the classroom?
Central to all that we do, it has to be the students who will benefit. We view effective communication as supporting students' learning, so it applies to all subject areas. We try to make it clear to schools that effective communication is more than just pronunciation, intonation or articulation. Communication also involves the teachers' classroom discourse and interaction that deepen thinking to help students internalize and process subject content.
We believe in teachers and students co-constructing knowledge together, particularly in the subjects that involve multimodal aspects of communication, for example, visual data such as graphs, charts, statistics.
Effective communication must take into account the context and purpose for which teachers and students are communicating. Given the emphasis on 21st century competencies, more demands are being made on the students to explain, justify and reason through problem-solving strategies.
The interaction among students as they co-construct knowledge becomes important too. We want them to recognize the role of language in meaning making, and see communication as a collaborative activity. It shouldn't be just one-sided, as in teacher disseminating information, but two-way with teacher and/or students responding to each other to deepen content learning. Effective communication means that the receiver fully understands, comprehends and interprets what the speaker and/or writer has conveyed.
By modelling effective communication as a Science teacher, your students will become aware of the norms and conventions of reading, writing, talking and thinking like a scientist.
– Caroline Ho, English Language Specialist, English Language Institute of Singapore (ELIS)
Q: Why is effective communication in subject learning important?
Teachers can model what effective communication looks like to students. We believe that modelling, thinking aloud and unpacking the thinking processes that are required to convey the content effectively will enable students to process and internalize the targeted subject matter.
If students can replicate this, they can then clearly articulate their own perspectives of what they are learning, their own logical reasoning and thinking processes. This makes thinking visible. It's even more important now with the emphasis on more knowledge-building, inquiry-based and problem-solving approaches—so rote learning will not do. Students need to learn how to work through their problems and articulate their reasons for why they have adopted a certain approach, and justify arguments put forth.
When we talk about literacy in the subjects, it is the ability to use language appropriately, meaningfully and precisely in a given subject area. It requires the teacher to be proficient in the language and subject knowledge. Subject teachers have to be conscious of how they construct meaningful dialogue with their students, how they can facilitate thinking and understanding of content through interactional modes of language use in the classroom. We are helping teachers with their classroom talk, interaction with students and questioning strategies.
Q: How is effective communication done in a subject like Science?
I've been working with Science teachers and that's where the collaboration with NIE comes in with one study. Science as a discipline demands that we look at evidence. You need to learn how to observe a phenomenon, create hypothesis to test what you see based on the evidence, and adapt your hypothesis or modify your assumptions.
When teaching, you have to help the students formulate very clear and precise explanations that address the specific demands of the questions. And what is tough is where students have to present scientific and logical reasoning, argument and justification to show the logical connection of the evidence and claims. All these skills become very critical: How you formulate your explanations, how you evaluate your explanations as new data/evidence comes in as part of the process of scientific inquiry.
So you can't talk about effective communication in a vacuum. It has to be in a specific context with a clear outcome. By modelling effective communication as a Science teacher, your students will become aware of the norms and conventions of reading, writing, talking and thinking like a scientist. There's now a greater awareness and attention on the part of the teachers as to what is involved because they want to help students, especially those who are weaker in English.
We want to help teachers communicate their subject knowledge more clearly and effectively so that it is the students who will benefit.
– Caroline on the importance of helping teachers communicate with their students better
Q: If effective communication is not done well, what can go wrong?
We would be short-changing our students if we are not clear as to whether they have really understood what we have taught them despite getting good test or exam grades. The grades may show that they can clear whatever is required of them in assessments. But in my dialogue with teachers, I've learned that it may not always be clear to them as to whether students have really processed what they have learned and whether they can apply their learning despite doing well in Math and Science exams.
In the long run, whether they are able to transfer those skills they have acquired even to other contexts and real-life situations, time will tell. In class, we wouldn't really know if you don't help them make their thinking visible, if it's not mediated through the communication in class. We may be fooling ourselves that students may be giving us the so-called "correct" answers, but they have actually not processed and mastered the content for themselves. This is what we need to continue to work on while they are with us in school.


text:
Basilius Valentius, a monk and medic from the monastery of Camaldoli, is called to Florence to treat a mysterious illness that has befallen his old friend Lorenzo de Medici. Shortly after his arrival Lorenzo dies though, and as Basilius finds evidence suggesting his old friend was murdered, he is determined to find the murderer. This, however, is not an easy endeavour, as the powerful Roman dynasties of the 15th century are caught in a brutal struggle. During his investigations Basilius gets help from various places: an old friend and the Borgia sons of whom he does not know much are helping him with his investigations – but who can be trusted?
- Based on the TV series "Borgia", the most expensive European TV production of all time
- Explore historic, 15th century Rome and Florence in all their splendour
- Outstanding, realistic graphics, challenging puzzles and classic hidden-object gameplay in 30 detailed locations
- New, engaging storyline, told in voiced cutscenes, interactive dialogues with characters from the TV series
- Minigames including a match-3 game and more


text: PowerPoint Presentation: Decision Making & Negotiating A Presentation by Rajiv Bajaj PowerPoint Presentation: Part I – Problem Solving & Decision Making PowerPoint Presentation: Problem-solving and decision-making are important skills for business and life Problem-solving often involves decision-making Decision-making is especially important for management and leadership PowerPoint Presentation: Decision-making comes more naturally to certain people These people should focus more on improving the quality of their decisions People that are less natural decision-makers are often able to make quality assessments But they need to be more decisive in acting upon the assessments made PowerPoint Presentation: Good decision-making requires a mixture of skills: Creative development & identification of options Clarity of judgment Firmness of decision; and Effective implementation The Decision-Making Process: The Decision-Making Process Define and clarify the issue – 1. Does it warrant action? If so, now? Is the matter urgent, important or both? 2. Gather all the facts and understand their causes 3. Think about or brainstorm possible options and solutions PowerPoint Presentation: 4. Consider and compare the pros and cons of each option - consult if necessary – it probably will be 5. Select the best option - avoid vagueness or 'foot in both camps' compromise 6. Explain your decision to those involved and affected, and follow up to ensure proper & effective implementation PowerPoint Presentation: Decision-making maxims will help to reinforce the above decision-making process whether related to problem-solving or not For example: "We know what happens to people who stay in the middle of the road. They get run down." - Aneurin Bevan PowerPoint Presentation: "In any moment of decision the best thing you can do is the right thing, the next best thing is the wrong thing, and the worst thing you can do is nothing." - Attributed to Theodore Roosevelt Just Do It!: Just Do It! JDI - Just Do It! - The decision-maker's motto There are usually several right answers when you are faced with a complex decision When you've found the best solution you can find, get on with it, make it work, and it most probably will! The Pros & Cons Decision-Making Method: The Pros & Cons Decision-Making Method Pro means 'for', and con means 'against' In other words, advantages and disadvantages Method also applies to all sorts of problem-solving where issues & implications need to be understood and a decision has to be made PowerPoint Presentation: Some decisions are a simple matter of whether to make a change or not, such as moving, taking a new job, or buying something, selling something, replacing something, etc Others involve numerous options, and are concerned more with how to do something involving a number of choices Use the brainstorming process to identify and develop options for decision-making and problem-solving PowerPoint Presentation: Let's see how to go about this : 1. First you will need a separate sheet for each identified option 2. On each sheet write clearly the option concerned, and then beneath it the headings 'pros' and 'cons' (or 'advantages' and disadvantages', or simply 'for' and 'against'). Many decisions simply involve the choice of whether to go ahead or not, to change or not; in these cases you need only one sheet PowerPoint Presentation: 3. Then write down as many effects and implications of the particular option that you (and others if appropriate) can think of, placing each in the relevant column 4. If helpful 'weigh' each factor, by giving it a score out of three or five points (e.g., 5 being extremely significant, and 1 being of minor significance) PowerPoint Presentation: 5. When you have listed all the points you can think of for the option concerned compare the number or total score of the items / effects / factors between the two columns 6. This will provide a reflection and indication as to the overall attractiveness and benefit of the option concerned. PowerPoint Presentation: If you have scored each item you will actually be able to arrive at a total score, being the difference between the pros and cons column totals The bigger the difference between the total pros and total cons then the more attractive the option is PowerPoint Presentation: 7. If you have a number of options and have complete a pros and cons sheet for each option, compare the attractiveness - points difference between pros and cons – for each option The biggest positive difference between pros and cons is the most attractive option PowerPoint Presentation: 8. N.B. - If you don't like the answer that the decision-making sheet (s) reflect back to you, it means you haven't included all the cons - especially the emotional ones, or you haven't scored the factors consistently, so re-visit the sheet (s) concerned PowerPoint Presentation: You will find that writing things down in this way will help you to – See things more clearly ; AND Become more objective and detached This will help you to make clearer decisions Part II – Win-Win Negotiations : Part II – Win-Win Negotiations Finding A Fair Compromise What is Negotiation?: What is Negotiation? Negotiation can be defined as a process of bargaining by which agreement is reached between two or more parties We all negotiate every day in a wide range of work and social situations Importance Of Negotiation Skills: Importance Of Negotiation Skills Impact of good or bad negotiating can directly affect revenues / profits Negotiation skills help you to resolve situations where what you want conflicts with what someone else wants PowerPoint Presentation: Negotiation aims to explore the situation to find a solution that is acceptable to both parties Styles of negotiation depend on circumstances The Possible Outcomes: The Possible Outcomes 4 potential outcomes from negotiation – I Win, You Lose I Win, You Win I Lose, You Lose I Lose, You Win Styles of Negotiation: Styles of Negotiation Adversarial Vs. Cooperative Bargaining Style of negotiation influenced by the style of the other party If both are adversarial, there will be little trust between the two parties PowerPoint Presentation: If one decides to be co-operative, there is a danger the other side will use this apparent sign of weakness to their advantage Co-operative bargaining has the advantage of being a more efficient style of negotiation However certain rules have to be followed by both parties, for it to work Features – Adversarial Bargaining: Features – Adversarial Bargaining Each side takes up a position and defends it Opening bids set at unrealistic levels; too high or too low, in order to give room for maneuvers Movement is small or non-existent until later on in the negotiation PowerPoint Presentation: Tactics are used to gain short term advantage Too much emphasis placed on trust – "This really is my best price!" Information is withheld, or misrepresented Outcome is often win-lose, or lose-lose PowerPoint Presentation: The more aggressive negotiator usually does best This style does not encourage long term, mutually beneficial relationships Neither side asks enough questions, or explores alternatives in sufficient depth Features – Co-operative Bargaining: Features – Co-operative Bargaining Each side recognises that other has needs and feelings and accepts implicit rules Objective measures are taken of what is fair and reasonable Trust is not an issue as either side is willing to share information PowerPoint Presentation: This style is friendly, but not soft. There is willingness to trade concessions There is a clear, communicable strategy Bad behaviour is frowned upon Involves creative problem solving Encourages long term, mutually profitable relationships PowerPoint Presentation: Each side asks more questions and explores alternatives, rather than taking up fixed positions The usual outcome is win-win "The objective of negotiation should not be a dead opponent. " - Napoleon Circumstances & Negotiation: Circumstances & Negotiation Where you do not expect to deal with people ever again; And You do not need their goodwill - It may be appropriate to 'play hardball' - seeking to win a negotiation while the other person loses out However… PowerPoint Presentation: Where there is a great deal at stake in a negotiation - For example, in large sales negotiations, it may be appropriate to prepare in detail ; And Use certain amount of subtle gamesmanship to gain advantage A Word of Caution!: A Word of Caution! Both approaches usually wrong for resolving disputes with people you have an ongoing relationship with : If one person plays hardball, then this disadvantages the other person – this may, quite fairly, lead to reprisal later PowerPoint Presentation: Similarly, using tricks & manipulation during negotiation can severely undermine trust and damage teamwork While a manipulative person may not get caught out if negotiation is infrequent, this is not the case when people work together on a frequent basis Honesty & Openness are the best policies in this case Preparing For Successful Negotiation: Preparing For Successful Negotiation Depending on scale of disagreement, a level of preparation may be appropriate for conducting a successful negotiation For small / minor disagreements, excessive preparation can be counter-productive : it takes time that is better used elsewhere PowerPoint Presentation: May also be seen as manipulative because just as it strengthens your position, it can weaken the other person's To resolve a major disagreement, it may be worth preparing thoroughly Think through the following points before you start negotiating: PowerPoint Presentation: Goals: What do you want to get out of the negotiation? What do you expect the other person to want? PowerPoint Presentation: Trades: What do you and the other person have that you can trade? What do you each have that the other might want? What might you each be prepared to give away? PowerPoint Presentation: Cost and Value It is possible during negotiations to concede issues that have little cost to you but have great value to the other side Best type of concession to make Avoid, however, conceding on issues that have a high cost to you irrespective of their value to the other side PowerPoint Presentation: Alternatives: If you don't reach agreement, what alternatives do you or the other person have? Are these good or bad? How much does it


The task force that drafted the Bill will weigh criticisms made against the proposed collegium and the registry for appointment of vice-chancellors. The reworked Bill is expected to be ready within two weeks.
After many rounds of discussions held nation-wide, the task force which drafted the National Commission for Higher Education and Research (NCHER) Bill, 2010 has decided to rewrite the Bill drastically.
The task force was set up in September 2009 after the Committee to Advise on the Renovation and Rejuvenation of Higher Education in India, popularly known as the Yash Pal committee, recommended the setting up of such an omnibus organisation which will subsume bodies such as the University Grants Commission and the All India Council of Technical Education.
Though the intention of setting up a national commission was welcomed by a large number of academics in various States who interacted with the task force members, certain provisions of the Bill came in for sharp criticism. The message that the academics conveyed to the task force is that the proposed commission appears to be too prescriptive a body, centralised in nature and one which would trample on the federal rights of the State governments in the field of higher education.
Much criticism
A major provision in the draft Bill which came in for the most criticism at the meetings was the collegium, a council of elders, which will precede the constitution of the NCHER and whose permanent members will enjoy tenure for life (The Hindu-EducationPlus, dated February 16). The idea of having core fellows and co-opted fellows (academics from States and Union Territories who, however, will have a fixed tenure) was termed discriminatory by academics, many of whom found the idea of tenure for life unpalatable.
"In these nation-wide discussions, it emerged that the premium we put on the collegium was misplaced. Many people asked us whether ours was an NCHER Bill or a collegium Bill. Many found the collegium an overbearing concept. So, in all probability the provision for life tenure will be replaced with a tenure of 10 years," an academic associated with the task force told The Hindu-EducationPlus. Moreover, instead of the core and co-opted fellows, the collegium may have a general council with representation from all States and Union Territories.
It is not immediately clear if the collegium will, in the revised draft, retain its power to submit a list of names from which a committee comprising the Prime Minister, the Leader of the Opposition, the Speaker of the Lok Sabha and the Minister in-charge of higher education in the Union government will appoint the chairman and the members of the proposed NCHER. The way the collegium itself is constituted may have to be revised. In a discussion with the task force members in Thiruvananthapuram in February, Prabhat Patnaik, Vice-Chairman of the Kerala State Planning Board, had termed the collegium a self-electing club accountable to none.
The draft Bill had proposed the creation of a national database, a registry, of persons eligible to be appointed vice-chancellors in the universities in the country. Then, only persons included on that list can be appointed. Though the State governments can still set up search committees — as it is done in Kerala — to identify vice-chancellors, all names proposed by the search committees should be of those who find a place in the national registry. This provision came in for sharp criticism in almost all interactions the task force organised. Each university in the country may have differing requirements from its vice-chancellor. So, how can a one-size-fits-all central list be prepared and how can the commission, without violating the federal spirit of the Concurrent List of the Constitution to which education belongs, insist that appointments be made only from that list? The task force reportedly could not give an answer which satisfied academics across the country.
So now, it appears that this provision would be done away with. Instead there will be a national "reference database" of vice-chancellors who the NCHER feels will be suitable for appointment. Individual search committees or chancellors can then choose to appoint persons from that list.
In the Thiruvananthapuram sitting of the task force, Education Minister M.A. Baby had raised objections against the clause in the draft Bill which stated that once the commission was constituted, any university set up anywhere in the country would have to seek its authorisation before commencing academic operations. In other words, even if the Assembly were to institute a university in the State tomorrow, that varsity cannot begin to function without permission from the NCHER. Will States be forced to go to the commission with folded hands if they wished to run universities? Mr. Baby had wanted to know.
It is not clear now whether the revised draft of the Bill will retain this provision or whether this clause will be altered. The explanation given by the task force members at the Thiruvananthapuram sitting was that this clause was there to protect the cause of quality in higher learning.
One task force member pointed out that in a couple of States, the universities constituted by the legislatures did not even have the basic facilities required of such institutions. Once admissions are done and academic operations begin, then recognition is often sought on humanitarian considerations, he had pointed out.
One of the functions of the NCHER, as per the draft Bill, is to prepare a status report on education and research in each State and Union Territory every five years and forward it to the Governor or the head of the administration. The Governor, in turn, shall ensure that the report along with an 'action-taken' note be laid on the table of the respective Assembly. This provision too was seen by many academics as one which intrudes into the democratic space of the States. Many academics felt that there could be a provision which asks States to prepare a status report and submit it to the commission. In interactions with The HinduEducationPlus, many academics pointed out that it was ironic that the commission should probe the status of education in each State when its own functioning would be probed by a panel of experts appointed by the President on the advise of the collegium.
The task force is expected to prepare the revised draft Bill within two weeks. Indications are that the NCHER would look more like a facilitating body than like a traditional headmaster in the revised draft.
Lack of clarity
The way the draft NCHER Bill was subject to democratic and academic discussions country-wide is in stark contrast to the manner in which the Union government handled other similar pieces of legislation including the Bill to regulate the entry and operations of foreign educational service providers and the Bill for accreditation of educational institutions.
The Foreign Educational Institutions (Regulation of Entry and Operations) Bill 2010 is waiting to get tabled in Parliament. Very few people have had access to the contents of this Bill which is now a "confidential" document. Once it gets tabled in Parliament, this Bill is unlikely to do the rounds of the country as its NCHER counterpart did.
These Bills are surely no less important to the future of higher education than the one which speaks of the institution of a national commission.


text:
In the past, Harvest Moon has been more of a farming simulation with a little bit of role playing added in. Harvest Moon: Save the Homeland takes the series in a new direction, by offering a deeper and more robust role-playing experience. It might be best described as a 'Life Simulation'. The object of Harvest Moon: Save the Homeland is to successfully save the village from being turned into a resort. Construction begins in a year, so you must find a way to save your homeland before that. Harvest Moon: Save the Homeland focuses more attention on relationships than that of making money. Befriending the people in town is the key to successfully completing your task. This is the first Harvest Moon title to be in a true 3-D environment. It looks much more realistic, yet it will not lose the cute animation aspect that all Harvest Moon titles are known for.
- 20 new characters each with their own unique personalities
- Explore a 3-Dimensional environment rich in detail9 Unique endings to the game
- More interaction with your animals, such as training your dog and racing your horse
- Enjoy hours or non-linear game play
- Collect and cook various recipes
- Earn various key items during part-time jobs!


text:
Blackblot Training Pedagogy
Effective learning depends on experiences appropriately designed and facilitated by knowledgeable instructors. Because students have different learning styles, Blackblot has formulated its own instructional methodology that utilizes a predetermined sequence of diverse instructional activities which help students more easily grasp the content being taught.
Blackblot's training is designed to be more collaborative, contextual and active; with instructors taking the role of facilitators, guiding students towards a better learning experience.
The instructional design of Blackblot courses promotes diverse patterns of communication via a full range of interactive methodologies coupled with supportive data and classroom activities. The result is a more captivating and effective learning experience that allows students to gain the knowledge and skills they need at their jobs.Blackblot's pedagogy strives to apply the following sequence of instructional methods and activities when teaching a topic:
- Introduction – the concept is introduced and briefly discussed.
- Definitions – key terms are defined to promote a common vocabulary.
- Model – relevant Blackblot product management model is explained.
- Content – detailed subject matter is presented.
- Example – an application of the content is displayed.
- Retention Drill – short querying of students is done to promote learning.
- Exercise – students apply in practice the knowledge they just learned.
- Evaluation and Discussion – interactive session to further analyze the topic.
- Past Experiences – true historical cases are presented and conclusions drawn.
- Statistical Data – actual numbers that validate claims are provided.
- Action Item – a concise guideline that acts as a steering directive is put forward.
- Support Chapter – topic centric chapters from Blackblot's PMTK book are available (post training).
- Retention Tool – multiple–choice questions tools from Blackblot are made available (post training).
- Certification – validation of knowledge acquired via the Blackblot Product Management Professional™ (BPMP) certification program (post training).


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The area of fast food is one that brings a lot of emotions to the forefront. People have opinions on why people should not eat at the popular fast food chains such as McDonald's and those opinions have seen a number of changes in the fast food industry. A more recent, and even more controversial issue that has come up related to fast food is the wages that workers should be paid.
For many, workers at fast food establishments are well aware of the fact that working at a fast food restaurant is not the path to financial independence. It is common knowledge that fast food chains like McDonald's and Burger King, do not pay their workers high wages. In fact, fast food workers typically get paid minimum wage, in some cases slightly more. This wage issue has become a tremendous concern, and battle, for those that not only work in the industry but also those that are supporting the concept of workers receiving a wage that will not only make paying for the necessities of life more feasible but can provide those workers with more buying power.
Concerns about Increased Minimum Wage
When looking at the wages of the head CEO's of fast food chains it is apparent that the money should be there to pay the workers in the restaurants. An article by Anna Brones stated, "In 2013, the CEO of YUM! (who owns KFC, Taco Bell and Pizza Hut) was paid $22 million. Chipotle's got $13.8 million, and McDonald's brought in $7.7 million." If the CEOs of these fast food chains are drawing in millions of dollars increasing the wages of the workers in the actual restaurants should not cause that much of an impact on the overall costs.
There is a tremendous debate over whether or not an increase of the minimum wage to the desired $15 an hour would cause strain on the costs of running each chain restaurant and the impact the wage hike would have on the cost of the fast food fare that people visit McDonald's and Burger King to consume. The estimations of some economists show that, "a $15 wage increase would raise fast food prices around 60%, bringing a $3 hamburger to $3.60. Even that price hike doesn't account for the real cost of a hamburger. But it gets us closer."
What is the Real Cost of Fast Food Burgers?
This is a question that may confuse many. The real cost of a burger is not related to the cost of making the burger itself but it also takes into account all of the externalities that come about as a direct result of the production and consumption of fast food fare. Research was done related to all of the calculable external costs of fast food. This research takes into account things such as obesity and carbon generation.
The issues related to how eating a diet filled with fast food can affect a person's weight and overall health is common knowledge. People are aware that eating fast food may be convenient for those with busy lives, and it may even be budget friendly, but in the greater scheme of things, eating a diet high in fast food, which includes burgers and fries, can have a number of detrimental effects on one's health.
With respect to the impact the raising of the cattle for the fast food fare, and topics like cheese have on the carbon footprint is more startling. In his article about the true costs of burgers, Mark Bittman shared the following:
"Environmental Working Group's "Meat Eater's Guide" (2011) estimates the carbon footprint of beef cattle at 27 pounds of CO2 equivalent per pound; the use of "spent" dairy beef in burger meat reduces that slightly, but we can say that each pound of burger meat accounts for roughly 25 pounds of CO2 emissions. (Cheese counts, too: It produces 13.5 pounds of CO2 equivalent per pound, and even bread has a carbon footprint.)
When this information is translated into the cost of your burger at your favorite fast food chain the numbers vary. Bittman stated, "The monetary value of the carbon emissions produced by the average cheeseburger might range from 15 cents (the official government rate), to 24 cents (conservative independent sources) and $1.20 (high independent). The average of these three estimates comes out to 53 cents per burger."
The real cost of a hamburger is not just the increased prices that could come from the workers being paid a higher wage, as it would be possible to maintain the same prices even at the desired $15 wage workers wish to earn. The real cost of the burger and fast food fare is the impact it has on the environment and people's health.


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Swann v. Charlotte-Mecklenburg County Board of Education
Swann v. Charlotte-Mecklenburg County Board of Education, case decided in 1971 by the U.S. Supreme Court. The Court held that the constitutional mandate (see Brown v. Board of Education of Topeka, Kans.) to desegregate public schools did not require all schools in a district to reflect the district's racial composition, but that the existence of all-white or all-black schools must be shown not to result from segregation policies. The Court added that because bus transportation had traditionally been employed by school systems, busing could be used in efforts to correct racial imbalances.
The Columbia Electronic Encyclopedia, 6th ed. Copyright © 2012, Columbia University Press. All rights reserved.


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Texture in Materials Science is the distribution of crystallographic orientations of a polycrystalline sample. A sample in which these orientations are fully random is said to have no texture. If the crystallographic orientations are not random, but have some preferred orientation, then the sample has a weak, moderate or strong texture. The degree is dependent on the percentage of crystals having the preferred orientation. Texture is seen in almost all engineered materials, and can have a great influence on material properties. Also, geologic rocks show texture due to their thermo-mechanic history of formation processes.
One extreme case is a complete lack of texture: a solid with perfectly random crystallite orientation will have isotropic properties at length scales sufficiently larger than the size of the crystallites. The opposite extreme is a perfect single crystal, which has anisotropic properties by geometric necessity.


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Why are some of Windows environmental variable names in Proper case, while most are in UPPERCASE? What is the reason that windir alone is in lowercase?
Get-ChildItem Env:
Name Value
ALLUSERSPROFILE C:\ProgramData
ComSpec C:\Windows\system32\cmd.exe
windir C:\Windows
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1 Answer 1
up vote 2 down vote accepted
Windows 3.11 and 3.0 not see windir in lowercase. Windows 3.11 set WINDIR variable auto after start win.com and del after exit at Windows 3.11 to ms-dos, but not del windir. Lowercase windir need to old program in Windows 95-98 when not see Windows 95-98 directory.WINDIR Environment Variable Set When Running Windows Specifically, windir variable looks for tricks for simultaneous operation of Windows 3.11 and Windows 95-98. Windows NT4 Terminal Server this variable looked like WinDir... need test...
MS-DOS COMPSPEC a 16-bits COMMAND.COM and 32-bits command interpreter ComSpec Windows NT, OS/2 history.
Microsoft Windows NT Customization
Understanding the Windows 95 boot Sequence
For the most part well below the hypothesis.
Old UPPERCASE variable - Microsoft QuickBasic problem.
Microsoft QuickBasic Environment Variable Must Be Uppercase in ENVIRON$
New UPPERCASE variable - compatibility with the environment unix. See SKU, SFU tools.
Old ProperCase - MSDOS.SYS Windows 95.
Default environment variable Windows 98, 95:
Environment variable get at AUTOEXEC.BAT, MSDOS.SYS, CONFIF.SYS.
If in AUTOEXEC.BAT write SET DOS16M=2 you see DOS16M=2 in SET command.
Windows 98 environment variable
New Proper case - part link at.Net and powershell style... may bee it error). Need link...
There is a way to learn it is quite accurate, prepaprirovav number of installation folders, where are transferring the corresponding folder number and the path that is then used in different parts of the plant, such as Section winnt.sif:
ProgramFilesDir ="C:\App64"
ProgramFilesDir(x86) ="C:\App32"
CommonProgramFilesDir ="C:\App64\CommonFiles"
CommonProgramFilesDir(x86) ="C:\App32\CommonFiles"
SharedFilesDir ="C:\App64\MSShared"
SharedFilesDir(x86) ="C:\App32\MSShared"
I think if you consider all versions of windows operating systems and the names of variables to make the right conclusions.
MS-DOS v1.10 (1983), MS-DOS v2.11 (1983), MS-DOS v3.20 (1986), MS-DOS v3.30 (1987), MS-DOS v3.30A (1987),MS-DOS v3.30 Plus (1988), MS-DOS v4.01 (1988), MS-DOS v5.00 (1991), MS-DOS v6.00 (1993), MS-DOS v6.20 (1993), MS-DOS v6.21 (1993), MS-DOS v6.22 (1994) - other, part of Windows OS.
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Thank you for a great piece of research. I don't doubt anything you say, just surprised Path is a new variable in.Net. – Guy Thomas Feb 17 '13 at 16:51
_USER_ Imitation of naming classes. Net. Gradually, all refined. – STTR Feb 17 '13 at 16:56
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Regularization (mathematics)
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For other uses in related fields, see Regularization (disambiguation).
Regularization, in mathematics and statistics and particularly in the fields of machine learning and inverse problems, refers to a process of introducing additional information in order to solve an ill-posed problem or to prevent overfitting. This information is usually of the form of a penalty for complexity, such as restrictions for smoothness or bounds on the vector space norm.
A theoretical justification for regularization is that it attempts to impose Occam's razor on the solution. From a Bayesian point of view, many regularization techniques correspond to imposing certain prior distributions on model parameters.
The same idea arose in many fields of science. For example, the least-squares method can be viewed as a very simple form of regularization. A simple form of regularization applied to integral equations, generally termed Tikhonov regularization after Andrey Nikolayevich Tikhonov, is essentially a trade-off between fitting the data and reducing a norm of the solution. More recently, non-linear regularization methods, including total variation regularization have become popular.
Regularization in statistics and machine learning[edit]
In statistics and machine learning, regularization methods are used for model selection, in particular to prevent overfitting by penalizing models with extreme parameter values. The most common variants in machine learning are L and L regularization, which can be added to learning algorithms that minimize a loss function E(X, Y) by instead minimizing E(X, Y) + α‖w, where w is the model's weight vector, ‖·‖ is either the L norm or the squared L norm, and α is a free parameter that needs to be tuned empirically (typically by cross-validation; see hyperparameter optimization). This method applies to many models. When applied in linear regression, the resulting models are termed lasso or ridge regression, but regularization is also employed in (binary and multiclass) logistic regression, neural nets, support vector machines, conditional random fields and some matrix decomposition methods. L regularization may also be called "weight decay", in particular in the setting of neural nets.
L regularization is often preferred because it produces sparse models and thus performs feature selection within the learning algorithm, but since the L norm is not differentiable, it may require changes to learning algorithms, in particular gradient-based learners.[1][2]
Bayesian learning methods make use of a prior probability that (usually) gives lower probability to more complex models. Well-known model selection techniques include the Akaike information criterion (AIC), minimum description length (MDL), and the Bayesian information criterion (BIC). Alternative methods of controlling overfitting not involving regularization include cross-validation.
Regularization can be used to fine-tune model complexity using an augmented error function with cross-validation. The data sets used in complex models can produce a levelling-off of validation as complexity of the models increases. Training data sets errors decrease while the validation data set error remains constant. Regularization introduces a second factor which weights the penalty against more complex models with an increasing variance in the data errors. This gives an increasing penalty as model complexity increases.[3]
Examples of applications of different methods of regularization to the linear model are:
Model Fit measure Entropy measure[4][5]
AIC/BIC \|Y-X\beta\|_2 \|\beta\|_0
Ridge regression \|Y-X\beta\|_2 \|\beta\|_2
Lasso[6] \|Y-X\beta\|_2 \|\beta\|_1
Basis pursuit denoising \|Y-X\beta\|_2 \lambda\|\beta\|_1
Rudin-Osher-Fatemi model (TV) \|Y-X\beta\|_2 \lambda\|\nabla\beta\|_1
Potts model \|Y-X\beta\|_2 \lambda\|\nabla\beta\|_0
RLAD[7] \|Y-X\beta\|_1 \|\beta\|_1
Dantzig Selector[8] \|X^\top (Y-X\beta)\|_\infty \|\beta\|_1
SLOPE[9] \|Y-X\beta\|_2 \sum_{i=1}^p \lambda_i|\beta|_{(i)}
A linear combination of the LASSO and ridge regression methods is elastic net regularization.
Ensemble-based regularization[edit]
In inverse problem theory, an optimization problem is usually solved to generate a model that provides a good match to observed data. In this context, a regularization term is used to preserve prior information about the model and prevent over-fitting and convergence to a model that matches the data but does not predict well. Ensemble-based regularization is based on utilizing an ensemble (i.e., a set) of realizations from the prior probability distribution function (pdf) to construct a regularization term.[10] This regularization is flexible as it is based on representing the prior pdf using a set of realizations, instead of using, say a mean and covariance matrix for Gaussian distribution.
See also[edit]
 1. ^ Andrew, Galen; Gao, Jianfeng (2007). "Scalable training of L₁-regularized log-linear models". Proceedings of the 24th International Conference on Machine Learning. doi:10.1145/_PHONE_._PHONE_. ISBN 9781595937933.
 2. ^ Tsuruoka, Y.; Tsujii, J.; Ananiadou, S. (2009). Stochastic gradient descent training for l1-regularized log-linear models with cumulative penalty (PDF). Proceedings of the AFNLP/ACL.
 3. ^ Alpaydin, Ethem (2004). Introduction to machine learning. Cambridge, Mass. [u.a.]: MIT Press. pp. 79, 80. ISBN 978-0-262-01211-9. Retrieved 9 March 2011.
 4. ^ Bishop, Christopher M. (2007). Pattern recognition and machine learning (Corr. printing. ed.). New York: Springer. ISBN 978-_PHONE_.
 5. ^ Duda, Richard O. (2004). Pattern classification + computer manual : hardcover set (2. ed.). New York [u.a.]: Wiley. ISBN 978-_PHONE_.
 6. ^ Tibshirani, Robert (1996). "Regression Shrinkage and Selection via the Lasso" (PostScript). Journal of the Royal Statistical Society, Series B 58 (1): 267–288. MR _PHONE_. Retrieved 2009-03-19.
 7. ^ Li Wang, Michael D. Gordon & Ji Zhu (2006). "Regularized Least Absolute Deviations Regression and an Efficient Algorithm for Parameter Tuning". Sixth International Conference on Data Mining. pp. 690–700. doi:10.1109/ICDM.2006.134.
 8. ^ Candes, Emmanuel; Tao, Terence (2007). "The Dantzig selector: Statistical estimation when p is much larger than n". Annals of Statistics 35 (6): 2313–2351. arXiv:math/_PHONE_. doi:10.1214/009053606000001523. MR _PHONE_.
 9. ^ Małgorzata Bogdan, Ewout van den Berg, Weijie Su & Emmanuel J. Candes (2013). "Statistical estimation and testing via the ordered L1 norm" (PDF). arXiv preprint arXiv:_PHONE_. arXiv:1310.1969v2.
 10. ^ "History matching production data and uncertainty assessment with an efficient TSVD parameterization algorithm". Journal of Petroleum Science and Engineering 113: 54–71. doi:10.1016/j.petrol.2013.11.025.
 - A. Neumaier, Solving ill-conditioned and singular linear systems: A tutorial on regularization, SIAM Review 40 (1998), 636-666. Available in pdf from author's website.


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If you are homeschooling at the high school level, it is important to keep good records about your student's academic experience. If your student plans to go to college or university, you will have to produce a transcript, which gives a summary of what subjects the student has studied and how well the student did in each subject.
One common way to arrange a transcript is chronologically, such as what is shown here. In a chronological transcript, you report what was done each year, typically breaking the year into two semesters. You then list the subjects studied, giving 0.5 credits for each semester it was studied. You also list the grades the student received for each semester.
If a class was particularly rigorous, you can label it an "honors" course and give the student more credit for it. On the sample transcript, for example, notice that the honors English courses were worth twice the number of credits as the other courses. Instead of giving twice the number of credits, you can increase the value of the grade points, as described below.
Grade points allow you to keep a numerical average of your student's grades. You give 4 points for an A, 3 points for a B, 2 points for a C, and 1 point for a D. For an honors course, you can make the number of credits the same as all the other courses but increase the grade point values by 1, so that an A is worth 5 points. To report the grade points earned, multiply the number value of the grade times the credit. In the sample transcript, for example, the student got an "A" in English 9A, which was worth 0.5 credits. Her grade points earned for that course are 4×0.5 = 2.
Add all the grade points calculated in that way to get the total grade points for the year. Divide those by the number of credits earned, and that gives you the grade point average, or GPA. It usually runs between 0 and 4, but if you are giving extra grade points for honors courses, it is possible for the student's GPA to be above 4.
You repeat this process each year, reporting the yearly grade points, the yearly credits, and the yearly GPA. However, you also keep a running total, reporting the cumulative credits, the cumulative grade points, and the cumulative GPA.
It is important to note any courses taken outside the homeschool, where another teacher evaluates the student. On the sample transcript, for example, note the star next to the French and psychology courses in the third and fourth years. At the bottom, the transcript notes that the star indicates that the courses were taken at a local university.
It is also important to make a list of requirements for graduation, because college admissions officers are used to seeing it. On the sample transcript, it is noted that 24 credits are required for graduation, which is rather standard when 0.5 credits are given per class per semester. It is also noted there that the student earned 29.5, which is more than enough for graduation, so it is noted that the student has met that requirement.
Below the credit requirement is a detailed list of "core" classes you require for graduation. These are the classes you have decided the student must take in high school. On the sample transcript, the requirements are listed, along with a note by each requirement that the student has met the specific requirement.
You need to end your transcript with a statement such as the one given in the sample. It indicates who was principally in charge of homeschooling and that the transcript is a fair an accurate assessment of the student's abilities. Once again, this is important, because college admissions officers are looking for it.
There are two other issues that need to be addressed. First, you don't have to arrange your transcript chronologically. You can do it by subject, as shown here. In this case, you typically list year-long courses only once, with 1.0 credit given. Honors courses can have up to 2.0 credits per year. If it is a year-long course, a single grade for the year is given. In addition, there is no running total of grade points and credits. There is just a final total for each, leading to a final GPA.
Second, some students are advanced and take high-school-level courses earlier than when they are technically in high school. These classes should be listed on the transcript. If your transcript is chronological, begin it with a table entitled, "High School Courses Taken Early as Part of an Accelerated Program." If the transcript is arranged by subject, they are just included with all the other courses.