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long b = 99;
float c = 99.0F;
//b = c; //Error : Cannot implicitly convert type 'float' to 'long'.
c = b; // Running Successfully. Why?
Why is there no problem regarding size of data type and implicitly converting?
The size of float and long is different as we know and which is given below...
Console.WriteLine("Long : " + sizeof(long)); // Output --> Long : 8
Console.WriteLine("Float : " + sizeof(float));// Output --> Float: 4
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4 Answers
A float's range (approx ±3.4e38) is much larger than a long's range (approx. ±9.22e18), even though a long has higher precision.
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what is the exact length in number of digit and precision in float. – jak Dec 4 '10 at 6:16
A float has 23 bits of precision. en.wikipedia.org/wiki/Single_precision_floating-point_format – Ignacio Vazquez-Abrams Dec 4 '10 at 6:27
As your sizeof() calls show, long is 8 bytes while float is 4 byes. You can assign the float value into the long because 4 is smaller than 8. You cant assign a long onto a float because 8 is larger than 4. – IanNorton Dec 4 '10 at 7:30
_USER_: No, that's not it. Also, you're reading it wrong; it's allowing assignment from the long to the float, but not from the float to the long. – Ignacio Vazquez-Abrams Dec 4 '10 at 7:42
_USER_ oh boy, that is a looong comment! – gideon Dec 4 '10 at 13:09
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There are 2 reasons
1. Range of values (i.e. Max value).
| data type | Maximum Value |
| | |
| long | 9223372036854775807 |
| | |
| float | 3.402823E+38 |
| | |
As, maximum value of float is greater than long i.e. long is contained inside float.
So, float= long is possible
but, long = float is not possible
2. Superiority
You can't directly assign a floating point value into a integer(a non floating ) value without an explicit conversion.
float a=90 //correct
float b=90.0f; //correct
long a=90 //correct
long b=90.0f; //wrong
Here, also from above example it seems that float can contain long's data, but vice versa is not possible.
EDIT: regarding size of data type see my question Is Range of value depends upon Size of datatype?
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long represent Int64 type i.e an integral number while float represents Single type i.e a floating point number. And even though the size of long is larger than that of float, it is not possible to convert from a float to an integer without loosing information.
For more information on long and float type refer msdn.
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With the exception of a few numbers, it's also not possible to convert from an integer to a float without losing information. – ssube Dec 4 '10 at 7:07
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People have mentioned the range of float and long, but a simpler point is that you can't represent most possible floating point numbers in an integer. If your float is 3.14159, the two closest values a long can represent are 3 or 4 - both completely wrong. A float can represent billions of values that lie between 3 and 4. It is also highly unlikely that a programmer would use a float for a value in the first place if they want to represent integer-like values - it would be a very poor design decision. So it's simply too dangerous to implicitly convert float->int because the data you are almost certain to lose is almost certainly important. It's not something we intentionally do very often, and when we do, we usually like to make it explicit (Math.Floor(floatValue)).
Going in the opposite direction (int -> float), a float can usually "adequately" represent an integer value. The caveat with floating point is that numbers can only be stored as an approximation - the larger the value, the less accurately it can be represented. However, the accuracy of a float is around 6 significant figures - lossy, but you'll only lose around a millionth of the original value. In many cases that will be insignificant. (In the cases where it will be significant, programmers will always be very careful about introducing the vagaries of floating point into their calculations, so it seldom causes a problem in practice). Hence, it is more convenient/useful to allow the implicit conversion in this direction, as it's something we intentionally do rather a lot.
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Equivalence relation
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Logical matrices of the 52 equivalence relations on a 5-element set (Colored fields, including those in light gray, stand for ones; white fields for zeros.)
In mathematics, an equivalence relation is the relation that holds between two elements if and only if they are members of the same cell within a set that has been partitioned into cells such that every element of the set is a member of one and only one cell of the partition. The intersection of any two different cells is empty; the union of all the cells equals the original set. These cells are formally called equivalence classes.
Although various notations are used throughout the literature to denote that two elements a and b of a set are equivalent with respect to an equivalence relation R, the most common are "a ~ b" and "ab", which are used when R is the obvious relation being referenced, and variations of "a ~R b", "aR b", or "aRb" otherwise.
A given binary relation ~ on a set X is said to be an equivalence relation if and only if it is reflexive, symmetric and transitive. Equivalently, for all a, b and c in X:
X together with the relation ~ is called a setoid. The equivalence class of a under ~, denoted [a], is defined as.
Simple example
Let the set have the equivalence relation. The following sets are equivalence classes of this relation:
The set of all equivalence classes for this relation is.
Equivalence relations
The following are all equivalence relations:
Relations that are not equivalences
 - The relation "≥" between real numbers is reflexive and transitive, but not symmetric. For example, 7 ≥ 5 does not imply that 5 ≥ 7. It is, however, a partial order.
 - The relation "has a common factor greater than 1 with" between natural numbers greater than 1, is reflexive and symmetric, but not transitive. (Example: The natural numbers 2 and 6 have a common factor greater than 1, and 6 and 3 have a common factor greater than 1, but 2 and 3 do not have a common factor greater than 1).
 - The empty relation R on a non-empty set X (i.e. aRb is never true) is vacuously symmetric and transitive, but not reflexive. (If X is also empty then R is reflexive.)
 - The relation "is approximately equal to" between real numbers, even if more precisely defined, is not an equivalence relation, because although reflexive and symmetric, it is not transitive, since multiple small changes can accumulate to become a big change. However, if the approximation is defined asymptotically, for example by saying that two functions f and g are approximately equal near some point if the limit of f-g is 0 at that point, then this defines an equivalence relation.
Connections to other relations
Well-definedness under an equivalence relation
If ~ is an equivalence relation on X, and P(x) is a property of elements of X, such that whenever x ~ y, P(x) is true if P(y) is true, then the property P is said to be well-defined or a class invariant under the relation ~.
A frequent particular case occurs when f is a function from X to another set Y; if x1 ~ x2 implies f(x1) = f(x2) then f is said to be a morphism for ~, a class invariant under ~, or simply invariant under ~. This occurs, e.g. in the character theory of finite groups. The latter case with the function f can be expressed by a commutative triangle. See also invariant. Some authors use "compatible with ~" or just "respects ~" instead of "invariant under ~".
More generally, a function may map equivalent arguments (under an equivalence relation ~A) to equivalent values (under an equivalence relation ~B). Such a function is known as a morphism from ~A to ~B.
Equivalence class, quotient set, partition
Let. Some definitions:
Equivalence class
{{_TAG_:main|main}} A subset Y of X such that a ~ b holds for all a and b in Y, and never for a in Y and b outside Y, is called an equivalence class of X by ~. Let denote the equivalence class to which a belongs. All elements of X equivalent to each other are also elements of the same equivalence class.
Quotient set
{{_TAG_:main|main}} The set of all possible equivalence classes of X by ~, denoted, is the quotient set of X by ~. If X is a topological space, there is a natural way of transforming X/~ into a topological space; see quotient space for the details.
{{_TAG_:main|main}} The projection of ~ is the function defined by which maps elements of X into their respective equivalence classes by ~.
Theorem on projections:[1] Let the function f: XB be such that a ~ bf(a) = f(b). Then there is a unique function g : X/~B, such that f = gπ. If f is a surjection and a ~ bf(a) = f(b), then g is a bijection.
Equivalence kernel
The equivalence kernel of a function f is the equivalence relation ~ defined by. The equivalence kernel of an injection is the identity relation.
{{_TAG_:main|main}} A partition of X is a set P of nonempty subsets of X, such that every element of X is an element of a single element of P. Each element of P is a cell of the partition. Moreover, the elements of P are pairwise disjoint and their union is X.
Counting possible partitions
Let X be a finite set with n elements. Since every equivalence relation over X corresponds to a partition of X, and vice versa, the number of possible equivalence relations on X equals the number of distinct partitions of X, which is the nth Bell number Bn:
where the above is one of the ways to write the nth Bell number.
Fundamental theorem of equivalence relations
A key result links equivalence relations and partitions:[2][3]
 - An equivalence relation ~ on a set X partitions X.
 - Conversely, corresponding to any partition of X, there exists an equivalence relation ~ on X.
In both cases, the cells of the partition of X are the equivalence classes of X by ~. Since each element of X belongs to a unique cell of any partition of X, and since each cell of the partition is identical to an equivalence class of X by ~, each element of X belongs to a unique equivalence class of X by ~. Thus there is a natural bijection from the set of all possible equivalence relations on X and the set of all partitions of X.
Comparing equivalence relations
If ~ and ≈ are two equivalence relations on the same set S, and a~b implies ab for all a,bS, then ≈ is said to be a coarser relation than ~, and ~ is a finer relation than ≈. Equivalently,
 - ~ is finer than ≈ if every equivalence class of ~ is a subset of an equivalence class of ≈, and thus every equivalence class of ≈ is a union of equivalence classes of ~.
 - ~ is finer than ≈ if the partition created by ~ is a refinement of the partition created by ≈.
The equality equivalence relation is the finest equivalence relation on any set, while the trivial relation that makes all pairs of elements related is the coarsest.
The relation "~ is finer than ≈" on the collection of all equivalence relations on a fixed set is itself a partial order relation.
Generating equivalence relations
 - Given any set X, there is an equivalence relation over the set [XX] of all possible functions XX. Two such functions are deemed equivalent when their respective sets of fixpoints have the same cardinality, corresponding to cycles of length one in a permutation. Functions equivalent in this manner form an equivalence class on [XX], and these equivalence classes partition [XX].
 - The intersection of any collection of equivalence relations over X (binary relations viewed as a subset of X × X) is also an equivalence relation. This yields a convenient way of generating an equivalence relation: given any binary relation R on X, the equivalence relation generated by R is the smallest equivalence relation containing R. Concretely, R generates the equivalence relation a ~ b if and only if there exist elements x1, x2,..., xn in X such that a = x1, b = xn, and (xi,xi+ 1)∈R or (xi+1,xi)∈R, i = 1,..., n-1.
Note that the equivalence relation generated in this manner can be trivial. For instance, the equivalence relation ~ generated by:
 - Any total order on X has exactly one equivalence class, X itself, because x ~ y for all x and y;
 - Any subset of the identity relation on X has equivalence classes that are the singletons of X.
 - Equivalence relations can construct new spaces by "gluing things together." Let X be the unit Cartesian square [0,1] × [0,1], and let ~ be the equivalence relation on X defined by ∀a, b ∈ [0,1] ((a, 0) ~ (a, 1) ∧ (0, b) ~ (1, b)). Then the quotient space X/~ can be naturally identified (homeomorphism) with a torus: take a square piece of paper, bend and glue together the upper and lower edge to form a cylinder


chain reaction
A reaction in which one or more reactive reaction _USER_@ (frequently radicals) are continuously regenerated, usually through a repetitive cycle of elementary steps (the '_USER_@ step'). For example, in the chlorination of methane by a radical _USER_@, Cl· is continuously regenerated in the chain _USER_@ steps:
In _USER_@ reactions, reactive intermediates of the same types, generated in successive steps or cycles of steps, differ in _USER_@, as in:
See also:
chain branching
chain transfer
degenerate chain branching
PAC, 1993, 65, 2291. (Nomenclature of kinetic methods of analysis (IUPAC Recommendations 1993)) on page 2293 [Terms] [Paper]
PAC, 1994, 66, 1077. (Glossary of terms used in physical organic chemistry (IUPAC Recommendations 1994)) on page 1094 [Terms] [Paper]
PAC, 1996, 68, 149. (A glossary of terms used in chemical kinetics, including reaction dynamics (IUPAC Recommendations 1996)) on page 157 [Terms] [Paper]


text:
Dictionary Meaning and Definition on 'Megametre'
- Megameter \Meg"a*me'ter\, Megametre \Meg"a*me'tre\, n. [Mega- +
meter, metre, n., 2.]
In the metric system, one million meters, or one thousand
Wikipedia Meaning and Definition on 'Megametre'
A megametre (American spelling: megameter, symbol Mm) is a unit of length in the metric system, equal to one million metres, the SI base unit of length, hence to 1,000 km or approximately 621.37 miles.
Megametres (from the Greek words megas = big and metro = count/measure) are rarely seen in practical use, e.g. "5000 km" is much more common than "5 Mm". Their symbol (Mm) can also be confused with millimetres (mm). Megametres are also occasionally found in science fiction.
A megameter is also a type of astrometrical instrument used for determining longitude by observation of the stars.[See more about Megametre at Dictionary 3.0 Encyclopedia]
Words and phrases related to 'Megametre'
Megametre Sample Sentences in News
- No current Megametre news

source: HuggingFaceFW/fineweb-edu


text:
The grey-faced sengi is a relative newcomer to the elephant shrew family. The journey of discovery began in 2005, when a unfamilar species of giant elephant shrew was caught on a camera trap in the Udzunga mountains of Tanzania. An expedition the following year confirmed this as the first new elephant shrew species identified for over 120 years and by far the biggest. The only place on Earth they can be found is in this African mountain range, where the population is estimated to be fewer than 100.
Scientific name: Rhynchocyon udzungwensis
Grey-faced elephant shrew
The Grey-faced sengi can be found in a number of locations including: Africa. Find out more about these places and what else lives there.
The following habitats are found across the Grey-faced sengi distribution range. Find out more about these environments, what it takes to live there and what else inhabits them.
Discover what these behaviours are and how different plants and animals use them.
Additional data source: Animal Diversity Web
The grey-faced sengi (Rhynchocyon udzungwensis) is a species of elephant shrew that is endemic to the Udzungwa Mountains of south-central Tanzania. The discovery of the species was announced in January 2008; only 15 species of elephant shrew were known until then, and the last discovery was made more than 120 years ago. As the name implies, the species is characterised by a distinctive grey face and a black rump, as well as being larger than the other species of elephant shrews.
This page is best viewed in an up-to-date web browser with style sheets (CSS) enabled. While you will be able to view the content of this page in your current browser, you will not be able to get the full visual experience. Please consider upgrading your browser software or enabling style sheets (CSS) if you are able to do so.


Product Class: Phosphatase
Alkaline Phosphatase, Calf Intestinal (CIP)
incubation temp heat inactivation no
Catalog _TAG_
M0290S1,000 units10,000 units/ml
M0290L5,000 units10,000 units/ml
Alkaline Phosphatase, Calf Intestinal (CIP) nonspecifically catalyzes the dephosphorylation of 5' and 3' ends of DNA and RNA phosphomonoesters. Also, CIP hydrolyses ribo-, as well as deoxyribonucleoside triphosphates (NTPs and dNTPs). CIP is useful in many molecular biology applications such as the removal of phosphorylated ends of DNA and RNA for subsequent use in cloning or end-labeling of probes. In cloning, dephosphorylation prevents religation of linearized plasmid DNA. The enzyme acts on 5' protruding, 5' recessed and blunt ends. CIP may also be used to degrade unincorporated dNTPs in PCR reactions to prepare templates for DNA sequencing or SNP analysis.
Product Source
Calf intestinal mucosa
Reagents Supplied
The following reagents are supplied with this product:
Store at (°C)Concentration
CutSmart® Buffer-2010X
Advantages and Features
 - Dephosphorylation of cloning vector DNA to prevent recircularization during ligation
 - Dephosphorylation of DNA prior to end-labeling using T4 Polynucleotide Kinase
 - Treatment of dNTPs in PCR reactions prior to sequencing or SNP analysis
 - Dephosphorylation of DNA and RNA
Properties and Usage
Unit Definition
One unit is defined as the amount of enzyme that hydrolyzes 1 μmol of p-Nitrophenyl Phosphate, PNPP (NEB _TAG_) in a total reaction volume of 1 ml in 1 minute at 37°C.
Reaction Conditions
1X CutSmart® Buffer
Incubate at 37°C
1X CutSmart® Buffer:
50 mM Potassium Acetate
20 mM Tris-acetate
10 mM Magnesium Acetate
100 μg/ml BSA
pH 7.9 @ 25°C
Storage Temperature
Storage Conditions
10 mM Tris-HCl
50 mM KCl
1 mM MgCl2
50% Glycerol
0.1 mM ZnCl2
pH 8.2 @ 25°C
Heat Inactivation
Molecular Weight
Theoretical: 69 kDa
Specific Activity
3,000 units/mg
Unit Assay Conditions
1 M diethanolamineHCl (pH 9.8), 0.5 mM MgCl2, 50 mM p-nitrophenylphosphate and enzyme. These conditions are only used for quantitating enzyme activity.
Heat Inactivated
Quality Control
Quality Control Assays
 - Endonuclease Activity (Nicking):
 - Exonuclease Activity (Radioactivity Release):
 - Functional Test (Dephosphorylation):
 The Alkaline Phosphatase is tested in a reaction with linearized DNA. After incubation the DNA is ligated and transformed into competent cells. The degree of dephosphorylation is determined by comparison to linearized DNA that is not treated with the alkaline phosphatase.
 - Protein Purity (SDS-PAGE):
 - RNase Activity (2 Hour Digestion):
 The product is tested in a reaction containing a RNA substrate. After incubation for 2 hour there is no detectable degradation of the RNA substrate as determined by gel electrophoresis.
Supporting Documents
 1. CIP, as are most alkaline phosphatases, is a Zn2+ and Mg2+-dependent enzyme. Our formulation of its storage buffer provides Zn2+ and Mg2+, which does not require supplemental zinc or other additives in reactions with CIP.
 2. CIP is also active in 1X NEBuffers 1.1, 2.1, 3.1, as well as NEBuffers 1, 2, 3, 4 and unique NEBuffer for EcoRI.
 3. CIP activity is enhanced in the presence of monovalent salts.
 4. CIP is inhibited by metal chelators (e.g. EDTA), inorganic phosphate and phosphate analogs.
 1. Sambrook, J., Fritsch, E.F. and Maniatis, T. (1989). Molecular Cloning: A Laboratory Manual, (2nd ed,). (p5.72), Cold Spring Harbor Laboratory Press.
 2. Mossner, E., Boll, M. and Pfleiderer, G. (1980). Hoppe Seylers Z. Physiol. Chem.. 361
 1. Which alkaline phosphatase, rSAP, CIP, or Antarctic Phosphatase, works best?
 2. The number of colonies that do not contain an insert seems high, how can I tell if the CIP worked?
 3. Will CIP work in restriction enzyme NEBuffers?
 4. Does the DNA need to be purified after the restriction digest, prior to CIP treatment?
 5. Does the DNA need to be purified after CIP treatment?
 6. Will CIP dephosphorylate proteins?
 7. Can Antarctic Phosphatase remove the 3' phosphate from DNA?
 8. Can CIP be heat inactivated?
 9. Why do some protocols recommend using CIP at 50°C and some recommend 37°C?
 1. Protocol for Dephosphorylation of 5'-ends of DNA using CIP in Restriction Enzyme Reaction (M0290)


text:
Pegasus is a sophisticated trojan targeting the iOS platform. It provides an attacker abilities to remotely monitor and capture communication from a device (including calls, texts, Whatsapp, Viber, etc). A successful attack transforms a device running iOS into a powerful surveillance tool. This is a persistent attack and enables an attacker to remotely update and control the device to provide additional functionality as required.
This chained attack was developed by a professional organization, leveraging three zero-day vulnerabilities in the iOS platform, unpatched until the latest release (iOS 9.3.5):
- CVE-2016-4657 – WebKit in Apple iOS before 9.3.5 allows remote attackers to execute arbitrary code or cause a denial of service (memory corruption) via a crafted web site
- CVE-2016-4655 – Infoleak of kernel address space.
- CVE-2016-4656 – Kernel privileges escalation. Allows the attacker to run elevated code with Kernel privileges.
CVE-2016-4657 is used for initial remote code execution on the victim's device. In some scenarios, man-in-the-middle (MITM) or WAP Push Message, the attack could be triggered without user-interaction. This attack can also manifest itself as a link or embedded in a website. Once initial code execution is achieved, the attackers use an infoleak vulnerability and finally a kernel exploit.
To ensure persistence, Pegasus replaces the "rtbuddyd" daemon with another signed binary, JSC, to run the html code leveraging the vulnerabilities above after the device is restarted.
This attack vector is particularly high risk since the initial attack vector to compromise the device can be delivered remotely, by a user simply clicking on a link – in the initial case this link was delivered via SMS. After the initial exploit has been delivered, the attacker is able to install the additional monitoring and control software without detection from the user.
How can Zimperium help?
The Zimperium zIPS solution leverages the z9 engine: a purpose built, machine learning engine to detect exploitation of a device's operating system, networks the device is connected to, and the apps installed on the device.
Based on detailed, technical analysis of this attack, Zimperium is confident that the zIPS solution is able to detect exploitation of the device without modification or updates to our product using our unique exploit detection capabilities delivered by the z9 engine. This attack would be detected as a critical "System Tampering" event in zIPS and zConsole.
Further information will be provided as more comprehensive analysis of the attack is performed.

source: openbmb/Ultra-FineWeb


text:
What will you find in some pond water? Pond critters of course.
We had already completed an initial lesson in the classroom. I had scooped a bucket of pond water from my neighborhood and we examined the unicellular and multicellular life of the pond. In fact, this lesson was taught almost two months ago but then we had some signs of spring. The rains came and with it, outdoor recess became a festival of science! My kiddos found a puddle and were completely enthralled with the life of a puddle. They begged me to bring out the microscopes and slides for RECESS!!
Of course, being the teacher who wants to make the kids happy, I gave them exactly what they wanted. Combined with a little mobile technology and we were identifying the organisms in the puddle in no time. We found that one of the most common organisms was the red fly larvae. Perhaps the most exciting moment for the group was when two different organisms were sucked up into the pipette at the same time and a real live food chain took place! You might have already guessed it. We witnessed the predator/prey relationship. Talk about exciting!
|Red fly larvae|
How to make a wet mount slide using file folders and tape, plus a student worksheet for observing pond life.
Pond Life Identification Kit
Interactive Virtual Pond Dip
Pond Water: a closer look


text:
Definition of Deadweight
1. Noun. The largest weight of cargo a ship is able to carry; i.e, the weight of a ship when fully loaded minus its weight when empty. ¹
2. Noun. A useless, usually encumbering factor. ¹
3. Adjective. (sports billiards snooker pool) Describes a shot with exact, precise pace to leave the balls in the perfect position. Usually just touching a cushion or very close to another ball. ¹
¹ Source: wiktionary.com
Definition of Deadweight
1. [n -S]
Click the following link to bring up a new window with an automated collection of images related to the term: Deadweight Images
Lexicographical Neighbors of Deadweight
Literary usage of Deadweight
Below you will find example usage of this term as found in modern and/or classical literature:
1. Detroit and World-trade: A Survey of the City's Present and Potential by Thomas Laurence Munger, Frank Howard Evans, Detroit Board of Commerce (1920)
"UNITED STATES TABLE OF SHIPS ASSIGNED TO VARIOUS ROUTES IN WORLD TRADE New York to Argentine 5000 to 9000 tons deadweight Boston to Argentine 4200 to 9000..."
2. Know Your Own Ship: A Simple Explanation of the Stability, Trim by Thomas Walton (1899)
"Displacement — Displacement Curves — deadweight — deadweight Scale—" Tons per Inch Immersion "—Examples of Practical Application of "Tons per Inch..."
3. America's Merchant Marine: A Presentation of Its History and Development to by Bankers Trust Company (New York, N.Y.) (1920)
"One requisitioned steel ship of 2550 deadweight tons was sold at $150 per deadweight ton, and one requisitioned wooden ship of 2500 deadweight tons was sold..."
4. Maritime Notes and Queries: A Record of Shipping Law and Usage (1900)
"Before loading commenced we declared the boat on winter freeboard as 1,'J20 deadweight cargo. The day after her sailing, charterers send in a letter stating..."
5. Steel Ships: Their Construction and Maintenance : a Manual for Shipbuilders by Thomas Walton (1908)
"SECTION I. Fundamental Ty[>es and Modifications of same—Relation between Deck Erections and deadweight—No Reduction in Freeboard for Excessive Strength in a..."
6. The Theory of Toleration Under the Later Stuarts by Alexander Adam Seaton (1911)
"... on religious matters were not hampered by the deadweight of general indifference. It has been said that " a disposition is to its appropriate behaviour..."
7. The New York Times Current History (1917)
"It shows that the Government has under construction in deadweight tonnage, including 400 vessels of foreign ownership which were requisitioned on the stocks..."


text:
The fault of others: exiles, scapegoats and the human face of disease
Health education poster, United Kingdom, _PHONE_
Where do people think disease comes from?
How diseases are interpreted by the people they threaten changes over time and within cultures. But there are common factors. One is a tendency to view disease as coming from somewhere else - from 'other people'. Disease might even be given a human face through association with a particular individual. When confronted by new and frightening illnesses, people can create scapegoats as a totally misguided means of coping with fear, focusing blame and bolstering prejudices.
Stereotypes, blame and the spread of disease
Marginal groups, minorities and the poor have been common targets. Jews were widely blamed for the Black Death and immigrant Irish workers held responsible for cholera epidemics in the 1830s. Blame can be international. The appearance of syphilis in Renaissance Europe became a classic example of passing the blame. Syphilis was christened the 'French disease' by the British, but the French held the Italians responsible. They returned the compliment. The Dutch blamed the Spanish, while the Russians blamed the Poles. In Japan the Portuguese were at fault, whereas the Turks simply called it the Christian disease. And when in 1769 Captain Cook observed the disease on Tahiti, it was known to all islanders as the British disease!
Unethical research in the USA in the 1900s
Such stereotyping can cause real harm. For example, early last century the incidence of syphilis in the United States was relatively high in poor black communities. Some American researchers blamed this on what they perceived as innate racial weaknesses. It was a 'black disease', a misguided prejudice that inspired the infamous Tuskegee study, a racist and unethical research project in which 400 black men carrying the disease were kept under observation but left untreated for decades.
Leprosy, like syphilis, acts slowly and disfigures terribly. Sufferers were known as 'lepers' and were traditionally forced to live isolated lives in leper colonies. They were shunned, hated and feared, and the word 'leper' still has connotations way beyond its strict medical meaning. Indeed, 'Why should I be banished like a leper?' was what Mary Mallon asked in 1909. Better known as Typhoid Mary, she was a carrier, but not a sufferer, of that disease. But she became the personification of disease in America and her foreign origins a subject of public debate, providing propaganda for those calling for the vaccination of all new immigrants. The journal Scientific American invoked both ancient prejudices and plague myths when commenting that Mary 'had competed with the Wandering Jew in scattering destruction in her path' - the Wandering Jew being a legendary figure from Christian folklore, one of whose incarnations was as a spreader of disease.
'Patient Zero' and the AIDS epidemic
This need to give disease a face persists. In the early 1980s, the beginnings of the AIDS epidemic in America saw the demonisation of minority groups and, in 'Patient Zero', an individual. From the beginning, the disease was publicly linked to the gay community. Members of a community that was beginning to enjoy a more confident public profile were suddenly being struck down. This played to some people's inherent prejudices. They saw AIDS as a kind of retribution. It became labelled a 'gay plague', at the centre of which was Patient Zero, dubbed 'The Monster who gave us AIDS!' by one US tabloid.
Disease and the poor
In time, increased understanding of AIDS helped change these early perceptions, but from a Western viewpoint the associations have simply shifted to other groups. Now, as is so often the case, it is perceived more as a disease of the poor and of the developing world, where access to life-saving drugs and health education can be very limited.
Related Themes and Topics
Techniques and Technologies:
J Kitzinger, 'Judging by appearances: Audience understandings of the look of someone with HIV', Journal of Community & Applied Social Psychology, 1/2 (1991), pp 155-163
J Kitzinger, 'The Face of Aids', in I Markova and R M Farr (eds), Representations of Health, Illness and Handicap (United Kingdom : Harwood Academic, 1995)
A Mack (ed.) In Time of Plague: The History and Social Consequences of Lethal Epidemic Disease (New York: NYU Press, 1992)
J Nohl, The Black Death: A chronicle of the Plague (London: Allen & Unwin, 1926)
C Patton, Sex and Germs: The Politics of Aids (Boston, MA: South End Press, 1985)
R Sabatier, Blaming Others: Prejudice, Race, and Worldwide AIDS (London: Panos Institute, 1988)
P A Treichler, How to Have Theory in an Epidemic: Cultural Chronicles of AIDS (Durham, NC: Duke University Press, 1999)
|Xsl file could not be processed|


text:
slot-missing class object slot-name operation &optional new-value => result*
slot-missing (class t) object slot-name operation &optional new-value
Arguments and Values:
class---the class of object.
slot-name---a symbol (the name of a would-be slot).
operation---one of the symbols setf, slot-boundp, slot-makunbound, or slot-value.
The generic function slot-missing is invoked when an attempt is made to access a slot in an object whose metaclass is standard-class and the slot of the name slot-name is not a name of a slot in that class. The default method signals an error.
The generic function slot-missing is not intended to be called by programmers. Programmers may write methods for it.
The generic function slot-missing may be called during evaluation of slot-value, (setf slot-value), slot-boundp, and slot-makunbound. For each of these operations the corresponding symbol for the operation argument is slot-value, setf, slot-boundp, and slot-makunbound respectively.
The optional new-value argument to slot-missing is used when the operation is attempting to set the value of the slot.
If slot-missing returns, its values will be treated as follows:
Affected By: None.
The default method on slot-missing signals an error of type error.
defclass, slot-exists-p, slot-value
The set of arguments (including the class of the instance) facilitates defining methods on the metaclass for slot-missing.


text:
In this issue:
- Double Taxation Agreements and Your Asia Investment Strategy
- Key Tax Rates Around Asia
- Anti-Avoidance Rules Across Asia
- Bilateral Investment Treaties
"Tax, used properly, greases the wheels of international commerce," as one of our clients recently put it. That's arather different sentiment to the old adage about death and taxes, but it is one that is becoming increasingly valid, and especially so throughout Asia. As world trade continues to grow (even in these troubled economic times, global trade grew over 2 percent in 2012), the reduction of trade barriers, tariffs, and customs duties is becoming increasingly common. Part of this is the remit of the World Trade Organization, which monitors and provides a legal platform for international commerce. However, another significant growing trend in the promotion of global trade is the creation of new trade and tax agreements.
In this issue of Asia Briefing Magazine, we take a more regional view of the subject, and look at the various types of trade and tax treaties that exist between Asian nations. These include bilateral investment treaties (BITs) - which are somewhat unfashionable, yet still the major focal point of bilateral trade between many smaller emerging nations - and also the meatier double tax treaties (DTAs) and free trade agreements (FTAs) that directly affect businesses operating in Asia. China's own FTA with ASEAN abolishes import duties on thousands of products, and manufacturing in say Vietnam to service the China market is beginning to make a lot of sense if your product falls under the treaty remit. The DTAs that go along with this can, under the correct structure, permit employees to be based in foreign countries without tax penalty, and may even allow service offices to be established abroad without being subject to local profits taxes. Together, such trade agreements are a powerful combination.
Simply put, tax treaties are changing the nature of global logistics and the global supply chain, and are having a profound impact on Asia's business landscape. We hope this introduction is useful and helps our readers understand and begin to make business cases for examining pertinent treaties to take advantage of what amounts to the ongoing dismantling of regional and global trade barriers.


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The human side of the Heart of Borneo
Two recent HoB Initiative international events, one held in Singapore (Roundtable on Protecting Nature in the Heart of Borneo, held by the Institute of Southeastern Asian Studies) and the other in Kuching (the 6th HoB Trilateral Meeting) marked a more definitive concern with communities and the socio-cultural aspects of the Heart of Borneo.
While the natural wealth of the HoB is locally and globally known, and has been celebrated, less attention has been given to the human side of the HoB, and one which makes HoB such a unique and rich place: the interconnections between the land and its peoples, between natural resources and traditional knowledge of the Dayak Indigenous groups, between the fauna and flora of Borneo, and the cultural and artistic heritage of the communities.
The history of the natural landscape of the Heart of Borneo is deeply intertwined with the history of its people who have been managing it for centuries. Extensive archaeological remains in the area are silent witness to a long history of human settlement on the island.
It is in a way expected,and certainly critical for the Heart of Borneo initiative to speak the language of emotions and feelings, and highlight the human side of the island. The Heart of Borneo's vision of sustainably managed landscape and ecosystem services will not be successful nor lead a transformation towards sustainability and prosperity unless it recognises and engages the communities in the HoB. For the green heart to live, we need to listen to the Borneo's human and social beat.
Dayak ethnic group in the Heart of Borneo regard it as their homeland. The sense of belonging and closeness with the environment is the main reason indigenous peoples have looked after their ancestral land and devised ways to exploit its resources in a sustainable manner, based on traditional knowledge and experience. Over generations, they have developed practices to grow crops, experimented with new cultivars, used forest products, hunted and fished in the forests and rivers of the interior.
During the roundtable in Singapore, the importance of listening to and engaging communities in the Heart of Borneo and along the international border that cuts along the region was strongly expressed by some of the panelists who reflected on the role and aspirations of Indigenous Peoples in Sarawak, Sabah and Kalimantan.
Similarly, it is the views, history, and hopes of local people for sustainable development in the Heart of Borneo that are recorded in the collection of short writings by local peoples and Indigenous leaders, and excerpts from studies of researchers that comprise the Human Heart of Borneo report.
The perspective of the report however is not only the past. It is also very much about the present and future of the communities in the Heart of Borneo especially those living along the long international border between Indonesia and Malaysia. Over time, the border has done little to divide communities and families. It has not separated but rather brought together the ethnic groups living on both sides of the border. The border has facilitated movement and crossing of people along natural passages between the eastern and western parts of the island in the Apau Kayan, the Krayan Highlands, and other areas in West Kalimantan.
It is the linkages between the natural and social capitals that have shaped Borneo over time. It is the 'open' border and dynamic engagement of the communities that are also key to the sustainable future of the island of Borneo.


frac{dy_{Pi}}{dt}|_{t=0} t + O(t^2)$$
so that, exploiting (2):
$$y_{Pi}(t) = y_{Pi}(0) + \frac{dy_{Oi}}{dt}|_{t=0}t + \sum_{j=1}^n \frac{dR_{ij}}{dt}|_{t=0} x_{Pj}t + O(t^2)\qquad (3)\:.$$
Using the Lie group structure of $O(3)$ (or also by direct inspection), it is possible to prove that, as $R(0)=I$, there exists a vector $\omega(0)$ such that ($^*$):
$$\frac{dR}{dt}|_{t=0} = \omega(0) \times \qquad (4)\:.$$ Finally evaluating (1) for $t=0$ we find $${\bf y}_P(0) = {\bf y}_O(0) + {\bf x}_P(0)\qquad (5)$$ where all vectors are indifferently decomposed w.r.to the basis of the ${\bf e}_i$s or that of ${\bf k}_i$s, just because they coincide for $t=0$. Inserting (4) and (5) in (3), we eventually achieve:
$${\bf y}_{P}(t) = {\bf y}_{P}(0) + {\bf v}_O(0) t + \omega(0)\times {\bf y}_p(0)t + O(t^2)\qquad (6)$$
where, obviously ${\bf v}_O(t):= \sum_i \frac{dy_{Oi}}{dt}|_{t=0} {\bf e}_i$.
For a generic instant $t_0$, defining $\Delta t = t-t_0$ we would similarly obtain:
$${\bf y}_{P}(t) = {\bf y}_{P}(t_0) + {\bf v}_O(t_0) \Delta t + \omega(t_0)\times ({\bf y}_P(t_0)- {\bf y}_O(0))\Delta t + O(\Delta t^2)\qquad (7)$$
Eq.(7) says that, in the neighbourhood of every instant ($t=t_0$ in our case), the motion of ${\cal B}$ is the superposition of a spatial translation along ${\bf v}_O(t_0)$ and a rotation around the unit vector parallel to $\omega(t)$ passing through the instantaneous centre $O(t)$. The axis is the instantaneous rotation axis by definition.
Using (7) that is valid for every choice of $O$, if the motion of not of pure translation, we can always change $O$ in order that at the interesting time ${\bf v}_O(t_0) \times \omega(t_0)=0$ so that ${\bf v}_O(t_0)$ and $\omega(t_0)$ are parallel. Notice that the new $O(t_0)$, in general, is not a point of matter of ${\cal B}$ but a geometric point in the space. In this case (7) reduces to a pure rotational motion around $O(t_0)$ plus a translation along the rotational axis (in a neighbourhood of the considered instant of time). This point $O(t_0)$ is an the instantaneous rotation center. Actually there is a whole axis with the same property: that passing for the found $O(t_0)$ directed along $\omega(t_0)$.
$(^*)$ As $t \mapsto R(t)\in O(3)$ and $R(0)=I$, then $dR/dt|_{t=0}$ is an element of the Lie algebra of $O(3)$. The Lie algebra of $O(3)$ is made of all real antisymmetric $3\times 3$ matrices. If $A$ is such a matrix, it immediately arises that there is a vector $\omega_A$ such that $A{\bf u} = \omega_A \times {\bf u}$ for all vectors ${\bf u}$.
 - 1
 $\begingroup$ You mentioned using the Lie group structure of $O(3)$.Could you please elaborate further on that subtle point?.Because that statement was really the crux of your proof. $\endgroup$ – Sandesh Kalantre Jan 27 '14 at 16:12
 - $\begingroup$ The Lie algebra of $O(n)$ is made of all antisymmetric $n\times n$ matrices (this can be easily proved). For $n=3$ an antisymmetric matrix $A$ is always of the form $\omega_A \times$ for some vector $\omega_A$. $\endgroup$ – Valter Moretti Jan 27 '14 at 16:16
 - $\begingroup$ As $t \mapsto R(t)\in O(3)$ and $R(0)=I$, $dR/dt|_{t=0}$ is an element of the Lie algebra of $O(3)$. $\endgroup$ – Valter Moretti Jan 27 '14 at 16:17
The fact you are stating is quite general in fact and even extends in a related form to 3 dimensions also.
It is known as Chasles's rotation theorem: Any general displacement of a rigid body can be represented by a translation plus a rotation.
In the case of motion of a body in a plane,the axis intersects the given plane in a point which we can call the instantaneous centre of rotation.Even in the case if doesn't intersect,we say the centre of rotation is at infinity.
So,yes any motion of a body in a plane has an instantaneous axis of rotation.
Your Answer


Beginner's guide to Construct 2
475,688 visits, 2,624,453 views
Creating a heads-up display (HUD)
A heads-up display (aka HUD) is the interface that shows the player's health, score and other information in-game. Let's make a really simple HUD out of a text object.
The HUD always stays the same place on the screen. If we have some interface objects, we don't want them to scroll away as the player walks around - they should stay on the screen. By default, layers scroll. To keep them on the screen, we can use the layer Parallax setting. Parallax allows different layers to scroll at different rates for a sort of semi-3D effect. If we set the parallax to zero, though, the layer won't scroll at all - ideal for a HUD.
Go back to the layers bar we used earlier. Add a new layer called HUD. Make sure it's at the top, and selected (remember this makes it the active layer). The Properties bar should now be displaying its properties. Set the Parallax property to 0, 0 (that's zero on both the X and Y axes).
Double-click a space to insert another object. This time pick the Text object. Place it in the top left corner of the layout. It's going to be hard to see if it's black, so in the properties bar, make it bold, italic, yellow, and choose a slightly larger font size. Resize it wide enough to fit a reasonable amount of text. It should look something like this:
Switch back to the event sheet. Let's keep the text updated with the player's score. In the Every tick event we added earlier, add the action Text -> Set text.
Using the & operator, we can convert a number to text and join it to another text string. So for the text, enter:
"Score: " & Score
The first part ("Score: ") means the text will always begin with the phrase Score:. The second part (Score) is the actual value of the Score global variable. The & joins them together in to one piece of text.
Run the game, and shoot some monsters. Your score is displayed, and it stays at the same place on the screen!
Finishing touches
We're nearly done. Let's add some final touches.
Firstly, let's have some monsters regularly spawning, otherwise once you've shot all the monsters there's nothing left to do. We'll create a new monster every 3 seconds. Add a new event:
Condition: System -> Every X seconds -> 3
Action: System -> Create object -> Monster, layer 1, 1400 (for X), random(1024) (for Y)
1400 is an X co-ordinate just off the right edge of the layout, and random(1024) is a random Y co-ordinate the height of the layout.
Finally, let's have ghosts kill the player.
Condition: Monster -> On collision with another object -> Player
Action: Player -> Destroy
Congratulations, you've made your first HTML5 game in Construct 2! If you have a server and want to show off your work, click Export in the File menu. Construct can save all the project files to a folder on your computer, which you can upload or integrate to a web page. If you don't have your own server, you can share your games on Dropbox.
You've learnt some important basics about Construct2: inserting objects, using layers, behaviors, events and more. Hopefully this should leave you well prepared to learn more about Construct 2! Try exploring its features and see what it can do for you.
The finished thing
Try downloading the finished tutorial project. I've added in some extra features like some "Game over" text, and monsters which gradually speed up. Knowing what you know now, it shouldn't be hard to figure out how it works. There are also lots of comments describing how it works.
Well done! If you have any problems or you think any part of this tutorial could be improved, leave a comment or drop us a message on the forum. We'll see what we can do!
Finally, if you liked this tutorial and think someone you know might also like Construct 2, why not send them a link to this tutorial? Surely it can't hurt :)
Further reading
Want to add music and sound effects? See Sounds & Music in the manual for a quick overview.
You may be interested in our alternative platformer-based beginner's tutorial, How to make a platform game.
If you'd like to know more about how events work in Construct 2, see the section on How Events Work in the manual. It's highly recommended so you can get going quickly with your own projects! Then for even more information, don't forget there is complete documentation in the manual
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text: What are the special conditions necessary for fossils to form? Usually, if something dies, it either rots away from bacteria and fungus, or is eaten by animals. (Scavengers are animals that live off of dead flesh.) So, a major factor in forming a fossil is rapid burial. This protects the organism from being eaten or exposed to bacteria.


text:
Description en Français :
English Description :
The Merlin S300-1 is a single unit designed to test both electro-hydraulic and piezo common rail injectors. Designed and Developed with the following function:-
S300-1 Common Rail Injector System tester, one unit for the following systems:
The S300-1 can generate pulses suitable to drive piezo injectors as well as conventional solenoid types.
The duration of the pulse as well as the repetition rate can be adjusted to simulate a range of operating conditions.
When used in conjunction with a Merlin S400A or S425A air operated injector tester, a common rail injector can be operated sufficiently to observe the nozzle spray pattern and measure the backleak time. It can also be used with manually operated injector testers.
Supplied complete with electrical mains cable, connection cable with 4 adaptor cables to suit Bosch, Denso, Delphi, Siemens (VDO) Piezo and general purpose applications.


text:
Purchase this article with an account.
Frank Tong, Amy Wong, Ming Meng, Thomas J. McKeeff; Brain areas involved in attentional control and perception of ambiguous figures. Journal of Vision 2002;2(7):677. doi: 10.1167/2.7.677.
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© ARVO (_PHONE_); The Authors (2016-present)
To what extent are attention-related brain areas involved in monitoring versus controlling incoming perceptual information? Ambiguous figures such as the Necker cube provide an ideal stimulus to explore this question because observers report spontaneous reversals while viewing such stimuli yet appear to retain some degree of voluntary control over perception. Here, we monitored fMRI activity while subjects maintained fixation and provided an online report of their perceptual interpretation of a Necker cube. Before each trial, subjects were visually instructed to either: 1) passively monitor the stimulus, 2) actively attempt to initiate a perceptual switch ('active' condition), or 3) attempt to sustain a single percept throughout the trial ('stay' condition). Behavioral data revealed that subjects could successfully control their perception to some extent, though not absolutely (mean switch times for active = 2.2 s, passive = 3.7 s, stay = 6.9 s, trial duration = 12 s). fMRI analyses across all three conditions revealed extensive activation in visual, parietal, and prefrontal and anterior cingulate cortex. Comparisons between voluntary control conditions (active and stay) and passive viewing revealed more restricted activation in parietal and frontal brain area previously implicated in visual attention. Some subjects also showed differential activity in the anterior cingulate and/or extrastriate visual areas. Importantly however, all brain areas showing greater activity during voluntary control also revealed highly robust responses during passive viewing (relative to fixation baseline) and only slightly, though significantly, enhanced responses during voluntary control conditions. Our findings indicate considerable overlap between the brain regions involved in controlling or biasing the perception of ambiguous figures and those involved in monitoring perception. These results are consistent with the notion that voluntary control of perception is imposed through the selective allocation of attention and the activation of stored perceptual representations. Moreover, the voluntary control of perception seems to rely on the very brain areas that serve to monitor perception from moment-to-moment.
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text:
ICIT Diversity in Cybersecurity
National security and critical infrastructure resiliency depend on the success of the cybersecurity community's diversity efforts. Reducing risk to an organization requires cross-functional stakeholder engagement within the business and its supply chain to balance business objectives with security needs. Security teams that bring diversity of thought and perspective to the decision-making process are best equipped to navigate this complex ecosystem of players, technologies, and cultures.
The last several years have seen cybersecurity workforce discussions mature to include diversity as both a competitive advantage and a solution to the growing talent shortage. Leaders increasingly understand that to prepare for the broadest variety of vulnerabilities we need people who are attuned to all types of risks participating at all levels of the discussion.
In this paper, entitled "The Business Value of a Diverse InfoSec Team: A Discussion on How Gender, Racial, Cognitive, and LGBTQ Diversity Improves Cybersecurity Outcomes," ICIT (Institute for Critical Infrastructure Technology) explores this important topic by discussing:
- The intersection of Diversity, Cybersecurity, and National Security
- Studies demonstrating the link between Diversity and Improved Outcomes
- Underrepresented communities including women, minorities, LGBTQ+, and neuro-atypicalism
This paper was authored by ICIT's Executive Director Parham Eftekhari, and Lead Researcher Drew Spaniel.
ICIT would like to thank the following experts for their contributions:
- Devon Bryan, Former CISO, The Federal Reserve
- Teddra Thomas Burgess, CRO, Micro Focus Government Solutions
- Jerry Davis, ICIT Fellow & Former CIO, NASA Ames Research Center
- Joyce Hunter, ICIT Fellow & CEO, Vulcan Enterprises LLC
- Don Maclean, ICIT Fellow & Chief Cybersecurity Technologist, DLT
Click Here to Read More


text:
The SUNY EOCs are a system of educational enterprises that serve eligible adult learners.
As part of this system, the Rochester Educational Opportunity Center will deliver comprehensive, community-based academic and workforce development programs and provide support services leading to enhanced employment opportunities, access to further education, personal growth and development.
To maintain a high-quality learning environment, REOC will focus on teaching excellence, student learning, career development and technological initiatives. REOC will prepare students to demonstrate competency in the following:
- Computer Literacy and Information Resources
- Critical Thinking
- Oral Communication
Our focus is to serve with compassion, dignity and respect.
We pursue EXCELLENCE and quality in education and training through collaboration, continuous improvement, student and customer satisfaction and innovation.
We conduct our work with INTEGRITY, honesty, and fairness and meet the highest ethical and professional standards.
We accept RESPONSIBILITY for using our resources in a prudent and efficient manner.
2018 – 2019 RULES OF ENGAGEMENT
- WE will appropriately refer students and colleagues to internal and external experts, resources, and agencies for support.
- WE will consistently address unacceptable behaviors immediately.
- WE will explore acceptable solutions and choices without judgement.
- WE will clearly explain and confirm students' understanding of expectations.
- WE will talk with people to engage with them as individuals.
- WE will mindfully "self check" when interacting with others.


Homework Help
What is a realistic novel? Explain it with reference to Jane Austen and the development...
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lobsang | Student, Undergraduate | eNotes Newbie
Posted February 8, 2009 at 10:47 PM via web
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What is a realistic novel? Explain it with reference to Jane Austen and the development of the Realistic Novel.
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joyceh2 | College Teacher | (Level 3) Educator
Posted March 30, 2012 at 11:13 AM (Answer #1)
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Like the works of some of her contemporaries' novels, Jane Austen's 19th century writings are often referred to as realistic novels. Her books, such as Pride and Prejudice, use fiction to depict as closely as possible the day-to-day experiences of people in a particular time and social class. The characters in realistic novels are complex beings with multifaceted emotions who are faced with plausible, everyday challenges of their era and station in life. Other novelists of the 19th century whose works are classified in the realism category include George Eliot and Leo Tolstoy.
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ognesperanza | College Teacher | (Level 2) Adjunct Educator
Posted June 8, 2012 at 10:49 PM (Answer #2)
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Literary realism is a branch of literature which set out to reflect society as it was, to get as close to the bone of real life as it could. It often depicts more humble or banal events than Romantic writers. So most of Jane Austen's novels are realist because they are fairly mundane; they depict fairly ordinary people, usually woman, doing fairly ordinary things. There are few locked room mysteries, no strange and mysterious happenings, or insane wives. The women do ordinary things like get married and the men are fairly ordinary men.
If you compare Pride and Prejudice to a novel like Jane Eyre, the differences become clear: no secret insane wives imprisoned in the home, no misplaced identities and no Byronic heroes.
In a way it could be described as less 'exciting' than Romantic novels but it is a truer reflection of society because it relies less on stylization and more on holding a mirror up to society.
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text:
Subhash Palekar, popularly known as 'Krishika Rishi' (the "sage of agriculture"), is a famous exponent of natural farming and a tireless promoter of the concept of "Zero-Budget Natural Farming" (ZBNF).
Palekarji's ideas on natural farming evolved from his research done in Maharashtra between 1988 and 1996. Using eclectic textual evidence from the Vedas, and historical and literary works, he claims to have rediscovered principles of natural farming that existed a few thousand years ago. Natural farming, for Palekarji, is a "spiritual penance" (sadhana) incorporating the ascetic practices of self-purification and self-mastery. It is a spiritual way of farming and is based on our great age-old and time-tested Vedic principles.
Palekarji believes in a method of cultivation which makes the already existing nutrients in the soil, such as phosphate, potash, zinc and calcium, available in absorbable form by the plants. This is made possible by the millions of micro-organisms present in Jeevamruta (Nectar of Life), a solution Palekar obtained from a mixture of water, dung and urine of indigenous cattle, jaggery and besan flour.
Seed and plant diseases are treated with the help of cheap, easily available materials like buttermilk, black pepper, neem and tobacco. Jeevamruta is not a fertiliser; it only activates the soil ingredients necessary for a plant's healthy growth. Since it is to be mixed with the water normally given to plants (or just sprinkled across the field, in the case of dry land cultivation), it involves a lot less labour than that required for putting fertilisers and pesticides.
Besides enabling the growth of safe, healthy produce, Palekar's model eliminates the cost of fertilisers, pesticides and seeds, and greatly reduces the incentive to borrow, one of the chief causes for farmer suicides in the country — hence its evocative title, 'Zero-Budget Natural Farming'.
Poojya Guruji has fully endorsed this method of farming and actively supports Palekar'sendeavour.


Le Chevalier du Labyrinthe - Overview
By Keith McDonald
Le Chevalier du Labyrinthe ran from September 1990 on a weekly basis for two series. Over 100 episodes were made, and it is still fondly remembered by French viewers.
(Derived from the French production press pack.)
One of the four players becomes the 'Knight of the Labyrinth'. He or she is assisted in his quest by three friends as they navigate rooms of the castle.
With the help of the advisors and the Master, the knight must solve riddles, answer questions, avoid traps, cross narrow passages, and face strange creatures.
If the knight perishes, it is replaced by one of the advisors. If three knights are eliminated, the team loses the game.
To complete the game, the players must be attentive and record everything they hear. The knowledge they accumulate will allow them to reach the final stage and claim their prize.
Press cuttings
A team watches from the viewing balcony in Le Chevalier du Labyrinthe.
In the first series, quests began in the dice room, as in Knightmare Series 3. Many of the rooms, traps and hazards were familiar from the 1989 series.
Inside the labyrinth, the first principal goal was to reach Merlin's chamber. The knight crossed the void to summon Merlin by answering questions from Morganne la Fée.
Merlin assessed what the team had learnt during their quest (including answers they had not known in earlier rooms). Once he was satisfied, the knight sat on his throne and was transported to the treasure room for the final challenge.
The knight removes the helmet before solving a puzzle on the table (against the clock in the second series). If the knight succeeds, he/she is able to draw a sword from a stone, revealing the prizes.
Differences with Knightmare
A knight draws the sword in the Treasure Room in Le Chevalier du Labyrinthe.
The Labyrinth
Three locations were purpose-built: the castle antechamber, a balcony for the advisors, and the final treasure zone (salle du trésor).
Most of the gameplay rooms were based on David Rowe's artwork for Series 3 (1989), using chromakey and an Amiga 2000 for effects.
Some of David's illustrations were adapted slightly to introduce a different obstacle. By the second series, new and unseen rooms had been commissioned.
As teams had numerous 'lives', the average difficulty level was higher. Some rooms that featured often in Chevalier were rarely seen on Knightmare.
Knights were often made to attempt rooms in a different way to Knightmare. This emphasised the reuse of stock footage, such as goblin pursuits in the Stalactite Caves.
Inside the labyrinth
A knight finds a twisting pathway in Le Chevalier du Labyrinthe.
Le Chevalier du Labyrinthe had a much smaller cast then Knightmare (as few as five), and therefore a smaller range of characters. Most of the cast played several characters.
Some of these had clear parallels to Knightmare, such as Merlin (like-for-like), Velda (like-for-like), Bouffon (Motley), Mandragore (Mildred), and a talking raven, Tarok.
Others were more original, including Morgane la Fée (a fairy), and the underworld spectre of Tados, who inhabited the cave usually associated with Cedric the Mad Monk.
The actors are considered legends in France and are well-known through other roles in television and film. The 'Master of the Castle', Georges Beller, is particularly eminent in France as a host and entertainer.
About the characters
Merlin the Wizard, played by René Lafleur in Le Chevalier du Labyrinthe.
Sponsored by SEGA / Virgin Leisure
The show was initially sponsored by SEGA, the market leader in Europe for gaming consoles in 1990. Winners during the first series received a SEGA Master System. The production press pack explains:
Le Chavalier du Labyrinthe reflects young people's passion for adventures and video games. Like the show, the SEGA Master System transports games players into an imaginary world.
The SEGA Master System is a high-tech console for television. Priced at 690F, showing the calibre of the prize, the SEGA console has a catalogue of over 100 games.
SEGA also contributes to the generic tape announcements of Le Chavalier du Labyrinthe.
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Series 6 Quest 3
Series 6, Quest 3. Alan meets Haggatty the witch on the outskirts of WitchHaven (Level 2)
Team 3: Alan, Jim, Nick and Mark from St Albans.
Fortress of Doom
The Fortress of Doom, as shown in Series 4 (1990).
This heavily-guarded fortress contained the Level 1 wellway in the fourth series of Knightmare.
Abbey Undercroft
The Undercroft, as used in Series 6 and Series 7.
We didn't always see the tops of quest rooms. This vaulted ceiling was an exception.
See Also


Quick Answer: What Are Some Examples Of Cultural?
What is an example of a cultural value?
Culture is defined as all of a group's guiding values and outward signs and symbols taken together as one big whole.
What are some examples of cultural issues?
Different Viewpoints. Gender, age, ethnic group, sexual orientation and other factors all create different filters through which people see and experience the world. … Perceptions. … Respect. … Training. … Work-Life Balance.
What is a cultural norm examples?
Sociologists speak of at least four types of norms: folkways, mores, taboos, and laws. … For example, wearing a bikini to church may be offensive, but it is not against the law. Members of a culture must conform to its norms for the culture to exist and function. Hence, members must want to conform and obey rules.
What are the 10 characteristics of culture?
Characteristics of Culture:Learned Behaviour:Culture is Abstract:Culture is a Pattern of Learned Behaviour:Culture is the Products of Behaviour:Culture includes Attitudes, Values Knowledge:Culture also includes Material Objects:Culture is shared by the Members of Society:Culture is Super-organic:More items…
What is blue culture?
In a blue culture, employees are encouraged to interact with others and approach tasks in ways that will help them meet their higher order satisfaction needs. Affiliative people feel they are accountable for the goals they have established with their leaders — and they feel good about achieving them.
What are 5 examples of culture?
What are some examples of cultural diffusion?
So food originating in America can be seen in countries around the world. For example, here is a McDonald's in Asia. Also, clothing companies like Nike located in Australia or Japan would be another example of cultural diffusion.
What are the 7 cultures?
Terms in this set (7)social organization. the family patterns and social classes of a culture.Customs and traditions. way people act, wear, what they eat, and their laws.language. (language) communication by word of mouth.religion. … art and literature. … forms of government. … economic systems.
What are the 4 types of culture?
What is the best example of a cultural value?
Beliefs, customs, and traditions are all part of the core of a society's cultural values. "Equality for all people" is a common universal belief that is essential for all righteous society, and that attempts to integrate every group and regarded it in an equal and respectful manner.
What are the 4 organizational cultures?
Cameron at the University of Michigan at Ann Arbor, there are four types of organizational culture: Clan, Adhocracy, Market, and Hierarchy. Clan oriented cultures are family-like, with a focus on mentoring, nurturing, and "doing things together."


Monday, April 28, 2014
Teacher/Student Lunch
The Logan River Academy students have opportunities to engage in off-campus activities from time to time. One of the traditions at LRA is that upon a student's discharge from the school they are given the opportunity to take a few close friends off campus to a restaurant for lunch. They are accompanied by staff and get to choose where they want to dine. Recently by happenstance, staff was not able to attend a lunch event and some teachers were given the opportunity to accompany a discharging student on their goodbye lunch. Five Guys was the food of choice, and the teachers and students went to a local park to enjoy their meal. It doesn't happen often that teachers and students are given the opportunity to mingle outside of the classroom, but the experience was enjoyed by all and hopefully created good memories for the discharging student and their peers.
Tuesday, April 22, 2014
Respect Assembly
Chad Checketts and his son-in-law Wade came and spoke to our student body last week. They did an interactive presentation which started out talking about the structure of a business he used for Logan RiverAcademy students called "Me Incorporated." They talked about all of the different departments in a business and the roles each play. Then they related those roles to the students' lives right now. Both Chad and Wade have gone through different things in their lives that the students were able to relate to. They talked about what role patterns play in life and how having a good mentor can help you be successful. They talked about self-worth and how it comes from within--no one has a more powerful effect on you than yourself. In the end Chad and Wade tied everything to respect and how you have to respect yourself first. Mistakes happen, relapses happen, but when you have a good mentor and surround yourself with people you trust, you can be successful.
The students really enjoyed the life stories both speakers shared. There were many who left the assembly saying "that was exactly what I needed to hear this morning."
Tuesday, April 15, 2014
USU/Bridgerland Tours
Nine Logan River Academy students, the careers teacher, and a staff member recently spent a school day on tours. The first tour was of Utah State University. One of the LRA students arranged for the tour to begin at the Military Science building where the students learned about the Army ROTC program and what it took for those students to choose their military career or to have the military pick it for them. Part of the criteria involved how fast they performed a two-mile run and the number of push-ups they could do. Then the formal tour began at the AdmissionsOffice where the students learned about Utah State University and some of the benefits of attending. A USU student ambassador showed the students around campus. The LRA students learned how the "True Aggie" tradition began and how USU students now become one. The walking tour included seeing a classroom that seated approximately 400 students and a Monsters, Inc. type book retrieval system at the Merrill-Cazier Library. This tour was followed by a USU Housing tour where they learned about three different styles of living accommodations and menu plans before they walked through actual USU student living quarters (with students there trying to study). Many of the students would say the next part was great as they had lunch at the all-you-can-eat Aggie Marketplace.
The final stop was a tour of the Bridgerland Applied Technology College. Our students found out that many of the hands-on skills programs have open-entry/open-exit courses where they can learn at their own pace. The students visited the machining, meat cutting, and health departments. (Some students handled the meat cutting better than others.) At the end it was a treat to be shown a 3-dimensional printer and some of the things it can create.
Overall it was an interesting and fun day for the students. They now have a better understanding of a couple post-secondary education options available. Hopefully it will give them something to look forward to in their future.
Project Reality
Every semester we take a group of students to the County Jail for Project Reality. We take a tour of the facility and then visit a classroom to meet with some of the inmates. There was a group of five inmates who participated in this Project Reality. They came in the room and sat up front, facing the students. They all introduced themselves and then open it up to a question and answer panel. At first students were hesitant to ask questions; they weren't sure exactly what to ask. Once the first question was asked, however, hands flew up and they were eager to ask questions. The students came up with some thoughtful questions about what the inmates' plans were after their time was up, how they were going to stay clean, how the students can deal with their own situations to stay out of jail, etc. Some of the inmates had been doing the program off and on for months; for one it was his first time. The students felt like it was a good experience because they could relate to the inmates on different levels. After each trip to Project Reality, students are to write a 1 page response. The responses are given to the County Jail and the Project Reality team is able to read them. It is a great experience for the students, staff, and inmates alike.
Enroll your child into Logan River Academy.
Wednesday, April 9, 2014
The Capture Guy
Boone Smith, a wildlife zoologist and known as "a capture guy" from Preston, Idaho, recently spoke to the Logan River Academy student body. He travels the world trapping and putting collars on wild big cats, such as mountain lions, pumas, cheetah, jaguars, and snow leopards.
Being a wildlife zoologist was a natural choice for him. His great grandfather was a government tracker for bears, and his grandfather was a mountain lion bounty hunter who taught Smith how to train hound dogs and sets traps. From there, he attended USU and BYU. His first job was as a wildlife field biologist tracking a group of animals with radio collars.
The way he would catch a mountain lion is first by finding a track. Then, the hound dogs are turned loose to find and trap the lion. In the past, they gave the lions a sedative, but now they give them a disassociative drug, which makes the lion hallucinate and lose the use of his senses, while maintaining muscle control. While the animal is under the influence of the drug, they put a radio collar on the animal, and they monitor the lion's heart rate, pulse, and temperature, as well as check for diseases, measure their paws and teeth, and determine age among other things. They want to take advantage of the time to gather as much research data as possible.
In order to hunt and collar the animals, Smith said the capture guys needed to go where the big cats are. Some places don't work for the dogs, so instead they use snares (buried wire that pulls tight and traps the cat when stepped in). As with many of the things they do, there is a lot of trial and error learning. The capture guys use trail cameras to figure out where the animals will step. In one situation they learned that the animals traveled on the roads. A trick they learned was to put a log near the trap. This helped them avoid catching a lazy water buffalo that would stay away from the log; the jaguar, however, did not see the log as a deterrent, and they were able to trap it. The capture guys also needed to learn how to utilize snares in various landscapes, such as rocky terrain.
The radio collars don't bother the animals or interfere with their habits. The collars are used to see what animals do in private or in remote, isolated, and forested area; know their movements, such as rest or moving, speed; and whether they are with other animals or alone. As a result, zoologists are able to learn how the big cats survive alone and in a group, what their territory is, how same and different species interact with one another, what may be killing a species, how habitats and terrains affect species, etc.
Why does the Capture Guy do it? Smith stated that we have a responsibility to take care of our wildlife and the information can be used to make management decisions. The wild animals need wildlife areas that are big enough for them to live and survive. Smith also does it for the adventure, excitement, and the thrill of the hunt.
The students were able to sense the excitement as they asked questions to learn more about the animals and his experiences. It was an enjoyable time and Logan River Academy appreciates the time Boone Smith took from his schedule to spend time with us.
Wednesday, April 2, 2014
It is that time again for students to prepare for the SAT/ACT test. Math and English SAT/ACT prep classes are offered for students who want extra help. Students are often nervous about these tests because they're looking forward to moving onto the next stage of their life at college. When students attend the Math SAT/ACT prep class, they receive test-taking strategies and tips for the test and LOTS of encouragement. They are given reviews and practice tests from to do, as well as the official ACT and SAT sites, which give a break down of the subject categories, and additional instruction to help calm their nerves.


Talk:Sub-orbital spaceflight
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I'm confused...[edit]
So any vehicle that travels higher than 100 km yet slower than orbital speed is said to be in Sub-orbital spaceflight.
I don't understand why it is slower than orbital speed. According to the definition of the Karman line, shouldn't it be faster ? In fact, are suborbital flights such as those performed by SpaceShipOne slower or faster than orbital speed ? --Scroteau96 21:28, 25 February 2007 (UTC)
Suborbital flights are almost always slower than orbital speed. SpaceShipOne was much slower than orbital speed. If you can achieve orbital speed (which is very expensive), then you might as well inject into orbit, otherwise you have wasted a lot of money. Charles 16:09, 25 March 2007 (UTC) The only known cases of suborbital flights exceeding orbital velocities were mission failures, e.g. Pioneer-1. Nobody intentionally flies an orbital speed suborbital trajectory (i.e. nobody has money to burn).Charles 16:20, 25 March 2007 (UTC)
Has anyone done the math to show that the successful lunar impactor missions weren't on sub-orbital trajectories? Intuitively, an object impacting the face of the moon following a direct tracjectory had little angular velocity.... Sdsds 20:47, 25 March 2007 (UTC)
Earth escape missions do not fit the generally accepted defintion of suborbital. I think we are splitting hairs here Charles 03:05, 26 March 2007 (UTC)
You are right -- we're splitting hairs. Even so, a lunar impact doesn't imply an Earth escape. What matters is that this article is a great opportunity to explain a bit of orbital mechanics, and it isn't clear the article does that very well yet, given that readers describe themselves as "confused". Sdsds 03:29, 26 March 2007 (UTC)
Fair enough. Over the weekend I will try to write a few words on parabolic trajectories versus elliptical orbits, linking to other content on Wikipedia which covers it in more detail.Charles 13:33, 30 March 2007 (UTC)
The definition[edit]
So which is it? Suborbital Spaceflight or suborbital flight? The dictionary definition of suborbital says it's anything that does not complete an orbit around the world. This would include all regular planes which are very much suborbital. Surely it should be suborbital spaceflight only and use of the other term should be demoted to 'often mistakenly called' status? John 13:33, 30 March 2007 (UTC)
You could be on a suborbital trajectory and not be in space though; anything above about 35 km is in very thin air, and momentum dominates.WolfKeeper (talk) 01:25, 30 November 2007 (UTC)
The difference between suborbital and ordinary flight is largely arbitrary. The government bureaucrats in the USA haggled over it in a jurisdiction fight and came up with a definition that states that something is a suborbital flight if the thrust/weight ratio of the aircraft is greater than one over more than half the powered portion; at least something like that last time I checked.WolfKeeper (talk) 01:25, 30 November 2007 (UTC)
Flight duration[edit]
I restored some text mentioning the duration of the Pioneer 1 sub-orbital flight (43 hours). If you can find a real-world (not theory) example with a longer duration, please use it instead. (On the theory side: if a flight exits the Hill sphere, can we agree it would be non-orbital even if tangential velocity were zero?) Sdsds 15:35, 12 March 2007 (UTC)
Why were Categories removed?[edit]
Why did User:Ksyrie remove lots of categories on 19 March 2007. What was wrong with them? Charles 16:14, 25 March 2007 (UTC)
Suborbital as in electron orbits?[edit]
Suborbital redirects here... will move as soon as I find the right article. W1k13rh3nry 23:47, 24 April 2007 (UTC)
ah... never mind. W1k13rh3nry 23:48, 24 April 2007 (UTC)
I'm confused too...[edit]
This article says that flights in low Earth orbit "attain orbit but deorbit after less than one full orbital period," but the article on orbital spaceflight defines orbital spaceflight as "a spaceflight in which a spacecraft is placed on a trajectory where it could remain in space for at least one orbit," and then lists low Earth orbit as an orbit area. Does this mean that a spacecraft in low Earth orbit deorbits before completing the circle, but remains in outer space for the full circle? Not going in a full circle but going in a full circle doesn't make any sense. Someone the Person 00:07, 15 November 2007 (UTC)
there's a difference between a trajectory that would do an orbit, and a trajectory that wouldn't. There's also a difference between being on a trajectory that is orbital and completing it, to being on an orbital trajectory, but doing retrorocket firing that reenters you before you've actually completed an orbit.WolfKeeper 06:57, 15 November 2007 (UTC)
Talk:Sub-orbital spaceflight/Intercontinental flight[edit]
I've moved a recently created page about Intercontinental flight here because it was too focused on space travel, when in fact any flight between continents is intercontinental. Please merge what you can (with proper credit to the original creator in the edit summary if you wish to delete the page) - Mgm|(talk) 00:36, 8 February 2009 (UTC)
Removed ad.[edit]
I think I was logged out when I made the edit, but I removed the following section from the 'Tourist' section of the article. It's nothing more than an advertisement.
In 2008, Xcor Aerospace partnered with Rocketship Tours to offer the most affordable tourist access to the edge of space (less than half the price of existing competition). For more information contact Robert Miller at _PHONE_ or visit
JZelazny (talk) 04:52, 16 March 2009 (UTC)
First Man-made Object in Space[edit]
This article first says the first man-made object in space was the V2 rocket in 1942 (under the ballistic missile section). Later (under the Notable unmanned sub-orbital spaceflight title) its says the first suborbital spaceflight was the V2 rocket in 1944? So which was it 1942 or 1944? Thanks! Jlenthe (talk) 21:15, 21 February 2010 (UTC)
First manned sub-orbital space flight[edit]
Is this really worth noting, when the first manned orbital space flight had already occured? — Preceding unsigned comment added by (talk) 01:19, 15 September 2011 (UTC)
Space gun[edit]
Any sources for the statement guns have been used for suborbital flight? I find it hard to believe. Martijn Meijering (talk) 16:10, 23 September 2011 (UTC)
Never mind, found a reference. Martijn Meijering (talk) 16:39, 23 September 2011 (UTC)
The list of unmanned suborbital spaceflights currently includes a V-2 strike on London. I do not contest that this flight happened, but AFAIK it never crosssed the Karman line, and thus was not a spaceflight and doesn't belong here. The other V-2 flight listed is known to have crossed the Karman line and does belong, but it did not hit London; it was a test flight. If you have a proof that the London strike did also cross the Karman line, please add a citation. (talk) 23:32, 13 September 2012 (UTC)
Speed, range, altitude[edit]
In the section "Speed, range, altitude", it says, "Note that an intercontinental flight at an altitude of 300 km would require a larger delta-v than that of a LEO." Why is that? Even though I understand many things about physics, including the physics of spaceflight, I don't understand why said statement would be true. Or is it a mistake? If not, it sohuld be explained why.--Solomonfromfinland (talk) 23:30, 17 October 2012 (UTC)


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MAY 16, 2012
Animals with Scales and Tails focus of unique kids' camp
Phoenix Herpetological Society offers serious learning and fun with reptile encounters
SCOTTSDALE – Phoenix Herpetological Society (PHS) is offering a week-long adventure for youth ages 9 to 14 with a strong interest in wildlife, particularly reptiles, this summer.
Campers will explore the fascinating world of reptiles and efforts to conserve Arizona's deserts, while working alongside herpetology experts. PHS' Reptile Encounters Summer Camp offers four Junior Camp sessions and five Advanced Camp sessions tailored to two age groups:
Junior (ages 9 to 11) – Weeks of May 28, June 11, June 25 and July 16
Advanced (ages 12 to 14) – Weeks of June 4, June 18, July 9, July 23 and July 30
Times: Sessions are Monday - Friday, 9 a.m. to 3 p.m.
Where: Phoenix Herpetological Society sanctuary - North Scottsdale (near Loop 101 and Scottsdale Road)
Cost: $275 per person, per session
Program fees include a camp T-shirt, water bottle, class and lab supplies, and healthy morning and afternoon snacks. Campers must supply their own lunches and drinks.
The PHS Reptile Encounters Summer Camp combines unique classroom and field sessions, including hands-on activities teaching the importance of co-existence with all animals, and respect and responsibility for often misunderstood reptiles. Through up-close encounters with a variety of animals (more than 1,400 onsite), campers discover the impact reptiles have in our desert as well as our planet – such as why we need them, and what our world would be like without them.
"Since PHS is a working sanctuary and rehabilitation facility, incoming animals that have been surrendered, rescued, relocated or need emergency treatment become teaching opportunities," says Wendy Cassidy of PHS. "Experiencing first-hand the conditions that some of these animals arrive in makes a big impact on campers. Observing the importance of quick assessment and treatment of an injured animal or the compassion we show toward a reptile owner forced to surrender his long-time pet are real-life situations that occur at the sanctuary."
Campers receive a Field Journal on the first day and learn to record data and observations like a real field biologist. Typical weekly activities include: daily animal care and maintenance, food preparation and feeding, observing veterinary procedures and techniques (including dissection), collecting and comparing research data, live animal programs and desert exploration.
Guest speakers from Arizona Game and Fish Department and other wildlife rescue organizations in the state will visit and share their experiences and knowledge as wildlife educators.
Space is limited and age requirements are firm, in order to make the most of each camper's experience.
For more information and to register online, go to _URL_, and click on the Reptile Encounters link on the home page.


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Recently added items
Have you ever experienced migraines?. No? Yes?. Migraines give intense pain and make your body weak. Just one awful migraine can make your whole day immobilize.
In such cases, most people use painkillers to get relief. Painkillers are the first drugs suggested by doctors for migraines and headaches. But painkiller is not the solution; it may cause a side effect for some people, such as dry mouth, itching, sweating, upset stomach, anxiousness, etc.
If the medicine doesn't work for you, what will you do at that time? Or you may want to get relief without using the drug. Quite challenging, right?. So the solution is lemon juice and Himalayan salt for migraines. So if you want to avoid using painkillers, you should try for salt to get rid of migraines.
How do we get migraines?
Migraine is a type of headache starting from any one side of the head.
How do we get migraines? I clearly can't tell you the exact causes, but I have a list of some reasons. So keep reading that you may find some relatable situation that you are going through.
- Excessive Allergies.
- Stress headache.
- Lack of vitamins and minerals
- Dehydration and electrolyte imbalance.
- Use lemon juice and Himalayan salt for instant Migraine relief.
How do you make lemon juice with Himalayan salt?
Making this juice is not a tedious or time-consuming process. You can set your entire day within a minute for success with a small concoction of Himalayan salt, water, and lemon.
Sounds easy right? So, Now let's look at the ingredients below and how we can make this juice.
- ½ teaspoon of Himalayan salt
- Two tablespoons of lemon juice
- Water (250 ml)
- One teaspoon of honey (it is optional only if you need sweet)
- Squeeze the lemon into the glass
- Add water (hot or cold)
- Add Himalayan salt
- Mix it well and drink
All you have to do, Squeeze the lemon juice, add the Himalayan salt in the glass of water, and stir until it dissolves.
You can also add sweetener with honey. And drink it. It might not taste good for some people, but it works like a charm.
Himalayan salt rehydrates the cells; they are rich in electrolytes, minerals, and nutrients. It helps to energize the body, boost your immune system, alkalize the body, and make your mood right. So give a try for this lemon juice recipe to get out of migraines within 30 minutes.
Some points that you should remember.
- Drink it on the first morning. It helps to boost the natural energy of your body. Try to replace this drink with a cup of coffee that you drink in the morning. Because it is best on an empty stomach and stimulates digestion.
- Avoid coffee if you drink lemon juice with Himalayan salt because coffee acidifies the digestive tract.
- Please don't use a metal lid (or metal spoon) because it di-ionizes the salt. If the metal gets contact with salt, it releases the other metal and chemicals into the saltwater and starts dissolving with it.
- Don't use table salt because this recipe is only for Himalayan salt or Celtic salt.
Some other benefits for our health from using lemon juice with Himalayan salt
- Lemon helps to reduce uric acid in joints and also helps decrease inflammation.
- It helps in digestion and improves the uptake of essential nutrients.
- One lemon has 139% of your daily life vitamin c. So it helps you to boost your immunity with vitamin c.
- Both lemon and Himalayan salt give benefits to your skin.
- Lemon with Himalayan salt can reduce the waste from your cells.
- It makes your body more hydrated than regular drinking water.
- Kills bad bacteria of your mouth and throat and gives you a fresh breath.
Some side effects of over-consuming.
- Over consuming the Himalayan salt water may cause nausea and vomiting.
- Over Consuming, saltwater can also cause bloating and dehydration.
- You may experience weakness, blood pressure problems, an irregular heartbeat, etc. due to electrolyte imbalance and sodium and fluid loss.
You might be wondering why lemon juice? Because it has high vitamin C and high in potassium, known to reduce tiredness, anxiety, and tension. So if you get extreme pain next time, try for it. Try this combination lemon juice with Himalayan salt and see what magic happens when you are on migraines.
Migraines happen when the blood vessels of your head and neck expand. It is one of the main reasons that you experience more pain.
In those situations, Put an ice pack on your neck until it soaks or put your feet in warm water. Not much hot, but Make the water as hot as you can comfortably handle.
The ice pack compresses the blood vessels, and the warm water helps to extract the blood from your feet and away from the neck.


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Yellow-bellied Longbill (Toxorhamphus novaeguineae) - HBW 13, p. 338
French: Toxoramphe à ventre jaune
Spanish: Picudo Ventrigualdo
Other common names: Green-crowned/Canary/New Guinea Longbill, Canary Bowbill/False-sunbird
Taxonomy: Cinnyris NovaeGuineae Lesson, 1827, Manokwari, north-west New Guinea.
Genus was in the past usually included within the honeyeater family (Meliphagidae), but DNA studies indicate that it belongs with present family. Present species and T. poliopterus form a species pair, the two replacing each other altitudinally, with only marginal overlap. Two subspecies recognized.
Subspecies and Distribution:
- novaeguineae (Lesson, 1827) - West Papuan Is (Waigeo, Batanta, Salawati, Misool), Yapen I (in Geelvink Bay) and N & W mainland New Guinea (E to Astrolabe Bay and Ramu R and, in S, to Etna Bay).
- flaviventris (Rothschild & E. J. O. Hartert, 1911) - Aru Is, and S New Guinea from Utakwa E to Lakekamu R.
- Least Concern Enlarge map
- No sound recordings available yet


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The Lab is where the New European Bauhaus is implemented in concrete and tangible projects. It is about what we can achieve when we work together in a spirit of openness and trust. It focuses on connecting people, learning from each other and tapping into everyone's experience.
NEB Lab projects manifest the New European Bauhaus into concrete actions with two missions:
- to create enabling conditions for the green transition, such as new tools, frameworks, policy recommendations, etc.
- to trigger tangible transformation on the ground
What does the NEB Lab do?
The NEB Lab is a project-based structure where teams self-organise to achieve tangible change in a specific place or context.
The New European Bauhaus Community and EU institutions autonomously develop projects proposals for the NEB Lab. Proposals become NEB Lab projects following a process that ensures a clear purpose, transparency towards the community, and well-defined beneficiaries.
The NEB Lab:
- Ensures coherence across projects and alignment with the New European Bauhaus principles.
- Supports project development by challenging proposals, connecting projects with the community and institutions for additional support, and bridging local action with the European and international dimension.
- Offers projects space on a dedicated online platform, mentoring and communication support.
The NEB Lab does not provide funding for projects, however project teams can consider support and financing options, e.g. support in kind, EU, national, regional or local public funding, sponsorship.
What are the key characteristics of NEB Lab projects?
NEB Lab projects are developed autonomously by a team of project coordinators and may receive support from several entities beyond the official New European Bauhaus Community. They count on independent experts and are expected to deliver change on the ground.
NEB Lab projects:
- Create or replicate beautiful, sustainable, inclusive places, products or experiences or enable initiatives to achieve that.
- Provide results that are practical and replicable.
- Are change processes that benefit communities and ecosystems.
- Are based on international and cross-sectoral partnerships.
- Inform the policy-making processes with their outputs, outcomes, and learnings.
- Offer open-source learning opportunities for Community members.
- Use participatory design methods and tools and draw on cross-disciplinary competences.
What is the relationship between the NEB Lab and the New European Bauhaus Community?
The New European Bauhaus community includes:
- the initiative's official partners
- the members of the High-Level Round Table
- the national contact points
- the New European Bauhaus prize winners and finalists
- the beneficiaries of New European Bauhaus calls
- the initiative's friends
- members of the European Commission
The Community is broader than the NEB Lab, but there is a link between the two.
Non-profit organisations can join the Community by becoming New European Bauhaus partners. Official partners undergo a screening process and are the only entities that can jointly propose projects for the NEB Lab. The New European Bauhaus team supports the maturing of emerging projects and validates the ones ready to become part of the NEB Lab.
For-profit organisations, companies, and public or political entities, such as regions, cities and villages, can also join the Community by becoming friends of the initiative. Friends of the New European Bauhaus can recommend NEB Lab activities to partners and support them in several ways, for example by implementing a projects in a region.


text:
Please use this identifier to cite or link to this item:
|Title:||"Can't Nobody Floss Like This!": Exploring Embodied Science Learning in the Third Space|
|Publisher:||International Society of the Learning Sciences (ISLS)|
|Citation:||Georgen, C. (2019). "Can't Nobody Floss Like This!": Exploring Embodied Science Learning in the Third Space. In Lund, K., Niccolai, G. P., Lavoué, E., Hmelo-Silver, C., Gweon, G., & Baker, M. (Eds.), A Wide Lens: Combining Embodied, Enactive, Extended, and Embedded Learning in Collaborative Settings, 13th International Conference on Computer Supported Collaborative Learning (CSCL) 2019, Volume 1 (pp. 280-287). Lyon, France: International Society of the Learning Sciences.|
|Abstract:||I present an out-of-school science study situated in a performing arts center. The design brings together a mixed-reality science learning environment with ensemble dance in a series of embodied learning activities exploring the states of matter. Building on the theoretical framework of the third space, I analyze hybrid embodied movements that highlight the diverse role the body can play in learning science. Additionally, I report on preand post-measures indicating participants learned targeted science concepts and hybrid embodiments supported learning one particularly unintuitive concept. Finally, I make a case for the design of embodied learning activities that extend beyond considerations of analogous movements to include local and diverse movements that, if recognized as legitimate, expand possibilities for learning and doing science.|
|Appears in Collections:||CSCL 2019|
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