text:
Q: Skills for Success
Jaimie Scanlon, Margaret Brooks, Miles Craven, Kristin Sherman, Rob Freire, Tamara Jones, Susan Earle-Carlin, Sarah Lynn, Jenny Bixby, Joe McVeigh, Margot Gramer, Colin Ward, Debra Daise, Charl Norloff, Paul Carne, Nigel Caplan, Scott Roy Douglas, Ann Snow, and Larry Zwier
Q: Skills for Success is a six-level series with two strands: Reading and Writing and Listening and Speaking. Clearly identiﬁed learning outcomes focus students on the goal of instruction, while thought-provoking unit questions provide a critical thinking framework. Explicit skills instruction builds student language proficiency and is reinforced by Q Online Practice, which provides 100% new content and practice activities for every unit, Teacher resources include speciﬁc notes for each activity, ideas for ensuring student participation, a unit-specific scoring rubric, answer keys and a testing program CD-ROM with customizable tests.
Q Skills for Success encourages students to think critically and succeed academically.
Q's question-centred approach provides a unique critical thinking framework for each unit. This develops key cognitive skills such as analyzing, synthesizing, and evaluating—as well as developing the language skills essential for academic success.
Learning outcomes are clearly stated at the start and end of the units, with competency self-evaluations and vocabulary check lists featuring the Academic Word List. This enables teachers to define learning outcomes effectively to accreditation bodies.
- Student Book with access card to online practice
- Teacher's Book with Test Generator CD-ROM
- Class Audio CDs
- Learning outcomes are clearly stated at the start and end of the units
- Critical thinking unit approach encourages students to analyze, synthesize, apply knowledge and develop an individual voice around a topic
- Thought-provoking unit questions provide a clear focus for the units
- Reading and listening texts explore a range of academic subjects from biology to finance
- Explicit learning skills sections help students develop important academic skills such as scanning a text, listening for gist and using a dictionary
- Research-based vocabulary program focuses on words from the Academic Word List (AWL) and the Oxford 3000™
- Digital Workbook includes substantial homework practice, reference and tests with simple LMS to help teachers assign and grade work
Clearly identiﬁed learning outcomes that focus students on the goal of instruction
Thought-provoking unit questions that provide a critical thinking framework for each unit
Explicit skills instruction that builds students' language proﬁciency
All new content and practice activities for every unit, approximately 20 hours of practice per strand, with Q Online Practice.
Q iTools is an interactive classroom presentation tool for use with an interactive whiteboard or computer with projector.
Each level of Q iTools features the Reading and Writing Student Book and the Listening and Speaking Student Book.
Video and audio are fully integrated. Video for every unit introduces the unit theme and activates prior knowledge. Each video is accompanied by one pre-viewing and one post-viewing activity. Video resources include teaching notes on how to use video in the English-language classroom and a video transcript for each unit (available in PDF and Word format) with unfamiliar words footnoted and defined.
As well as video, Q iTools features a bank of time-saving and useful resources. These include grammar worksheets (two per unit), a PowerPoint presentation for each unit, a Unit Test for each unit, and a Midterm Test and Final Test for each Student Book.
Test Preparation worksheets and answer keys for each unit help students to prepare for standardized tests.
Leveled unit assignments (one lower-level unit assignment and one higher-level unit assignment) for each unit allow teachers to assign one project task at different levels to suit the mixed ability classroom.
Finally, Q iTools also includes a list of suggested Oxford readers to promote extensive reading alongside Q.
Watch a walkthrough of Q iTools to find out more about how using iTools can benefit your class.
Q: Skills for Success is now available as an e-book, with interactive features designed specifically for language learners. Available for iPad and tablets for Android via the Oxford Learner's Bookshelf app.
Institutions can buy access codes for their students. Find out more information.
Features to look out for:
- Improve pronunciation: Repeat audio, record yourself, and compare to original.
- Improve listening: Slow down audio to hear each word clearly. Read audio scripts and texts as you listen.
- Split screen video/activity. Video stays on screen while you move around pages. Easy to watch and work.
- Split screen reading: Reading text stays on screen while you move around pages. Read and answer questions at the same time.
- Access online practice: Links embedded on the page.
- Automatically marked, interactive activities.
- Additional resources: Interactive video worksheets.
- Personalise your e-book: Save written or spoken notes anywhere on the page. Use the pen tool to draw and highlight.
- Easy to get around: Bookmarks, jump to page, thumbnail sorter.
Available for all levels.


The prefixes hyper-, super-, and ultraseems all has meaning 'transcend' or 'upper class' and can all be translated to '超'. But they have a bit difference, e.g. hypergiant is larger than supergiant; hypersonic is faster than supersonic; superhigh frequency is higher than ultrahigh frequency.
So my question is what is the precise translation of them?
In colloquial English, these words all mean pretty much the same thing (though hyperis used rather infrequently) so using 超 interchangeably shouldn't be much of a concern.
With regard to academic terminology, your best bet is to look up the specific term in question. One easy way to do this is to find the corresponding wikipage in English, and then click 中文 on the sidebar.
For example, in the case of hypergiant vs supergiant, hyperis translated as 特超, while superis translated as 超.
Similarly, for sonic we have hyperas 超高 and superas 超.
Finally, for high frequency, we have superbecoming 超高, and ultrabecoming 特高.
All of the above translations were found using the aforementioned wikipage method. From just these few examples, though, we quickly conclude that there is no single translation of the three prefixes at hand.
In fact, hypersonic and super high frequency both use the same prefix (超高) as do hypergiant and ultra high frequency (特高).
Thus, unfortunately, a precise translation must be done on a case by case basis.
 - Firstly thank you. In addition, I'm considering about the translation about hyperman, superman and ultraman. 'Superman' is already translated to '超人'; 'ultraman' is '奧特曼'. It seems '曼' is the transliteration of'man', '奧特' seems '特神秘'. For 'hyperman', it seems has not been translated currently, but '特超人' seems a proper translation. – Popopo Nov 14 '12 at 10:30
 - "奥特" was almost certainly chosen as a transliteration of ultra. – user2251 Nov 14 '12 at 17:30
The Taiwanese youth love to pair 超 up with adjectives to give a more colloquial, dramatic flavor
超好 = awesome
超级 = super
超累 = dead tired
超无聊 = completely boring, (but also can mean "so lame")
Your Answer


14. Oct 11, 2011
 movies like this make kids stupid, just because is for children it doesnÂ't mean that it have to be stupid, there are too many good children movies like Fantastic Mr Fox or Toy Story, please do not make your children watch this
 15. Oct 7, 2011
 This review contains spoilers, click expand to view. Hot on the trail of the Smurfs, the wizard has no time for introspection, especially in such a faraway land as New York City. He almost had them, but once again, the little blue creatures were able to outsmart their age-old enemy, escaping this time in "a mechanical wagon"(taxi), by the seat of their white pants. For the moment, while Gargamel figures out the logistics of corralling his most hated nemeses, the wizened old necromancer can bide some time, thanks to the fortuitous hairball that Azarel coughs up. Entangled in the cat's mucus, to the wizard's chagrin, are strands of Smurfette's hair, the color of which is not what Gargamel had selected for the girl's coif the day that he created her. In "The Smurfette", an origin story of the patriarchal village's only female member(an episode from the NBC animate series "The Smurfs"), we learn that Smurfette started out as a brunette, a Jew, just like her father, who resembles a caricature born out of German propaganda, the bogeyman that Goethke makes the Judaic people out to be, for the benefit of a roomful of terrified Hitler youths, in "Europa, Europa", by describing the Hebrew people as having a "high forehead", "shifty eyes", and an "apelike walk", characteristics that aptly describe Gargamel's somewhat grotesque figure. In "The Smurfette", the wizard makes "exaggerated gestures", going so far as "waving his hands around in excitement" over the "Blue Bride of Gargamel," giving credence to Goethke's lies about the persecuted people whom Salomon Perel, known to his Nazi teacher and peers as "Jupp Peters", actually descends from, in the 1990 film about the arbitrary nature of identity, and survival during the Holocaust. "Garbage Smell"(referred as such in the movie) is the imaginary Jew who "leaps at your throat", which Goethke, on bended knee, demonstrates by squeezing a student's neck, seated at his desk, the resulting consequence of what happens "the minute your back is turned". Goethke, the master of spurious impersonations, in that moment, is a forerunner to Gargamel, a live-action cartoon figure made real through agitprop rhetoric and hateful hate. In "The Smurfs", Gargamel finds himself in a city where he wouldn't be touched by self-loathing, since back home, there's not another Jew to be found in the forest, whereas in the "Big Apple"(while creating Smurfette, he describes her as being "three apples high"), the lonely wizard, for the first time in his life, would be among his own kind, because down deep inside, he wants to be a Smurf(read: Aryan), too. "The Smurfette" is telling. From a blue lump of clay, the Smurf alchemy that Gargamel performs is indicative of the wizard's deep inferiority complex at the hands of Papa Smurf, who has the cult of personality to rule 99, whereas his autocratic influence holds sway over a single mangy cat. Broken down at the elemental level, Smurfette is made out of "sugar and spice(but nothing nice)", "a dram of crocodile tears", "half a packet of lies", and "the hardest stone for a heart", an ingredient list that seems to have been written out by an Aryan. To Gargamel, the Smurfette is a sort of wish-fulfillment; he gets to live vicariously through her, because being blue is what he most wishes for. In "Europa, Europa", Goethke considers the Nordic race as the gems of the earth, championing light hair and blue eyes as being "the most glowing example of creation". Likewise, Papa Smurf, as a result of sharing the same Nazi ideology, transforms the slightly dowdy, black-haired Smurfette into a terrifying vision of Aryan perfection, introducing the finished produced as being "new and improved", meaning that she is blonde and Nordic-looking. Salomon, in his effort to be more Aryan-like, reattaches the foreskin to his circumcised penis. Presumed to be East Baltic, "Jupp" is barely Aryan as is, therefore, barely human, similar to how Smurfette's new family of blue Aryan youth considers her to be barely a Smurf, due to the girl's naturally dark hair. But for survival's sake, she seduces her blue enemy by acting the part of the coquette, just like Charlotte Rampling in "The Night Porter, where the concentration camper sings a song made famous by Marlene Dietrich(star of "The Blue Angel"), while dancing topless with Nazi accouterments. Since blue is white in the Enchanted Forest, the blue moon ad that Patrick Winslow creates and Odilie approves for her cosmetics company, becomes an accidental endorsement for Aryan superiority, or rather, blue superiority, without their knowledge. Papa Smurf needs Gargamel; the totalitarian needs the wizard in order to keep himself in power. In all likelihood, he created the Jewish bogeyman, similar to how the elders in "The Village" invented the myth of the monster in the woods as a scare tactic against their people leaving. Papa needs his minions. Those smurfberries aren't going to pick themselves. Expand
 16. Sep 12, 2011
 Skip-it - The Smurfs visiting New York is nothing more than a handful of recognizable voices buried beneath a heaping pile of boring blue baby junk.
 Read more reviews at
 17. Sep 7, 2011
 I feel Hollywood stole my childhood ripped in open and filled it with promises of fame and glory, they have turned the Smurfs into little cam whores and mutilated a once great t.v show for kids beside they can never beat the best Smurf film ever........AVATAR (points for camera work, and effects)
 18. Aug 26, 2011
 This film is just...God. Its so BAD!
 I can see why it would have been relevant back in the 80's, or heck, even the 90's, but now, in 2011? No. This film simply doesn't work. I feel that this film could have been better if it was called "The Smurfs, Only not the Smurfs From the 70s/80s That we Remember: The Movie". Seriously. This film slaughters the characters, weather you loved or hated
 them, that we knew from the show. If you thought Garfield, or Yogi Bear were a travesty of a film, then you don't even want to touch this film (not even with gloves on). Worst of all, the film uses an incredibly annoying gag that just doesn't work; this is what I like to call the'mothersmurfer' gag. This is when the Smurfs use the word'smurf' to replace other words, instead of calling someone a retard (NOT TO BE TAKEN OFFENSE TO - EXAMPLE HERE), they call them a smurftard. All the jokes that come from this are about as well written as a four year old's comedy act... If a four year old had curses and bad taste at their disposal. Its awful, don't waste your money, there are bound to be more family friendly films (that actually apply to the term family friendly) to show up this year. Skip this garbage. Expand
 19. Aug 18, 2011
 this movie was sooooooooooooooooooo bad, i was annoyed throughout the whole thing. Their was just nothing to like, the smurfs were annoying most of the time, the actors are horrible and Gargamel looks like a serious pedophile. I like the song for some reason, i have no idea why, but this movie was BAD. Annoying, stupid, and pointless. 1/10
 20. Aug 17, 2011
 This was the worst movie I've seen since... ever. I've seen better movies on disney channel. I mean, even for kids it's mediocre at best. The plot line was so stupid. The only thing that kept the movie from falling apart was the decent actors, and the cute little blue people. There isn't even any comedy at all. Nothing in this movie would appeal to the parents being forced to watch it. If you desire to see a movie that will help you have a wonderful nap, the smurfs is the right choice for you! Plus, the villain lokked like a creeper and gave me a severe migraine. Expand
 21. Aug 10, 2011
 One of the worst movies I've seen, and not a good children's movie. Please, for the love of god America, stop going to see **** movies so that they'll stop being made.
 22. Aug 5, 2011
 I know


Creation functions
Do I need teaching material about creating functions, what can be used for creation and how to use it?
I have already searched the sites of LibreOffice and OpenOffice, and found minimal material.
Anyone have any tips where to find it (site/book)?
Criação de funções
Necessito de material didático sobre a criação de funções, o que pode ser usado para criação e como usar?
Já procurei nos sites do LibreOffice e OpenOffice, e encontrei mínimo material.
Alguém tem alguma dica onde encontrar(site/livro)?
A function is simply a block of code which can accept information, do some processing and then return some information. This is programming. Functions are not necessarily specific to Calc. So in order to create functions, it is best to know how to program in Basic and use the UNO API.
There is a great deal of information spread around on these subjects. However, for the best single document, OpenOffice Macros Explained (OOME) by Andrew Pitonyak is available (click here) in PDF. It has a complete section on Calc as well as a great deal of other information.


Compost program paused, not over, says City recycling coordinator
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Despite Madison's compost pilot program coming to an end last month due to contamination issues, the City hopes to restart the program in 2019.
Channel 3000
Food waste being composted.
The program, officially called the organics collection program but can more accurately be understood as a food scraps recycling program, began in 2011 to reduce the amount of waste going to the landfill. The program had to stop because too many participants, which included residents and businesses, were putting non-compostable items in compost bins, thus contaminating the compostable material.
"This isn't over," said Bryan Johnson, the Recycling Coordinator for the City of Madison Streets Division. "The program, the way we had it, wasn't working with the processing options that were available to us. It just makes sense to pause and then try it again."
Material that was getting into the compost carts, distributed by the City to participating residents when the program began, included understandable things like plastic bags and food wrappers, but Johnson said they also saw clothes, towels, children's toys, headphones and even a plastic shovel.
One reason why this occurred was because, throughout the pilot program's 7-year life, what was acceptable to put in compost bins changed over time, which Johnson speculates led to confusion. When the program started, the facility collecting and processing the scraps was not making a compost to sell for farms or gardens, so it accepted things that weren't typically allowed in a food scraps program, like diapers and pet waste.
"They were really forgiving about the other sort of debris that wound up in the carts," said Johnson.
That facility eventually closed, and the only other option in the state was a facility that was making high-end compost, so it had no tolerance for things like diapers and pet waste.
"Because we opened it up so wide from the start, it was really hard to steer that train back to the more narrow materials and get some of that stuff out," Johnson said.
Contamination also could have occurred because naming the program "organics" was too "abstract" and not straightforward enough for what people would know to put in the bins. For example, if you participated in the program and then moved out of your house, the next person to live there may not know the appropriate use of the compost bin, thus putting in the wrong material.
Another reason may have been because there wasn't complete participation within a household – perhaps mom and dad were been really into the program, but the teenager who actually took out the garbage maybe wasn't attentive to what was put in each bin.
Additionally, Johnson said having a fully automated collection system where a truck drives up and the driver uses a joystick to control an arm to grab a cart, dump its contents into the back of the truck, and set it down then move to the next stop, caused issues too. There was no person in the back to monitor the collection and possibly catch any problems from getting in the truck, after which there is not much that can be done to get out.
Some of these contamination instances were likely just honest mistakes. However, "the systems that are available to us aren't terribly resilient to mistake," Johnson said, which led to the program's downfall.
"The lesson here is we gotta clean up what we deliver. The only way we can really do that is…stop and start fresh," said Johnson. "One of the benefits of stopping it is that when we can restart it, we know all the things now that we need to try to install in this program in make it work."
Johnson hopes the program will start again by 2019. The revised program will be renamed and rebranded, carts will be relabeled and new neighborhoods will be picked to begin it, as to avoid any confusion that developed during this past program.
"We definitely learned this is a service people like and appreciate, and it's a service we can provide," said Johnson.
The compost program is part of the City's commitment to try to have zero recyclable waste in the landfill by 2050.
"[Food scraps] is a resource that we can do something better with, rather than park it in a landfill, so it makes all the sense in the world that we should," Johnson said.
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Robotics Research Lab
USC Computer Science
USC Engineering
/ Research / Projects / Volume-Based Human Motion Capture
Motivation Model-Based Approach Model-Free Approach Examples
Movies Publications Contact
Collecting motion data is an important tool in controlling robots. Traditional approaches of motion capture usually use labels for passive markers. They suffers from several problems such as occlusions or cumbersome equipments. In the past few years, methods of markerless, unconstrained posture estimation using only cameras has received much attention from computer vision researchers. One of these methods is volume-based approach. Instead of deriving kinematic models directly from 2D images, this method first builds an intermediate 3D volume feature of the capture subject. Then fit a 3D body model is to the volume data. Here we proposed an approach for model-free, markerless, volume-based motion capture of humans. It is centered on generating underlying nonlinear axes (or a skeleton curve) from a volume of a human subject captured from multiple calibrated cameras.
Model-Based Approach
We set up cameras around the area where the observed person acted. Then extract volume data using voxel carving. The focus of our approach is to estimate the skeletal curves of the volume data, from which the kinematic posture can be estimated. The main assumption of our approach is that volume data is generated from a human body model consists of rigid body parts with linear central axes (such as a cylinder) connected by revolute joints. And the degrees of freedom provided by the revolute joints introduce nonlinearity into the volume data. By eliminating the nonlinearity in the data, the body model can be placed into a pose-invariant posture, such as a "Da Vinci" posture. Thus the skeleton curves can be easily found.
 1. Collect volume data from multiple cameras placed around the observed area, using voxel carving.
 2. Apply Isomap to the volume data of each time frame, And get the "da Vinci" posture in the domensionally reduced feature space.
 3. Place concentric spherical shells on the "da Vinci" posture to estimate skeletal points.
 4. Connect adjacent skeletal point to form skeletal curves. Then project those points back to original data space.
Volume data of human body Isomap embedding Spherical shells
Volume data of human body The "da Vinci" posture after applying Isomap Spherical shells placed at the "da Vinci" porsure
Tree structure Tree structure & skeletal curves
Skeletal curves derived from da Vinci posture Skeletal curves
After the skeletal curves and points are estimated. The segmentation ov different body parts are relatively easy.
 1. Bound the head voxels with a sphere model.
 2. Bound the torso with rigid cylinder model.
 3. Segment the four limbs to match two-link articulations models.
 4. Derive the joint angles from the segmentation.
Head segmentation Segment the torso
Head Segmentation Torso segmentation
Arm segmentation Segmentation result BVH output
Arm segmentation Segmentation result Estimated joint angles
Model-Free Approach
The model-free approach assumes arbitrary kinematic topology with rigid linear links. It derive appropriate kinematic model and capture its motion.
Given the volume data, this approach goes
 1. Model and pose estimation step: For each frame in the sequence, estimate a kinematic model and pose specific to the frame volume.
 - Classify skeleton curve root and branching nodes as certain joints
 - Segment skeleton curve branch to find other joints, using skewness of the voxel data long the curves. Those segmented joint points are recorded on the branch.
 2. Model refinement step: Produce a normalized kinematic model for the sequence
 - Align the specific kinematic models across all frames. Taking human data as example, match the left leg of the previous frame to the left leg of the next frame.
 - Collapse models on each other. Again using human data as example, collapse the points representing knees of the left leg in all of the frames to form a sequence of 1-D data.
 - Given the clusters of joint points of each limb, use density estimation algorithms to estimate normalized common joint locations across models.
 3. Motion refinement step: Estimate motion of normalized kinematic model with respect to the volume sequence
 - Re-apply refined model to each skeleton curve in the sequence.
 - For each data frame, for each branch in the curve, mark estimated joints locations on the curve.
 - Derive joint angles of each joints, and thus the posture of the curves.
Jumping jack:
Jumping jack image Jumping jack volume Jumping jack da Vinci Jumping jack BVH
Waving image Waving volume data Waving da Vinci Wave BVH
Walking image Walking volume data Walking da Vinci Walking BVH
"Towards Model-free Markerless Motion Capture", Chi-Wei Chu, Odest Chadwicke Jenkins, Maja J Mataric'. [pdf]
"Markerless Kinematic Model and Motion Capture from Volume Sequences", Chi-Wei Chu, Odest Chadwicke Jenkins, Maja J Mataric'. To appear in IEEE Computer Society Conference on Computer Vision and Pattern Recognition 2003 (CVPR 2003) [pdf]
Chi-Wei Chu
Odest Chadwicke Jenkins
Maja J Mataric'


text:
Researching the History of Agriculture in Vermont
You can get a good background on the general agricultural history of Vermont by reading A Short History of Vermont Barns [link] and looking at the Barn Census Powerpoint presentation (Click Here to open the presentation in a new window. If the presentation does not display correctly, Click Here to download the presentation as a PPT file. The file is large; 54 megabytes.) Barn design was influenced by local tradition, availability of materials, and the specific demands of different types of farming in different periods of history. With a little background you can decipher the clues that the building gives you. Depending on your time and interest, you can also consult the Long History of Vermont Agriculture [link] and the other publications listed in the Resources section. Doing a little reading before you look at your first barn will make it easier to understand what you are looking at, how it functioned, and when it was built. The Visual Glossary [link] and Vermont Agricultural Property Types [link] give more detailed information on the whole array of historic agricultural buildings in Vermont, from corn cribs to silos, to mink sheds and potato barns.
Researching the History of Your Community
Although the majority of your time will be spent out and about, exploring the different parts of your community while looking for barns and other agricultural structures, it is worthwhile to first spend some time researching your community's history to become familiar with the influences that shaped its agricultural past. This isn't as difficult as it sounds. Historical research is a great way to really get a feel for the way your community developed and may provide clues as to what barns (either general types or specific instances) may hold special significance in your community. Historical research can answer questions such as: What crops and livestock were common in the area? At one time were there especially large or significant farming operations nearby? If so, what were their names and locations? What ethnic groups settled and farmed the area? What influences did they have on the way different agricultural structures were designed? How did agriculture cause the community to grow and change? How did technologies (like railroads and electricity) or events (like wars or the Great Depression) change agriculture in your community?
To conduct research, a good place to start is your town library or community historical society. You may want to look for county, town, or other local histories that have been published. Also interesting are historic photograph files that may have images of older farms and newspaper clipping folders that may contain historical agricultural news of the community. Two widely available 19th century map sources, the Wallings maps and Beers atlases, include symbols that indicate properties with buildings, including owner names.
The Division for Historic Preservation has been conducting inventories of historic buildings since the early 1970's. The information for two counties – Addison and Rutlandhas been published in book form. Offprints of single town sections are available for free upon request, while supplies last. Please call _PHONE_ to request a copy of your town section (Only available for Addison and Rutland county towns; for more information see the 'Related Information' section of the website.) The Division's office in Montpelier has a Resource Room with files on over 40,000 historic buildings in Vermont, and the public is welcome to visit and use the records. Copies of those records are available on CD, and the Division is working on distributing them to libraries, starting with the larger libraries in each region. Town Clerks and local libraries often have a binder with paper copies of the records for their town.
Other sources of information can include town clerks, local historians, college and university libraries and history departments, and the Vermont Historical Society _URL_. The Vermont Landscape Images Project [link] contains an on-line archive of historic photos, organized by town. Part of the fun of historical research is playing detective – finding out who might have the type of information you're looking for and talking with them to see how their insight applies to the questions you have. Don't be afraid to be creative in where you look for information. When researching your community's agricultural history, you can't go wrong if you always keep in mind the six basic questions; who, what, when, where, why, and how.
Farmers who own or used to own the barn you are surveying will undoubtedly be the best source of specific information about the age and evolution of the structure. They may know dates of construction, how the barn was used and how it changed over time. They will often know the family history of the farm, including stories that bring the history of the barn alive.
In the Field – What You'll Need
Now that you have a better understanding of the agricultural history of your community, it's time to get out there and find some barns! A little organization at this step can make things run very smoothly, so here are some suggestions about supplies you may need and ways to conduct your piece of the census.
First, get some good road maps of the area you'll be surveying. You can contact your town office or the Agency of Transportation to see what free maps are available. You can also download maps from the Vermont Center for Geographic Information website [link]. VCGI offrs a variety of maps, including maps of town highways [link]. Plan a route that covers all the roads in the area you've chosen. Barn Census volunteers can work individually or in groups. If you are working in a group that is going to split up to divide the work, each smaller group should be assigned their own sector on the map so that it's less likely that work will be duplicated.
Next, you should gather the supplies that you'll want to bring with you. We recommend:
- Blank survey worksheets [link] (you'll need one sheet for every barn you survey, so make sure to print and bring extras!)
- A hard writing surface, like a clipboard or notebook
- A digital camera
- Letter of introduction [link] (Please open the file, fill in your name and print it out. You may want multiple copies)
- A dashboard sign [link] identifying your vehicle as participating in the Vermont Barn Census
- A copy of this manual
You may also want to bring:
- Cell Phone

source: HuggingFaceFW/fineweb-edu


text:
The purpose of Washburn's report is to stimulate much needed rigorous research and lead to resolution of a many facetted problem that has long puzzled observers of Mima mounds and similar features. In doing so, Washburn lays out twelve critical characteristics of mounds and compares several of the existing hypothesis against this table in order to prove his thesis that all Mima-like mounds are not necessarily of the same origin. I used this resource extensively to understand and make specific reference to the Puget Mima Mound Prairie.
Washburn, A.L., Mima Mounds: An Evaluation of Proposed Origins with Special Reference to the Puget Lowlands. Washington: Washington Division of Geology and Earth Resources Report of Investigations 29, 1988.

source: openbmb/Ultra-FineWeb


text:
|Let's Celebrate Pet Birds!|
T.J. Lafeber D.V.M.
Emotion-The Key to Birds Being Companion Animals
How much friendship, companionship or affection can be expected from pet birds?
What we're really interested in is determining birds' emotional capacity.
Birds demonstrate happiness, fear, aggression, jealousy, appeasement, defensiveness, nervousness and loneliness.
Most importantly birds can love people. Radiating from this affection comes the desire to perform, entertain and relate to their owners. Thus they sing, talk, mimic, dance, play, do tricks and display.
The next time you approach a frightened, nervous, hostile bird-possibly angry-remember that the pendulum of emotions swings in both directions. They have feelings just as strong in the opposite direction. A bird that shows anger can have just as an intense love. Unpleasant characteristics can be surpassed by pleasant ones.
All of these emotions can be observed in birds:


text: There are hardly any data concerning the vertical micro−distribution of protozoa in water column in cryoconite holes on the glacier surface. Such comparisons can provide insights into the ecology of protozoa. The present research was made on Ecology Glacier (South Shetland Islands, Antarctic); vertical microzonation of c iliates in relation to physical and chemical parameters in cryoconite holes was studied. The density and biomass of protozoans significantly differed between the studied stations (cryoconite holes), with the lowest numbers in the surface water and the highest in the bottom water. The surface waters were dominated by mixotrophic and omnivorous taxa, whe reas the deepest sampling level has shown the increase of the proportion of bacterivore species. Ordination analysis indicated that TN and P−PO 4 can strongly regulate the abundance and species composition of protozoa. The redundancy analyses (RDA) showed that the ciliate communities can be separated into two groups. The first group included species associated with surface water: Halteria grandinella and Codonella sp. The second group included species that are associated with bottom water: Prorodon sp., Holosticha pullaster, Stylonychia mytilus −complex and small scuticociliates.


perldeprecation - list Perl deprecations
The purpose of this document is to document what has been deprecated in Perl, and by which version the deprecated feature will disappear, or, for already removed features, when it was removed.
This document will try to discuss what alternatives for the deprecated features are available.
The deprecated features will be grouped by the version of Perl in which they will be removed.
Perl 5.34
There are no deprecations or fatalizations scheduled for Perl 5.34.
Perl 5.32
Constants from lexical variables potentially modified elsewhere
You wrote something like
my $var;
$sub = sub () { $var };
but $var is referenced elsewhere and could be modified after the sub expression is evaluated. Either it is explicitly modified elsewhere ($var = 3) or it is passed to a subroutine or to an operator like printf or map, which may or may not modify the variable.
Traditionally, Perl has captured the value of the variable at that point and turned the subroutine into a constant eligible for inlining. In those cases where the variable can be modified elsewhere, this breaks the behavior of closures, in which the subroutine captures the variable itself, rather than its value, so future changes to the variable are reflected in the subroutine's return value.
If you intended for the subroutine to be eligible for inlining, then make sure the variable is not referenced elsewhere, possibly by copying it:
my $var2 = $var;
$sub = sub () { $var2 };
If you do want this subroutine to be a closure that reflects future changes to the variable that it closes over, add an explicit return:
my $var;
$sub = sub () { return $var };
This usage was deprecated and as of Perl 5.32 is no longer allowed.
Use of strings with code points over 0xFF as arguments to vec
vec views its string argument as a sequence of bits. A string containing a code point over 0xFF is nonsensical. This usage is deprecated in Perl 5.28, and was removed in Perl 5.32.
Use of code points over 0xFF in string bitwise operators
The string bitwise operators, &, |, ^, and ~, treat their operands as strings of bytes. As such, values above 0xFF are nonsensical. Some instances of these have been deprecated since Perl 5.24, and were made fatal in 5.28, but it turns out that in cases where the wide characters did not affect the end result, no deprecation notice was raised, and so remain legal. Now, all occurrences either are fatal or raise a deprecation warning, so that the remaining legal occurrences became fatal in 5.32.
An example of this is
"" & "\x{100}"
The wide character is not used in the & operation because the left operand is shorter. This now throws an exception.
hostname() doesn't accept any arguments
The function hostname() in the Sys::Hostname module has always been documented to be called with no arguments. Historically it has not enforced this, and has actually accepted and ignored any arguments. As a result, some users have got the mistaken impression that an argument does something useful. To avoid these bugs, the function is being made strict. Passing arguments was deprecated in Perl 5.28 and became fatal in Perl 5.32.
Unescaped left braces in regular expressions
The simple rule to remember, if you want to match a literal { character (U+007B LEFT CURLY BRACKET) in a regular expression pattern, is to escape each literal instance of it in some way. Generally easiest is to precede it with a backslash, like \{ or enclose it in square brackets ([{]). If the pattern delimiters are also braces, any matching right brace (}) should also be escaped to avoid confusing the parser, for example,
Forcing literal { characters to be escaped will enable the Perl language to be extended in various ways in future releases. To avoid needlessly breaking existing code, the restriction is not enforced in contexts where there are unlikely to ever be extensions that could conflict with the use there of { as a literal. A non-deprecation warning that the left brace is being taken literally is raised in contexts where there could be confusion about it.
Literal uses of { were deprecated in Perl 5.20, and some uses of it started to give deprecation warnings since. These cases were made fatal in Perl 5.26. Due to an oversight, not all cases of a use of a literal { got a deprecation warning. Some cases started warning in Perl 5.26, and were made fatal in Perl 5.30. Other cases started in Perl 5.28, and were made fatal in 5.32.
The macros below now require an extra parameter than in versions prior to Perl 5.32. The final parameter in each one is a pointer into the string supplied by the first parameter beyond which the input will not be read. This prevents potential reading beyond the end of the buffer. isALPHANUMERIC_utf8, isASCII_utf8, isBLANK_utf8, isCNTRL_utf8, isDIGIT_utf8, isIDFIRST_utf8, isPSXSPC_utf8, isSPACE_utf8, isVERTWS_utf8, isWORDCHAR_utf8, isXDIGIT_utf8, isALPHANUMERIC_LC_utf8, isALPHA_LC_utf8, isASCII_LC_utf8, isBLANK_LC_utf8, isCNTRL_LC_utf8, isDIGIT_LC_utf8, isGRAPH_LC_utf8, isIDCONT_LC_utf8, isIDFIRST_LC_utf8, isLOWER_LC_utf8, isPRINT_LC_utf8, isPSXSPC_LC_utf8, isPUNCT_LC_utf8, isSPACE_LC_utf8, isUPPER_LC_utf8, isWORDCHAR_LC_utf8, isXDIGIT_LC_utf8, toFOLD_utf8, toLOWER_utf8, toTITLE_utf8, and toUPPER_utf8.
Since Perl 5.26, this functionality with the extra parameter has been available by using a corresponding macro to each one of these, and whose name is formed by appending _safe to the base name. There is no change to the functionality of those. For example, isDIGIT_utf8_safe corresponds to isDIGIT_utf8, and both now behave identically. All are documented in "Character case changing" in perlapi and "Character classification" in perlapi.
This change was originally scheduled for 5.30, but was delayed until 5.32.
File::Glob::glob() was removed
File::Glob has a function called glob, which just calls bsd_glob.
File::Glob::glob() was deprecated in Perl 5.8. A deprecation message was issued from Perl 5.26 onwards, and the function has now disappeared in Perl 5.30.
Code using File::Glob::glob() should call File::Glob::bsd_glob() instead.
Perl 5.30
$* is no longer supported
Before Perl 5.10, setting $* to a true value globally enabled multi-line matching within a string. This relique from the past lost its special meaning in 5.10. Use of this variable will be a fatal error in Perl 5.30, freeing the variable up for a future special meaning.
To enable multiline matching one should use the /m regexp modifier (possibly in combination with /s). This can be set on a per match bases, or can be enabled per lexical scope (including a whole file) with use re '/m'.
$# is no longer supported
This variable used to have a special meaning -- it could be used to control how numbers were formatted when printed. This seldom used functionality was removed in Perl 5.10. In order to free up the variable for a future special meaning, its use will be a fatal error in Perl 5.30.
To specify how numbers are formatted when printed, one is advised to use printf or sprintf instead.
Assigning non-zero to $[ is fatal
This variable (and the corresponding array_base feature and arybase module) allowed changing the base for array and string indexing operations.
Setting this to a non-zero value has been deprecated since Perl 5.12 and throws a fatal error as of Perl 5.30.
File::Glob::glob() will disappear
File::Glob has a function called glob, which just calls bsd_glob. However, its prototype is different from the prototype of CORE::glob, and hence, File::Glob::glob should not be used.
File::Glob::glob() was deprecated in Perl 5.8. A deprecation message was issued from Perl 5.26 onwards, and the function will disappear in Perl 5.30.
Unescaped left braces in regular expressions (for 5.30)
See "Unescaped left braces in regular expressions" above.
Unqualified dump()
Use of dump() instead of CORE::dump() was deprecated in Perl 5.8, and an unqualified dump() will no longer be available in Perl 5.30.
See "dump" in perlfunc.
Using my() in false conditional.
There has been a long-standing bug in Perl that causes a lexical variable not to be cleared at scope exit when its declaration includes a false conditional. Some people have exploited this bug to achieve a kind of static variable. To allow us to fix this bug, people should not be relying on this behavior.
Instead, it's recommended one uses state variables to achieve the


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SqlDataReader.Close Method
Closes the SqlDataReader object.
Namespace: System.Data.SqlClient
Assembly: System.Data (in System.Data.dll)
public override void Close()
You must explicitly call the Close method when you are through using the SqlDataReader to use the associated SqlConnection for any other purpose.
The Close method fills in the values for output parameters, return values and RecordsAffected, increasing the time that it takes to close a SqlDataReader that was used to process a large or complex query. When the return values and the number of records affected by a query are not significant, the time that it takes to close the SqlDataReader can be reduced by calling the Cancel method of the associated SqlCommand object before calling the Close method.
Caution noteCaution
Do not call Close or Dispose on a Connection, a DataReader, or any other managed object in the Finalize method of your class. In a finalizer, you should only release unmanaged resources that your class owns directly. If your class does not own any unmanaged resources, do not include a Finalize method in your class definition. For more information, see Garbage Collection.
The following example creates a SqlConnection, a SqlCommand, and a SqlDataReader. The example reads through the data, writing it out to the console window. The code then closes the SqlDataReader. The SqlConnection is closed automatically at the end of the using code block.
private static void ReadOrderData(string connectionString)
 string queryString =
 "SELECT OrderID, CustomerID FROM dbo.Orders;";
 using (SqlConnection connection =
 new SqlConnection(connectionString))
 SqlCommand command =
 new SqlCommand(queryString, connection);
 SqlDataReader reader = command.ExecuteReader();
 // Call Read before accessing data.
 while (reader.Read())
 reader[0], reader[1]));
 // Call Close when done reading.
.NET Framework
.NET Framework Client Profile
Supported in: 4, 3.5 SP1
© 2014 Microsoft


text: What's the difference between FEMA's Zone A and Zone V? Both zones lie within FEMA's 100-year floodplain. Zone V applies only in tidal floodplains and denotes hazards associated with storm-induced waves of at least three feet in height. Construction standards in the V-zone are more stringent in order to account for the increased risk of damage from storm surges. Can I appeal a V-Zone designation? While there is no appeal process for the ABFEs, you may appeal to FEMA after the agency formally proposes flood maps later this year.


text:
|Origin:||Perhaps from Old English dragan 'to pull'|
1 [intransitive and transitive]TTWTEC
to remove mud or sand from the bottom of a river, harbour etc, or to search for something by doing this:
They dredged for oysters.
2 [transitive + with]DF
to cover food lightly with flour, sugar etc
dredge something ↔ upphrasal verb
to start talking again about something that happened a long time ago, especially something unpleasant:
Newsweek magazine dredged up some remarks which he made last year.
to manage to remember something, or to feel or express an emotion, with difficulty:
Robertson tried to dredge up an image of her in his mind.
From somewhere she dredged up a brilliant smile.
to pull something up from the bottom of a river, lake etc


text:
The Rapier Duel in Sixteenth Century Italy
MetadataShow full item record
The duel was a complex institution, intertwined with honor and Western society. The author begins with the setting, sixteenth-century Italy, and continues on to the very particular weapon of the rapier. There are four questions this paper asks. The first is, "What did people at the time mean by the word 'honor'?" The second question is, "What did a duel look like?" The third question is, "What is a rapier?" The final question is, "What did people at the time think of these duels?"


text:
Masking regions provide a way to obscure elements in a view. Masking regions may be useful in scenarios like the following:
- You need to obscure elements in a project.
- You are creating a detail family or a model family and need the background of the element to mask the model and other detail components when it is loaded into a project.
- You need to create a model family (from imported 2D DWG files) that obscures other elements when placed in a view.
You can create 2D and 3D masking regions. 2D masking regions can be created in a project and in the Family Editor when you are creating a 2D family (annotation, detail, or title block). 3D masking regions can be created in the Family Editor when you are creating a model family.
Masking regions do not participate in shading; they are always drawn the background color of the drawing area. Masking regions cannot be applied to element subcategories.
Exporting Masking Regions to DWG
When you export a project or family that contains a masking region, any lines that intersect the masking region terminate at the masking region so that graphical intent is maintained in the DWG file.


text:
In today's digital world, video content has become an integral part of our lives, and sharing it with friends, family, and colleagues has become more prevalent than ever before. However, the challenge arises when you need to share high-quality videos without degrading their quality. This is a common problem, as the size of video files can be large, and some sharing platforms may not support high-resolution videos. In this article, we will discuss some effective ways to share videos without compromising their quality such as Avple av in Taiwan.
- Use cloud-based storage services:
One of the easiest and most efficient ways to share videos without losing quality is to use cloud-based storage services such as Google Drive, Dropbox, or OneDrive. These services allow you to upload your video to the cloud and share a link with your friends or colleagues, who can then download the video directly from the cloud storage. The advantage of using these services is that they have robust compression algorithms that do not degrade the quality of your video, and the recipient can download the video in its original quality.
- Use video sharing platforms:
There are many video sharing platforms like Vimeo and YouTube that allow you to upload your video and share a link with your audience. These platforms have the advantage of automatically compressing your video to a size that is compatible with their platform without compromising the quality. In addition, these platforms provide an excellent user experience, making it easy for your audience to watch and share your videos.
- Use Video Compression Tools:
If you need to share videos through email or messaging apps, you can use video compression tools to reduce the size of the video without compromising the quality. There are many compression tools available, such as Handbrake and Any Video Converter, that allow you to reduce the size of your video by adjusting the video bitrate, resolution, and codec. These tools ensure that your video retains its quality while reducing its size, making it easier to share through email or messaging apps.
- Use a File Transfer Service:
Another way to share videos without losing quality is to use file transfer services like WeTransfer, SendGB, or SendSpace. These services allow you to upload your video to their servers and send a link to your audience. These services are ideal when you need to send large files, and they have the advantage of encrypting your file for security and ensuring that your video is not compressed.
- Use the Original Format:
If you want to share your video without losing quality, you can also share it in its original format. However, this method may not be practical if the recipient does not have the software or device capable of playing the video in its original format. In addition, sharing the original format may result in large file sizes, making it difficult to share through email or messaging apps.
Click to know How old is Chevy Chase?
In conclusion, sharing videos without losing quality is crucial if you want your audience to have the best viewing experience. Using cloud-based storage services, video sharing platforms, video compression tools, file transfer services, and sharing in the original format are all effective ways to share videos without compromising their quality. Choosing the right method depends on your specific needs, the size of the video, and the platforms or devices you and your audience use. By following the tips outlined above, you can share high-quality videos with ease, ensuring that your audience enjoys an excellent viewing experience.


text:
The Message widget is a variant of the Label, designed to display multiline messages. The message widget can wrap text, and adjust its width to maintain a given aspect ratio.
When to use the Message Widget
To create a message, all you have to do is to pass in a text string. The widget will automatically break the lines, if necessary.
from Tkinter import * master = Tk() w = Message(master, text="this is a message") w.pack() mainloop()
If you don't specify anything else, the widget attepts to format the text to keep a given aspect ratio. If you don't want that behaviour, you can specify a width:
w = Message(master, text="this is a relatively long message", width=50) w.pack()
- Message(master=None, **options) (class) [#]
A multi-line text message.
- Parent widget.
- Widget options. See the description of the config method for a list of available options.
- config(**options) [#]
Modifies one or more widget options. If no options are given, the method returns a dictionary containing all current option values.
- Widget options.
- Where in the message widget the text should be placed. Use one of N, NE, E, SE, S, SW, W, NW, or CENTER. Default is CENTER. (the database name is anchor, the class is Anchor)
- Aspect ratio, given as the width/height relation in percent. The default is 150, which means that the message will be 50% wider than it is high. Note that if the width is explicitly set, this option is ignored. (aspect/Aspect)
- Message background color. The default value is system specific. (background/Background)
- Same as background.
- Border width. Default value is 2. (borderWidth/BorderWidth)
- Same as borderwidth.
- What cursor to show when the mouse is moved over the message widget. The default is to use the standard cursor. (cursor/Cursor)
- Message font. The default value is system specific. (font/Font)
- Text color. The default value is system specific. (foreground/Foreground)
- Same as foreground.
- Together with highlightcolor and highlightthickness, this option controls how to draw the highlight region. (highlightBackground/HighlightBackground)
- See highlightbackground. (highlightColor/HighlightColor)
- See highlightbackground. (highlightThickness/HighlightThickness)
- Defines how to align multiple lines of text. Use LEFT, RIGHT, or CENTER. Note that to position the text inside the widget, use the anchor option. Default is LEFT. (justify/Justify)
- Horizontal padding. Default is -1 (no padding). (padX/Pad)
- Vertical padding. Default is -1 (no padding). (padY/Pad)
- Border decoration. The default is FLAT. Other possible values are SUNKEN, RAISED, GROOVE, and RIDGE. (relief/Relief)
- If true, the widget accepts input focus. The default is false. (takeFocus/TakeFocus)
- Message text. The widget inserts line breaks if necessary to get the requested aspect ratio. (text/Text)
- Associates a Tkinter variable (usually a StringVar) with the message. If the variable is changed, the message text is updated. (textVariable/Variable)
- Widget width, in character units. If omitted, the widget picks a suitable width based on the aspect setting. (width/Width)


(fər-gĕt′, fôr-)
v. for·got (-gŏt′), for·got·ten (-gŏt′n) or for·got, for·get·ting, for·gets
1. To be unable to remember (something).
2. To treat with thoughtless inattention; neglect: forget one's family.
3. To leave behind unintentionally.
4. To fail to mention.
a. To banish from one's thoughts: forget a disgrace.
b. Informal To disregard on purpose. Usually used in the imperative: Oh, forget it. I refuse to go!
1. To cease remembering: Let's forgive and forget.
2. To fail or neglect to become aware at the proper or specified moment: forgot about my dental appointment.
forget (oneself)
To lose one's reserve, temper, or self-restraint.
[Middle English forgeten, from Old English forgietan; see ghendin Indo-European roots.]
for·get′ter n.
vb, -gets, -getting or -got, -gotten or archaic dialect -got
1. (when tr, may take a clause as object or an infinitive) to fail to recall (someone or something once known); be unable to remember
2. (tr; may take a clause as object or an infinitive) to neglect, usually as the result of an unintentional error
3. (tr) to leave behind by mistake
4. (tr) to disregard intentionally
5. (when tr, may take a clause as object) to fail to mention
6. forget oneself
a. to act in an improper manner
b. to be unselfish
c. to be deep in thought
7. forget it! an exclamation of annoyed or forgiving dismissal of a matter or topic
[Old English forgietan; related to Old Frisian forgeta, Old Saxon fargetan, Old High German firgezzan]
forˈgettable adj
forˈgetter n
v. -got, got•ten -got, -get•ting. v.t.
1. to cease to remember; be unable to recall: to forget a name.
2. to omit or neglect unintentionally: I forgot to lock the gate.
3. to leave behind unintentionally: to forget one's keys.
4. to fail to think of; take no note of (often used imperatively): Forget cooking, let's eat out tonight.
5. to neglect willfully or carelessly; disregard or slight.
6. to cease or omit to think of something.
forget oneself, to say or do something improper.
[before 900; Middle English forgeten, foryeten, Old English forg(i)etan; c. Old Saxon fargetan, Old High German firgezzan; see for-, get]
for•get′ta•ble, adj.
for•get′ter, n.
usage: Both forgot and forgotten are used as the past participle: Many have already forgot (or forgotten) the war. Only forgotten is used attributively: half-forgotten memories.
1. 'forget'
The past tense of forget is forgot. The -ed participle is forgotten.
If you forget something, or forget about something, you stop thinking about it.
Alan, having forgotten his fear, became more confident.
Tim forgot about his problems for a few hours.
If you have forgotten something that you knew, you can no longer remember it.
I have forgotten where it is.
...a Grand Duke whose name I have forgotten.
If you forget something such as a key or an umbrella, you do not remember to take it with you when you go somewhere.
Sorry to disturb you – I forgot my key.
Be Careful!
Don't use the verb 'forget' to say that you have put something somewhere and left it there. Instead you use the verb leave.
I left my bag on the bus.
2. 'forget to'
If you forget to do something that you had intended to do, you do not do it because you do not remember it at the right time.
She forgot to lock her door one day and two men got in.
Don't forget to call Dad.
Be Careful!
Don't use an -ing form. Don't say, for example, 'She forgot locking her door'.
Past participle: forgotten
Gerund: forgetting
I forget
you forget
he/she/it forgets
we forget
you forget
they forget
I forgot
you forgot
he/she/it forgot
we forgot
you forgot
they forgot
Present Continuous
I am forgetting
you are forgetting
he/she/it is forgetting
we are forgetting
you are forgetting
they are forgetting
Present Perfect
I have forgotten
you have forgotten
he/she/it has forgotten
we have forgotten
you have forgotten
they have forgotten
Past Continuous
I was forgetting
you were forgetting
he/she/it was forgetting
we were forgetting
you were forgetting
they were forgetting
Past Perfect
I had forgotten
you had forgotten
he/she/it had forgotten
we had forgotten
you had forgotten
they had forgotten
I will forget
you will forget
he/she/it will forget
we will forget
you will forget
they will forget
Future Perfect
I will have forgotten
you will have forgotten
he/she/it will have forgotten
we will have forgotten
you will have forgotten
they will have forgotten
Future Continuous
I will be forgetting
you will be forgetting
he/she/it will be forgetting
we will be forgetting
you will be forgetting
they will be forgetting
Present Perfect Continuous
I have been forgetting
you have been forgetting
he/she/it has been forgetting
we have been forgetting
you have been forgetting
they have been forgetting
Future Perfect Continuous
I will have been forgetting
you will have been forgetting
he/she/it will have been forgetting
we will have been forgetting
you will have been forgetting
they will have been forgetting
Past Perfect Continuous
I had been forgetting
you had been forgetting
he/she/it had been forgetting
we had been forgetting
you had been forgetting
they had been forgetting
I would forget
you would forget
he/she/it would forget
we would forget
you would forget
they would forget
Past Conditional
I would have forgotten
you would have forgotten
he/she/it would have forgotten
we would have forgotten
you would have forgotten
they would have forgotten
Collins English Verb Tables © HarperCollins Publishers 2011
ThesaurusAntonymsRelated WordsSynonymsLegend:
Verb1.forget - dismiss from the mind; stop remembering; "I tried to bury these unpleasant memories"
unlearn - try to forget; put out of one's memory or knowledge
repress, suppress - put out of one's consciousness
think of, remember - keep in mind for attention or consideration; "Remember the Alamo"; "Remember to call your mother every day!"; "Think of the starving children in India!"
2.forget - be unable to rememberforget - be unable to remember; "I'm drawing a blank"; "You are blocking the name of your first wife!"
slip one's mind, slip - pass out of one's memory
recall, recollect, remember, call back, call up, retrieve, think - recall knowledge from memory; have a recollection; "I can't remember saying any such thing"; "I can't think what her last name was"; "can you remember her phone number?"; "Do you remember that he once loved you?"; "call up memories"
3.forget - forget to do something; "Don't forget to call the chairman of the board to the meeting!"
neglect, omit, leave out, pretermit, overleap, overlook, miss, drop - leave undone or leave out; "How could I miss that typo?"; "The workers on the conveyor belt miss one out of ten"
bear in mind, mind - keep in mind
4.forget - leave behind unintentionally; "I forgot my umbrella in the restaurant"; "I left my keys inside the car and locked the doors"
leave - go and leave behind, either intentionally or by neglect or forgetfulness; "She left a mess when she moved out"; "His good luck finally left him"; "her husband left her after 20 years of marriage"; "she wept thinking she had been left behind"
lose - miss from one's possessions; lose sight of; "I've lost my glasses again!"
1. fail to remember, not remember, not recollect, let slip from the memory, fail to bring to mind She forgot where she left the car.
fail to remember mind, remember, recall, retain, recollect, bring to mind
2. neglect, overlook, omit, not remember, be remiss, fail to remember Don't forget that all dogs need a supply of water.
3. leave behind, lose, lose sight of, mislay I forgot my passport.
4. dismiss from your mind, ignore, overlook, stop thinking about, let bygones be bygones, consign to oblivion, put out of your mind I can't forget what happened today.
forget yourself misbehave, behave badly, act up (informal), get up to mischief (informal), carry on (informal), be bad, muck about (Brit. slang), be insubordinate He was so fascinated by her beauty that he forgot himself.
"An elephant never forgets"
To fail to remember:


text:
Darlow Enterprises is a commercial plantation company that has been formed based on the following principles
- To reforest and or afforest idle and marginal lands with energy crops for environmental services and development of bioenergy.
- systTo develop energy crops as a sustainable and reliable source of biomass fuel under a short-rotation coppice em for renewable energy industries.
- To contribute to the reduction of greenhouse gas (GHG) emissions by carbon sequestration
- To provide sustainable supplemental income for marginalized communities that will boost the leconomy.ocal
There is no time like the present to turn to a sustainable as well as profitable alternative to the ruthless devastation of the rainforest and similar endangered resources.To invest and own your own energy crop plantation with guaranteed fixed returns, please click here for more details.


Directed acyclic word graph
From Wikipedia, the free encyclopedia
Jump to: navigation, search
In computer science, a directed acyclic word graph (DAWG) is a data structure that represents the set of all substrings of a string. As its name implies, a DAWG takes the form of a directed acyclic graph; it can also be viewed as a deterministic finite automaton, and is similar in structure to suffix trees. DAWG have applications in approximate string matching.[1]
See also[edit]
 1. ^ Navarro, Gonzalo (2001). "A guided tour to approximate string matching" (PDF). ACM Computing Surveys 33 (1): 31–88. doi:10.1145/375360.375365.


FAQs: COVID19 vaccine for foreingers in Thailand
Right now, COVID19 vaccine is licensed and available in Thailand, unfortunately the supply of vaccines is very limited. Foreigners still cannot get the vaccine in Thailand and we did received many questions and requests for foreingers especially expatriates in Thailand on how and where to get the vaccine. So we will try to answer these questions in this blog post.
Let's start:
1. Which COVID19 vaccines are licensed and available in Thailand?
Our FDA licensed three COVID19 vaccines i.e. vaccine from AztraZeneca/Oxford, the Sinovac from China and from Johnsons and Johnsons. However, only two vaccines (AztraZenaca and Sinovac) are available right now.
2. These COVID19 vaccines belong to whom? Who imported the vaccines?
Royal Thai Government imports all vaccines and plans to distribute to all Thais. They have a clear plan to secure and distribute the vaccines, started from February 2021, right now (4 Apr) approximately 170,000 Thais received vaccines. A big lot of vaccine is coming, and by the end of this year, our government expects to receive 60 million doses of vaccine for our population.
3. What is the target population of this vaccine?
The priority groups are the healthcare personels, people in outbreak area and elderly and those with medical conditions. The next phase will distribute to general population.
4. Is it true that COVID19 vaccine is free for Thai citizen? and How about foreingers?
Yes, the government provides vaccine for Thai citizen free of charge. Unfortunately, non-Thais are still not the target group of vaccine, at least for now, where the availability of vaccine in Thailand is still very limited. So there is no tentative date/time on when foreigners can get the vaccine in Thailand.
5. What about private hospitals/clinics in Thailand? Can they buy vaccine and provide to foreingers in Thailand?
Theoretically, yes. Private hospitals can buy licensed COVID19 vaccine and distribute in private sector. Unforutnately, as you know, now all countries, all government want to buy vaccines in big lots (10+ millions doeses). The demand is huge. So as you can imagine, big pharmaceutically companys are much more willing to sell millions doses of vaccines to the goverment than 10K or 100K or even 200K doses to private sector. This is one reason why, even private hospitals are willing to pay, to get the vaccine is still not easy.
Apart from that, the rule, regulation and liability of new vaccine are another key factors. In fact, before new vaccine is licensed, it has to pass many processes and take long times (2-5 years) to ensure its safety and efficacy. But we have not much time in COVID19 pandemic. So FDA in many countries has to license and approve the use of new COVID19 vaccine urgently and with some conditions such as for public health authorities use only, or for emergency use only, etc. That means this COVID19 vaccine is not for general use right now, so this is another reasons why private hospitals in many countries are not allowed to buy and provide vaccines to their patients.
6. I'm an expat living in Thailand, so how I can get the COVID19 vaccine?
Unfortunately, right now there is no easy way to get the vaccine if you are non-Thais. Ones may prefer to wait and see, and that's ok. We believe that in the future, you can get this vaccine in Thailand. Unfortunately, no one can predict when. By the way, there is another way if you do not want to wait, you can choose to fly back to your home country to get the vaccine and fly back to Thailand. We do see many expats choose this way.
Likewise, we did see some Thais living abroad, choose to fly back to Thailand to get vaccine here, because they are not eligible to get the vaccine abroad. And that's understanable. All countries always give priority to their own citizen first.
7. Does Thai Travel Clinic plan to provide COVID19 vaccines for foreingers?
Absolutely, our goals is to provide best medical care to Thais and foreigners. And we believe that vaccine is the key to control the outbreak. So we try very hard to buy COVID19 vaccine for foreingers in our hospital. Unforutnately, at this point, the priority of vaccine is still for Thais. Anyway, once global supply of vaccine is not tight, we will buy it and will provide COVID19 vaccine to foreigners.


text:
The objective of this Convention is to maintain populations of yellow fin and
skipjack tuna in the eastern Pacific Ocean to permit maximum sustained catches
year after year.
Adopted on 31 May 1949 in Washington, D.C., the Convention entered in force
on 3 March 1950.
Besides establishing an Inter-American Tropical Tuna Commission, the Convention
set up a Commission to investigate the abundance, biology and ecology of the
tuna, and of fishes used as bait in the tuna fisheries; to collect and analyse
information; to publish such information and make recommendations for joint
action by the parties to maintain tuna stocks.
Read a summary
full text provided by ENTRI.


One style to rule them all
30 min
Intermediate - Experienced
React Berlin Meetup /
When you're developing a JavaScript library you can declare all your projects' dependencies through your package.json. That is, of course, all except the styles. Some libraries ship CSS files, some use a CSS-in-JS approach. However, regardless of the method, you need to force the people that use your library to adapt to the decisions you have made. This talk proposes a new way that lets the people who use your library use their existing styling approach. All without you knowing what they will opt for in the end.
In this talk, I will explore the underlying principles of style. I will introduce the different approaches used by different frameworks. Then I'll create an abstraction that manages to takes advantage of the rules we've learned before. This means that applying styles can be turned into a concern for the application and not the individual component. If we handle styles with this approach we do not need to treat them as a special dependency on our projects anymore.
1. Why is style a dependency?
I will give some examples of how styles are shipped today. This will be used to show how small decisions by library authors can turn into big burdens of application developers. I will then look at what the approaches have in common, where they differ, and how we can use that to our advantage.
2. How can we turn that around?
Given what we've learned in the beginning I'm going to sketch an API that can be used by components. We'll learn about some quirks and what we need to do in order to build a declarative API that matches the React paradigms.
3. Real-world example through substyle
In the last part, we're going to look at a real-world implementation - substyle. Based on an example application I'm going to change the styling approach for the page profoundly while maintaining a consistent look and feel. This is intended to prove that the method can work and should encourage people to challenge how they think about styles after the talk.


Tag Archives: herb information
Acacia Gumthe Gift that Keeps On Giving
This entry was posted in acacia gum powder, cosmetic ingredients, emulsifing agent, herb, Natures Garden and tagged,,,,,, on by.
In what seems to be a never ending list of uses, Acacia gum tops the herb charts with its versatility.
History has long seen Acacia Gum as a prized export among many countries. The acacia gum is a natural gum that is produced from the sap of acacia trees. Harvested during the rainy season, acacia trees discharge the gum, which then collects in the furrows of the bark, as well as on the branches and stems of the tree. Once exposed to the air, the gum begins to harden; a process that takes about 15 days. The hardened gum which is either in tear drop shape or vermicular (worm shape) is then collected by hand.
Thriving in unfavorable conditions, the Acacia trees yield more gum where there is excessive heat, drought, or poor soil. In fact, damaged Acacia trees actually produce more abundant gum then the healthier trees. The most bountiful harvest of the Acacia tree gum is generated in Sudan.
Medically speaking, Acacia gum has been used for years in herbal medicine. Safe for ingestion, the herb is easily digested by humans and is colorless, flavorless, and odorless. Externally, this herb is limitless although allergens can play a role for certain people.
Until 1940, Acacia gum was seen as the go to remedy for any ailment needing a coating of alleviation. Prime examples of this would include laryngitis, UTI's, sore throats, IBS, and diarrhea. Acacia gum powder mixed with water was even highly recommended for the early stages of typhoid. This medical marvel was even used in bandages for burns, rashes, and diseases of the skin, as well as inflammations of the body.
Nutritionally, Acacia gum was often consumed by many Nomadic tribes as a form of food supplement since fresh fruits and veggies were scarce. Today many of our foods contain Acacia gum for various reasons. For example, soda pops that contain flavoring oils (lemon/lime) use the addition of acacia gum to help keep the flavor evenly suspended among the beverage. In the baking world, Acacia gum is used in making gum paste, whipped creams, sweet syrups, and candies. Acacia gum can even extend the shelf life of some foods.
For bath and body products or cosmetic recipes this ingredient is a dream come true. It can be used to make a medium for applying oils (like essential oils or musks), stabilizer, thickener, emulsifier, demulcent, suspending agent, emulsion stabilizer, and foam stabilizer. Acacia gum can even be added to lose powder cosmetics to prevent clumping. Other bath and body items that can be made with Acacia gum at a usage rate varying for 1-10% (of the formula) include: lotions, creams, pomades, shampoos, body washes, balms, and mascara.


ASIC Miner
Are you new to crypto? Get Started Here!
ASIC miner is short "Application-Specific Integrated Circuit miner", and is defined as a device specially designed to maintain the blockchain, this process is known as mining.
An Application-Specific Integrated Circuit is a computer chip or "integrated circuit" which was built for the single purpose of mining cryptocurrencies. In other words, it was designed for the specific application (purpose or use) of mining.
Mining requires expensive ASIC miners and a lot computer power. People buy ASICS and pay for lots of electricity so they can earn cryptocurrency. Because ASICs are built especially for mining, they do the job faster than other computers and can earn more.
See "mining" for more information.
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Experts: Drug-resistant staph infections can be spread through drug use
Health officials at Washington, D.C.'s Whitman-Walker Clinic are warning doctors who treat gay men that a recent breakout of drug-resistant staph infections among gay and bisexual men may be caused not only by sexual contact but also through shared drug paraphernalia, the Washington Blade reports. Staph can transmitted by sharing straws, spoons, or other devices used to inhale drugs through the nose because many people carry staph bacteria in their nasal passages. Most of these people never develop the related skin infections because the virus remains dormant, but it can become active when transmitted to another person. The bacteria also can be spread through skin-to-skin contact.
Staph outbreaks among gay and bisexual men have been reported in Los Angeles, San Francisco, Houston, New York City, Atlanta, Washington, and Boston. Most of the infections have occurred among HIV-positive men, but otherwise healthy men also have been treated for drug-resistant staph infections.
The large, painful skin infections are caused by a drug-resistant strain of Staphylococcus aureus. Because many of the men being treated for the condition have had the sores on their buttocks, scrota, penises, and upper thighs, health officials believe the drug-resistant staph infections are being passed through sexual activity. Doctors treating the infection warn that it could be contracted at bathhouses, sex clubs, health clubs, and steam rooms. Gay men with multiple sex partners also have been deemed at high risk for the infection.
Tags: Health, Health
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Suicide Is Not the Media's Fault
Last Friday, the Tampa Bay Times published a nuanced and heartbreaking feature story about Gretchen Molannen, a 39 year-old Florida woman with a condition known as "persistent genital arousal." Molannen described how her condition—likened to constant, unceasing physical arousal without any of the accompanying mental or emotional arousal—forced her to masturbate for hours on end and virtually destroyed her personal and professional life. The day after the story was published, Molannen committed suicide. A local blogger says the paper has "blood on its hands." It does not.
The Times story, by Lenora LaPeter Anton, describes how Molannen was unable to work, but denied disability. Her parents believed she was a lazy failure. Sex became a painful ordeal for her. She was unable to maintain relationships. She did not have the resources to get the medical help she needed. She grew desperate and depressed, and made two halfhearted, unsuccessful suicide attempts. The Times read its story to Molannen before publication, and she sent them an email thanking them for their work and their interest in her. Then, a day after it was published, she was found dead at home by police. The paper said it had received offers to help her after its story was published. She would never get them.
Any time a burst of media attention is followed in short order by a suicide, it will always be assumed by someone, somewhere that the media attention was the cause. The "someone" in this case is St. Petersburg blogger Peter Schorsch (also a somewhat disreputable local political consultant), who wrote, "While none of us will likely ever really know why Molannen committed suicide, we can all do the math. Woman tells story to the newspaper. Newspaper publishes sensational story. Woman commits suicide the day the story is published online. One plus one equals blood on the Times' hands."
Let us disregard the fact that that statement contradicts itself. And let us disregard the fact that when the story first ran, Schorsch wrote, "No matter how tragic the tale, it's difficult to take it seriously," essentially outing himself as a child. This sort of blame-laying is common, and understandable. It is also wrong. First, on a causal level: suicides can have many contributing factors—depression, drugs, hopelessness, grief, etc. Rendering a one-dimensional portrait of a suicide's cause is simplistic and inaccurate, and unfair to those upon whom the blame is laid. If a troubled teenager commits suicide because she "hates her parents," should we hound those parents into their own grave with guilt? No. We recognize that the victim's troubles ran deeper. Likewise, the media has a job to do, and it does it. This particular case was far from sensational tabloid journalism. But even sensational tabloid journalism is not, on its own, enough to "force" anyone to suicide. If that were so, Eliot Spitzer would have offed himself long ago.
The second problem is in the ethical implications of assuming that media coverage can cause suicides. Were that true, it would follow that the media has a responsibility to do everything it can to avoid causing suicides. After all, a human life is more important than any particular news story. That would mean that journalists would need to consider the possible (unforeseeable, unknowable, theoretical) effects of their reporting on anyone they wrote about. Would this story send its subject over the edge? Would exposing a politician's malfeasance make him take his own life? Would a portrait of a troubled individual send them on a downward spiral? It is impossible to know. But if you truly believe that reporting causes suicide, you create a situation in which journalists must err on the side of caution, lest something they do somehow send someone into a dark place. The result is Highlights for Kids and Reader's Digest as our last remaining national news organs.
The truth is that life causes suicide. Life, and all its attendant troubles, and injuries, and disorders, and pains. To the extent that the media is a part of life, then yes, it may be implicated in suicides. But not any more than any other part of life. The choice to commit suicide—and the responsibility for its consequences—ultimately rests with the person committing suicide. That burden of that blame is far too heavy to be casually assigned to the living.
UPDATE: Peter Schorsch writes us to say "the word 'controversial' would have been a better choice" to describe him than "disreputable." Noted.
[Via Jim Romenesko. Illustration by Jim Cooke.]


text:
A Pragmatic Approach to Assessing System Change
Few topics create as much confusion and debate as system change, and many programs feel stuck when it comes to assessing it. The field has struggled to agree on an approach that programs can implement and stakeholders can understand. Consequently, practice varies widely and many are frustrated or confused.
The problems development practitioners are trying to address occur because of how systems work. Tackling those problems in a lasting and significant way requires helping systems to become more effective, inclusive, and resilient. System change is a change to how a system works and to what happens as a result. Planning for and assessing system change is, therefore, a strategic management issue, critical for everything from developing a strategy and designing interventions, to adapting strategies, improving implementation and reporting impact.
Two case examples are used for illustration throughout this publication: 'Skills for Jobs' work in the VET system in Albania and PRISMA's work in the maize system in East Java, Indonesia. While the cases are based on real programs, they have been significantly modified for learning purposes and do not represent the current situation of the programs, partners, and interventions.
Read here the full publication: A Pragmatic Approach to Assessing System Change


text:
A WFP tree planting scheme in Tajikistan is among several projects aimed at reducing the organization's "carbon footprint".
Copyright: WFP/Heather Hill
WFP has begun calculating the carbon emissions produced globally by its staff's air travel, a practice which puts it at the forefront of a bid by UN agencies to reduce their impact on the environment.
By Flores Mariagabriela
ROME - This month, WFP launched a carbon emissions calculator for all flights booked by the organization. This new electronic tool can record the total amount of carbon dioxide or "greenhouse gas" emissions from any flight, giving WFP a way to measure and track the effect it has on the environment.
"This is a major achievement," says Rocco Leone, chief of Administrative Services. "It's imperative that we be innovative".
Monitoring our footprint
The objective of our carbon emissions calculator is to be able to both track and report on our travel patterns. By measuring and monitoring our carbon footprint in travel, WFP can better understand where to concentrate attention to minimize our impact on the planet.
The next steps are to reduce our emissions and then find ways to compensate for emissions that cannot be avoided.
Building awareness is also an essential element of the new carbon emissions calculator. "We hope this will make people more conscious when they decide to travel, if the travel isn't essential," says Sheila Dunne, Rome-based head of the Travel Unit.
Sheila points out that business-class passengers create approximately twice the climate footprint of economy class travellers.
"Based on the information the carbon footprint calculator produces, we can decide how we can reduce -- and where," explains Fiona Barron, a travel unit consultant.


text:
The Deccan, India's vast central plateau region, has been a cultural crossroads for millennia. Here, cultural legacies—from northern and southern India and beyond—have always met and blended, resulting in a remarkable array of artistic traditions. India's Middle Ground: Art of the Deccan gathers together works from the Museum's collection to showcase the region's artistic, cultural, and religious diversity.
From puppets and painted storyboards used to narrate the great Hindu epics, to woodcarvings and gold-highlighted iconic paintings of deities and devotees, to refined manuscripts and metalwork from the area's Islamic kingdoms, to glass portraits influenced by the colonial European presence, this installation is a sampling of the Deccan's unique artistic fare: Indian fusion.
The installation includes twenty-seven works of various media dating from the seventeenth through the twentieth centuries.Curators
John Henry Rice • Graduate Research Assistant
Darielle Mason • The Stella Kramrisch Curator of Indian and Himalayan Art Location
William P. Wood Gallery 227, second floor


text:
This book provides description of the principles of leadership, and a comparison of Islamic concept of leadership and the American experience. This book enables its readers to understand the true spirit of leadership in Islam through examples of many of the great leaders of Islam. This book contains:
- Linguistic and conceptual definitions of leadership
- Principles of Islamic leadership
- Stories and examples of many Muslim leaders including the strategies of Prophet Muhammad (SAW).
- Types of leadership with explanation and detailed discussion.
- A comparison of the western and Islamic merits of leadership.
This is a modern study in the concepts related to leadership in the Islamic world and the West that provides a deep insight into both ideologies.
In this work, Dr. Yusuf bin Uthman Al Huzaim offers an insightful awareness of the many theories and practices of leadership deriving from Islamic heritage and the modern American experience. Dr Al Huzaim combines Western management theory and practices with Islamic principles. From an Islamic standpoint, Dr. Al Huzaim does not rely on western philosophy to establish principles of leadership, but he draws on them to demonstrate the vast wealth of literature on the subject (a point he emphasizes to the Arab world for its lack of specialized works in this field) while only tending to draw on those that are in agreement with the truth.


text:
Resident wandering and absconding is a major problem in the modern aged care environment. With more residents suffering from different levels of dementia it has become important to maintain a safe environment that is homelike yet secure. Residents with dementia can become easily confused and disorientated if they leave the confines of the facility; therefore access control has become far more important in aged care than ever before.
Although resident security is paramount, staff safety and efficiency is also key to the continued operations of any aged care facility. Ridgeway Computers has a long history in providing the consultation required to best using today's technology, and it is with this knowledge that we can supply and install the correct system to meet your operational requirements.
- Keypad or proximity card door control.
- Alarms if the door is open too long.
- Network reporting of door access
- Software control of users cards or pin numbers.
- Integration with fire systems so that doors release on fire alarm.
- Battery backup for extra security.
Ridgeway Computers can install an access control system as simple as a single door or gate secured by a pin pad or proximity card reader to restrict access to authorised users. We can also provide large enterprise systems that encompass multiple sites across different cities and states that function as one system. These systems are vital for the security of Multi National and interstate companies, controlling access of thousands of staff through hundreds of doors, multiple lift cars and many gates.
Ridgeway Computers access control systems can be fitted with many forms of access control devices including:
- • Proximity card readers
- • Wireless key fob style remote control buttons
- • High speed readers that recognise a "Puk" style device fitted to vehicles that regularly require automated access though electrically operated gates.
- • Biometric readers
- • PIN code pads
These sophisticated access control systems can also be linked to your IT network to allow you to review the systems history, and track a person's access throughout a building. This same software can also control card issue and photo ID onto any cards if required.


Field (agriculture)
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A field of sunflowers in Cardejón, Spain
In agriculture, a field is an area of land, enclosed or otherwise, used for agricultural purposes such as cultivating crops or as a paddock or other enclosure for livestock. A field may also be an area left to lie fallow or as arable land.
Many farms have a field border, usually composed of a strip of shrubs and vegetation, used to provide food and cover necessary for the survival of wildlife. It has been found that these borders may lead to an increased variety of animals and plants in the area, but also in some cases a decreased yield of crops.[1]
In Australian and New Zealand English, any agricultural field may be called a paddock. If stock are grazed there, the space may be called a run, e.g. sheep run; cattle run.[2]
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See also
 1. Carpenter, Brent; Dailey, Thomas V.; Jones-Farrand, D. Todd; Pierce, Robert A.; White, Bill. "Field Borders for Agronomic, Economic and Wildlife Benefits". Curators of the University of Missouri. Retrieved 1 November 2015.
 2. The Macquarie Dictionary run n. Def. 113


text:
A document discusses (1) a Monte-Carlo-based methodology for probabilistic prediction and analysis of orbital lifetimes of spacecraft and (2) Orbital Lifetime Monte Carlo (OLMC) — a Fortran computer program, consisting of a previously developed long-term orbit-propagator integrated with a Monte Carlo engine.
OLMC enables modeling of variances of key physical parameters that affect orbital lifetimes through the use of probability distributions. These parameters include altitude, speed, and flight-path angle at insertion into orbit; solar flux; and launch delays. The products of OLMC are predicted lifetimes (durations above specified minimum altitudes) for the number of user-specified cases. Histograms generated from such predictions can be used to determine the probabilities that spacecraft will satisfy lifetime requirements.
The document discusses uncertainties that affect modeling of orbital lifetimes. Issues of repeatability, smoothness of distributions, and code run time are considered for the purpose of establishing values of code-specific parameters and number of Monte Carlo runs. Results from test cases are interpreted as demonstrating that solar-flux predictions are primary sources of variations in predicted lifetimes. Therefore, it is concluded, multiple sets of predictions should be utilized to fully characterize the lifetime range of a spacecraft.
This work was done by Washito Sasamoto of Langley Research Center and Kandyce Goodliff and David Cornelius of Analytical Mechanics Associates, Inc.