Can Bearded Dragons Recognize Their Owners? [& Their Name?]
Bearded Dragons are hugely rewarding pets in many different ways. As an owner, you put so much love and attention into their care that it would be nice to know if they appreciated your efforts and associated you with looking after them. Intrigued, I decided to do some research. I will be sharing all in which I have been able to find here today.
So, can bearded dragons recognize their owners? Bearded dragons can learn to recognize their owners, and do so primarily as a food source. While they are generally docile, they do develop preferences for certain people and are more comfortable and trusting when handled and cared for properly.
Due to their friendly nature, bearded dragons make excellent pets as they are usually very even tempered.
Whilst they can be handled, there are certain guidelines to follow to ensure everyone remains safe.
For instance, the right technique, the right approach and being very stringent on when are all of importance.
Let us now take a closer look at how a bearded dragon can respond to their owners and environment.
We will be taking a look at some of the most commonly asked questions surrounding this topic so be sure to read to the end!
You'll be surprised at what you'll learn if you do!
Do Bearded Dragons Get Attached To Their Owners?
For the most part, bearded dragons are solitary reptiles. Instinctively, they are generally used to being alone for extended periods.
This is primarily why it is important that they are housed alone, or at least away from males, as they can be very territorial and aggressive with other males.
Nevertheless, this does not mean that they do not make for a great pet. In fact, quite the opposite:
Source: Rick Axelson, Doctor of Veterinary Medicine.
But it does take time, and new owners will likely find that their bearded dragon does not take to them right away.
It takes time to build trust, and for a bearded dragon to learn to recognize that you are a their main source of food.
In fact, there are several reports from bearded dragon owners whom notice their beardies preferring, or being more trusting of certain individuals in the house over others:
Source: Bearded Dragon Subreddit.
So, as we can see, there certainly does appear to be some recognition over time involved.
Nevertheless, its all about security and safety for your bearded dragon.
So, if they see you, or another family member as being able to provide this, they will generally be more receptive to you.
As with most reptiles, patience and consistency is key.
This is why handling is so important when keeping a bearded dragon; it needs to be done correctly and safely. They need to feel supported yet not confined.
You can look to talk to your bearded dragon. In this way, they can get an understanding of what you sound like.
Can Bearded Dragons Recognize Their Name?
Whether or not a bearded dragon can recognize their name is a subject of much debate.
However, it has been observed that a bearded dragon can learn to respond to their name, if they associate it with something that benefits them i.e. food.
That being said, its important that the same tone of voice is used consistently and repetitively over time.
So, if you did want to build this association, you need to begin talking to your bearded dragon each time you look to feed them.
Its also a good idea that your bearded dragon hears you speak at other times, but it is during feeding that you are likely to get a response.
Can Bearded Dragons Smell Their Owners?
Bearded dragons have an interesting sense of smell, and like most reptiles, smell using their tongues and by licking!
This is used as a means of detecting danger, seeking out food, and sampling it before consumption.
They do this through the Jacobsen's organ – which connected to the mouth.
This is also why, when owning a beardie, you may see them poking their tongues out from time to time.
Chances are they are having a good old 'sniff' (or taste) of their environment!
Ensuring it is safe, looking out for food.
Sensitivity to smell means that you may see changes in your bearded dragon's behavior if they are exposed to strong or unusual smells, for example perfume.
When handling your beardie, you may notice that on occasion they appear to be licking you, too.
This is your bearded dragon making itself familiar with your scent and also probably making sure that you are not something to eat!
It therefore comes advised to avoid wearing aftershave, perfume or strongly scented products. Otherwise, this change in aroma may make your beardie stressed and ingesting it is not good for them either!
Due to the fact that bearded dragons do not have the best sense of smell, they generally need to get quite close for their safety checks.
It is for this reason, that any bearded dragon owner needs to think about regular contact and careful handling. This is how a bearded dragon can get used to you, and learn to trust that you are safe.
Do Bearded Dragons Show Affection?
It is often said that bearded dragons are the only reptiles to show affection. Another reason why they make such rewarding pets!
However, these displays are in more obscure ways, than you may have initially had expected.
For instance, you may observe your bearded dragon closing their eyes and relaxing their entire body in your presence.
This may not sound like much, but take it as a HUGE compliment. This is a clear and visible sign that they feel comfortable, safe and calm in your presence.
You'll know if a bearded dragon likes you by how much trust they place in.
Licking you is one such way that they will look become familiar with you, and in time, they will likely be a lot more relaxed and docile in your presence.
So, the more time and the better care/handling you have with your beardie, the better your relationship will be with them.
Here are some good tips:
 - Establish a feeding routine by ensuring there are fixed meal and snack times, consistency is key,
 - Handle your beardie carefully and allowing them to explore you by walking over you,
 - Making note of the food that your bearded dragon responds most positively too and treating them with this,
Bearded dragons make amazing pets. Fascinating to watch and rewarding to care for.
In time, with proper care, you should start to notice that your bearded dragon trusts you.
Being that person whom provides food is one sure-fire way to get them to recognize you. Just be consistent, and patient.
Its all about investing time and meeting the needs of your beardie. That is our responsibility as the owner, after all.
Related Questions
How do I know if my beardie is happy? Bearded dragons will express their happiness by displaying certain behaviors. These behaviors typically include pressing up against you, licking the air, coming towards you, laying down and flat when you are near, and basking more often than usual. Ultimately, you are looking for signs of trust in you, and comfort in their surroundings.
What does it mean when a bearded dragon licks you? A bearded dragon will lick you when they are comfortable and/or trying to get a better understanding of you and their environment. During this time, bearded dragons will equally be attempting to smell you. If your bearded dragon attempts to lick you very frequently, it indicates that they trust you, that you have something on you that they like or that they are trying to acquire your scent.


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Fields with spin
 1. Oct 1, 2003 #1
 Fields with spin....
 Can have a field (electromagnetic, gravitational..) a "spin" or can the existence of spin be relevant in the study of field..l.so we can asign a spin to a certain field and study the functional equation of fields with "spin" and relate this "spin" to particle spin
 with this word of "spin" i would mean some intrinsic property of the field similar to this of particles...
 A use would be to produce for example a spin-2 description of the graviton instead of WDW equation by mean of an equation lineal and of first order in derivatives including the term d/dt and the time.
 2. jcsd
 3. Oct 1, 2003 #2
 User Avatar
 Science Advisor
 In QFT in minkowski space, fields may be viewed as consisting of particles, so a spin-j field consists of spin-j particles. For example, photons are the massless spin-1 particles making up the electromagnetic field which is thus spoken of as a massless spin-1 field. However, the notion of field is more fundamental than that of particle since the latter is an observer-dependent concept. This is seen for example in the unruh effect in minkowski space where accelerating observers will see particles where inertial observers see only the vacuum and also in regions of spacetime in which curvature is comparable to the characteristic wavelength of field quanta. It is thus more precise to speak not of particles but in a more general sense of field excitations.
 Last edited: Oct 2, 2003
 4. Oct 10, 2003 #3
 User Avatar
 Staff Emeritus
 Science Advisor
 Gold Member
 A basic remark is maybe needed: "a field with spin" is a fancy name (well..) for a multi-component field. Like a vector field in euclidean space has 3 components at each point (and comes down to a spin-1 field!). In relativistic notation, we use 4 components, but we actually only use 3 (for a massive vector boson). Extra complications for a massless photon make us have 2 independent components, but we still write it as a 4-component field.
 A spinless field is just a field with one scalar component, such as "temperature". The less intuitive aspects come in when we use half-integer spins, because we're classically not used to them, but a spin-1/2 should be a two-component field. (and it can be, for example, a Majorana field). However, in its most popular appearing it has 4 components as a Dirac spinor.
 So spin of a field is nothing else but the fact that the field has multiple components, eventually combined with conditions (gauge conditions, mass conditions) reducing the number of independent components, and subject to specific transformation rules (under the Lorentz group).
 5. Oct 11, 2003 #4
 Re: Fields with spin....
 If all particles (within the framework of QFT) are quanta (linear, scalar, pseudoscalar, qauge etc.) of field, then what exactly do you ask?
 6. Oct 14, 2003 #5
 There is a very good article on this subject from American Journal of Physics: Hans C. Ohanian, "What is spin?" 54 (6), 500-505 (1986). I don't know if it is available online anywhere.
Similar Discussions: Fields with spin
 1. Spin magnetic field (Replies: 1)


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Maintenance and Operations
Stormwater Drainage System
The City of Minneapolis owns and maintains many types of stormwater facilities, including:
- 600 miles of storm drains
- 17 miles of storm tunnels
- 25 stormwater pump stations
- 145 grit chambers
- 390 stormwater outlets
- At least 20 stormwater ponds and man-made wetlands
- Over 18,200 storm manholes
- Over 25,000 catch basins
An inventory and condition assessment study has recently been completed for Minneapolis storm tunnels. A rehabilitation program is being developed based on this study to make needed repairs and improvements.
Proper maintenance and operation of the stormwater drainage system helps minimize pollutants entering City surface waters. Since streets act as collection channels during a rainstorm, they must be considered part of the stormwater drainage system. Maintenance of the storm drainage system includes:
- Cleaning and repairing damage to storm drain lines, catch basins and manholes
- Inspecting and maintaining pump stations, grit chambers, stormwater ponds and storm drain outlets
- Removal and proper disposal of sediment and nutrients (mostly sand and fertilizer) from storm drain structures. Catch basins and grit chambers are cleaned many times each year at regular intervals to remove trash and other materials, such as sand from winter snow and ice control operations.
In 2010, Minneapolis Sewer Operations personnel:
- Removed 467 tons of sediment from stormwater grit chambers
- Removed 149 cubic yards of sediment was removed from storm drain tunnels
- Collected 4,930 tons of leaves for composting during the citywide fall sweep
- Reclaimed 19,250 tons of material, mostly sand, during spring and summer street sweeping operations
Sanitary Sewer System
Protection of surface waters also requires proper maintenance and operation of the sanitary sewer system. Minneapolis streets contain over 830 miles of sanitary sewers; the earliest known sewers were built around 1870. Many of these brick sewers are still in operation; however some of these older concrete sewers are now in need of repair or replacement.
The City has an ongoing rehabilitation program helps to extend the life of these sewers by installing fiberglass lining in them. This also prevents groundwater contamination from leaky pipes.
Sanitary sewer pipes occasionally get plugged up, which can cause backups into basements. Regular cleaning and redirection of stormwater runoff to storm drains helps prevent this. In addition to the sewers, 31 miles of deep tunnels (also called interceptors) convey sanitary sewage to the Metropolitan Wastewater Treatment Plant (formerly known as Pigs Eye Sewage Treatment Plant). Most of these tunnels are inspected and maintained by Metropolitan Council Environmental Services (MCES).
Garbage, sediment, and other contaminants are deposited on roadways from a number of factors including:
- Residential over application of salt
- Animal waste
- Construction site erosion
Public and private snow and ice control operations contribute to this problem. To manage snow and ice control, City crews apply thousands of tons of sand and salt to roadways every winter. Sand harms lakes and streams by disturbing their ecosystem, depositing pollutants that bind to sand particles in lake bottoms and streambeds. Salt is harmful to both groundwater and surface water.
These materials will wash into our lakes, rivers and streams without proper control measures:
- Regular street sweeping (the City performs annual street sweepings in the spring, summer and fall of each year)
- Proper application of deicing materials
- Proper housekeeping practices for maintenance yards and storage of deicing materials. All salt stockpiles should be covered while being stored to minimize potential groundwater contamination and runoff.
- Erosion control measures should be properly applied to help control runoff from sand stockpiles.
Last updated Jan. 30, 2013

source: HuggingFaceFW/fineweb-edu


The Calming Effect of Horses
The Calming Effect of Horses
Wednesday 18th September 2019
There are many benefits of horse riding for children with autism. Autistic people see, hear and feel the world differently to other people and this can cause considerable anxiety.
The rhythmic movement experienced during horse riding has been found to calm this distress and the actual physical contact with the horse may also help to build other relationships and reduce negative reactions.
Communication and empathy may also be increased by the interaction with the horse as their excitement of riding encourages them to speak to their horse and they begin to understand that their reactions can have an impact on how the horse behaves.
Riding different horses, introducing new activities and the rotation of volunteers that help out during riding sessions can assist with the resistance to change that is often associated with autism.
Cameron Branchett has riding been since 2011. When he began to get frustrated with his progress, Malvern Riding School, an Accessibility Mark accredited centre, stepped in to help. Here his Dad, Jonathan, tells his story.
Cameron's Story
Cameron was diagnosed with Autism Spectrum Disorder (ASD) in December 2006. In 2011, after discovering that the rocking motion on the pelvis when riding a horse released oxytocin that can help calm people, Cameron tried his first riding lesson.
The effect on him was immediate. Trying to cope in a main stream school, Cameron was showing symptoms of Tourette's Syndrome alongside his ASD. All of this stopped every time he sat on the horse.
He was hooked and we were amazed that a half hour lesson could have such a profound effect on him. They say certain animals have an affinity with humans and this is certainly the case with every horse Cameron has ridden. He forms a genuine bond with them all and they seem to instinctively understand his needs.
With ASD comes difficulties, listening to and understanding complex sets of instructions can be challenging at times. Cameron never expressed any desire to be a champion rider, or show jumper, he just enjoyed riding and trotting.
However, he began to get frustrated with his own limited progress and was starting to find the lessons troubling. In 2016, he was on the verge of giving up. That's when we turned to Malvern Riding School. Julie and the staff there are simply wonderful.
Within a few months he had mastered his rising trot, something he had never managed in five years! He now canters and jumps with ease and he is so much more confident and enthusiastic about his riding now and determined to become as good as he can be to help him with his dream of becoming an actor.
Julie and the staff, have a way of sensing when Cameron is getting a little disengaged with his riding and quickly change the lessons to keep him interested.
The way they communicate with him really resonates and he responds well to them. The little things like stopping the horse and talking towards him rather than shouting to his back as he rides past make all the difference. They also know the best way to challenge and support him even when he doubts himself.
There are currently 53 Accessibility Mark-approved centres across the country.
To find your nearest RDA Group or Accessibility Mark centre visit
In other news: Activity Alliance releases updated profile toolkit


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What is Minute of Angle - MOA?
MOA is a mathmatical concept that most firearm scopes incorporate. Minute of Angle (MOA) is critical to sighting in your scope. MOA mathematical concepts were used to develop the AccuScope scope sighting reference tool.
The only MOA information needed to use AccuScope is your scope's MOA number. AccuScope determines the number of adjustment dial increments or "clicks" to rotate your scope's elevation or windage adjustment dial to accurately sight in your scope at multiple shooting distances.
Each click of the scope turret is usually 1/4 or 1/2 MOA change and on some scopes 1/8 MOA. Normally, shooters refer to these adjustments as a change of a fraction of an inch at 100 yards rather than the true value of MOA for which they are supposedly calibrated to.
Calculating Angle of Arc
The angle of an arc is expressed in number of degrees. There are 360 degrees of arc to a full circle. Each degree consists of 60 minutes of arc. The distance covered by the measure of arc is relative to the circumference (total distance around the circle) it is contained within. Knowing the radius (distance to center of circle) circumference is easily calculated by using the constant pi.
The ratio (represented by pi ) of circumference is constant to diameter (radius x 2) regardless of circle size. The precise value of pi is so far unknown to man but is normally resolved to 3.1416 or 3.141 for our purposes.
Suppose a circle with a 6 inch radius. Circumference can be calculated as: circumference = (radius x 2) x pi circumference = (6 x 2) x 3.1416 circumference = 12 x 3.1416 circumference = 37.6992 inches The distance covered by 1 degree of angle (37.6992 / 360 or, circumference divided by 360 degrees) is 0.1047 inch at 6 inches from center of circle. And, 1 minute of angle represents (0.1047 / 60 or, 1 degree divided by 60 minutes) 0.001745 inch at 6 inches from center of circle.
Knowing what MOA represents allows us to calculate its value to any distance. Six inches (the radius of the above example) is 1/600th of 100 yards: (100 yards x 36 inches) / 6 inches = 600 Therefore, the value of MOA at 100 yards is 1.047 inches (0.001745 x 600 = 1.047) At 50 yards 1/2 the 100 yard value; 70% @ 70 yards; twice @ 200 yards; 6 times @ 600 yards; and so on. So, the difference between thinking in inches as opposed to MOA is 10.47 inch @ 1000 yards.
Who has time to figure this out when you should be shooting?
We transform this complicated concept into a simple, easy to use tool. In short, AccuScope is "MOA made simple". Although MOA mathematical concepts were used to develop AccuScope, the only MOA information you need to use AccuScope is your scope's MOA number. AccuScope comes in two versions. The first version is designed for 1/4 MOA and 1/2 MOA scopes - these scopes are most common. The second version is for 1/8 MOA scopes - these scopes are becoming more and more popular due to their increased precision.

source: openbmb/Ultra-FineWeb


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Estadio Centenario Stadium in Montevideo was born when FIFA assigned the first World Cup football championship to Uruguay. An adequate venue was missing to host this important event. The Uruguayan delegation was engaged in the building of a gigantic stadium that could hold 100,000 spectators. The entire tournament had to be played in this stadium! Works had to start right away. Within a year the tournament would start!
The stadium was designed by architects Juan Antonio Scasso and José Domato. The initial project consisted of four sectors built in an elliptical shape. If followed a strict geometrical order and was designed to include an athletics track. The different sectors were characterized by a geometrical continuity and by an equal distance to the centre of the playing field. However, it turned out impossible to complete the stadium with three levels of tiers. Therefore, the initial project was modified and the third ring was remodelled. It got built on one sector of the stadium only. Base areas with standing room were added below the tribunes and therefore the athletics track could not be built anymore. The capacity of remodelled stadium dropped to 70 000.
The first World Cup tournament was set to start on July 13th, 1930. Construction of the stadium was finished only 5 days later. Therefore, the first opening match in World Cup's history was relocated to Pocitos Stadium, a small stadium that belonged to a local football club named Peñarol. The new stadium was named 'Centenario' to celebrate the first century of Uruguay's independency. At that time, the stadium was very modern and functional. It had two levels of tiers, three sections with base areas, and a main tribune with three levels of tiers. On the latter, a tower of 100 meters (328 feet) was built, symbol of the monumental project. On top of the tower, the winning country's flag of the World Cup tournament flew.
In successive years, the stadium was enlarged several times. A third ring of tiers was built on two other sections of the stadiums (the ones behind the goals). During the seventies, the stadium could hold a capacity of 90 000 spectators. During these years, a school and museum on football were opened under the tribunes of the stadium.
Today the stadium contains several stands and it has a capacity of almost 74 000, mostly seating. It is also used for other events. In recent history, for example, it often served as the arrival of the 'Vuelta Ciclista', a cycling competition in Uruguay. Of course, the Centenario Stadium will always be famous for its history as the first stadium to have hosted a World Cup final.
© by Angelo Spampinato


sticks AT ALL TIMES! The red player must show his/hers but can hide behind things that will cover it up.
The leader's role: The leaders can play, but must watch the game and make sure everyone is showing their glow sticks during play. The leader could also have more than one "it" person in the game at once. Each additional "it" must have a red glow stick, though.
NOTE: Play in a safe location where there are no trip hazards!
Back to Top Grab and Swat
This is our youth group's agressive version of duck duck goose.
Parts needed:
1 foam noodle cut in half (you'll use both halves).
1 5 gallon pickle buckett or trash can.
How to play: Have everyone stand in a circle but have them face towards the outside of the circle. Choose two youth to stand inside the circle, where the bucket is located. Give them each a noodle. The object of the game is for the student to swat someone and run back to the trash can, put the noodle in the trash can, and get back to where the person they swatted was standing, before they can grab the noodle out of the trash can and swat them back. If they are able to hit the student back, before they make it back to the spot, then the one who got swatted back is now in the mush pot, which is actually outside the circle, until someone who swats a player gets swatted back. If the student is able to swat the person, get the noodle back in the bucket, and make it back to that person's place without getting swatted back, then the other person is now "it" with the noodle.
This game is great because it really wears out the students, and the noodles don't hurt the students.
Added by Jeff Proctor
Back to Top Hula Hoop Pass
Get all your participants in a circle holding each other's hands. Get someone to 'unlock' one of their hands from the circle, put a hula-hoop onto his/her hand, then reconnect with the circle.
The aim of this game is to get the hula-hoop around the circle and back to where it started without the group letting go of each other's hands. Can also be played with groups against each other and a stop watch; lots of fun!
Added by Jeff Montgomery
Back to Top Human Foosball
Supplies: A soft ball for kicking and something to mark the boundaries with...masking tape (for inside) and spray paint (for outside).
Play just like the table game only with real people linked in rows. Split the kids into two teams, have a captain decide who goes in which rows and how many in each row. Each entire team faces one direction and has to stay that way. They link arms by holding the person's elbows next to them. The whole row has to stay within their boundaries like in the game, but they can slide back and forth, left and right.
When you play inside you can mark the boundaries with masking tape, or if you play outside you can use paint (if acceptable) or tape or flour. If you play in a building, you need to remove pretty much everything from the room. If you play outside, it is best if you play between two buildings so that the ball stays in the game. If you play in a field, have lots of folks around to toss the ball back into play.
Make sure everyone is wearing shoes, it can get a little fierce with the kicking. Stress safety and not getting out of control. Also, USE A BALL that is SOFT - we use a stuffed soccer ball, or you could use a Nerf ball.
Variation: Use more than one ball at a time.
Added by Eric and Cindy Scott
Back to Top Human Lawn Mower
Divide into two teams. Give each team two buckets. Have students run to the first bucket pre-FILLED with pancake syrup and grab a pair of scissors from the bottom (have only enough scissors for about a third or half the team.
Then they run to a designated grassy area where their job is to try and cut as much grass with their scissors as possible and put it in the other bucket. Teams will have to work together with some cutting, and some picking up grass.
Stop the game before students without scissors get bored. The team with the most cut grass in their bucket at the end of the game wins.
Safety Note: As always, emphasize safety, instructing students to walk with scissors pointed down. "It's all fun and games until somebody loses an eye!!"
Added by Kissa Vaughn
Back to Top Hyper Spy Hunt
This game is probably best played off the church campus. This manhunt-sort-of-game puts your group in teams, forces them to work together, and promises a load of fun for all who are involved. Here is how you do it.
1. Find a safe location with many stores and a large area. Malls, shopping centers, or even large flea markets work great.
2. Decide upon a super spy name (like Jason Bourne) but James Bond or Ethan Hunt could also be used.
3. Beforehand, secretly commission a handful of folks to be spies. They should dress up
so they are not recognizable to the students. Each spy should be assigned specific zones at your chosen location so that they are spread out. Most of the youth group should know the spies in real life so that they have a chance of spotting them in their costumes.
4. Give each spy index cards with a single letter from the super spy's name. For example, Spy 1 would carry several index cards with a "B" on it, Spy 2 would carry the same number of cards with an "O" on them, Spy 3 would have cards with a "U" on them, and so on.
5. Assign an item to each spy that they will request from every team of students that spots them. (In other words, for the team to get the spy's card, they must go and purchase some trivial item.) The items should be unique and very cheap. Also, they need to be purchased within that area. A guitar pick, a stick of incense, a pack of baseball cards, etc. Scope out the area ahead of time to come up with the items.
6. Send out your "spies" to the appropriate zones and then move on to explain rules to the teens.
1. The game is played in teams. Split the teens up into small groups, and explain the boundaries clearly. If you are in a mall, hand them a mall directory with the appropriate markings on them.
2. Let them know that they are looking for spies (that they would actually know in real life) and that they must get a clue from every spy in order to discover the super spy's identity. (You don't necessarily have to tell them that the spies will require something of them first before they give up their clue.)
3. They must go around staying in their groups and find ALL the spies and get ALL the clues to figure out who the super spy is. Teams MUST find all spies, and not just "fill in the blanks" when they can accurately guess the secret spy's identity. The first team back to the leader with EVERY spy found and able to provide the name of the super spy, wins.
4. When they find a spy, the spy will say, "I have a clue for you, but first you must bring me a "whatever." Again, assign cheap and unique items that will take the teens some time to find. The spies are allowed to move around within their zone, so it will take that group some time to find the spy again.
NOTE: If you play in public areas, make sure you coach your group how to behave. If they are too rambunctious, they will get kicked out. Also, remember to have an agreed upon ending point (the food court, perhaps). Also, decide a playing time limit. This way, all teams are back together at the same time, regardless of whether they finished the game.
Back to Top Ice Cream from Heaven
Leaders get ice cream and get on top of the church and with students down at the bottom with cups and bowls the leaders DROP ice cream from the roof along with chocolate syrup, sprinkles, and cherries while the students down below try to catch it and then proceed to eat it. This is an incredible amount of fun. The only caution is that a lot of clean up is needed at the end. I'd suggest placing a huge tarp on the ground to catch at least most of the mess.
Added by Chris Lambuth.
Also see Banana Splits in the Mouth (Click Here) and Marshmallow Drop (Click Here).
Back to Top Inner Tube Stuff
Get several large truck tire inner tubes. Divide into teams and see who can stand the most people within the edges of their tire tube.
Variation: Hula Hoop Stuff (same thing, just with a hula hoop.)
Added by Young Life
Back to Top Jello Twister
Best done when it's warm outside so people can hose down after.
Get a square of cheap plastic and attach pie tins in a 4 x 4 grid by pushing a pull clip through the bottom of both the pans and plastic. Then spread out the clips under the plastic to hold them down. Fill the pie tins with already-made jello right before youth group. Be sure that you've got different colors of jello for the spinner. Have a good spinner and kids who will go for it. Play in bare feet!
Suggestion: Tell the kids beforehand to bring clothes they don't mind getting stained.
Added by Young Life
Also see


text:
Take A Bite Out of Nature: The Significance of Animals in Alice's Adventures in Wonderland FINAL
Take A Bite Out of Nature:
The Significance of Animals in Alice's Adventures in Wonderland
"Everything's got a moral, if only you can find it."
Lewis Carroll as The Duchess
Alice's Adventures in Wonderland is considered one of the most beloved books of children's literature in the modern age. Through various media incarnations, including film, television, parody, and music, this classic tale of a girl's magical journey through the land of madness is at once didactic and complex. One of the most memorable, if under analyzed, themes running through the book is the constant personification of animals. However, the significance of this consistent usage of our furry animal friends is often overlooked by those more interested in what the characters say than who the characters are. Indeed, while analysts and fans will often memorize a quote or witticism, they seldom look to the identity of the one speaking it. During her encounter with the Caterpillar in Chapter V of the book, Alice is very concerned with identity. The Caterpillar asks her bluntly, "Who are you?" However, Alice cannot answer him, which stymies their conversation. This suggests that Carroll himself was conscious of, and careful in selecting the identities of those who spoke. It is no surprise then that Alice's struggle for her own identity and the conversation in regards to it, is had with a caterpillar, a creature itself confused about who it is. This passage is made all the more poignant because Alice is talking to the embodiment of transformation. It is careful consideration of both the identity and actions of characters within the book that allow a full appreciation of Lewis Carroll's mad world. Therefore, particularly in the case of the large number of talking animals, the significance of animals needs to be examined.
From the very beginning of the book, Alice's journey is typified by movement away from the ordered world of human society, and into the chaotic world of nature. This journey is jump started by a very anxious animal, the White Rabbit. "So she was considering…whether the pleasure of making a daisy-chain would be worth the trouble of getting up and picking the daisies, when suddenly a White Rabbit with pink eyes ran close by her." However, it is not only the animal itself, but his unique manner that motivates Alice into action. "but, when the Rabbit actually took a watch out of its waistcoat-pocket, and looked at it, and then hurried on, Alice started to her feet…". It is worth noting here, that in the world that Carroll creates for Alice, there is nothing to suggest that this White Rabbit is anything out of the ordinary. In our world it might be ludicrous, or even frightening to see a small animal, dressed finely and muttering to itself in human speech, but in Carroll's world, the suggestion is not that the rabbit is aberrant but that Alice herself has never looked at rabbits correctly before. Also, it is only because it is an animal that Alice pays attention. It is entirely probable that had a strange little man rushed by, whining about being late, Alice would have simply sat bored by the brook and perhaps made a few daisy chains. But, because something out of the ordinary occurs, namely that a rabbit rushed by talking, Alice is motivated to act. It is the promise of a new perspective that sends her forward, and it is her preconceptions, particularly about animals, that she must leave behind.
In fact, animals in Carroll's world seem all too eager to question Alice's preconceptions. For instance, after having fallen deeply into the earth while chasing the White Rabbit, (and experiencing a strange lesson in the dangers of consumption), Alice encounters a mouse. Her mechanical niceties of conversation often cause difficulties between her and the animals she is in the company of, and this mouse is no different. This perhaps begins with her utterance in French, "Ou est ma chatte?" in an effort to communicate with a Mouse she fears may be French. She soon learns that the mouse understands both French and English, though, as the poor creature leaps from the pool of tears they are swimming in with fright and responds, after Alice's quick apology, "Not like cats!" cried the Mouse in a shrill passionate voice. "Would you like cats, if you were me?" The usage of a small creature, like a mouse in this instance, is an effective way of highlighting Alice's own uncaring nature. Mice are generally accepted as a weak and vulnerable animal. Alice demonstrates very quickly that she is unable to imagine what it is like to live in the world of the mouse, or indeed, any world but her own. Alice continues the conversation, but stumbles onto the predatory nature of her own animal companions again and again, able only to recognize her error after the fact, instead of preventing her rude utterances to begin with. This seems to highlight Carroll's underlying theme within Alice's journey; Alice must learn to empathize with those who are different from her in order to grow up.
Alice's animal journey continues with her further encounter with the White Rabbit. She finds herself placed in the awkward position of being ordered by the animal, and immediately identifies her preconceptions that animals ought to keep their place. "How queer it seems…to be going messages for a rabbit! I suppose Dinah'll be sending me on messages next!…Only I don't think…that they'd let Dinah stop in the house if it began ordering people about like that!" The thought of her cat making requests of her seems absurd. Again, the usage of animals is an effective way of revealing Alice's inner life. Had a strange man asked her to run a message, she might never have allowed herself to confront her own rebellious and unhelpful nature, but because an animal is making the request it is safe for the young girl to confront her own obstinate opinions on doing for others. Yet, despite her misgivings, she does as the White Rabbit asks and ends up, through her further selfish acts, trapped in the White Rabbit's house, having grown too large to exit. The White Rabbit, along with a large group of various animals then gather to attempt and expel the giant Alice from the house. Whereas before, Alice has been beseeching the creatures she comes into contact with for help, now that she is large again, her first reaction is intimidation and violence. When the White Rabbit attempts to enter his house, she "suddenly spread out her hand and made a snatch in the air". And later, she kicks a lizard out of the chimney, after wishing to herself that the animals could help her out of the house. Finally, when they threaten to burn the house down she responds, "If you do, I'll set Dinah at you!" This is a clear threat of murder. Now that she is gigantic, she feels that the animal's feelings and inclinations don't matter at all, and feels free to attack and bully them as she pleases. Again, she finds that she cannot bring herself to empathize with a creature different than herself, and what little empathy she seemed to have developed, through regret of her actions with the Mouse and his friends, quickly evaporates when her dominant size returns to her.
Alice's journey continues on through many more encounters with animals and their treatment in the world of Wonderland. She encounters a fish and a frog serving as messengers, and rescues a baby that turns into a pig (which she quickly discards). She has a conversation with the enigmatic Cheshire Cat, the only other predatory animal she had encountered, and attends a mad tea party, hosted by both man AND animal.
And finally, she comes to play Croquet with the Red Queen. It is here that Alice encounters the truly uncompassionate nature of mankind. In fact, it is perhaps a pun on Carroll's part by turning these "human" characters into personified playing cards, inherently small and thin, suggesting that their self serving, self indulgent natures make them shallow excuses for human beings. From their first meeting, Alice is at odds with the Queen of Hearts, whose selfish cruelty is an exaggerated mirror of Alice's own. "'And who are these?" said the Queen…"How should I know?" said Alice surprised at her own courage, "It's no business of mine." The Queen turned crimson with fury, and, glaring at her for a moment like a wild beast, began screaming, "Off with her head! Off with—" "Nonsense!", said Alice, very and decidedly, and the Queen was silent." Immediately, Alice is set up as a sort of foil for the violent and selfish Queen, her own will as strong as the mad monarch's. After their initial friction, Alice is invited to play croquet, where the presence of animals is decidedly different than their previous incarnations. While the White Rabbit is present and nervous as always, clearly a servant to the court, "the croquet balls were all hedgehogs, and the mallets live flamingoes". Alice struggles to play the insane game of croquet, growing more and more perturbed at the Queen's petulant and childish execution edicts and her blatant disregard for the feelings or status of others. Eventually the Cheshire Cat appears and asks, "How do you like the Queen?" To which Alice replies, "Not at all". The Cheshire Cat seems amused by Alice's consternation, and unconcerned with the goings on around him. He is the inner anima of Alice's own predatory nature, and represents one path she could possible take. However, when her friendship with the cat is challenged, Alice quickly retorts to the King of Hearts, "A cat may


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One of the mysteries of the English language finally explained.
- 'The granulomatous process exclusively affected the small airways in an acinar distribution.'
- 'However, the extent to which such results are applicable to acinar cells is not clear.'
- 'What collagen is present is usually found associated with the acinar pattern.'
- 'It also acts on acinar receptors to inhibit their secretions.'
- 'Secondary atrophy of the pancreatic acinar tissue also occurs.'
Top tips for CV writingRead more
In this article we explore how to impress employers with a spot-on CV.


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Introduction to Log Sequence Numbers
Every record in the SQL Server transaction log is uniquely identified by a log sequence number (LSN). LSNs are ordered such that if LSN2 is greater than LSN1, the change described by the log record referred to by LSN2 occurred after the change described by the log record LSN.
The LSN of a log record at which a significant event occurred can be useful for constructing correct restore sequences. Because LSNs are ordered, they can be compared for equality and inequality (that is, <, >, =, <=, >=). Such comparisons are useful when constructing restore sequences.
LSNs are values of data type numeric(25,0). Arithmetic operations (for example, addition or subtraction) are not meaningful and must not be used with LSNs.
LSNs are used internally during a RESTORE sequence to track the point in time to which data has been restored. When a backup is restored, the data is restored to the LSN corresponding to the point in time at which the backup was taken. Differential and log backups advance the restored database to a later time, which corresponds to a higher LSN.


Simple Guide to Cosmetic Clay Types & their Uses!
Updated: Jul 24, 2020
There is an endless number of ways in which to use cosmetic clays, and we encourage you to find your creative outlet!
BENTONITE CLAY Bentonite clay is composed of volcanic ash sediments that have been weathered over a long period of time. Sodium bentonite clay is known for its swelling properties, as it acts like a sponge when mixed with water. This clay is very popular for facial masks, foot baths, or bath soaking blends.
Dry Characteristics: The dry clay has a neutral scent and a pale, off-white color. The texture is slightly grainy, but it smooths out when pressed between the fingers. While it does leave something of a powdery coating behind when brushed off, the dry clay doesn't stick to skin too much.
Wet Characteristics: When wet, the clay paste is off-white in color with a smooth consistency. If liquid is added in too slowly, clumps will form, and the use of a whisk is helpful for keeping a smooth consistency. This wet clay spreads smoothly on skin, and its thick texture is reminiscent of cooked oatmeal.
Bowls and spoons with wet and dry bentonite and French green clays.
FRENCH GREEN CLAY French green clay is so named because some of the first recorded deposits of this clay were found in France, although it is now known to be found in many different spots around the globe. This fine-textured clay takes its verdant color from decomposed plant matter. Many people find French green clay helpful for occasional blemishes, and it is generally used by those with average to oily skin.
Dry Characteristics: French green clay has a neutral earthy aroma and pale green color. This clay doesn't "puff" (create a cloud of fine mist) out of the bag and has a fine texture, with a slight graininess.
Wet Characteristics: When water is added, the paste of this clay tends to have a slight lumpiness. Be sure to mix slowly and thoroughly with a whisk when adding liquid for smoother clay preparations. This clay has a somewhat darker green hue when moistened then in its dry form. The texture has a tendency to be a bit grainy when applied to the skin and is similar to the Rhassoul clay in consistency.
FULLER'S EARTH CLAY Fuller's earth clay has very strong oil absorbing abilities, and because of this, it is recommended for those with very oily skin. This clay is also helpful in stain removal and has mild natural bleaching properties.
Dry Characteristics: The dry clay has a lightly earthy scent and an off-white to greenish and tan color. The texture is fine and powdery. It is also very lightweight, so watch out, it can get everywhere!
Wet Characteristics: Fuller's earth clay is very smooth and easy to mix with liquids. The color is dark grey to dark tan, and it retains a fairly thick consistency when wet.
Plate with 4 sections, filled with the earth-toned clays Fuller's earth and rhassoul.
RHASSOUL CLAY Rhassoul clay is a fine, red-colored clay from Morocco that has been used for centuries in the realm of natural skin care. While it will still absorb oils from the skin, it is much gentler than many other clays and is typically recommended for more sensitive or mature skin types.
Dry Characteristics: When dry, this clay has a light reddish-brown color and a fine texture; its slight grain feels similar to French green clay. However, unlike French clay, its lightness gives it a tendency to slightly puff out of an opened bag.
Wet Characteristics: This clay mixes easily into water to create a darker, red-brown colored paste without lumps. It still retains a slight graininess, though this goes away as the clay absorbs water. It's easy to smooth onto skin and has a thin consistency when spread out.
Bowl and spoon with constituted beige clay and a spoon of dried white Kaolin clay spilling off of it.
WHITE COSMETIC CLAY White cosmetic clay (aka Kaolin clay), is not as absorbent as other clays, making it appropriate for skin that tends to be drier or more sensitive. Often, this clay is found as an ingredient in mineral makeup.
Dry Characteristics: This clay has a neutral scent with a light tan color that can vary to off-white. The texture is very fine and soft, and it will coat skin with a thin powdery layer when handled.
Wet Characteristics: When liquid is added, this clay takes on a much darker tan color. The texture remains fine and mixes easily with water, and it is smooth and grit-free.
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Click on the images below to enlarge.
Photos courtesy of Alba Sánchez
These three photos were taken at the Collective Roots workshop, which was held at the East Palo Alto Charter School. The first photo shows instructors Iban Seger, at the far left and Neha Bazaj, in the white shirt, talking with two workshop attendees. In the second photo, the instructors and the students protect growing strawberry plants from the cold. The third photo shows some of the collard greens that are growing in the school's garden.
What kind of plants can grow in the winter? When do you start planting? How do you protect strawberries from the cold? These were some of the questions that were raised in the garden workshop that was held at the East Palo Alto Charter School. The workshop was sponsored by Collective Roots, a nonprofit organization in East Palo Alto, which focuses on "garden-based learning" and "food system change."
In answering the question about the type of plants that grow in the winter, Neha Bazaj responded, "Everything you can use for a winter soup." Bazaj, who was an instructor in the workshop that Collective Roots held, told the attendees that they can grow green leafy plants, such as chard, spinach, cabbage and lettuce, and they can also grow tubers like potatoes, carrots, onions and radishes.
Workshop attendees not only had the chance to ask general questions about gardening, such as how to get rid of pests, but they also shared some of the problems they had in their own gardens.
As they picked up tips and general how to's, the participants were able to stroll through the EPA Charter School's garden, visit the greenhouse and the school's chicken coop. After their tour, they took the tips that they had learned and put them to use: planting beans for later use as a nutrient for the soil and covering the strawberries with straw to protect them from the cold and small pests, such as animals and birds.
At the end of the workshop that was held on Saturday, November 19, the instructors gave each of the attendees a small planter containing a young lettuce, which they could take home or leave to grow a little more in the greenhouse.
The workshop the student gardeners attended was one of two special workshops sponsored by Collective Roots. The next workshop, which will be held on January 21, 2012, will provide tips on how to make a natural fertilizer.
Those interested in finding out more about Collective Roots can check its web site at _URL_.
Updated Monday, November 28 at 8:43 p.m.
To contact the author of this article, Alba Sánchez, send an email to _EMAIL_.


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Fashion and Class
In what ways do changing notions of social class correspond with key developments in the history of fashion? Focusing on examples ranging from 18th-century Britain to aspects of the global fashion industry in the early 21st century, Fashion and Class examines the meaning and evolution of the term 'class', from its Marxist origins to modern day interpretations. Did industrialisation, technological change and developments in fashion retailing bring about a degree of 'class levelling' or in fact intensify class antagonism? And to what extent does modern mass consumption and cheap labour revive some of the ethical issues faced in 19th-century British textile factories?
Exploring a variety of case studies that examine the changing relationships between fashion and class in different historical contexts, from the French revolutionaries of the 1780-90s through to the changing relationships between couture, designer and high-street fashion in the mid-20th century and onwards, Fashion and Class is essential reading for those wishing to understand the ways in which the fashion system is closely connected with ideas of class.
Table of contents
- Acknowledgements pp. x–x
- Introduction pp. 1–12
- What's in a name? The language of class in relation to fashion and fabrics pp. 13–28
- The politics of fashion pp. 29–52
- Fabric of society: technological change and fashion pp. 53–68
- From north to south: class identity and dress in the English novel, 1820–60 pp. 69–88
- Fashion, class and democratisation pp. 89–106
- Retailing revolution: Marks & Spencer and the democratisation of fashion pp. 107–130
- Design and class pp. 131–152
- Conclusion pp. 153–160
- Back matter


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Moving away from home
Moving away from home is very difficult and tough to most of people especially for young people, as everything seems different and not the same compared to the way it was. There are amount of people who love to do it and can adjust under a new way of life, on the other hand, there are another people who just do not like moving away as they can not put up with it. However, people who can handle it will be much more independent and stronger than the others.
Moving away from home have is useful as it gives the person a fresh start, quiet environment, self-independence as well as it makes the person get exposed to more ideas. On the other hand, It have lots of disadvantages such as lack of communication between family and friends, in addition to, it makes the person feels like he lives in fear or disappointment.
Nowadays, most of youth prefers to move away from home, but why exactly is that happening? Maybe it seems interesting and excitement for them at first, yet, they just want to escape from their lives and try this sort of adventure, they also may be forced to move away under the circumstances of their work or job.


Charlie Chaplin in Limelight
Charlie Chaplin (1889 - 1977)
a.k.a. Charles Chaplin
Film Deaths[edit | edit source]
 - The Face on the Bar Room Floor (1914) [Artist]: Possbly dies of drink while trying to draw the face of the woman that left him. (While the film suggests he passes out, the poem ends with the artist dying.)
 - Sunnyside (1919) [Farm Handyman]: In a dream sequence, he commits suicide by standing in the path of an oncoming car; he wakes up just before the impact. (He survives the movie in reality.)
 - The Kid (1921) [A Tramp]: Shot to death by a policeman in a dream sequence. (Again, he survives the movie in reality.) (Thanks to Joseph)
 - Monsieur Verdoux (1947) [Henri Verdoux]: Executed (off-screen) by the guillotine. The movie opens with a shot of his tombstone as he begins narrating from beyond the grave, then ends as he is being led to the guillotine.
 - Limelight (1952) [Calvero]: Dies of a heart attack backstage at the theatre, after completing his comeback performance.
Noteworthy Connections[edit | edit source]


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¡Cuídate! means "take care of yourself."
It is the theme of this culturally-based program designed to reduce HIV sexual risk among Latino youth. ¡Cuídate! helps youth develop the knowledge, attitudes, and skills to reduce their risk of STDs, HIV/AIDS, and unplanned pregnancy. The program emphasizes risk reduction strategies such as sexual abstinence and correct condom use through interactive activities. In Oregon,¡Cuídate! will include a comprehensive contraceptive learning session in addition to the program's emphasis on risk reduction strategies.
For more information on the ¡Cuídate! program, Select Media offers the ¡Cuídate curriculum and training materials.
¡Cuídate! is an evidence based curriculum. Youth in the ¡Cuídate! program reported having significantly:
- Fewer incidents of sexual intercourse,
- Fewer sex partners,
- Fewer days of unprotected intercourse, and
- For youth who are sexually active, an increase in consistent condom use.
In Oregon youth have the opportunity to participate in the ¡Cuídate! evaluation. Participation in the evaluation is voluntary and is not required to participate in the ¡Cuídate! program.
To find out if ¡Cuídate! is offered in your area in Oregon, please contact Lindsay Weaver at: _EMAIL_


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Promoting respect and tolerance in the classroom
The UNESCO-USA-Brazil "Teaching Respect for All" project (launch date: 18 January) is the latest of several initiatives the Organization carries out to promote learning to live together.
Teaching and learning about human rights is a major aspect of UNESCO's rights-based work in education. Human rights education creates a "human rights-friendly" environment and helps learners to live by and promote human rights in their daily lives. This new project aims to delevop a curriculum framework for anti-racism and tolerance. In developing this work the Organization will draw upon past and current activities.
UNESCO carries out human rights education projects, in formal and non-formal settings, on gender equality, violence prevention, ethics education and providing access to education for indigenous people, rural people, child workers, children with disabilities and other marginalized groups. It recently convened the United Nations' first-ever international consultation to address bullying against lesbian, gay, bisexual, transgender and inter-sex (LGBTI) students in educational institutions.
Its 9,000-strong worldwide network of Associated (ASPnet) Schools carries out initiatives such as the Transatlantic Slave Trade Education project to study the causes and consequences of the slave trade and combat racism and discrimination. ASPnet Schools are currently testing an innovative teaching tool on children's rights in several countries.
As part of the strategy for Priority Africa, UNESCO is carrying out studies on Human Rights and Education for Global Citizenship in 10 African countries. The studies aim at identifying problems related to their implementation and assisting countries in the region in their endeavours to adopt effective strategies, programmes and activities.
UNESCO has been promoting the World Programme for Human Rights Education (2005-ongoing), in close cooperation with the Office of the High Commissioner for Human Rights, targeting diverse communities, from students to civil servants to police officers.


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About the project
This project will conduct mass digitization of primary sources relating to World War One from the Libraries, Special Collections and Archives of Wales. Wales had the highest level of recruitment of any UK country during World War One. The project will make available a coherent, consolidated digital collection revealing the often hidden history of World War One as it impacted all aspects of Welsh life, language and culture. These source materials are presently fragmented and frequently inaccessible, yet they collectively form a unique resource of vital interest to researchers, students, and the public in Wales and beyond.


What Is Blitzscaling And Why It Matters
Blitzscaling is a business concept and a book written by Reid Hoffman (LinkedIn Co-founder) and Chris Yeh. At its core, the concept of Blitzscaling is about growing at a rate that is so much faster than your competitors, that make you feel uncomfortable. In short, Blitzscaling is prioritizing speed over efficiency in the face of uncertainty.
Origin of the name
Blitzscaling is prioritizing speed over efficiency in the face of uncertainty.
The name Blitzscaling comes from a World War II association with the term "blitzkrieg" or lightning war, where the attacker risks it all to either win or lose the battle.
Understanding Blitzscaling might means having a framework that can help your small organization to scale up or your large company to also benefit from a new and reinvigorated acceleration, which is critical to survival in a market that changes at a faster pace.
Let's start from what's Blitzscaling is not.
Course: Business Model Innovation Flagship Course
Blitzscaling is not growth hacking
Confusing Blitzscaling with growth hacking might be easy. There is a critical difference. Blitzscaling looks at massive growth which is also accompanied by high uncertainty. As pointed out by Reid Hoffman in an HBR interview:
Therefore three features of Blitzscaling are:
 - grow really quickly
 - usually at a global scale
 - gain the first mover of scale advantage
Thus, rather than a process of experimentation with the aim of testing what works and what doesn't efficiently, Blitzscaling is about being all in!
Blitzscaling is not a magic formula
Rather than a magic formula that works in each scenario, Blitzscaling follows a framework that revolves around three key ingredients:
Those three key ingredients of Blitzscaling.
What's Blitzscaling then? There are a few key elements I think are worth highlighting.
Related: Successful Types of Business Models You Need to Know
Speed in the face of efficiency
This is a critical difference between scale-up and Blitzscale. The former happens in a scenario of certainty and efficiency.
You allocated the resources necessary to test what works and what doesn't with fewer assumptions as possible.
You have wider margins to test those things up to focus on what works. In a way instead, Blitzscaling is about survival.
Thus, max speed is everything, because if you don't reach the scale, you might be dead any time soon. That is why efficiency takes a back seat.
Blitzscaling is an uncertain process
As Blitzscaling is an uncertain process, it might also require massive resources as it is a sort of calculated gamble where many mistakes will be made.
Capital will be a crucial element to recover from those mistakes. Making a mistake, also big ones are part of Blitzscaling. In short, those who take the risks of Blitzscaling are able to also amass the rewards by building multi-billion companies at a global scale.
The reward is the first-scaler advantage
One key reward of Blitzscaling is the first-scaler advantage. The first who succeed at Blitzscaling take all or most of the market which gives them a lasting advantage hard to overcome.
What are the stages of Blitzscaling?
The main stages of Blitzscaling usually are:
 - Family-scale, up to 9 employees
 - Tribe, defined in 10s employees
 - Village in 100s of employees
 - City: in 1000s of employees
 - Nation: in 10,000s employees
While this is a simplification, it is crucial to understand that a company which is Blitzscaling will go through several stages, each of which has differentiating features. For instance, in some stages financing might be the most important aspect, while in others building the winning team is.
Course: Business Model Innovation Flagship Course
Blitzscaling Business Model Innovation Canvas
FourWeekMBA readapted the concept of Blitzscaling to a business canvas, which is a particular process of massive growth under uncertainty that prioritizes speed over efficiency and focuses on market domination to create a first-scaler advantage in a scenario of uncertainty.
Among the three key ingredients to Blitzscaling, there is business model innovation (actually the most critical element).
According to this framework, business model innovation can be achieved based on a few vital components made of four growth factors and two growth limiters.
A glance at the four key growth factors
The four growth factors are:
Market size
How large is the market you're targeting when Blitzscaling? Is it really reachable?
A big market is a critical ingredient for a Blitzscaling business model. This market has to be large enough and reachable. A large market has to be taken into account based on the context. Indeed, launching and scaling a startup in Silicon Valley is not the same as doing it in Italy or Spain.
In general, as pointed out in the book (Blitzscaling: The Lightning-Fast Path to Building Massively Valuable Companies) venture capitalists are usually looking for investments that are returning many times over and can achieve a venture scale. This often implies targeting a market that often is as large as a billion-dollar in annual sales.
Are there existing networks you can leverage on? What viral loops can you create to spread your product/service quickly and at scale?
Often, when you are the incumbent in a new space those who already have an established brand and network, are probably your best option to start.
This concept known in growth hacking as other people's network is the perfect place to start. One classic example is how Airbnb leveraged on Craiglist to gain initial traction.
Another critical ingredient is about virality and how you can instill it in your product. Usually, virality is achieved via a freemium pattern where a product or part of it is given for free to allow a cheaper and quicker distribution.
High gross margins
When you grow your revenues, do you generate larger amounts of cash available to finance growth
A gross margin or gross profit is merely the revenues left after subtracting the cost of sales (or the costs you have to sustain to generate the sale).
This metric is fundamental when looking at tech companies as it determines their cost structure and whether they can be financially viable in the long run.
A high gross margin implies that the company will have enough resources to invest even further in the scale of the business. If you look at the Google cost structure and Google business model, you realize how it is engineered to have high gross margins.
Facebook is even a better example with higher gross margins than Google; given the Facebook low cost of traffic acquisition, this social network is a money-making machine. That money is used to keep growing at a fast pace.
Network effects
A network effect is a phenomenon in which as more people or users join a platform, the more the value of the service offered by the platform improves for those joining afterward.
Is each additional user joining in bringing a positive effect to the whole platform?
A critical element of an innovative business model built on technological products and services is based on the network effect. This principle is simple yet powerful.
For each user that joins and uses a product or service, the value of the same product or service will improve for the other users on the platform.
The two growth limiters
The two growth limiters are:
Lack of product/market fit
Is the market satisfied with your product/service? If not what is that it's missing?
Product/market fit is a well-known concept by anyone who has a minimum of experience in the startup world, and yet that is often misunderstood.
For instance, in general, the product/market fit aims at coming up with a minimum viable product (MVP) that solves a need for a group of people. That MVP will allow an organization to gather more and more feedback about the product and improve it over time.
Another school of thought wants the product/market fit more focus on achieving an EVP (exceptional viable product). In short, according to this way of thinking of product/market fit, you have achieved that once you have an exceptional product that leaves your audience extremely happy.
While this is a great alternative to traditional MVP, probably not the best suited for the Blitzscaling business model canvas, in the Blitzscaling business model canvas, a "good enough" product might do the job. Indeed, that product, together with distribution will allow us to scale up.
Operational scalability
Are your operations sustainable at meeting the demand for your product/service? Are your revenues growing faster than your expenses?
When you keep growing at a fast pace, often profitability becomes hard to manage. Indeed, focusing too much attention on growth and revenue, but not having enough margins to cover up for the infrastructural cost and human resources might be a big problem and cause of failure for the business.
That is why a business model that doesn't make sense from the operational standpoint is doomed to collapse overtime!
Key takeaway
There isn't a single way to define what a business model is. For the sake of this discussion, we took into account the Blitzscaling business model canvas.
In short, this is a one-page framework I put together, inspired by the book Blitzscaling: The Lightning-Fast Path to Building Massively Valuable Companies which gives an alternative way to define a business model.
More precisely that is – in my own words – a process of massive growth under uncertainty and that prioritizes speed over efficiency and focuses on market domination to create a first-scaler advantage in a scenario of uncertainty.
This business model can be engineered and designed or figured out along the way.
Ideally designing it would be best as it allows to integrate within it four key growth factors (market size, distribution, high gross margins, and network effects) and avoid the two key growth limiters (


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Not one, not two, but three female addax calves have been born at Brookfield Zoo within the last two months, and one more is expected by the end of the summer. The most recent was born this past Saturday, July 9. The other two were born on May 30 and June 1. All are doing well and can be seen with their mothers—Martha, Sara, and Mali—on exhibit in their outdoor habitat on the north side of the zoo.
The three births are a welcomed addition to the North American zoo population because the species is critically endangered in its native Africa. Brookfield Zoo has exhibited addax since 1935 and in 1941 was the first zoo in North America to have an addax birth. Since the arrival of the first breeding pair, there have been 140 addax births at Brookfield Zoo.
"We are thrilled about the addax births at Brookfield Zoo and being able to share the significance and importance of these new additions with our guests," said Amy Roberts, curator of mammals for the Chicago Zoological Society. "What is really exciting is that there is the possibility that one of the calves or their descendants may one day be introduced to the wild as part of a collaborative program."
The pairing of the three new moms with Winston, who is the sire of all three calves, was based on a recommendation by the Association of Zoo and Aquariums' Addax Species Survival Plan (SSP). The Chicago Zoological Society, which manages the zoo, has been an active participant in the Addax SSP since its inception in 1989. An SSP is a cooperative population management and conservation program for the species in North American zoos. The program manages the breeding of addax in zoos to maintain a healthy, self-sustaining population that is both genetically diverse and demographically stable. Currently, there are 159 addax in 18 accredited North American zoos.
Once widespread across North Africa, the addax has been largely driven to extinction in the wild by over-hunting since the mid-1800s as well as civil unrest. Additionally, although highly adapted to
hyper-arid conditions, addax are nonetheless impacted by long periods of severe drought. The current addax population is restricted to a narrow band of desert between eastern Niger and western Chad. Researchers estimate there to be less than 300 individuals remaining in the wild, with the last major population of around 200 in the Tin Toumma desert of eastern Niger.
However, there is hope for the species thanks to an international collaborative effort involving zoos in North America and Europe, the Tunisian government, and the Convention on Migratory Species. Brookfield Zoo is one of more than 40 zoos worldwide that has provided support for the reintroduction of zoo-born addax into fenced reserves in Tunisia.
Current efforts are focusing on securing the remaining wild populations in Niger and Chad, increasing scientific management of captive populations in Africa and elsewhere, and reintroducing individual animals to suitable, secure, and protected areas in former range states.
Addax have some of the most impressive horns of all antelope, which is one of the main reasons they have been over-hunted. In older individuals, they can spiral almost three turns and extend nearly three feet. They are one of a group of species called "horse-like antelope," which are unusual in that the females have horns as long as those of the males.
The species lives in one of the most inhospitable habitats in the world, and they are the most desert-adapted antelope. Their feet are extra-large and spread out, perfect for staying on top of loose sand. Their legs are shorter than most antelope, giving them a low center of gravity and keeping them steady—even when the sand shifts under foot. They get nearly all the moisture they need from the sap of vegetation and from dew, going almost their entire lives without drinking water at all. When vegetation is not available, they can live off the water stored in their body fat. They are nomadic, with no fixed territory, following the rains that produce the plants on which they depend.
They have a relatively heavy body with a sandy-white coat in the summer that turns grayish-brown in the winter. White markings can be found on their legs and belly, with a black tuft of hair on their forehead, under the horns.


The Road to Brass Tactics – Part 3
Over the winter and spring of 2016, we had established two of the core interactions of Brass Tactics: Player Table Movement and Commanding Combat Units. However, while our second-to-second tactical play was pretty well defined, there was the whole aspect of long-term strategy and economic development that needed further definition. As usual we started with a very loose set of objectives and speculated as to how we might fulfill them, and then had some fun as we reached our target experience.
We knew that we wanted more hands-on activities, and pushed for more tactile interactions. However, from early tech demos and our personal experiences with VR we realized that it was important to have physical analogies that made sense. There couldn't be "movement for movement's sake". Pulling a lever to directly manipulate a machine that translated that motion into a result (for example to stamp some metal) is fine. Pulling a lever to accomplish the same thing as pushing a button was not good: it immediately felt fake and tedious.
We cast a pretty wide net during this period, and learned what interactions fit the RTS game model and what did not.
Towers are a core element of the game, the buildings placed on the map to claim territory, as well as being a source for various military units. The player needed easy access to towers during play, and interacting with towers needed to feel natural when built with the Touch controllers.
Resocketable Towers
Our first speculation on tower construction was to have a "toy chest" of towers, a growing group of tactile objects that the player could pick up and place into sockets, and then remove them and socket them elsewhere on the map. "Resocketable" towers in this sense would have had a profound impact on how the game would play as an RTS, but the idea of picking up and placing tactile elements directly on the battlefield fed into our overall fantasy for VR.
There are a number of reasons we didn't keep the feature, but one of the most prominent was how it clashed with movement. The player used the same input buttons to slide the table as they did to pick up a tower, which immediately caused frustration when you grab a tower instead of moving the table. This sort of context-sensitive input works fine when the player has to make a deliberate action or the game's pace is not too high, but table movement is key to success in Brass Tactics… We couldn't sacrifice that.
We could have moved tower pickup to another button (such as the trigger, as we did with upgrades), but then it would have clashed with unit direction instead, simply moving this issue to another button.
Floating Towers
One oddball quirk of moving towers around the map during play is that once you pick one up, you are forced to hold it in one hand while moving with the other. This felt awkward. As an experiment we allowed players to place them in the air in front of them, "floating" as though in zero gravity. The player could just place them out in front of them wherever it was convenient. We even gave them a bit of a visual bob because a rock-solid frozen object in the air feels like a bug and causes players to unintentionally tune them out. The end result worked but was strange, and violated the "physical" world with real gravity that we'd created.
Tower Shelves
We still knew we enjoyed the physical placement of towers, so we still needed a way for players to purchase them. Since we didn't want to rely on menus, a "vending machine" where the player spent some currency to acquire an object required a physical space to live.
The first thing we used for a while were "shelves" that hovered at the player's elbows on the left and right. This gave the player a surface that followed them around the map, where we could put a variety of controls. However, they were well outside the player's normal view, and were problematic if the player walked around the VR space. We considered variants of this such as a "belt" the player could grab from either side and pull into view, but that would result in the player having to look down rather severely. (An apt rule coined by one of our designers was "If the player gets a double chin, you're making them look down too far".)
Regardless of the shape they took, these shelves just felt weak and temporary.
Towers Behind the Castle
We still needed a place to purchase towers, and the castle was a natural option we had to try. The tower "vending machines" were placed back at the player's home base, which we knew would be inconvenient but we wanted to see if it fit with the pacing of a strategy game. In the end this was quite unpleasant, as the player would not only have to move back to their castle to make a purchase, but they had to hold the tower in one hand and move to the build location with the other. It was not comfortable for a majority of players, and required returning to the castle far too often. It amplified player requests for the ability to teleport back to the castle with a button press, which we were trying to avoid for the sake of space and presence.
Finalizing the Palette
We had seen a number of wrist-mounted menus in other games, so we wanted to explore that avenue next. We wanted to make sure that the player interacted with physical objects as always, so it had to unfold somehow, but we wanted to avoid using a button to open it. We opted for rotating the hand palm-up as the signal for the palette to unfold, which was a clear gesture that was different than a typical resting position for the player's hand… When we tried palm-down variants (where the palette would unfold from a wristwatch), there were far too many false positives where the palette opened, due to how the player held their hand naturally.
The palette could have been any shape, so we started with round ones, and experimented with "tiered" versions that helped the player see all the towers mounted… In the end a flat and simple shape worked fine, and we adjusted the palette's angle on the hand for maximum readability. Staggered rows and careful spacing helped the player see each tower label and price. This was definitely the right choice.
Building Upgrades
After tower purchasing, we had to design how our tech tree would manifest… and we knew that the interaction and function would be strongly tied together. In many RTS games, a tech tree is accessed via menus or distributed across the map. Our main goal was to avoid any solution that required parsing a lot of text to use… reading has yet to be a pleasant activity in VR.
Placing upgrade buildings was our primary focus because it was tangible in the way towers were. We quickly decided that these upgrades would be built around the player's castle. This did require returning to the home base (which was inconvenient for tower placement) but since it happened less often, it was less of a hassle. A side effect was that upgrades automatically made your castle seem more elaborate, and when your purchase triggered a castle upgrade, you were generally there to see the (elaborate mechanical) castle upgrade process. Finally, an opposing player could be in awe of your progress by sliding over to your castle and checking it out.
The upgrades were purchased using resources and then socketed into the castle. We had a limited number of sockets, which was further attached to the castle upgrade level. This worked best in VR because the player could clearly see how many sockets they could fill, as well as what happened to the castle when those sockets were filled. By creating a physical analogy we cut down on the menu fiddling and reading in the game significantly.
One side note on the disadvantages managing a lot of information with limited UI is that hardcore players still want to hone their skills with some sort of guide (such as a tree view of the upgrade progressions) and deeper dive that they can refer to during play. Not only did Brass Tactics not provide that extra-deep information in-game (although it was made available on our website), the nature of VR meant referencing outside information during play is nearly impossible… A player cannot (easily) have a web page up on another screen, or glance at a poster-sized printout on their wall… they see the game and only the game.
Our last decision was where the upgrade building "shop" would be positioned… We could have made a second palette to hold them, but we opted to put these buildings behind the castle, outside the normal playspace. We briefly considered a model where the player had to pull a drawer open and pull one of the buildings out, so that the upgrades wouldn't accidentally be picked up… We believed this two-handed operation would not be too tedious for players since it is done eight times a match at the most. However, in the end it was discarded. Two-handed actions felt burdensome unless they created immersion, added control, and reinforced the action. We opted for a "drawer" behind the castle that automatically opened.
Additional Interactions
We had our basic verbs functioning, but we still wanted to explore additional physical interactions, to really explore the "toy box" inspiration of Brass Tactics. Blessedly, Oculus was supportive in giving us time to implement a whole slew of experiments from which we learned a great deal (and hopefully helped future games!).
Table Movement Minigame
When we were fine-tuning the map drag functionality, we created a simple minigame that forced players to move around quickly and precisely. The player simply moved to various random spots around


text:
E.J. Campbell High School; Prior to 1903 African American children in Nacogdoches were taught at two different locations by Will Sanders, Peyton Edwards Walton, Sr., and T. C. Ayers. In 1903, the schools were combined and moved to a building on Shawnee Street to create the Nacogdoches Colored School. This building, which is still standing on Shawnee Street, educated African American children of all grades. In 1937, the school board voted to change the name to E.J. Campbell School in honor of a former principal. The building continued to educate all grade levels until 1954 at which time high school students moved into a new building across the street. The high school became known as E.J. Campbell High School and the old building became Emaline Carpenter Elementary School. From 1965 to 1969, NISD offered a "freedom of choice" plan with schools becoming fully integrated in the 1970-71 school year.
This item may be protected under Title 17 of the U.S. Copyright Law. It is available for non-commercial research and education. For permission to publish or reproduce, please contact the East Texas Research Center at _EMAIL_.


text:
27. Evaluation of E-commerce in B2B in China.
the subject of the dissertation is Evaluation of E-commerce in B2B in China.
1. Discuss the importance of e-commerce in the B2B context in china
2.state of knowledge in b2b website
3. talk about e-commerce in general, especially in B2B, implication in China, culture context, culture scale.
4.need to find the gap that existing reading research do not have
5. critical analysis


Document Type
Doctor of Philosophy
Advisor's Name
Chockalingam Viswesvaran
Advisor's Title
Committee Chair
Advisor's Name
Nathan Hiller
Advisor's Name
Victoria Pace
Advisor's Name
Jesse Michel
Applicant attraction, need for achievement, person-organization fit, valence-instrumentality-expectancy theory, organizational personality
Date of Defense
This research explored the thesis that organizational personality is related to applicants' attraction to an organization through a process which involves need motivation, expectancy beliefs, and applicants' perceptions of person-organization fit. Organizational personality may be defined as a collection of trait-like characteristics that individuals use to describe organizational practices, policies, values, and culture. Specifically, this research investigated the hypothesis that organizational personality information is useful to applicants because it helps individuals to determine their perceptions of fit. A sample of students (N = 198) and working adults (N = 198) participated in an online experiment. Findings indicated that individuals' beliefs about the instrumentality of desirable work related outcomes are essential to determining their perceptions of fit and organizational attraction. Additionally, organizational personality perceptions interacted with need motivation to affect perceptions of fit and organizational attraction. For instance, perceptions of fit mediated the influence of the interaction between need for achievement and perceptions of innovativeness on organizational attraction. The interaction of need motivation and perceptions of organizational personality helped individuals to better determine their perceptions of fit and subsequent attraction toward organizations.


text:
Until 1856, when the National School was built, education in Ivybridge was provided by a number of private schools.
Between 1870 and 1902 school boards were established in England and Wales. These public bodies had the authority to establish and administer elementary schools under the Elementary Act 1870. They were able to raise funds from a rate, build and run non-denominational schools where inadequacy prevailed, pay the fees of the poorest children, and if deemed necessary, create a by-law to make attendance compulsory between the ages of 5 and 13, before the Elementary Education Act 1880 included this. School boards were eventually replaced by local education authorities at the turn of the century.


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cback-span(1) Kenneth J. Pronovici cback-span(1)
cback-span - Span staged data among multiple discs
cback-span [switches]
This is the Cedar Backup 2 span tool. It is intended for use by people who back up more data than can fit on a single disc. It allows a user to split (span) staged data between more than one disc. It can't be a Cedar Backup extension in the usual sense because it requires user input when switching media.
Generally, one can run the cback-span command with no arguments. This will start it using the default configuration file, the default log file, etc. You only need to use the switches if you need to change the default behavior.
This command takes most of its configuration from the Cedar Backup configuration file, specifically the store section. Then, more information is gathered from the user interactively while the command is running.
The main difference between Cedar Backup version 2 and Cedar Backup version 3 is the targeted Python interpreter. For most users, migration should be straightforward. See the discussion found at cback(1) or reference the Cedar Backup user guide.
-h, --help
Display usage/help listing.
-V, --version
Display version information.
-b, --verbose
Print verbose output to the screen as well writing to the logfile. When this option is enabled, most information that would normally be written to the logfile will also be written to the screen.
-c, --config
Specify the path to an alternate configuration file. The default configuration file is /etc/cback.conf.
-l, --logfile
Specify the path to an alternate logfile. The default logfile file is /var/log/cback.log.
-o, --owner
Specify the ownership of the logfile, in the form user:group. The default ownership is root:adm, to match the Debian standard for most logfiles. This value will only be used when creating a new logfile. If the logfile already exists when the cback script is executed, it will retain its existing ownership and mode. Only user and group names may be used, not numeric uid and gid values.
-m, --mode
Specify the permissions for the logfile, using the numeric mode as in chmod(1). The default mode is 640 (-rw-r-----). This value will only be used when creating a new logfile. If the logfile already exists when the cback script is executed, it will retain its existing ownership and mode.
-O, --output
Record some sub-command output to the logfile. When this option is enabled, all output from system commands will be logged. This might be useful for debugging or just for reference.
-d, --debug
Write debugging information to the logfile. This option produces a high volume of output, and would generally only be needed when debugging a problem. This option implies the --output option, as well.
-s, --stack
Dump a Python stack trace instead of swallowing exceptions. This forces Cedar Backup to dump the entire Python stack trace associated with an error, rather than just progating last message it received back up to the user interface. Under some circumstances, this is useful information to include along with a bug report.
-D, --diagnostics
Display runtime diagnostic information and then exit. This diagnostic information is often useful when filing a bug report.
This command returns 0 (zero) upon normal completion, and six other error codes related to particular errors.
The Python interpreter version is < 2.7.
Error processing command-line arguments.
Error configuring logging.
Error parsing indicated configuration file.
Backup was interrupted with a CTRL-C or similar.
Other error during processing.
Cedar Backup itself is designed to run as root, since otherwise it's difficult to back up system directories or write the CD or DVD device. However, cback-span can be run safely as any user that has read access to the Cedar Backup staging directories and write access to the CD or DVD device.
/etc/cback.conf - Default configuration file
/var/log/cback.log - Default log file
The project homepage is:
If you find a bug, please report it.
If possible, give me the output from --diagnostics, all of the error messages that the script printed into its log, and also any stack-traces (exceptions) that Python printed. It would be even better if you could tell me how to reproduce the problem, for instance by sending me your configuration file.
Report bugs to <> or by using the BitBucket issue tracker.
Written and maintained by Kenneth J. Pronovici <> with contributions from others.
Copyright (c) 2004-2011,2013-2015 Kenneth J. Pronovici.
July 2015 Cedar Backup 2


Preparing to hot-add SAS disk shelves
Preparing to hot-add a SAS disk shelf involves downloading documents as well as the disk drive and disk shelf firmware.
Before you begin
Note: A mix of IOM12 modules and IOM6 modules is supported within the same stack if your system is running a supported version of ONTAP. To establish whether your version of ONTAP supports shelf mixing, refer to the Interoperability Matrix Tool (IMT).NetApp Interoperability If your version of ONTAP is not supported and you cannot upgrade or downgrade the IOM modules on the existing stack or the new shelf that is to be added to a supported combination of IOM modules, you need to do one of the following:
 - Start a new stack on a new SAS port (if supported by the bridge-pair).
 - Start a new stack on an additional bridge-pair.
 1. Download or view the following documents from the NetApp Support Site:
 2. Verify that the disk shelf you are hot-adding is supported.
 3. Download the latest disk and disk shelf firmware:
 Note: In this step, you are only completing the download portion of the instructions provided in the links. You need to follow the steps found in the Hot-adding a disk shelf section for installing the disk shelf.
 1. Download the disk firmware and make a copy of the disk firmware instructions for reference later.
 2. Download the disk shelf firmware and make a copy of the disk shelf firmware instructions for reference later.


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Below is an extract from the Terms of Reference. The full Terms of Reference, including annexes, are available to download on the Ministry of Education website.
View full Terms of Reference.
Read the Cabinet paper seeking agreement to the Terms of Reference.
Outcome | Putanga
The review of Tomorrow's Schools will focus on the changes we need to make to governance, management and administration in education to ensure the fitness of the school system to meet the challenges we face, and to achieve equity and excellence.
The Taskforce is expected to provide its recommendations on the future arrangements for schooling in New Zealand to the Minister of Education by 9 November 2018.
Scope | Awhe
The review will cover the provision of compulsory schooling for children and young people aged 5-19 years (or 21 years for learners with high needs), with a focus on a system that promotes equity and excellence for all NZ children and young people.
The review is limited to the state and state-integrated schooling system and relevant education agencies, but may take into account how the governance, management and administration of the schooling system impacts on the opportunities for employer engagement, the secondary-tertiary interface, transition to tertiary study and work, and transition from early learning to schooling.
The review will be broad-based and not constrained in its thinking, but should explore the following key themes:
- The ability of governance, management and administration of the schooling system to respond to the education needs of the future;
- The ability of schools to respond flexibly to their local communities and the need to balance this with every child's right to a responsive education at their local school, regardless of where they live;
- The roles of governance, management and administration in schools, and how they could better support equity and inclusion in the educational progress and outcomes for all children throughout their schooling;
- Giving active expression to te Tiriti o Waitangi by exploring the impact of the governance, management and administrative system on the ability of schools to meet the needs of all Māori students and assessing its effectiveness for Māori medium students.
- The environment within which schools operate, including the roles of the Ministry, ERO, NZQA, Education Council and NZSTA in supporting schools (and the yet to be established Education Advisory Service and the Leadership Council).
Operation | Whakahaere
The Taskforce will lead the review by:
- Providing independent advice on the future arrangements for the governance, management and administration of schooling in New Zealand beyond 2020 to meet the needs of all New Zealanders;
- Consulting widely to gather a representative spectrum of stakeholder views, including children and young people,(especially those for whom the current system is not effective), the teaching profession, parents, whānau, iwi and Pasifika communities, leaders and employers, and capturing these views in the final report;
- Evaluating the environment within which schools operate, including the roles of the Ministry, ERO, NZQA, Education Council and NZSTA in supporting schools and whether these continue to be fit for purpose;
- Considering how schools interact with social and wider government services;
- Basing its advice on best practice, insight and sound evidence; and
- Evaluating the relative efficiencies and effectiveness of proposed changes and the potential impacts of change for children, schools and their communities.


I notice that when downloading a footprint from Ultra-Librarian that it often includes a set of 3. When downloading the models for the ITS414N for example it includes three slightly different footprints: Sot223, Sot223-M, Sot223-L.
Are these footprints meant for different layers or are they alternatives based on the needs of the designer? If so, why should one footprint be chosen over the other?
enter image description here
Notice how the pads on each are different. These usually follow the different recomendations (usually from IPC) for high density, low density, etc.
Low density has bigger pads which will give you better thermal and electrical connections and can be stronger.
Depending on the soldering process (hand soldering, flow, oven) you might also want different pad sizes.
Your Answer


text:
Posted: Sep 26, 2012 9:56 AM by Adam Bell - MTN News
Updated: Sep 26, 2012 8:02 AM
WEST YELLOWSTONEYellowstone National Park moving forward with new steps to help revive the native cutthroat trout population.
Re-establishing the cut throat trout population in Yellowstone National Park is one of the park's top priorities. And now the park is stepping up their efforts with chemicals.
The streams were stocked with non-native Brook Trout decades ago, but their presence brought a decline in the native Cutthroat Trout in the park's lakes, rivers and streams.
Biologists will introduce a fish toxin known as Rotenone into the streams this week to remove the Brook Trout.
While the chemical will be introduced in small quantities, the park advises visitors not to swim in or drink from the streams through October 7. Warning signs will be posted at all treated areas.
This year's treatment is the first in a series that will be conducted until the Brook Trout have been completely removed from the streams. The park will then re-introduce genetically pure native Yellowstone Cutthroat Trout to the streams.
The long-term plan is not only to support native species restoration, but also for these streams to provide a brood stock population of Cutthroat for future restoration efforts.
The Rotenone chemical will be introduced to the Elk Creek and its tributaries, near Tower Junction. Park Officials say this project will not impact the nearby Yellowstone River.