text:
||This article needs additional citations for verification. (January 2008)|
A switcher or shunter (Great Britain: shunter; Australia: shunter or yard pilot; USA: switcher or switch engine, except Pennsylvania Railroad: shifter) is a small railroad locomotive intended not for moving trains over long distances but rather for assembling trains ready for a road locomotive to take over, disassembling a train that has been brought in, and generally moving railroad cars around – a process usually known as switching (UK: shunting). They do this in classification yards (Great Britain: marshalling yards). Switchers may also make short transfer runs and even be the only motive power on branch lines and switching and terminal railroads. The term can also be used to describe the workers operating these engines or engaged in directing shunting operations.
The typical switcher is optimised for its job, being relatively low-powered but with a high starting tractive effort for getting heavy cars rolling quickly. Switchers are geared to produce high torque but are restricted to low top speeds and have small diameter driving wheels. Switchers are rail analogs to tugboats.
US switchers tend to be larger, with bogies to allow them to be used on tight radiuses. European switchers tend to be smaller, with fixed rod-coupled wheels, although bogie types are sometimes used where very heavy loads are involved, such as at steelworks.
Switching is hard work, and heavily used switch engines wear out quickly from the abuse of constant hard contacts with cars and frequent starting and stopping.
Diesel switchers tend to have a high cab and often lower and/or narrower hoods (bonnets) containing the diesel engines, for all round visibility. Slugs are often used because they allow even greater tractive effort to be applied. Nearly all slugs used for switching are of the low hood, cabless variety. Good visibility in both directions is critical, because a switcher may be running in either direction; turning the locomotive is time-consuming. Some earlier diesel switchers used cow-calf configurations of two powered units in order to provide greater power.
The vast majority of modern switchers are diesels, but countries with near-total electrification, like Switzerland, use electric switchers. Prior to the introduction of diesel-electric locomotives, Electric shunting locomotives were used to an extent in Great Britain where heavy trains needed to be started on steep gradients. The steeply-graded Quayside Branch in Newcastle upon Tyne was electrified by the North Eastern Railway in 1905, and two steeplecab locomotives were built to handle all traffic on the line. One of these, No. 1, is now part of the National Collection and resides at Locomotion in Shildon. On the opposite side of the Tyne, the electrified lines owned by the Harton Coal Company in South Shields for the movement of coal and colliery waste to shipping facilities on the river was one of the more extensive industrial networks. A number of the early German locomotives built for use on these lines have been preserved. Electric locomotives were also extensively employed for moving the coke cars at cokeworks, obtaining power from a side wire, as third rail or overhead line electrification would have been impractical. These specialised locomotives were tall steeple-cab types not seen anywhere else, and operated on a short length of track between the ovens and the quenching tower. Despite their ubiquity, very few have survived into preservation as there is very little scope of operating them due to their unique means of obtaining power, slow speed and the fact they greatly exceed the loading gauge of most railway lines. One example built by Greenwood and Batley in Armley, Leeds is preserved at the Middleton Railway, not far from where it was built. Small industrial shunters are sometimes of the battery-electric type. An early battery-electric shunting locomotive is shown here. The Tyne and Wear Metro has three battery electric shunters built by Hunslet, which are used to haul engineering trains when the overhead supply is switched off. Flywheel energy storage was also used experimentally by Sentinel.
The "GE three-power boxcab locomotive" was a type of switcher developed in the USA in the 1920s. It was a diesel-electric locomotive which could alternatively run on batteries (for use inside warehouses) or from a third rail or overhead supply. It was a type of electro-diesel locomotive.
Steam shunter/switchers are now mainly of historical interest. Steam switchers were either tank locomotives or had special (smaller) tenders, with narrow coal bunkers and/or sloped tender decks to increase rearward visibility. Headlights, where carried, were mounted on both ends. Attempts were made by companies such as Sentinel to adapt the vertical boilers from their steam powered road vehicles for use in shunting locomotives, in order to compete with the relatively new diesel shunters. Although these were found to be equal in power and efficiency to most of the early diesel designs, their development came too late to have any real impact. Outwardly, they bear more resemblance to diesels than steam locomotives. A number have been preserved on heritage railways, although few of these are in working order.
Small industrial shunters have sometimes been fireless locomotives and a few of these are still at work in Germany. Again, several have been preserved, but are mostly static displays, as heritage railways and museums lack the large source of high-pressure steam (such as a power station's boilers) needed to charge the locomotive's accumulator.
British and European locomotives of this type tend to be much smaller than the common size in the United States. Current British shunters are 0-6-0 diesel-electrics, Class 08 and Class 09, of 350-400 horsepower. These were developed from similar locomotives supplied by the English Electric Company to the Big Four British railway companies in the 1930s and 1940s, e.g. those pioneered by the LMS. Similar locomotives were exported to the Netherlands (e.g. NS Class 600) and Australia (e.g. Victorian Railways F class (diesel)). The use of shunting locomotives saw a sharp decline in Britain in the latter half of the 20th century, largely due to the contraction of the network, increased competition from road traffic and widespread adoption of train-load freight, with fixed rakes of wagons moving mainly bulk products between rapid-loading facilities, as opposed to thousands of sidings and goods depots feeding trains of assorted wagons into the marshalling yards.
In continental Europe 0-6-0 (or "C") diesel-hydraulics, similar to the short-lived British Rail Class 14, are widely used. A very common type is the DB Class V 60 and its variants. Two examples on the Turkish State Railways are TCDD DH33100 and TCDD DH7000.
Sri Lanka Railways owns 28 Class Y shunters in operation. However Class Y1 is not in operation.
|Class||Wheel Arrangement||Horse Power||Manufacturer||Engine||Transmission||Livery||Imported Year|
|Y||0-6-0||530||Hunslet||Rolls Royce V8||Hydraulic||Black||1969|
|Y1||0-8-0||1150||Locally Assembled||Paxman V12||Hydraulic||Blue & Red||1972|
|G2||Bo-Bo||625||North British||Paxman V8||Electric||Black||1948|
A station pilot is a shunting engine based at a major passenger station, used for moving trains or carriages between platforms, assembling trains, and other passenger train shunting tasks. Having assembled a train, it could also be used to assist the train engine in starting a train by pushing from behind. It is a predominantly British term.
Station pilots have recently been phased out in the UK as the majority of passenger trains are formed with multiple units or have a Driving Van Trailer at the opposite end to the locomotive; the few locomotive-hauled passenger trains are shunted by the train engine rather than a dedicated station pilot.
The BR Class 03 was commonly seen performing this duty, having gradually replaced the assortment of four and six-coupled tank engines which had previously been used.
Pilot locomotives are now limited to use in locations such as Traction Maintenance Depots and heritage railways to move rolling stock and "dead" locomotives in and out of the buildings. The National Railway Museum in York uses a BR Class 08 for this purpose, as does Heaton TMD near Newcastle upon Tyne. Locomotives performing this particular duty were traditionally known as shed pilots when working at a motive power depot, and as works pilots when shunting at locomotive, carriage or wagon works. On heritage railways, where there is not enough work for the shed pilot to justify the cost of keeping even a small locomotive in steam all the time, diesel shunters usually act as shed pilots. At the Tanfield Railway near Gateshead, a four-coupled Armstrong Whitworth diesel-electric shunter of 1933 vintage generally performs pilot duties. On other heritage railways, a number of preserved Class 03 and Class 08 shunters have been given a new lease of life as shed pilots, making the Class 03s some of the few preserved locomotives whose regular duties remain largely the same as those they were used for prior to preservation.
Gallery↑Jump back a section


Take the 2-minute tour ×
I have to write an algorithm that find the path in DAG with single source and single sink... I really don't know what to do ( tried to use DSF and topological sort but nothing...) I don't want anyone to solve it for me but just some guidance.
Thank you
share|improve this question
1 Answer 1
up vote 0 down vote accepted
BFS finds shortest path in general unweighted graph - and also specifically in DAG [since it is also a graph]. It is also pretty simple to code it.
Note that DFS will find a path - but it doesn't have to be the shortest one.
You might also want to have a look at this post to see how to get the actual path from BFS after running it.
EDIT: according to your comments, it seems you want O(|V|) solution, and it doesn't have to be shortest. a modification of DFS is the way to do then, since the DAG has a single source and a single sink, every path from the source reaches the sink.
Note that since your graph is a DAG and since we established that every path from the source reaches the sink, you don't need to go backward after exploring a certain path [so no recursion or stack is needed].
 map <- new map
 current <- source
 while (current!= target):
 next <- current.getNextVertex() //just chose an arbitrary edge and follow it, doesn't matter which
 map.put(next,current) //we "discovered" next by following current
 current <- next
after running this algorithm, you need to follow back the map from the target to the source - and you get the actual path [reversed of course]
The complexity is indeed O(n) because we visit each node at most once. In order to maintain O(n) the map has to be a hashmap [and not a treemap]. If the vertices are enumerated - you can even implement the map as an array.
share|improve this answer
I dont need to find the sourtest one.. just the one that will take O(n) – Nusha Mar 25 '12 at 20:30
_USER_: What is n? number of nodes in the graph? – amit Mar 25 '12 at 20:30
number of vertices – Nusha Mar 25 '12 at 20:31
_USER_: DFS then gets you a O(n) solution in your case, I updated the answer with more details about it. – amit Mar 25 '12 at 20:45
WOW!!! thank you soooo much! – Nusha Mar 25 '12 at 20:47
Your Answer


What is Whitelist?
Many advertisers who buy advertising programmatically will only buy from a whitelist or against a blacklist. A Whitelist is a list of website domains that the advertiser is willing to serve its ads on. For publishers getting your domain name added to an advertiser's or DSPs white list is paramount in scaling Programmatic Revenue. Just because a domain name appears on a whitelist does not necessarily mean that the advertiser will buy that domain, the DSP's algorithm still prevails.
Advertisers and their Advertising Agencies use various tactics to build whitelists. Here are a few ways that buyers curate a Whitelist;
 1. Use a 3rd Party service like Comscore to source a whitelist
 2. Working with Publishers and Programmatic Sellers to get their whitelist
 3. Only include sites they know where their audience is located
 4. Only include sites they know perform (ie from CTR, Conversion or Viewability perspective)
Healthy Ads automatically sends our Whitelist to Programmatic buyers the First Tuesday of the month, making it easy for buyers to update their DSP based Whitelist.


Racial Disparities in Cholecystectomy Rates During Hospitalizations for Acute Gallstone Pancreatitis: A National Survey
Mount Sinai Hospital, University of Toronto Faculty of Medicine, Toronto, Ontario, Canada.
The American Journal of Gastroenterology (Impact Factor: 10.76). 09/2008; 103(9):2301-7. DOI: 10.1111/j._PHONE_.2008.01949.x
Source: PubMed
ABSTRACT Practice guidelines advocate performing cholecystectomy for acute gallstone pancreatitis during the same hospitalization stay. Our objectives were to determine nationwide rates of adherence to these guidelines in the United States and whether this varied with race and ethnicity.
We queried the Nationwide Inpatient Sample (NIS) to identify admissions for acute gallstone pancreatitis between 1998 and 2003. We calculated overall and race-specific proportions of patients who underwent cholecystectomy or endoscopic retrograde cholangiopancreatography (ERCP) prior to discharge. We used multivariate analysis to determine racial effects while adjusting for age, comorbidity, health insurance payer, and hospital factors.
The overall rate of cholecystectomy was 51% and that of either cholecystectomy or ERCP was 62%. Cholecystectomy rates were lower among African Americans (AAs) and Asians compared to Whites (44% and 43%, respectively, vs 50%, P < 0.001). After multivariate adjustment, the odds of cholecystectomy was lower in AAs (OR 0.68, 95% CI 0.63-0.73) and Asians/Pacific Islanders (OR 0.75, 95% CI 0.65-0.87) relative to Whites, while rates were modestly higher among Hispanics (OR 1.12, 95% CI 1.03-1.22). AAs were less likely to receive ERCP than Whites (OR 0.71, 95% CI 0.65-0.78). In contrast, Asians/Pacific Islanders (OR 1.40, 95% CI 1.16-1.69) and Hispanics (OR 1.19, 95% CI 1.09-1.29) were more likely to receive ERCP than Whites.
Despite practice guidelines, about only half of admissions for gallstone pancreatitis receive cholecystectomy during the same hospitalization, and cholecystectomy rates vary substantially by race. These findings raise concerns regarding suboptimal healthcare delivery.
3 Reads
Show more


please create an Online Account.
Email Address*
Create an account
Fields marked with an asterisk (*) are required.
Name *
Username *
Password *
Verify password *
Email *
Verify email *
Captcha *
0 Items
1 of 58
Applied Channel Theory in Chinese Medicine: Wang Ju-Yi's Lectures on Channel Theory
Wang Ju-Yi and Jason D. Robertson
Item #: M5121
Category: Books
Sales price $75.00
Description of Book
Applied Channel Theory in Chinese Medicine demonstrates how a deeper understanding of the interrelationship between organ and channel theory can lead to more precise diagnoses and better clinical results. This book is a collaboration between Wang Ju-Yi, one of modern China's most respected scholars, teachers, and practitioners of traditional Chinese medicine, and his American apprentice and practitioner, Jason Robertson.
While most textbooks focus either on the functions of the organs in basic physiology or on the uses of the channels in treatment, this book shows the essential relationships between the two. Theory and practice are connected through a detailed discussion of a channel palpation methodology developed by Dr. Wang, which leads to more precise and effective point selection, location, and technique.
Applied Channel Theory in Chinese Medicine was developed during Mr. Robertson's apprenticeship with Dr. Wang in Beijing, and is presented in a unique and highly readable format that preserves the intimacy of dialogue between apprentice and teacher, with questions and answers, narratives, and case studies. 718 pages
Note: All sales are final on books and supplies.
Recently Viewed


Legal Articles
20 May
Do you know how to read the survey plan for your scheme?
I recently became aware of a body corporate that was pursuing bylaw contravention action against an owner. It was alleged that the owner had made unauthorised modifications to common property, and further that the owner had placed decorative items, such as pots and other items, on that common property.
The area in question was a ground floor courtyard. The body corporate had assumed that, because the area was outside, it wasn't part of the lot.
The problem from the body corporate's perspective was that, upon inspection of the survey plan for the scheme, it was apparent that the area in question, although outside, was part of the lot. It was not common property.
That sort of experience underlines the importance of parties in a community title scheme being able to read and understand the survey plan for the scheme.
Read through more of our articles on Body Corporate Law.
How to read the survey plan for a scheme
When a new scheme comes into existence, a document called a survey plan is registered with the Land Registry. The survey plan defines the lots in the scheme and the common property in the scheme.
There are three types of survey plan in Queensland, being:
 - standard format plan;
 - building format plan; and
 - volumetric format plan.
Some larger schemes may even be comprised of multiple survey plans of different types. Each type of plan defines the lots in a scheme in a different way.
Types of Survey Plans
A standard format plan defines lots using a horizontal plane and references to marks on the ground, such as posts in the ground or permanent markers. Such a plan will identify the relevant mark and will define the lot by lines referenced back to those marks by way of a bearing and a distance. Townhouse complexes will often (but not always) use this type of plan.
A building format plan defines lots using the structural elements of a building, such as floors, walls and ceilings. Therefore in that instance, the lot is defined by what is actually built rather than by particular marks on the ground. This plan type is often used for lots within high rise apartments.
A volumetric format plan defines lots using three-dimensionally located points to identify the position, shape and dimensions of the lot. Think of a cube (although it can be any three dimensional shape) encompassing an air space. This plan type is often used for large multi-use buildings where, for example, there might be a commercial community titles scheme comprised within one volumetric lot and a residential community titles scheme comprised within a different volumetric lot.
The ground floor courtyard case
The lots in the scheme to which I referred at the start of this article were defined by a building format plan. The particular structural element that defined the lot in question was a balustrade at the edge of the courtyard. In the particular circumstances of that scheme, that meant that the boundary of the lot was the exterior edge of the balustrade on the outside of the courtyard. That had the effect of including within the relevant lot the internal area of the lot (as you would expect), but also the exterior walls of that interior area, together with the entire exterior courtyard and even the balustrade itself.
The survey plan type, and the manner in which lots are defined on any given plan, is relevant to:
 1. The respective maintenance obligations of the body corporate and lot owners. For example, for lots defined by a building format plan, the body corporate is responsible for maintaining essential supporting framework, including load bearing walls, even if those walls are wholly contained within a lot. That is not the case for lots defined by a standard format plan.
 2. Whether a particular area in question is common property or part of a lot, which in turn also impacts upon maintenance obligations. For example, for townhouse complexes defined by a standard format plan, often the exterior face of a building constructed on a lot will be part of the lot, and will therefore be the lot owner's responsibility to maintain. However, for a large high rise building defined by building format plan, usually the exterior face of the building will be common property and will therefore be the body corporate's responsibility to maintain.
The use of different plan types, together with the complexities associated with the use of exclusive use common property areas, means that almost every scheme is different.
Do you have questions?
Reading, considering and understanding the registered survey plan pursuant to which a lot is defined should be one of the first steps taken by anyone considering maintenance obligations and bylaw enforcement, among other issues.
If your committee or if you as an individual lot owner have any questions in relation to the survey plan for your scheme and what it means in practical terms, please contact Andrew Kyle at ABKJ Lawyers by email at or phone our Southport office on 07 5532 3199.
Related Articles:
When Did You Last Review Your Scheme's Bylaws?
Go to top


text:
We miss playing in the snow. By typing this, you will know that our place doesn't have snow. Ha!
While waiting for this pandemic to end so that we can travel again, I thought it would be great for us to do Winter Coloring Activity.
For today, we are doing Winter Color By Number.
What is Winter Color By Number?
This is a coloring activity that is about number recognition.
If your little kids are just beginning to learn her numbers, this activity is perfect for them.
There are snowflakes, hot chocolate, mitten, and more.
How to Do Color by Number Activity?
First, identify the crayon's color and its numbers.
Let's say the blue crayon shows number 1.
Then go to the Winter pictures, and search for all items with number 1.
Color the number 1 area with the color blue.
Repeat this step with all numbers, and your little ones will get an adorable winter coloring page!
While at this, discuss the color's name together.
Ready for Winter fun?
Grab Your Winter Color By Number
Be sure to download your free Winter color by number page by clicking on the download button below.
More Winter Color by Number Coloring Page
If you are looking for more adorable Winter coloring activity, check out our Winter Color by Number pack at our store.
Your kids will enjoy coloring while having fun learning numbers and counting.
More Winter Printable Activities
For more exciting Winter-themed activities, check these out:
- Mitten Color by Number Printables
- Penguin Pre-Writing Tracing Pack
- Penguin Alphabet Letter Tracing
- Penguin Math Activities for Preschool
- Winter Dress Letter Sorting Activity
- Hot Chocolate Letter Sorting Activity
- Arctic Animals Activity Pack

source: openbmb/Ultra-FineWeb


text:
Armed with smartphones, tablets and wearables sporting processors that rival the processor in a laptop, we have the capacity to be pinged almost anywhere we go. Gone are the days of being "off the grid" for classes or one-on-one sessions. So, how does all this access affect our exercise?
We reached out to one-on-one and group practitioners worldwide, including PTontheNet site visitors, to weigh in on whether today's technology is boosting performance or dragging the training experience down.
- Compare the types of engagement with technology and their usage as reported by colleagues.
- Consider where technology may be useful or a distraction during workouts.
- Utilize phrasing, actions, or policy for managing policy engagement to enhance workout experience.
The Poll Results
Devices on the floor…what for?
In Parts 1 & 2 of this series, we discussed the potential compromise in our abilities to concentrate and to process complex concepts that occur when we are interrupted. Since concentration and the ability to execute complex process influences our motor skill acquisition and mastery potential, we asked respondents whether it is easier or harder now versus five years ago to have a session or a class where participants do NOT check their phones. See Figure 1.
The results to that question did not come as a big surprise, but the next response we received was unexpected. When asked about clients or members talking on the phone during a session/class/on gym floor today being higher today or five years ago, the results were more mixed. See Figure 2.
While the majority reported a higher incidence of phone usage in sessions today versus five years ago, the number of respondents that reported that the incidence of people using their phones was less likely totaled close to 40%. Why would the incidence of device usage during a session be reported as higher today by well over 80% but phone usage during the session hover at 63%? It became clear that people are using their phones during their sessions more frequently, but not to make calls.
What role does technology play in our clients' bigger picture? How do they engage?
Since many of the survey responders reported being engaged with their device but not on a call, we were even more curious to know which reasons people cited from their clients and members for having to use their phones during a workout. Ironically, waiting for an important call took first place by a very large margin. See Figure 3.
Next, we asked professionals what percentage of their clients/class participants engaged in the following common practices and reported device-related behaviors. See Table 1.
||Percentage of respondents who said:
|Activity to engage with their device(s):
||25% or less,of people
||76%,or more of people
|Check,device during 1on1 session/class?
|Respond to something on the device?
|Take calls no matter who it is?
|Cause disruption with device (i.e. talking too loud)
|Interact,with you re. data from wearables?
|Uses,social media during/after/in-between workouts?
Do we make it official?
Given the prevalence of devices on the floor and the potential disruption, we asked whether respondents had a specific policy or rule regarding devices and, if yes, what is the policy? See Figure 4.
While many cited no formal policy, there were often informal understandings, as was cited by one survey responder from Australia: "There's an expectation that you won't use [your device] unless necessary."
Other policies centered on silencing the devices or removing them altogether:
- "No cellphone usage on or around gym floor unless you are listening to music through headphones only."
- "Emergencies only"
- "Turn off phones."
Some rules were specific to members/clients:
- "If you can talk you can work!"
- "Please refrain from using your phone during your session."
- "Please be considerate and do not use your phone on the gym floor."
- "Phone to be off or on silent throughout class."
Another survey responder stated simply, "When I train, my clients are not allowed to have the phone with them. They either put it in their gym bag or leave it in their car," and that professionals should, "lead by example."
A different responder agreed with the one above: "Set the example yourself - no phone usage during sessions or out on gym floor; kindly enforce policy set forth."
Other etiquette philosophies specific to professionals included:
- "It should be compulsory for staff to put their phones on silent mode when they are active on floor and/or in PT session."
- "Fortunately professionals have high standards. Be a professional."
Certain policies, such as ones refraining from the taking of photographs, reduce the risk of complaints and litigation for taking photos or videos without permission. But policy may need to account for the productive uses of device cameras to record program elements for clients.
One survey responder cited policy banning cameras from the gym floor and went on to address another behavior that had become more prevalent: "No monopolizing a bench or machine to just sit and play with phone."
Another responder echoed the previous one's sentiments and addressed the common objections raised around not having the phone on hand in case of an emergency: "No use of phones for any reason on the floor. Emergencies can be handled at the front desk."
Compliance is a frequent theme in workouts and the same holds true for inspiring people to put down their phones and get with their program. We asked respondents for their favorite tactics and phrases to get people to put their devices down.
Examples of what they shared with us include:
- "We turn off our phones before the workout."
- "I wander off, I sit down, lie down and close my eyes."
- "Take them (clients) outside."
- "Look at them; Ask them to talk outside; Ask them not to talk because they disturb the other participants."
- "I just keep them moving around the bags in one place under a tarp as we work outside."
- "Remind them it's gym time not work time, tell them to take a break. Remind them there's heavy stuff around."
Phrases (beyond variations of the often-used, "Please move your call off the gym floor."):
- "This is your [body's] time."
- "Be fully present in the moment."
- "Every time you have a look at your phone it's equal to a Burpee."
- "Our time together is here and now. Set aside everything else except those around you."
- "It can wait, but your fitness can't."
Another survey responder took a lighter approach, often using one or more of these three phrases when someone is on their device during private and group sessions alike:
- "Tag me in that post!"
- "Tell mom I love her too, send last emails and tweets, then switch all devices into the OFF mode, or airplane mode if you'd like to waste your battery..."
- "Hey Doc, everything ok?"
As we shared earlier, over 40% of respondents reported not having a formal rule regarding device usage. Even without an official policy though, there is often an unspoken understanding:
- "None of my [clients] uses his/her phone during session. If it ever happens because of an important call, I don't interrupt. Because they already know not to go for a long phone call."
- "I may be the minority but most of my clients do not pick up their phone unless [it's] an emergency. After their workout, they are more likely to use their phone to show me something on their device and/or check to see if they got any calls/messages."
Is age a factor?
The client bases of respondents spanned many different age ranges. See Figure 5 for the breakdown.
We reviewed the results to see if there was a correlation between age and engagement habits and again, surprisingly, there was no clear correlation. We observed reporting results that both supported and contradicted assumptions that any age is an age where technology is or isn't being used for a particular purpose.
For example, multiple respondents who reported a majority of younger clientele stated that their clients chose to schedule using the phone or in person, while other respondents with majority of their clientele above 55 or 70 chose to use text to schedule. Of the engagement categories named in Table 1, social media interaction had the highest level of engagement across all age groups.
The landscape of technology engagement across markers like user age, gender, and other metrics, is too complex to interpret the findings as any indication that age does not enter into trends in how technology is used by clientele. However, anecdotally, some responders found trends in distraction levels and even attendance: "I find the older generations are the most focused and consistentthey rarely find excuses to not come to class whereas the younger ones tend to opt out more often!"
Hand-helds are handy after all…
Devices have become a staple in the one-on-one session relationship between sessions. Many practitioners and instructors keep in touch via social media and other messaging platforms. The biggest development is the role of devices in scheduling. The methods may vary, but devices are used for the majority of scheduling and canceling appointments.
The "other" category in Figure 6 below included methods that didn't necessarily involve a phone, such as setting up standing appointments and scheduling/rescheduling/canceling in person or using a third-party software that many clients accessed some of the time by a desktop or laptop computer.
Interestingly too, more people were reported to prefer text to all the other options combined by a margin of 3.8%.
Parting Suggestions for Positive Impact
When asked for one suggestion that would have a positive impact on our experience working out and being around others doing the same, respondents said:
- "Silence your phone."
- "If you need to take it go outside or hallway."


text:
We are proud to announce the forthcoming Arclight Guidebook to Media History and the Digital Humanities!
Placing the field of media history into dialogue with the digital humanities, the book explores and raise new questions about researching media history within the context of digital archives, tools, and methods. Across seventeen chapters, contributing authors discuss the ways in which they are using or building digital technologies, assessing strengths and weaknesses, and responding to successes and failures. Topics explored include search, maps, big data, text mining, video analytics, databases, networks, and new forms of publication. We have sought to produce a guidebook that surveys media history scholarship's current relationship with DH, as well as offer potential pathways for future research.
The Arclight Guidebook is an open access book, published by REFRAME Books in association with Project Arclight. You may freely download the book PDF and EPUB formats.
The book will be available for download in June 2016. Here is the table of contents and structure of the book:
Section I: Searching and Mapping investigates the ways in which the processes of searching and mapping tools can impact media history research, in both limiting and fruitful ways. Covering portable projectors (Wasson), film exhibition and digital newspaper archives (Waller), digital geospatial software (Horak), and institutional media (Hughes), these chapters illustrate how search and mapping functions have been helpful in illuminating these topics' historical relationships to media circulation and distribution, yet require critical reflection to understand these functions' limitations.
Section II: Approaching the Database contains chapters that examine questions revolving around the construction and use of databases in media history research. Ranging from Canadian nontheatrical film (CESIF & Acland), early U.S. cinema (ECHO & Long), global movie showtimes (Kinomatics Project & Verhoeven), and the relationship between classical film theory and the database (Posner), these chapters on various levels describe both theoretically and technically how datasets are created and structured, and interrogate the implications of datasets' organization and metadata on how researchers search through and employ these databases.
Section III: Analyzing Images, Sounds, Words covers methods for studying media history through the use of digital tools. Focusing on Youtube star Michelle Phan and her "Anti-Phans" (Tran), "the bachelor" in American silent film history (Spiro), 1930s Hollywood trade papers and fan magazines (Acland & McKelvey), "small data" analytics via video-editing software (Jacobs & Fyfe), and film splicing and digital surrealism (Ferguson), these chapters showcase a wide range of digital tools to share their methods, discoveries, and lessons, as well as their failed or limited results along the way.
Section IV: Process, Product, and Publics gathers work that reflects on the workflows of researching, producing, and sharing media history scholarship. Using different platforms and topics–TV soap opera & DevonThink (Levine), the American advertising industry & Tumblr (Meyers), historical media collections & the Media Ecology Project (Williams), and recognizing DH activities within academia (Hoyt)–these chapters outline how digital tools and workflows have shaped their research questions, processes, and how they spread their work.
Using digital resources has become an essential part of how we research media history. We hope this collection encourages an exciting, yet critical engagement with digital research methods, and appeals to all levels of (digital) media historians!


text:
(Natural News) It looks like Nature is still weird and wonderful. Researchers have looked into a phenomenon where shrew heads shrink in winter and return to normal size come spring, reported the Daily Mail.
Like other animals, shrews sometimes struggle to survive during winter. It can be hard to gather enough food during this harsh season, and a group of researchers has discovered that shrew skulls shrink by at least 20 percent before winter approaches. While the reason for this is still shrouded in mystery, it appears that shrews shrink their skulls to prepare for cold weather.
Researchers at the Max Planck Institute for Ornithology in Germany have found that the size of a shrew's head will change depending on the season. This occurrence is also known as "Dehnel's phenomenon." The lead author of the study, Dr. Javier Lazaro, said, "We found that each shrew undergoes a dramatic decrease in braincase size from summer to winter."
He continued, "Then, in spring, the braincase regrows, almost reaching the original size in the second summer."
Previous studies have already noted the occurrence of shrew heads shrinking as the seasons change, but this study is the first to monitor individual animals and record the phenomenon. The study took place from the summer of 2014 to the autumn of 2015.
Using live traps, researchers captured 12 shrews. The animals that underwent observation were anesthetized before their skulls were X-rayed. Researchers also implanted microchips in the shrews' skulls for easier identification. Based on the X-ray results, the shrews' heads did indeed shrink as the seasons changed.
The twelve shrews were caught during all three stages. The animals exhibited the same pattern: summer meant a peak head size, their skulls shrank in winter, and the skulls returned to normal size during spring.
Despite the data collated, researchers are still trying to determine the exact reason for Dehnel's phenomenon. And it's not just their skulls that shrink – the entire body of a shrew decreases in size, along with its major organs, spine, and brain. Shrews are notable for their high metabolism, and the researchers believe that the phenomenon helps shrews survive during winter.
Because shrews don't migrate or hibernate for winter like other animals, Dr. Lazaro posited that the phenomenon may be due to the shrew's efforts to increase their probability of survival. He added, "The partial regrowth into the adult phenotype in spring may then increase competitiveness during their only reproductive period when both sexes expand and aggressively defend their territories."
It is yet to be determined how the shrew skulls shrink, but some evidence suggests that their braincase shrinks when tissue is reabsorbed
Fast facts on shrews
- The Etruscan shrew (scientific name: Suncus etruscus), measuring at an estimated 3.5 cm and two grams, is the smallest living terrestrial mammal.
- The masked or common shrew's heart (scientific name: Sorex cinereus) beats 800 times a minute. This is notably faster than a hummingbird's heartbeat.
- Shrews need to consume at least 80 to 90 percent of their own body weight in food daily. Most shrews can starve to death if deprived of food for half a day. These animals will eat anything, but shrews prefer small animals. Shrews also help destroy insects and slugs that harm crops.
- Shrews are easily startled. They will jump, faint, or drop dead at sudden noises.
Are you enjoying this article? You can find similar animal news and how nature is fun and wonderful at WeirdScienceNews.com.


text:
When presenting projects in competitive design environments, how you say something is as important as what you're actually saying. Projects are increasingly complex and designers are working from more sources, and many designers are familiar with the struggle to harness this information and craft a meaningful and engaging story from it.
Telling the Design Story: Effective and Engaging Communication teaches designers to craft cohesive and innovative presentations through storytelling. From the various stages of the creative process to the nuts and bolts of writing for impact, speaking skills, and creating visuals, Amy Huber provides a comprehensive approach for designers creating presentations for clients. Including chapter by chapter exercises, project briefs, and forms, this is an essential resource for students and practicing designers alike.
Amy M. Huber is an Assistant Professor at Florida State University, teaching in areas of Advanced Computer Applications, Advanced Visual Communications, and Design Studios. She has presented on the topic of Design Communications at both national and international conferences, and her research has been published in the Journal of Interior Design and the International Journal of Architectural Research. Previously, Huber was a Senior Designer with Gensler in Denver. There, she played an instrumental role in projects that have been recognized on state and national venues, including a 2014 AIA National Merit Award. She has interviewed for projects and presented ideas in settings ranging from elevators to auditoriums.
1. Human Response to Story 2. Presenter Meet Audience 3. Story Design 4. Writing for Impact 5. Speaking for Impact 6. Visual Storytelling 7. Storytelling with Information 8. Storytelling with Ideas 9. Storytelling with Video Appendix


text:
Hoplostethus - Martina Di Paolo
Name and surname:
Martina Di Paolo
The silver roughy or Mediterranean slimehead (Hoplostethus mediterraneus) is a small deep-sea fish species belonging to the slimehead family (Trachichthyidae). It is found widely at depths of 100 to 1,175 m (328–3,855 ft) in the Atlantic, ranging from Iceland and Georges Bank in the north to South Africa and Brazil in the south, including the Mediterranean and Gulf of Mexico. It is also found in the Western Indian Ocean, including the Red Sea.
Mista: acrilico, matite
As the author of illustration I have given permission and consent to be loaded in Wikimedia Commons with Creative Commons Attribution Share Alike 3.0.


text:
Orchard orioles mostly eat insects and spiders during the breeding season. Besides insects they will also eat fruit, especially during the non-breeding season. These orioles were attracted to fruit that was left in the trees at the South Padre Convention Center. Down in tropical areas of Central America, during the winter, the orchard oriole will eat nectar and pollen from flowers. While they feed at the flowers pollen often collects on their feathers and then drops off at the next flower that they visit. Thus they join butterflies and bees as important pollinators in the area.
Welcome to Tuesday Tweets! To join in the fun just post a photo of a bird and then link it by here by using the handy dandy link below. Then make sure you visit other sites to do a little bird watching.

source: HuggingFaceFW/fineweb-edu


Prickly pears
USES: This refreshing, light-flavored fruit (think strawberries and watermelon) serves as a flavoring for drinks, ices or sauces.
FINDING: In many Mexican and well-stocked general groceries.
CHOOSING: Prickly pears that have no blemishes and offer a little give (but are still firm) are usually the best ones. Red-fleshed and green-fleshed (usually called "white") prickly pears are the most commonly available. They look almost the same on the outside. Red prickly pears have a fuller flavor.
STORING: In the refrigerator, loosely covered, for up to a month. Prickly pears are typically harvested and sold ripe because they keep well for a long time.


1. B
This question tests your understanding of compound functions. If f(x) = ax and g(x) = bx, f(g(x)) = f(bx) = abx. From this point, the question is all algebra to solve the equation abx = 5x2 + 2. By factoring an x out of the right side, you get (ab)x = x(5x + 2/x). Divide both sides of this equation by x and you see that ab = 5x + 2/x.
2. C
To evaluate this compound function, you must first find the inverses of f and g. The inverse is found by interchanging the places of x and y and solving for y: f–1(x) = x/ 2, and g–1(x) =. Thus, f–1(g–1(x)) = / 2. Substituting 2 for x into this equation, the result is /2 = 2/2 = 1.
3. C
In order to solve this problem, it is simpler to rearrange the problem so it looks like h(x) = (g(f(3)) – 1. Then just substitute the expression for h(x) into the equation:
Remember that you were given h(x) = 3x, and now you know that h(x) = 3. Equate the two and you get 3x = 3 and x = 1.
4. C
By graphing the function on your calculator, you should be able to see that statements I and II must be true and statement III is false, making C the correct answer choice. Even without a calculator, though, you can calculate the asymptotes of this graph.
A vertical asymptote occurs in this graph where the function is undefined. The function is undefined at x = 2, so this is a vertical asymptote. By plugging in a series of numbers, you find that values of the function approach 2 but are never equal to 2. So there is a horizontal asymptote, the line y = 2.
One easy way to check your asymptotes is to plug the corresponding x and y values into the function. For example, when you plug in x = 2, the function should be undefined. To be sure that x = 2 is indeed an asymptote and not a hole, plug in values on both sides of x = 2, like x = ± 2.01, and make sure that one is very large and one is very small. This indicates that on one side of x = 2, the function approaches infinity, and on the other side the function approaches negative infinity.
5. B
All of the answer choices are polynomials. You can analyze the polynomial's end behavior to narrow the choices. By observing the end behavior of f, you can determine whether the leading coefficient is positive or negative, and you can tell whether the degree of f is odd or even. From the graph, you can see that f(x) increases without bound as x increases and as x decreases. This means that the degree of f is even, and the leading coefficient is positive. This eliminates C and D as possible answers.
To choose between the remaining three possible answers requires closer analysis. First, note from the figure that x = 0 is not a root of the function, but x = 0 is a root of the function in A. Therefore, this choice can be eliminated. Second, in the graph, f takes on positive and negative values. The function in E is positive for all values of x, because an even power of x is always positive, and c2 is always positive. So, E can be eliminated from the answer choices, making B the only remaining possibility.
This is a difficult question, and the answer probably didn't jump out at you right away. Remember that when you have to analyze the graph of a function or a function itself, you can use end behavior, roots, and which portions of the graph have positive and negative values of f as tools for your analysis.
6. E
The condition that f(x) = –f(–x) means that f is an odd function, which means that it is symmetrical with respect to the origin. The easiest way to answer this question is to choose which of the functions graphed are symmetrical with respect to the origin. The only graphs that satisfy this condition are the graphs in D and E. Note, however, that the graph in D is actually not even the graph of a function, because it doesn't pass the vertical line test. The correct answer must be E.
7. E
To find the maximum value of the function, first multiply it out.
The graph of the function f(x) = –2x2 + 28 is a parabola opening downward, since the coefficient of x2 is negative. This means the maximum value of the function will be the y value of the vertex. To find the vertex of the parabola, set x = 0 and solve for f(x). For this function, f(0) = –2(0)2 + 28 = 0 + 28 = 28, so the vertex of the parabola is the point (0, 28), and the maximum value of f is 28.
8. D
In order for x must equal x – y and y must equal x + y. These equations can be solved simultaneously:
When x = y, the requirement that is fulfilled for this function.
Help | Feedback | Make a request | Report an error


Bunsen burner
From Simple English Wikipedia, the free encyclopedia
Jump to navigation Jump to search
A Bunsen burner
A Bunsen burner is a common piece of laboratory equipment. It is commonly used for heating chemical substances, sterilization, and combustion. It works by burning flammable gas. It is named after Robert Wilhelm Bunsen, a German chemist. He made important improvements on an earlier burner invented by Michael Faraday.
The Bunsen burner can be adjusted to make a flame that is very hot without making much light. This allows seeing the different colors that various chemicals make when they are sprinkled into the flame.


text:
Cape Breton -
"They call it their cabin because there are a lot of trees and high grass and stuff," said his mother, Diane MacInnis, about the vacant lot near her home where she believed her son came in contact with the hogweed.
"He and his brother were down there playing and he had no shirt on because it was hot out that day. The next day we went camping and I noticed there was this huge mark across his chest area. It started to bubble and blister and he said it was sore."
The Cape Breton Post snapped photos of several dozen plants on the vacant lot and along the nearby roadside.
They were sent to Marian Munro, a curator of botany for the Nova Scotia Museum, for identification.
She quickly determined the plant in question to be wild parsnip, which produces similar affects as the hogweed when the sap comes in contact with human skin.
MacInnis was worried about long-terms effects of her son's contact with the plant sap, such as the possibility of long-term sensitivity to the sun and even blindness.
However, those are symptoms of the hogweed and not the wild parsnip.
Munro said wild parsnip has been in Nova Scotia for some time, but unlike the hogweed, it is not actively spreading across the region.
Gary Koziel, the agricultural resource co-ordinator with the Department of Agriculture in Cape Breton, is familiar with the wild parsnip.
"It's much smaller, but it's more prolific," said Koziel, a former district weed inspector for Cape Breton.
"You'll see it spread more on ditches and roadsides and it has a very similar effect of causing skin irritations, burning, that type of thing."
Koziel said a number of calls about suspected hogweed have come into his office.
He said wild parsnip is actually in the same family as the hogweed.
"There are a number of other plants, like poison ivy, that is probably just as bad or worse (than hogweed), because most people can't identify poison ivy, whereas this big, ugly plant (hogweed) you can see it and avoid it."
Koziel has been advising people who may encounter the hogweed to be careful.
"Treat it like poison ivy, wear protective gear if they want to get rid of it. I would recommend that they pull it and they can put it in their green bin, if they have a green bin."
Burning shouldn't be an option, though.
"The oils that are in the plant could get into the smoke and if they're burning it, it could actually cause a worse reaction if they get in the smoke of it."
People with concerns or questions can contact the Department of Agriculture.
Munro has also asked people who may need help identifying potentially dangerous plants to contact her at _EMAIL_.


text:
Metode Konsolidasi Tanah untuk Pengadaan Tanah yang Partisipasif dan Penataan Ruang yang Terpadu. Ida Nurlinda. Journal article Ius Quia Iustum Law. 1) This peer reviewed paper was presented at the FIG Working Week in Christchurch, New Zealand, May This paper takes a closer look at the. Metode Konsolidasi Tanah untuk Pengadaan Tanah yang Partisipasif dan Penataan Ruang yang Terpadu.
|Published:||17 December 2015|
|PDF File Size:||42.84 Mb|
|ePub File Size:||43.2 Mb|
Laporan hasil akhir konsolidasi tanah tahun
This paper takes a closer look at the post-disaster re-development plan for urban areas, with a particular focus on reconsolidating historical social memory and preservation of konsolidasi tanah. This is done using two well-documented cases of urban disasters: Consequently, a post-disaster re-development plan may need to rely on different land consolidation approaches.
An associated dilemma is to re-establish the konsolidasi tanah area in its original formal shape, or to innovate the urban design partially or completely. An important consideration in the allocation of new land and konsolidasi tanah rights is whether to restitute former rights or allocate new rights.
Participation of former residents and firm owners alongside overcoming the immense social trauma are crucial elements of this process. The aim is to derive new land consolidation optimization criteria which could support urban post disaster konsolidasi tanah consolidation. The guiding hypothesis hereby is that consolidation of memory and identity are two important aspects which need to be incorporated in land consolidation design and implementation procedures in order to ensure ownership of the consolidation result and to help overcoming the social trauma.
Land consolidation theory has primarily been rooted in agricultural economics and land management. The concept of optimization during the consolidation processes can however be critically konsolidasi tanah from the perspective of social disaster mitigation experiences.
In this body of literature it is argued that the return to daily life after a disaster requires both a sufficient acknowledgement konsolidasi tanah humans tend to want to re-install historically known artefacts in order konsolidasi tanah be able to reintegrate into regular new social routines.
This is summarized by the concepts of memory consolidation and preservation of identity.
Post Disaster Consolidation of Land, Memory and Identity
These concepts provide an analytical way to question contemporary urban land consolidation konsolidasi tanah. Two relatively recent specific cases were used to assess the degree to which elements of memory consolidation and identity preservation are incorporated in post disaster land consolidation: These konsolidasi tanah were chosen because sufficient documentation has been collected, and it was still possible to acquire additional data from konsolidasi tanah who had experienced both the previous and post disaster situation.
Both cases exhibited considerable attention for the simultaneous processes of reconstruction and participation in the land consolidation processes.
Participation is often framed as a process which konsolidasi tanah to be stimulated during a technical land consolidation and reconstruction process.
In some instances it is however an endogenous social process whereby citizens claim ownership of the process prior to the technical reconstruction. Where conventional consolidation approaches in rural areas tend to emphasize the need to optimize agricultural production or environmental protection, optimization indicators in post disaster consolidation need to be adapted.
Especially procedures and tools to incorporate memory consolidation and identity preservation need to be incorporated. konsolidasi tanah
Metode Konsolidasi Tanah untuk Pengadaan Tanah yang Partisipasif dan Penataan Ruang yang Terpadu
This can be done theoretically, but still requires further research and actual implementation experiences into how to consolidate that into current institutional procedures and operational software packages.
Besides the natural disasters there is also an increase in mand-made disasters, usually due to an increase in traditional hazards such as fires konsolidasi tanah explosions, or due to human konsolidasi tanah, terrorism, war, human errors, irresponsible settlement or mismanagement in planning.
Both natural and man-made disasters manifest themselves with loss of lives and usually severe loss of buildings. Sustainable reconstruction after disasters takes place when the immediate threat of the disaster event has disappeared. In this phase there is an urgent need to rehabilitate livelihoods, reconstruct buildings and infrastructure and reallocate land and building rights.
Here, spatial planners, land managers, architects and civil engineers play a crucial role. For both types of disaster a key characteristic of urban disasters is that they - konsolidasi tanah the loss of lives and severe destruction of buildings - are accompanied a konsolidasi tanah of access to land and real estate property.
In the process of reconstruction, a post-disaster re-development plan may needs to rely on different land consolidation approaches.
Not only may previous owners and occupants of land and buildings have died as a result konsolidasi tanah the disaster or do the buildings no longer exist as a result of which reallocation of ownership konsolidasi tanah be necessaryalso the entire infrastructure may prevent the immediate reconstruction of the area in exactly the same shape.


text:
S. Courtney Nathan, LCSW, is a clinical social worker and co-author of the book, When a Parent Is Seriously Ill, Practical Tips for Helping Parents and Children. Formerly coordinator of the Outreach to Intermarrieds program at Jewish Family Service, she is currently taking time off to raise her children.
The Life-Cycle of an Interfaith Relationship: Raising School-Age Children
Being an interfaith couple with school-age children, parents face some real choices. One might wonder, what do interfaith issues have to do with school? Maybe nothing, or maybe a lot.
Deciding where to send your child to school may or may not involve religious issues. Depending on where you live and the quality of education in your area, you may have several or few choices. Sometimes, a parochial school affords the best educational environment for a child. This can create new stress on a family that has not previously dealt with their religious differences. Religious feelings can also erupt if one partner attended parochial school. One couple I worked with had agreed to expose their child to both religions without choosing one. But the Catholic husband felt very strongly that he wanted his child to attend his alma mater, a parochial school. His experience there had been very positive and the particularly strong relationship he had formed with a school priest had had a major impact on his life. His Jewish wife, while uncomfortable with sending her child to a religious school, respected his strong feelings and agreed to explore the idea.
Certainly where the child will attend school is an important decision. But there are other religious issues that might arise when children reach school age. Will the child attend Sunday school? If yes, which one? If a child is being exposed to both family religions, how will he or she be religiously educated? Who will be responsible for this education?
Are you affiliated with a church or synagogue, and if not, will you join one or both? Is your church/synagogue welcoming to interfaith families?
In addition to school decisions, parents must answer children's questions about religious identity. Most kids of school age begin asking a lot of questions about who they are, what they believe and why they believe it. Not only is this an issue of maturity level, but it is also due to increased exposure to other kids. Once at school, children will meet other children of different races, religions and ethnicities. Remember, children want to "be" something. They will wonder who they are, why they are different, what they believe and what it all means for their lives. They will be asked questions by other kids who wonder about their faith, and if they do not have answers, they will come to you for help. It is best to be prepared. One child of intermarriage told his peers he was "Chewish" because his mother was Catholic and his father was Jewish.
Kids at this age are beginning to develop a sense of personal identity. They are constantly attempting to answer the existential question, who am I? Having some solid footing to stand on regarding religious identity is an important aspect of this issue for children. For children, what you do is who you are. If they are not attending any religious institution or observing any religious rituals or traditions, they may wonder what that means about them. If they are observing two different religions, they may begin to question why they are doing that and what they really are. This can be a trying time for parents when their every decision may be questioned.
Kids at this age may also become very aware of parental differences. Why does Mommy go to church without Daddy? Why don't we have a Christmas tree like Grandma and Grandpa? Why am I Jewish and Daddy is Catholic? Why can't I be Jewish like Mommy? With their child's age and maturity level in mind, parents need to provide honest answers to these questions. If couples have not sorted through their feelings and made decisions regarding religion, this may be a very difficult time for them.
Another potentially explosive area is divorce. One mother told me of her constant struggle with her ten-year-old daughter following her divorce. The child had been raised Jewish, but the Christian father was taking her to church and encouraging her to adopt his faith. She was rejecting Sunday school and telling her mother she wanted to be like her father. This was devastating for her mother who felt rejected and torn about what to do.
School-age children wonder where they belong as they are looking for ways to fit in and feel a secure identity. Particularly if they are not being given one religious identity, they will wonder where to turn in times of need. They may want to pray at bedtime and wonder which God to pray to. They may wish to pray for a friend who is sick or in need and wonder which religion to affirm. They have deep and personal needs that parents must be prepared to face.
Children should be told that their parents discussed the issue of religion and together made a decision on how to raise them. It is important for parents to present a united front when informing children of this decision. If not, children may feel torn between parents, wanting to please both and worrying about rejecting or abandoning a parent if they adhere to a different religion. It is very important to be clear with your children that you made a choice because religion is an adult thing, and when they are adults they will be able to choose what they believe and want to do, but for now, you have decided this for him.
It is okay to tell your children why you chose a specific religion. An example may be, "When we got pregnant with you we talked a lot about religion. We chose to raise you Jewish because Mommy is Jewish and even though Daddy is Episcopalian, Daddy believes all of the same things Mommy does about God. We both wanted you to be Jewish, and since the day you were born we have been raising you that way. Mommy and Daddy both love you and will share in your religious education and upbringing even though Daddy is a different faith. And while you are Jewish, we also want you to learn about Daddy's religion because it is important to Daddy and it's a part of our family."
Ask your children if your explanation makes sense and chances are, your children will say it does and will leave it at that. When parents present a united front, and give children a clear sense of who they are, it gives the children a sense of security and safety that is essential. Encourage your children to ask questions and let them know that even if you don't have answers, you'll try to give them as much information as you have and you can learn things together.
Again, if interfaith couples have not made a decision about the religious upbringing of their children, now is a time to seriously consider doing so. While some parents may be content to send their kids to a non-sectarian school and avoid Sunday school altogether, it is likely that at some point your children will have questions and will demand answers.
While not having a clear sense of religious identity will not necessarily harm your children in any way, having one is an added benefit in establishing a strong sense of self.


text:
Edward Fitzsimmons Dunne
|Edward Fitzsimmons Dunne|
|24th Governor of Illinois|
|Preceded by||Charles S. Deneen|
|Succeeded by||Frank O. Lowden|
|38th Mayor of the City of Chicago|
|Preceded by||Carter Harrison, Jr.|
|Succeeded by||Fred A. Busse|
October 12, 1853|
|Died||May 24, 1937
|Spouse(s)||Elizabeth J. Kelly (d.1928)|
Edward Fitzsimmons Dunne (October 12, 1853 – May 24, 1937) was an American politician who was the 24th Governor of Illinois from 1913 to 1917 and previously served as the 38th mayor of Chicago from April 5, 1905 to 1907.
Early years
Born in 1853, in Watertown, Connecticut, he was the son of an ardent Irish nationalist, Patrick William (P. W.) Dunne (1832–1921), who emigrated to America in 1849 after the failed Young Ireland revolt. His mother, Delia Mary (Mary) Lawlor, was the daughter of a prosperous Irish contractor, and participant in the Irish Rebellion of 1798, who helped construct the docks of Galway.
The family moved to Peoria, Illinois while Dunne was still an infant, and he was educated there in the public schools. His father refused to send his son to the local Catholic academy, because the Catholic Church had spoken out against the activities of the Fenians.
P. W. Dunne was a prosperous businessman, active in both Irish and American politics. He raised money for the Fenians, gave generously of his own funds, and frequently hosted Irish politicians, political exiles, and rebels in his home when they traveled to Chicago.
Education and early career
After Dunne graduated from high school in 1871, he was sent to Ireland to attend Trinity College in Dublin. His father wanted his son to be educated at the alma mater of Irish patriot, Robert Emmet. Among his classmates was the author Oscar Wilde. Dunne did extremely well at Trinity, but was forced to leave one year short of graduation, after his father suffered a financial setback.
Dunne returned to Illinois, and finished his education at Union College of Law in Chicago, where his family had settled in 1877. Soon after graduation he married the daughter of a Chicago businessman, Elizabeth Kelly, and started a prosperous legal practice.
Political career
He served from _PHONE_ as Judge of the Circuit Court in Chicago. He resigned to run for mayor, winning election as a Democrat, in 1905. As Mayor, Dunne was instrumental in reducing the price of gasoline in Chicago from $1.00 to 85 cents, and of water from 10 cents to 7 cents per thousand gallons. He was also a strong proponent of municipal ownership of public utilities.
Dunne returned to his legal practice in 1907 after he finished his term as mayor. He returned to politics in 1912, when he was elected Governor of Illinois, on the Democratic ticket.
As governor Dunne championed numerous progressive reforms, including Women's Suffrage, prison reforms, major infrastructural improvements, the creation of the Public Utility Commission, the Efficiency and Economy Commission, the Legislative Reference Bureau, and he also expanded the state's responsibility for overseeing workman's compensation benefits and teachers' pensions.
In November 1915, Dunne designated state Senator Stephen Canaday of Hillsboro to appear as his representative on the train car along with the Liberty Bell as it passed through southern Illinois on its nationwide tour returning to Pennsylvania from the Panama-Pacific International Exposition in San Francisco. After that trip, the Liberty Bell returned to Pennsylvania and will not be moved again.
- "In view of the fact that the Ku Klux Klan has adopted the weapon of mass action, it was our desire to organize a society which shall develop harmony and good feeling between different classes, rather than enmity," Mr. Dunne said today. "Invitations were sent to many prominent church, political, business and welfare men, and the replies are coming in now...."
- The Ku Klux Klan, which maintains an office here under the name of the "Southern Publicity Bureau" was called "a menace to this and any community" by former Governor Dunne in their adoption of the "equipment of burglar masks and implements of violence."
American Commission on Irish Independence
In 1919, Dunne was appointed by the Irish Race Convention to serve on the American Commission on Irish Independence. As part of this commission, Dunne traveled to the Paris Peace Conference of 1919 in order to voice Irish-American desires for an independent Irish nation. During his stay in Europe, he also visited Ireland. He spend ten days touring the island and meeting with politicians. He also addressed the First Dail on 9 May 1919.
Later years and death
Dunne returned once again to practicing law after leaving office in 1917. His legal practice was damaged by the ravages of the Great Depression, but he supplemented this work with a position as counsel to the Cook County Board of Election Commissioners.
Dunne died in Chicago on May 24, 1937.
- Morton, Richard Allen. Justice and Humanity: Edward F. Dunne, Illinois Progressive. p. 1-4. Carbondale, Ill.: Southern Illinois University Press, 1997.
- Curtis, Georgina Pell.The American Catholic Who's Who, Vol 1. p. 179-180. Washington, DC, 1910.
- Morton, Richard Allen. Justice and Humanity: Edward F. Dunne, Illinois Progressive. p. 79-81. Carbondale, Ill.: Southern Illinois University Press, 1997.
- Morton, Richard Allen. Edward F. Dunne: Illinois' Most Progressive Governor. ISHS, Winter 1990 edition. p.218-234
- "Liberty Bell Attracts Crowd in Greenville During 1915 Stop". Greenville Advocate. July 3, 2007.
- "Organizing to Fight The Ku Klux Klan", New York Times, September 21, 1921. Accessed August 25, 2009. _URL_
- Carroll, F. M. American Opinion and the Irish Question. (New York: St. Martin Press, 1978), 133 and 198.
- Morton, Richard Allen. Justice and Humanity: Edward F. Dunne, Illinois Progressive. p. 127. Carbondale, Ill.: Southern Illinois University Press, 1997.
Further reading
- Morton, Richard Allen. Edward F. Dunne: Illinois' Most Progressive Governor. ISHS, Winter 1990 edition. p. 218-234
- Morton, Richard Allen. Justice and Humanity: Edward F. Dunne, Illinois Progressive. Carbondale, Ill.: Southern Illinois University Press, 1997. ISBN 0-8093-2095-9
- Sullivan, William Larkin. Dunne: Judge, Mayor, Governor. Chicago: Windermere Press, 1916
- Public Transportation and the Failure of Municipal Socialism in Chicago, _PHONE_:
- Chicago and Municipal Ownership, by Edward F. Dunne, National Magazine, June 1905
- "Edward Fitzsimmons Dunne". Find a Grave. Retrieved September 3, 2010.


What Does Bridge the Gap Mean?
Bridge the Gap Meaning
Definition: To connect things in a logical way; to have qualities of two different things; to fill in a space between two things.
Essentially, at its minimal meaning, bridge the gap means to diminish the differences between two things. This can be by adding something intermediary, as in, "Scholarships were provided to bridge the gap between students with money and students without money." or it can mean to find an existing similarity between the two, as in, "Their love of brownies bridged the gap between the two people who otherwise hated each other."
Origin of Bridge the Gap
meaning of bridge the gapBridge comes from the Old English brycgian, which means to make a causeway. Gap is an early 14th-century word meaning an opening in a wall, a break, a breach.
The broader meaning of unfilled space or interval, any hiatus or interruption didn't come about until around 1600, and it is likely that the metaphorical meaning of bridge the gap did not come about until after this—not until after the version to stop a gap was popular. Stop a gap, later stopgap, was something contrived to meet an urgent need or emergency.
The earliest newspaper examples of the idiom as seen today were not until the late-1800s, with a May 1888 issue of The Pacific commercial advertiser reading,
 - Two hundred and seven circulating planetary bodies bridge the gap between Jupiter and Mars, the complete investigation of the movements of any of which would overtask the energies of a life-time.
Examples of Bridge the Gap
bridge the gap meaningIn the modern day, this idiom is used in casual conversations as well as in business conversations.
In its most literal meaning, people may say,
 - They are planning to bridge the gap with a 40 foot-long structure this spring.
If there is a noticeable and problematic difference between two things, one could say,
 - They will bridge the gap between German speakers and non-German speakers by providing a translator.
 - The knowledge gap between those at the top and those at the bottom can only be solved through a change in education.
More Examples
 - Bridging the gap between old and young will not be easy, and is clearly not something the Government can do: no one wants the state telling families how they should live. –The Telegraph
 - We wanted to bridge the gap [between healthy and filling food] and create a palate-satisfying hearty meal that wasn't heavy. The result? An 85% plant-based menu sprinkled with enough animal protein to feed the soul. –Ocean Drive
To bridge the gap is to connect two otherwise unrelated things by adding something or by finding common ground.


The Veiled Virgin
From Wikipedia, the free encyclopedia
Jump to: navigation, search
The Veiled Virgin
Veiled virgin 400.jpg
Artist Giovanni Strazza
Year year unknown
Type Carrara Marble
Dimensions 48 cm (19 in)
Location Presentation Convent, St. John's
The Veiled Virgin is a Carrara marble statue carved in Rome by Italian sculptor Giovanni Strazza, depicting the bust of a veiled Blessed Virgin Mary. The exact date of the statue's completion is unknown.
The statue was transported to Newfoundland in 1856, as recorded on December 4 in the diary of Bishop John Thomas Mullock:
The Veiled Virgin was then kept at the Episcopal Palace next to the Roman Catholic Cathedral in St. John's until 1862, when Bishop Mullock presented it to Mother Mary Magdalene O'Shaughnessy, the Superior of Presentation Convent. The bust has since remained under the care of Presentation Sisters, in Cathedral Square, St. John's.
Italian nationalism was on the rise in the mid-19th century. Strazza's Veiled Virgin is a prime example of the Italian nationalist art movement called Risorgimento. The image of the veiled woman was intended to symbolize Italy just as Britannia symbolized Britain, Hibernia symbolized Ireland, and Lady Liberty symbolized the United States. Pietro Rossi and Raffaelle Monti were the most important Italian contemporaries of Strazza who also sculpted veiled women.


Memory Alpha
Talk:Intake manifold
Back to page
41,057pages on
this wiki
Why does a starship require intake manifolds? Edit
Why does a starship need intake manifolds? They are not using air for a fuel/air mixture for combustion. If I'm not mistaken, space is not dense enough in gases for the ship to require or even attempt to collect external gases to power it. The preceding unsigned comment was added by (talk).
Around Wikia's network
Random Wiki


text:
Why you need a publish path for SEO
Publish path makes your URL more SEO-friendly. If your page title is Charlottetown Summer Events and Attractions, you can choose to create a publish path /charlottetown-events
URL length is an important search engine optimization (SEO) factor. There is a strong connection between a shorter URL length and higher SEO rankings. Google has been making efforts to shorten or even hide the display of URLs in the browser. A very long URL can look suspicious and discourage people from clicking it.
Publish paths can also be used to label pages in multiple languages.
Entering your publish path
To enter the published path, follow these steps:
- Go to the Pages menu in the top-left corner of the Sitebuilder.
- Click on the cog Settings icon to enter the Page settings area:
- Scroll down to the SEO Settings area and locate the Publish path field.
- Enter the publish path for the page as you want it to appear in the URL.
- Click Submit.
- To make your changes live, click the Publish button.
Customizing the publish path
When you first enter the publish path, it's created as /publish---path (example) by default. You may want to change this. Simply enter the new publish path text in the field, removing extra dashes, and click Submit, then Publish.
Language-specific public paths
When creating a multi-language website, you may wish to customize your publish paths so that they reflect your website structure. For example, to group all French-language pages, you can enter public paths as follows:
To learn more about creating multi-language navigation, visit this tutorial.


text:
How do I create a Quiz?
Test the individual knowledge of each of your participants with a series of SCQ/MCQ, open-ended questions, Pairing questions, True or False... Analyze the results of each participant during the event or when it is over to check how well the participants retained information.
If you are not familiar with the Quiz (formerly "Individual Quiz"), you can find its description here.
Creating a Quiz
1. Click on New Activity
Create a new scenario or choose an existing one, click on New Activity and select the Quiz.
2. A pop-up window will appear
3. Give the activity a name
Indicate the subject/project/question in the "Name" field.
Example: Knowledge Test
4.Enter a description
This is a useful option only if you wish to share this activity with your facilitators' team to help them understand it.
5. Show the score option
You can choose to either show the score at the end of the quiz on your participants' devices or not. This will allow everyone to see their results (or not).
6. Choose the score calculation method
Choose the type of score that you want to use for every question in the quiz. There are 2 types of scores:
- the score can be proportional to the number of correct answers (correct answers add points, wrong answers take away points),
- the score is calculated only if the answers are correct (to get points, the answer must be 100% correct)
7. Choose the question order
Questions may appear on the participants' devices in a particular order or randomly.
8. "Questions are mandatory" option
Choose this option if you want your participants to answer all the questions of the quiz. If you don't choose this option, the participants will be able to skip questions.
9. Confirm the creation of the activity
The activity will be available in your library or directly in your scenario and will be ready for use during your session.
Adding new questions
1. Click on New Question
2. Choose the type of question
- SCQ/MCQ (with or without picture),
- Image to be captioned (pairing question with an image),
- True or False,
- Open-ended question.
3. Enter the question
Write the question and depending on the type the possible answers.
Only one answer appears by default, but you can add more possible answers by clicking on New choice.
Example: What is the capital of Japan?
- Choice 1 : Tokyo (correct answer)
- Choice 2 : Kyoto
If you want to illustrate your question, import an image (SCQ/MCQ only).
You should also choose how many points the participants will get for this question. If you selected a proportional score, the points will be calculated according to the number of correct answers.
Don't forget to define the correct answer.
4. Confirm the creation of the question
5. Change the question order
You can do this only if you didn't tick "Randomize the question order".
Please sign in to leave a comment.


text: What is it that makes the French diet so healthy? What is it that makes the diet of some Northern European countries so unhealthy? Nutritionists and epidemiologists have examined the diet of Northern Ireland and SW France against the background of large scientific population comparisons of disease and death in the two areas, especially cardiovascular. Does the protection come from copper in red wine and from beta-carotene in vegetables? Chemistry, physiology, dietary studies and epidemiology are behind this attempt to find a true basis for healthier eating.


How to build a deck
November 23, 2014
Having the proper tools and materials is an absolute must when planning to build a deck on your own. But before starting your DIY project, there are several other key things to consider when building a deck.
Here are some important deck building tips to keep in mind:
Permits: Unless you're building a deck that will not be anchored to the house itself, most municipalities require a permit for new decks. The permit is obtained once a plan for the deck is drawn.
Level: Decks can be built at ground level or can be built up to the second floor. Decks can also be multiple levels connected by stairs or steps. The optimal level for building a deck depends on where people will be entering and exiting the home most frequently.
Location:Understanding the sun is also important. Where possible, plan to build the deck in a location that can leverage natural shade (eg. from nearby trees). If you do not have trees nearby, you may have to consider installing a shade or a retractable awning. Consider where gas lines for the barbecue are affixed and adjust the location accordingly.
Materials: The most common material used for building a deck is pressure-treated wood or some type of composite material. Pressure treated lumber is relatively cheap and durable but over time the wood does tend to become discoloured and worn. Composite material mimics wood, requires minimal maintenance and comes in elegant styles, but is more expensive.
Foundation: Use poured concrete piers or precast deck blocks for the foundation. Deck blocks are easy to install, but if the soil is soft, the deck can shift. Concrete bases are ideal but slightly more expensive and require more effort. Make sure to use the right screws, as the wrong type may either break or corrode with time. Select fasteners made specifically for decks. While stainless steel fasteners are the best, they may cost a little more. Look for screws that are safe and recommended for deck building.
Preventing long term damage: Consider installing deep concrete footing that extends below the first joist line. Make sure to use a builder tube to prevent frost from damaging the footing. Because rot can also cause serious damage to decks, even when using rot-resistant materials such as pressure treated wood, give thought to how water will drain from the floor joints. By decreasing the internal joint drying time, the life of the deck will be extended. Purchase moisture traps to help avoid trapped water. Even after the deck is built, you will need to regularly inspect the foundation to ensure that there is no water buildup.
Today, several types of pre-customized, ready-made deck kits are also available. The most important aspect is to get the right size and style that matches your home. With the proper time, materials, planning and patience, and keeping in mind these tips on how to build a DIY deck, the experience can be an incredibly rewarding one.
How to build a deck
Close menu


This Vital Test Could Predict Stroke Death
Predict Stroke DeathLet's highlight an amazing health breakthrough in the area of stroke. In a study published in the journal "BMJ Open," researchers have devised a simple drawing test that can predict an older man's long-term risk of dying after a stroke. A reasonably important bit of health news, it would seem!
 Despite treatment advances, stroke is still a leading cause of death and disability. We know that older age and impaired intellectual capacity (cognitive function) before a stroke are linked to higher risks of death and disability afterward.
 But the new study team wanted to see if there was a reliable way of finding out who might be most at risk of a stroke death, based on cognitive function.
 (Plus: Why Weekend Stroke Patients Face Greater Risk)
 So, they analyzed data from a long-term study that had been looking at different risk factors for heart disease and stroke in 2,322 men since the age of 50. The sample for this study was about 1,000 of these men. All had not been diagnosed with stroke and their intellectual capacity was assessed between the ages of 65 and 75.
 This was done, using both the Trail Making Test (TMT) and the mini mental state exam (MMSE), which is widely used to test for dementia.
 In the TMT, you draw lines with a pencil between numbers and/or letters in ascending order, as quickly as possible. In the MMSE, you perform general cognitive tasks such as orientation, memory, and numeracy.
 Over 14 years, 155 men had a first major or minor stroke. Just over half of them (84) died within an average of 2.5 years — with 22 dying within a month of their stroke.
After taking account known risk factors, such as older age, high blood pressure, education, and social background, those who had performed badly in the TMT were more likely to have died.
Men whose scores were in the bottom 30% were around three times as likely to have died after their stroke as those who were in the highest 30%. No such association was seen in the MMSE test.
 TMT is likely to pick up small cognitive impairments, caused by silent cerebrovascular disease that hadn't caused symptoms yet.
 The TMT tests are readily available, according to the researchers. They may not only be tools for identifying risk of stroke, but also potential predictors of those who are more likely to die from the stroke.
Tags:,,,,,


text:
Over 8,000 websites created by students around the world who have participated in a ThinkQuest Competition.
Compete | FAQ | Contact Us
The Xhosa of South Africa
In order to get around this native South African culture it helps if you speak a little of one of the local African languages, isiXhosa. This site introduces the Xhosa and teaches you a few phrases and how to pronounce the vowel sounds. Examples are given in.wav format.
AndrewSweet Valley Primary School, Bergvliet, Cape Town, South Africa
CristianSweet Valley Primary School, Bergvliet, Cape Town, South Africa
ChristopherSweet Valley Primary School, Bergvliet, Cape Town, South Africa
19 & under
Brian SharlandSweet Valley Primary School, Cape Town, South Africa
Social Sciences & Culture > Indigenous Peoples
Social Sciences & Culture > Languages & Language Arts


text:
by Staff Writers
Jena, Germany (SPX) Jul 10, 2012 Max Planck scientists have found out that the olfactory system in hermit crabs is still underdeveloped in comparison to that of vinegar flies. While flies have a very sensitive sense of smell and are able to identify various odor molecules in the air, crabs recognize only a few odors, such as the smell of organic acids, amines, aldehydes, or seawater.
Humidity significantly enhanced electrical signals induced in their antennal neurons as well as the corresponding behavioral responses to the odorants. The olfactory sense of vinegar flies, on the other hand, was not influenced by the level of air moisture at all. Exploring the molecular biology of olfaction in land crabs and flies thus allows insights into the evolution of the olfactory sense during the transition from life in water to life on land.
Crabs and flies
Odor signals are important cues for the crabs' search for food. In order to detect odor molecules outside the water on land, the sensory organs of arthropods had to adapt to the new, terrestrial environment. How did sensory perception evolve during the transition from sea to land?
"The land hermit crab Coenobita clypeatus is an ideal study object to answer this question," says Bill Hansson, director of the Department of Evolutionary Neuroethology at the Max Planck Institute for Chemical Ecology in Jena, Germany. The animals live in humid regions close to the sea and regularly visit water sources. Females release the larvae into the sea, where they grow into young crabs.
These young crabs look for empty snail shells and live on land. They eat fruits and plants. This way of life suggests that the olfactory sense in crabs is still at an early stage of development.
Voltage and behavior
A striking feature of the subsequently performed bioassays was that the crabs' behavioral responses to odorants were more obvious and much faster at a significantly increased humidity, assumingly due to an enhanced electrical excitability of their antennal neurons.
The EAG showed in fact a reaction at the neurons which was three to ten times stronger if active odors were applied at a higher humidity. In contrast, antennal neurons of vinegar flies did not show any differences and responded evenly and independently of the degree of humidity.
Evolution of olfaction
In the water flea genome, no genetic information was actually found for so-called olfactory receptors, which are responsible for the highly sensitive olfactory system in insects, such as vinegar flies. Although the receptor genes which are present in the hermit crab genome have not been elucidated yet, the scientists assume that olfaction in crabs is mediated by the original, evolutionarily older ionotropic receptors.
It is generally believed that the ancestors of many insect species made the transition from the seas to the continents during much earlier geological eras and that insects have adapted their olfactory system to life on land very well. Terrestrial crustaceans, on the other hand, may be able to use their sense of smell on land thanks to a basic molecular "equipment", but their olfaction is still quite underdeveloped in comparison to insects.
Therefore hermit crabs usually stay near the coast: not only because of the short way back to the sea where they reproduce, but also because of their limited sense of smell which does not allow them to orient themselves without any problems in the dry air of the heartlands.
Max Planck Institute for Chemical Ecology
Darwin Today At TerraDaily.com
|The content herein, unless otherwise known to be public domain, are Copyright _PHONE_ - Space Media Network. AFP, UPI and IANS news wire stories are copyright Agence France-Presse, United Press International and Indo-Asia News Service. ESA Portal Reports are copyright European Space Agency. All NASA sourced material is public domain. Additional copyrights may apply in whole or part to other bona fide parties. Advertising does not imply endorsement,agreement or approval of any opinions, statements or information provided by Space Media Network on any Web page published or hosted by Space Media Network. Privacy Statement|


text:
and Davis.
Alternatives to these relatively simple approaches are numerical simulations including a complete integration of the conservation equations. Many authors are performing this type of computations [8,9,10]. Such computations are time-consuming on the computer and must be coupled to a specific model for the chemical reaction and a simplified kinetics.
132 Halon Options Technical Wolklng Conference 12-14 May 1998
~ _ _ ~ ~ ~~ ~~
2.2 Kinetic Models The major requirements for integrating a kinetic mechanism to calculate the heat release are the knowledge of the elementary reactions and their rate constants. These calculations are thus currently limited to simulations of detonations in chemically simple mixtures (for example oxygenhydrogen). Hence this approach is not appropriate for the study of complex reactive systems like mixtures containing halogenated species.
However, the inhibiting effect of the additives can be understood by using a simplified kinetic mechanism and a simple linear model for the calculation of the radical-production rate [l 11. Such a simplified kinetic mechanism is shown in Table 1. The primary conversion of the additive occurs through an elementary reaction with H (reaction Sa), OH (reaction Sh), andor 0 (reaction 5c). The species 'X' in Table 1 designates any stable product of the primary attack of the additive. The consumption of the additive (Inh.) by radicals H and OH produces an intermediate species much less reactive than the usual chain-carrier radicals (H, OH, 0). In the model, HOz is assumed to be a nonreactive radical (reaction 6). When the inhibitor contains a hydrogen atom, the primary attack by 0-atoms may produce an active radical OH (reaction Sc) and reactivate the chain reaction.
Table 1. Simplified kinetic mechanism for H2-CO-02-Ar-Inhibitor mixtures. X represents products, reactants or slowly reacting radicals.
(0) H2 + 0 2 -+ 2 OH + O H + O
(2) O+H2 4 O H + H (1) H + 0 2
(3) Hz + OH --f H2 O+ H (4) CO + OH -+ CO2 + H
(a) H --f X (5) (b) Inh. + OH -+ X
(c) 0 + X + O H (6 ) H + 0 2 + M -+ H02 + M
Using a set of linear differential equations for the reaction rate of the chain carrier radicals, one can calculate the overall rate of production for the radicals. Taking into account reactions (Sa), (5b), and (Sc) altogether leads to the following explosion condition:
v 5 c 'Sb VlVSC V 5 b ZV, - ( v6 +v~3)(l+-)(1+-)+-(1--) > o v2 v 3 + v 4 v2 v 3 + v 4 (1) ~,
where v, is the reaction frequency of the ith elementary chemical reaction (Table 1) and is given by the rate constant of the reaction times the concentrations of the stable species, for instance:
-EIRT v1 = A,.e.CO*
More details on this kinetic approach have been reported by Evariste et al.. Equation (1) is a typical explosivity condition showing the competition between the branching reaction (1) and the termination reactions (5-c) and (6) for the chain carrier radicals. One notices in equation (1) a positive contribution of reaction (Sc), which could account for a promoting effect or at least for a reduction of the inhibiting effect of the inhibitor on the combustion process.
Halon Options Technical Workmg Conference 12-14 May 1998 133
3.0 EXPERIMENTAL SETUP
Experiments are carried out in a detonation tube, 11 m long, with a rectangular cross section of 9.2x3.2 cm' (Figure 1). The driver and the test sections are separated with a mylar diaphragm. The driver section, 2 m long, is filled up with a stoichiometric hydrogen/oxygen mixture at an initial pressure of 40,000 Pa and is ignited with a hot wire producing a flame that transits to detonation. The test section, 9 m long, contains the investigated mixture at the nominal pressure. A metallic flange with 2.5 cm boring between both sections impedes the development of overdriven detonations in the test section. After a 4-m travel distance in the test section, the detonation is stabilized to its characteristic regime. The detonation velocity is
Figure 1. Experimental set up for detonation measurements.
measured by 8 ionization gauges and the shock structure is recorded on soot plates. The mixing of the mixture is achieved during the filling of the tube, and the composition of the gas is controlled using choked conditions through nozzles for each individual gas. A detailed description of the apparatus is given by Libouton et al..
4.0 RESULTS FROM REFERENCE MIXTURES
The most important consideration in choosing a benchmark gaseous detonation system to study is that it has to be one that provides a regular pattern of cells of convenient size. Other considerations are that the kinetics be well understood, so that the observed structures can be correlated with calculated induction times. The mixtures commonly used are hydrogen/ oxygen and carbon monoxiddoxygen diluted with inert gases. We chose stoichiometric H2/C0/02 diluted with 50 or 30% of Ar. The initial composition is fully defined by the equivalent ratio, Q, the amount of hydrogen in fuel, p, and the amount of diluent, a. These parameters are expressed in terms of mol fraction X, of species i:
@ = ( xH2 -!- xCO)/2xO2 P = XHZ~XHZ+XCO) a = X k
Table 2 gives the initial conditions of the experiments performed with benchmark mixtures and summarizes the experimental results: detonation velocity, Deipr cell length, L, and mode number (the mode number is defined as the number of transverse waves, which is twice the number of cells across the tube section). The Chapman-Jouguet detonation velocity is also mentioned. Figure 2 shows an example of regular cellular pattern for one of the reference compositions (#5).
5.0 EXPERIMENTS WITH MIXTURES CONTAINING HALOGENATED COMPOUNDS
The effect on the detonation propagation of selected halocarbon additives has been investigated experimentally and chemical kinetic calculations have been performed (see next
134 Halon options Technical W o ~ n g Conference 12-14 May 1998
Table 2. Initial conditions and experimental results of experiments with the reference mixtures (no halogenated additives in the mixtures).
Series No. @ 0 a P L p L mode DCJ torr m/s cm m / S
Figure 2. Soot record printed by the detonation wave of an H2/02/Ar-2/1/1.3 mixture at initial pressure 100 torr (#5). The path of the triple shock has been cornputa-tionally enhanced to better visualize the structure. Note the regularity of the cellular structure. The mode number is equal to 5. The detonation is propagating to the left.
item), namely with bromotrifluoromethane, CF3Br, chlorodifluoromethane, CFzHC1, trifluoromethane, CF3H, and tetrafluoromethane, CF4. For these additives, kinetic calculations were possible because of the knowledge of or reasonable assumption about the kinetic mechanism. For several other halogenated additives, no reliable kinetic data are available, and we will limit the discussion to the interpretation of the experimental results. The additives tested are the following:
fluoroand hydrofluoroalkanes: C2F.+H, C2F5H, and C3F8, in addition to the CF4 and CF3H chloroand hydrochloro-fluoroalkanes: CFC13, CF2C12, CF3C1, and C2F4HC1, in addition to CF2HC1 bromoand iodoalkanes: CF2HBr and CFd, in addition to CF3Br
When an additive is added to the corresponding reference mixture to mitigate or to extinguish the detonation, its amount is mentioned with respect to the total mixture and is replacing the same amount of argon. In this case, the dilution factor a is redefined as
a = XAr + Xinhibitor
Halon Options Technical Working Conierence 12-14 May 1998 135
Hence, the additive is considered as a diluent for the definition of the stoichiometry although additional hydro-halocarbons modify the actual equivalence ratio @ slightly.
5.1 Mixtures Containing CF4 or CF3H Those experiments were carried out at initial conditions similar to reference mixture #1, i.e., no CO in the fuel and an initial pressure equal to 200 torr. Figures 3(a) and (b) show the detonation velocities as function of the additional CF4 and CF3H, respectively. The calculated Chapman-Jouguet velocity is also plotted on the figures. Quite unexpectedly, the experimental velocity Dexp exhibits a slight increase when we add a few percent of CF4. The effect is not predicted by the CJ-calc