text:
III. MECHANISMS FOR INTEGRATING ENVIRONMENTAL CONSIDERATIONS INTO SECTOR POLICIES AND FOR MONITORING 20
F. Strengths and weaknesses and advantages and disadvantages of monitoring mechanisms
In the case of EIAs in general (including the tea sector) an inherent strength in the monitoring mechanism is the necessity for PAA to forward the plan to monitor implementation to CEA within 30 days of project approval. However, the weaknesses appear to be centred in the capacity of PAAs to regularly undertake field-level monitoring of the approved projects. That constraint is evident within the Ministry of Plantation Industries as it does not have the staff resources nor apparently a clear understanding of the monitoring role it is expected to play.
Another complication that may arise in the tea sector lies in producing a meaningful assessment of the effectiveness of any mitigatory measures, as a result of the difficulties faced in measuring major environmental impacts such as soil erosion and soil degradation, as well as their downstream external impacts. On the other hand, an inherent advantage for the sector is the ease with which monitoring can be undertaken of compliance with project implementation conditions laid down in the EIA to minimize soil erosion and soil degradation. As experience is gained from the implementation of EIAs for the tea sector, solutions to the constraints indicated above are expected to emerge.
An inherent strength of the processing activities related to the tea sector is that they are listed as low-polluting activities. Instances related to the discharge of toxic effluents and their adverse impacts on natural resources (water bodies) have been rare so far in he tea sector. In fact, only one instance, which concerned a relatively complex processing activity in the sector, has necessitated any action by CEA.
The tasks of issuing of EPLs and subsequent monitoring for normal processing activities in the tea sector have been delegated to the local authorities by CEA. For that purpose, CEA has laid down effluent disposal standards (maximum permitted levels of certain chemicals etc.) and the effluent treatment methodology that should be followed in order to mitigate any impact on natural resources. That is an important step because, in Sri Lanka, effluents are often discharged into water bodies and sometimes on arable land areas, thus posing a potential health hazard.
CEA has adequate laboratory facilities (with the exception of emission monitoring equipment) for testing effluents related to processing activities. Such services are also provided by other State and private sector agencies on a commercial basis. However, CEA lacks the staff resources needed for undertaking field-level monitoring over large areas. A strength in the monitoring mechanism at the field level is the requirement for the local authorities to send monthly progress reports to CEA concerning EPLs issued by them for processing activities. However, according to CEA, a disadvantage at the local authority level is the turnover that often occurs in monitoring staff, which results in inadequate awareness of the enforcement standards as well as the monitoring procedures.
Another weakness in the system is the ideological conflicts that sometimes occur between the local authorities and Provincial Councils, which adversely affects monitoring. Those differences may also be related to the more stringent standards enforced by some Provincial Councils under the provincial regulations and laws enacted by them.


text:
'Polyphony' - The maximum number of notes that may be played by an instrument at any time before experiencing note droppage or loss.
NOTE: On every electronic instrument there is a limit to the number of notes that it can play at a given time. This note limit is referred to as 'polyphony'. If an instrument has, say 32 notes of polyphony, note drop or loss will be experienced if your playing or song exceeds 32 notes at any given instant.
The goal is not to find the limit, but to avoid it. The best use of the instrument may require that you simplify or lessen the number of notes being used in your song recording (playback) to resolve an issue of note loss.
Do you need an additional help?

source: HuggingFaceFW/fineweb-edu


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8.48 EOSHIFT — End-off shift function
EOSHIFT(ARRAY, SHIFT[,BOUNDARY, DIM]) performs an end-off shift on elements of ARRAY along the dimension of DIM. If DIM is omitted it is taken to be 1. DIM is a scaler of type INTEGER in the range of 1 /leq DIM /leq n) where n is the rank of ARRAY. If the rank of ARRAY is one, then all elements of ARRAY are shifted by SHIFT places. If rank is greater than one, then all complete rank one sections of ARRAY along the given dimension are shifted. Elements shifted out one end of each rank one section are dropped. If BOUNDARY is present then the corresponding value of from BOUNDARY is copied back in the other end. If BOUNDARY is not present then the following are copied in depending on the type of ARRAY.
Array Type Boundary Value
Numeric 0 of the type and kind of ARRAY.
Logical.FALSE..
Character(len) len blanks.
f95, gnu
transformational function
ARRAY May be any type, not scaler.
SHIFT The type shall be INTEGER.
BOUNDARY Same type as ARRAY.
DIM The type shall be INTEGER.
Return value:
Returns an array of same type and rank as the ARRAY argument.
 program test_eoshift
 integer, dimension(3,3) :: a
 a = reshape( (/ 1, 2, 3, 4, 5, 6, 7, 8, 9 /), (/ 3, 3 /))
 print '(3i3)', a(1,:)
 print '(3i3)', a(2,:)
 print '(3i3)', a(3,:)
 a = EOSHIFT(a, SHIFT=(/1, 2, 1/), BOUNDARY=-5, DIM=2)
 print *
 end program test_eoshift


The Hanse-Wissenschaftskolleg (HWK) is a non-profit foundation, incorporated under German civil law by the German federal states of Lower Saxony and Bremen and by the City of Delmenhorst. It is located in the Northwest of Germany, close to the city of Bremen. Its primary goal is to support and to inspire excellent and innovative research across disciplinary borders. It offers junior and senior scholars of all ages and nationalities the opportunity to concentrate on research projects without the distraction of routine commitments and to gain insights from other disciplines and other scientific traditions. Fellows have the opportunity to cooperate with colleagues at neighboring universities (i.e. Bremen and Oldenburg) and research institutes in the region. This allows HWK to offer laboratory space for scientists from the natural sciences. Weekly fellow lectures followed by dinner, between 70 and 100 conferences and workshops per year that cover all HWK research areas and lots of informal meetings and events create a lively intellectual environment.
Scientific Priorities
HWK concentrates on four broad research fields:Brain, earth, energy, society. Dedicated to interdisciplinary dialogue HWK promotes projects that seek to explore interrelations between its four research fields.
HWK encourages projects that explore interdisciplinary research questions. Within these areas any excellent application is most welcome. There is no advance exclusion of any specific scientific discipline.
In addition, HWK hosts an art program the strengthens dialogue between humanities, science, and the arts, literature included.
Premises and Facilities
21 fully-furnished and comfortable apartments for singles, couples and families are provided for the Fellows. The lobby, the lounge, a lecture hall, a fireplace and fitness facilities offer space for academic, cultural and social activities.
Language classes and extracurricular activities for Fellows and their families help to ease integration. Fellows have their own library with direct access to the university libraries; free interlibrary loan service is also available. Several cars and public transport tickets ensure convenient access to the regional universities and research institutes.
Lehmkuhlenbusch 4
27753 Delmenhorst
link+49 4221 9160-100


Documentation Center
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Working with Handle Graphics Objects
Graphics Objects
Graphics objects are the basic elements used to display graphs and user interface components. These objects are organized into a hierarchy, as shown by the following diagram.
When you call a plotting function, MATLAB® creates the graph using various graphics objects, such as a figure window, axes, lines, text, and so on. Each object has a fixed set of properties, which you can use to control the behavior and appearance of your graph.
For example, the following statement creates a figure with a white background color and does not display the figure toolbar:
Common Graphics Objects
When you call a function to create a graph, MATLAB creates a hierarchy of graphics objects. For example, calling the plot function creates the following graphics objects:
 - Figure — Window that contains axes, toolbars, menus, and so on.
 - Axes — Coordinate system that contains the lines representing the data
 - Lineseries — Lines that represent the value of data passed to the plot function.
 - Text — Labels for axes tick marks and optional titles and annotations.
Different types of graphs use different objects to represent data. All data objects are contained in axes and all objects (except root) are contained in figures.
The root is an abstract object that primarily stores information about your computer or MATLAB states. You cannot create an instance of the root object. The handle of the root object is always 0.
Object Handles
When MATLAB creates a graphics object, MATLAB assigns an identifier to the object. This identifier is called a handle. You can use this handle to access the object's properties with the set and get functions. For example, the following statements create a graph and return a handle to a lineseries object in h:
x = 1:10;
y = x.^3;
h = plot(x,y);
You can use the handle h to set the properties of the lineseries object. For example, you can set its Color property:
You can also specify the lineseries properties when you call the plotting function:
h = plot(x,y,'Color','red');
You can query the lineseries properties to see the current value:
The get function returns the answer (in units of points for LineWidth):
ans =
Finding the Properties of an Object
If you call get with only a handle, MATLAB returns a list of the object's properties:
If you call set with only a handle, MATLAB returns a list of the object's properties with information about possible values:
Setting Object Properties
All object properties have default values. However, you can change the settings of some properties to customize your graph. There are two ways to set object properties:
 - Specify values for properties when you create the object.
 - Set the property value on an object that already exists.
Setting Properties from Plotting Commands
You can specify object property value pairs as arguments to many plotting functions, such as plot, mesh, and surf.
For example, plotting commands that create lineseries or surfaceplot objects enable you to specify property name/property value pairs as arguments. The command
[x,y,z] = peaks;
plots the data in the variables x, y, and z using a surfaceplot object with interpolated face color and light gray colored edges.
Setting Properties of Existing Objects
To modify the property values of existing objects, use the set function. Plotting functions return the handles of the data objects that they create (lines, surfaces, images, and so on). For example, the following statements plot a 5-by-5 matrix (creating five lineseries objects, one per column), and then set the Marker property to square and the MarkerFaceColor property to green:
y = magic(5);
h = plot(y);
In this case, h is a vector containing five handles, one for each of the five lineseries in the graph. The set statement sets the Marker and MarkerFaceColor properties of all lineseries to the same values.
To set a property value on one object, index into the handle array:
Setting Multiple Property Values
If you want to set the properties of each lineseries to a different value, you can use cell arrays to store all the data and pass it to the set command. For example, create a plot and save the lineseries handles:
h = plot(magic(5));
Suppose you want to add different markers to each lineseries and color the marker's face color the same color as the lineseries. You need to define two cell arrays—one containing the property names and the other containing the desired values of the properties.
The prop_name cell array contains two elements:
prop_name(1) = {'Marker'};
prop_name(2) = {'MarkerFaceColor'};
The prop_values cell array contains 10 values: five values for the Marker property and five values for the MarkerFaceColor property. Notice that prop_values is a two-dimensional cell array. The first dimension indicates which handle in h the values apply to and the second dimension indicates which property the value is assigned to:
prop_values(1,1) = {'s'};
prop_values(1,2) = {get(h(1),'Color')};
prop_values(2,1) = {'d'};
prop_values(2,2) = {get(h(2),'Color')};
prop_values(3,1) = {'o'};
prop_values(3,2) = {get(h(3),'Color')};
prop_values(4,1) = {'p'};
prop_values(4,2) = {get(h(4),'Color')};
prop_values(5,1) = {'h'};
prop_values(5,2) = {get(h(5),'Color')};
The MarkerFaceColor is always assigned the value of the corresponding line's color (obtained by getting the lineseries Color property with the get function).
After defining the cell arrays, call set to specify the new property values:
Functions for Working with Objects
This table lists functions commonly used when working with objects.
Find all children of specified objects.
Find ancestor of graphics object.
Copy graphics object.
Delete an object.
Find all graphics objects (including hidden handles).
Find the handles of objects having specified property values.
Return the handle of the current axes.
Return the handle of the current figure.
Return the handle of the current object.
Query the values of an object's properties.
True if the value is a valid object handle.
Set the values of an object's properties.
Specifying Axes or Figures
MATLAB always creates an axes or figure if one does not exist when you execute a plotting command. However, when you are creating graphics from a program file, it is good practice to create and specify the parent axes and figure explicitly, particularly if others people use your program. Specifying the parent prevents the following problems:
 - Your program overwrites the graph in the current figure. A figure becomes the current figure whenever a user clicks it.
 - The current figure might be in an unexpected state and not behave as your program expects.
The following example shows a MATLAB function that evaluates a mathematical expression over the range specified in the input argument x, and then plots the results. A second call to the plot function plots the mean value of the results as a red line.
function myfunc(x)
 % Evaluate the expression using the input argument
 y = 1.5*cos(x) + 6*exp(-.1*x) + exp(.07*x).*sin(3*x);
 % Calculate the mean
 ym = mean(y);
 % Create a figure, axes parented to that axes
 % and the using the axes
 hfig = figure('Name','Function and Mean');
 hax = axes('Parent',hfig);
 % Hold the current plot and add a red line along the mean value
 hold on
 plot(hax,[min(x) max(x)],[ym ym],'Color','red')
 hold off
 % Add a tick label that shows the mean value
 % and add a title and axis labels
 ylab = get(hax,'YTick');
 set(hax,'YTick',sort([ylab ym]))
 title ('y = 1.5cos(x) + 6e^{-0.1x} + e^{0.07x}sin(3x)')
 xlabel('X Axis'); ylabel('Y Axis')
First, define a value for the input argument and call the function:
x = -10:.005:40;
Finding the Handles of Existing Objects
The findobj function enables you to obtain the handles of graphics objects by searching for objects with particular property values. With findobj you can specify the values of any combination of properties, which makes it easy to pick one object out of many. findobj also recognizes regular expressions.
For example, you might want to find the blue line with square marker having blue face color. You can also specify which figures or axes to begin searching from, if there are more than one. The following four sections provide examples illustrating how to use findobj.
Finding All Objects of a Certain Type
Because all objects have a Type property that identifies the type of object, you can find the handles of all occurrences of a particular type of object. For example,
h = findobj('Type','patch');
finds the handles of all patch objects.
Finding Objects with a Particular Property
You can specify multiple properties to narrow the search. For example,
h = findobj('Type','line','Color','r','LineStyle',':');
finds the handles of all red dotted lines.
Limiting the Scope of the Search
You can specify the starting point in the object hierarchy by passing the handle of the starting figure or axes as the first argument. For example,
h


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New Sahara
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New Sahara was a planet located in the region of space known as The Triangle, and was one of two marginal Class M worlds in the Oeth System, the other being New Siberia.
As the name implies, New Sahara was a desert world with a hot, dry climate and little surface water outside of two oceans located near the polar regions. The planet would have been uninhabited if it were not for a compound found within its vast quantities of sand. Known as Hard Sand, the compound could be used to create one of the strongest high-temperature ceramics in the galaxy. Hard Sand would even been used in the construction of starship engines.
As the planet had few, if any other resources, most of its supplies had to be imported, including water from neighboring New Siberia.
The government of the two planets, New Sahara and New Siberia, were shared. The Grandmaster, the leader of the government, was elected to a five year term, along with 60 Grand Senators (30 from each of the two planets).
Both planets considered themselves to be unaligned to any major power. (FASA reference book The Triangle)
Although not stated, the name of the planet implies that it was settled by Humans, or mostly Human colonists from Earth.
Triangle sector
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03-13-2006, 01:30 AM
mammal extinct for 11 million years is...well.... not extinct
WASHINGTON (AP) -- It has the face of a rat and the tail of a skinny squirrel -- and scientists say this creature discovered living in central Laos is pretty special: It's a species believed to have been extinct for 11 million years.
The long-whiskered rodent made international headlines last spring when biologists declared they'd discovered a new species, nicknamed the Laotian rock rat.
It turns out the little guy isn't new after all, but a rare kind of survivor: a member of a group until now known only from fossils.
Nor is it a rat. This species, called Diatomyidae, looks more like small squirrels or tree shrews, said paleontologist Mary Dawson of Pittsburgh's Carnegie Museum of Natural History.
Dawson, with colleagues in France and China, report the creature's new identity in Friday's edition of the journal Science.
The resemblance is "absolutely striking," Dawson said. As soon as her team spotted reports about the rodent's discovery, "we thought, 'My goodness, this is not a new family. We've known it from the fossil record."'
They set out to prove that through meticulous comparisons between the bones of today's specimens and fossils found in China and elsewhere in Asia.
To reappear after 11 million years is more exciting than if the rodent really had been a new species, said George Schaller, a naturalist with the Wildlife Conservation Society, which unveiled the creature's existence last year. Indeed, such reappearances are so rare that paleontologists dub them "the Lazarus effect."
Another well-known example is the coelacanth, a primitive fish that existed before the dinosaurs and was thought to have gone extinct 65 million years ago, until one was caught in 1938 off the coast of southern Africa.
"It shows you it's well worth looking around in this world, still, to see what's out there," Schaller said.
The nocturnal rodent lives in Laotian forests largely unexplored by outsiders, because of the geographic remoteness and history of political turmoil.
Schaller called the area "an absolute wonderland," because biologists who have ventured in have found unique animals, like a type of wild ox called the saola, barking deer, and never-before-seen bats. Dawson described it as a prehistoric zoo, teeming with information about past and present biodiversity.
All the attention to the ancient rodent will be "wonderful for conservation," Schaller said. "This way, Laos will be proud of that region for all these new animals, which will help conservation in that some of the forests, I hope, will be preserved."
Locals call the rodent kha-nyou. Scientists haven't yet a bagged a breathing one, only the bodies of those recently caught by hunters or for sale at meat markets, where researchers with the New York-based conservation society first spotted the creature.
Now the challenge is to trap live ones and calculate how many still exist to determine whether the species is endangered, Dawson said.
My guide/game tradelist
- Free guides (just pay shipping), updated May, 17th, 2006
What CAG'ers have to say about alonzomourning23:
Pittsburghafterdark- "representative of liberalism as a mental disorder"
Bmulligan- "nancyboy", "college bumpkin"
Camoor- "happy-head weenie", "morally bankrupt"


Concrete Steps For Gardens
Do you have a beautiful garden where you wanted to spend quality time with your family and friends? If this is so and you are looking to add some more beauty to it then why don't you go for setting some beautiful stepping stones. You can make concrete steps for garden with different material like you can use, concrete slabs, bricks, gravel, timber or large flat stones. The type of material and design of your garden steps depends on the area where you wanted to build these steps. Following is your step wise procedure for building garden steps.
 - First of all you need to mark the outer edges of your concrete steps for gardens. You can do this with the help of pegs and builder line.
 - Next thing you need is to determine that how many steps should be made. This can be done by measuring the horizontal distance and vertical height of flight of steps.
 - To determine the height of each step you need to divide the total height vertical height with your riser height. You can also take help from the tread-riser combination chart.
 - Once you are done with measuring and deciding the height of each step you need to make rough shape of these steps by using a spade.
 - When you are done then you should dig a trench nearly 125mm deep to hold solid footing before the first riser. You can use the level marker to make a perfect level for this. This is important because if there is no solid footing then you will face difficulty afterwards.
 - Following the similar pattern you need to concrete each step which was roughly made in the previous step. Once you are done with concrete steps for gardens then you should leave it for 24 hours to consolidate on its position.


Who Are The 3 Main Pigs In Animal Farm?
What animal is Benjamin in Animal Farm?
donkeyBenjamin is an old and pessimistic donkey.
Who is Mr Whymper in Animal Farm?
Who is the leader of the pigs in Animal Farm?
NapoleonNapoleon is a fictional character and the main antagonist of George Orwell's 1945 novel Animal Farm. He is described as "a large, rather fierce-looking Berkshire boar" who is "not much of a talker" and has "a reputation for getting his own way".
What are the characteristics of the pigs in Animal Farm?
Characters & Characteristics of Pigs-Leader -Dominant -Large -Fierce.-Encouraging -Influential -Important -Inspiring.-vivacious ~Definition – Lively -creative -sociable.~young ~fat ~persuasive ~gregarious.Quote~ Old Major was so highly regarded on the farm that everyone was quite ready to lose an hour's sleep in order to hear what he had to say.More items…
Who is squealer in Animal Farm in real life?
Vyacheslav MolotovSquealer represents Vyacheslav Molotov who was Stalin's protégé and head of Communist propaganda. It is also possible that Squealer represents the Soviet newspaper, Pravda.
Who is Boxer in Animal Farm based on?
Alexey StakhanovBoxer is based on a coal miner named Alexey Stakhanov who was famous for working over his quota. The Joseph Stalin Regime built a cult of personality around him that rewarded workers who showed a similar heroic dedication to production and efficiency, he supported Joseph Stalin.
Is snowball a girl in Animal Farm?
Snowball is a character in George Orwell's 1945 novel Animal Farm. He is largely based on Leon Trotsky, who led the opposition against Joseph Stalin (Napoleon). He is shown as a white pig on the movie poster for the 1999 film Animal Farm, and as a white pig in the 1954 film.
Why did Animal Farm fail?
The social hierarchy and class differences of The Animal Farm caused its demise. It portrays the animals as, "the working class" working hard for their government. … The animals worked diligently until they no longer could.
Who are the three main pigs who or what do they represent?
The three main pigs are Old Major, Napoleon, and Snowball, and they all are said to represent one of the three major figures of the Soviet Union. Old Major is slightly different from the other two because Orwell was said have based him on two people: Vladimir Lenin and Karl Marx.
Who died in Animal Farm?
In Animal Farm, Boxer dies as a result of Napoleon's tyranny, as do multiple pigs and hens, as well as several other unnamed animals.
Did snowball die in Animal Farm?
Why is Napoleon in Animal Farm a bad leader?
In George Orwell's novel, more than any other character, Napoleon embodies the idea that power corrupts. He is a bad leader because he is selfish, manipulative, and power-hungry. … That is, Orwell does not tell us if Napoleon was a more community-spirited pig when he was just one more oppressed farm animal among many.
Why is Animal Farm banned?
What are the names of the pigs in Animal Farm?
When Old Major dies, two young pigs, Snowball and Napoleon, assume command and stage a revolt, driving Mr. Jones off the farm and renaming the property "Animal Farm". They adopt the Seven Commandments of Animalism, the most important of which is, "All animals are equal".
Who is the wisest animal in Animal Farm?
Does Benjamin Die in Animal Farm?
Benjamin is a donkey in George Orwell's 1945 novel Animal Farm. He is also the oldest of all the animals (he is alive in the last scene of the novel).
Is it illegal to name a pig Napoleon in France?
IN FRANCE it is illegal to name a pig Napoleon, almost 200 years after his death. Experts say the odd law exists because calling a pig after the emperor would insult a head of state. Animal Farm author George Orwell must have missed the memo.
Who does the cat represent in Animal Farm?
Answer and Explanation: The cat in Animal Farm represents the Russian upper class. She is accustomed to being pampered by Mr. Jones and his family, since she offers them a…


Tag Archives: mental faculties
article: Phrenology
Phrenology is the study of the shape of the human skull in order to draw conclusions about particular character traits and mental faculties. Phrenologists believe that traits like intelligence are mirrored through elevations in the skull overlying particular areas of the brain. German physiologist Franz Joseph Gall developed the theory around 1800, but modern neurology and physical anthropology regard phrenology as a form of quackery. What is the difference between phrenology and craniometry? More… Discuss


The importance of English language lab and English learning course cannot be mitigated even if so desired. It is also necessary that a learner has a good command over the English language grammar, phonetic language.
Phonetic language i.e. English language pronunciation and English language vocabulary plays a key role in English listening practice and English language speaking. Having clarity and accuracy of the English language grammar gives confidence to the language learner and opens doors to avenues.
Besides appointing esl teachers for teaching English pronunciation and teaching English grammar, K-12 educational institute can make arrangements to set-up a good digital English language lab for the use of its language learners.
Education is the most powerful weapon - Digital teacher english language lab
English language lab are designed to provide the language learners with a strong platform for practical training in the English language speaking, English listening practice and for a good English language conversation. While the conventional esl teachers concentrate on teaching English grammar, teaching English pronunciation and English language writing, language laboratory will more emphasise on above mentioned skills giving completeness to the English learning course.
Understanding this, K-12 developers across the country are opening up to the idea of establishing digital English language lab for the future benefit of their learners.
A language lab is an audio or audio-visual installation used as an aid in modern English language teaching. The language lab brings efficient use of time and learning efficiency is much more than usual classroom learning. English language writing and English language vocabulary can be taught in class. English language labs would help the student in English language pronunciation and English language conversation. So, K-12 developers are implementing these new ideas in order to improve modern English language.
Spoken English classes are now widely spread in our country. English language lab for schools can be a good substitution for these spoken English classes.


text:
In the automotive industry, reliability and high quality are key attributes for electronic automotive systems and controls. It is normal for these automotive applications to face high operating voltages, and high electric fields between nets that can lead to oxide breakdown. Moreover, electrical fields can influence sensitive areas on the chip, because high-power areas (60V, 80V, 100V, etc.) are commonly located next to logic areas (1.8V, 5V, etc.). Consequently, when designing and verifying many smart power processes, designers must deal with metal spacing design rules that are dependent on voltage drop. For example:
- Metal2 minimum spacing can be x if voltage drop across lines is up to 30V, and it will be y if voltage drop across lines is up to 80V. Where y > x, similar rules apply for the rest of the metal layers.
- Minimum spacing between metal and poly is x where voltage difference is higher than V volt.
- Shapes on a specified metal layer can't cross a specified area, based on the voltage difference.
- It is not allowed to cross an adjacent metal level if voltage drop is higher than V volt.
Trying to implement such rules in the entire design flow, starting from layout routing implementation through design rule checking (DRC), is too conservative, as well as inefficient, due to lack of voltage information on nets (both in schematic and layout). Trying to achieving this goal with traditional exhaustive dynamic simulation is simply not practical, due to the turnaround time involved, and, if the design is very large, it may not even be possible to simulate it in its entirety. Design teams need a way to determine the voltages at all internal nodes statically. Advanced EDA solutions that can quickly and accurately evaluate customized electrical requirements can help designers achieve their goal of generating the proper net voltage information in an efficient static way.
New circuit reliability verification tools provide a voltage propagation functionality that can help perform voltage-dependent layout checks very efficiently while also delivering rapid turnaround, even on full-chip designs. In addition, they provide designers with unified access to all the types of design data (physical, logical, electrical) in a single environment to enable the evaluation of topological constraints within the context of physical requirements. Let's look at some examples, using Calibre® PERC™ to demonstrate the basic functionality.


:
Browser Support
The demo works well in all recent browsers and devices. Also, as you've possibly noticed, we use Babel to compile our ES6 code down to ES5.
The only small issue I encountered while testing it is the text rendering change that happens when the timeline is being animated. Although I tried various approaches proposed in different Stack Overflow threads, I didn't find a straightforward solution for all operating systems and browsers. So, keep in your mind that you might see small font rendering issues as the timeline is being animated.
In this fairly substantial tutorial, we started with a simple ordered list and created a responsive horizontal timeline. Without doubt, we covered a lot of interesting things, but I hope you enjoyed working towards the final result and that it's helped you gain some new knowledge.
If you have any questions or if there's anything you didn't understand, let me know in the comments below!
Next Steps
If you want to further improve or extend this timeline, here are a few things you can do:
 - Add support for dragging. Instead of clicking the timeline buttons for navigating, we could just drag the timeline area. For this behavior, you could use either the native Drag and Drop API (which unfortunately doesn't support mobile devices at the time of writing) or an external library like Draggable.js.
 - Improve the timeline behavior as we resize the browser window. For instance, as we resize the window, the buttons should be enabled and disabled accordingly.
 - Organize the code in a more manageable way. Perhaps, use a common JavaScript Design Pattern.
Looking for something to help kick start your next project?


text:
HETseminar: Alice Di Tucci
Speaker: Alice Di Tucci
Title: Path integrals and boundary conditions in quantum cosmology
Abstract: In this talk I will discuss the impact of various boundary conditions on the minisuperspace gravitational path integral. In this framework it is possible to go one step beyond the usual treatment of primordial fluctuations according to QFT in curved spacetime as the background universe can been given quantum mechanical properties too. I will argue that inflation is incomplete in explaining the origin of primordial perturbations and that the 'No boundary proposal', which was introduced by Hartle and Hawking as a theory of initial conditions for inflation, can be formulated as a path integral with boundary conditions of Robin type.

source: openbmb/Ultra-FineWeb


What Is Gross Sexual Imposition?
By Staff WriterLast Updated Apr 16, 2020 9:05:32 AM ET
A person who forces another person to have sexual contact with a third party has committed gross sexual imposition. In the state of Ohio, gross sexual imposition is a third or fourth degree felony charge, depending on the circumstances.
The crime of gross sexual imposition entails the forced sexual contact between two or more people, none of which are the offender. One example of such conduct would be forcing someone to engage in prostitution. To accomplish this, the offender may use, or threaten to use, force or intentionally impair the victim's judgment. Drugging a victim, or waiting until their judgment is impaired by the use of drugs or alcohol, then forcing or coercing them into sexual contact with a third party is another example of gross sexual imposition. Additionally, forcing or coercing a person who is physically or mentally disabled to engage in sexual contact constitutes gross sexual imposition.


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Water resistance has been discussed from time to time and I thought it was about time getting some numbers on the subject.
So here's a couple of unscientific yet controlled measurements on tap water as well as "sea" water 35g/l (made from tap water and table salt).
The probes used:
Tilted to better show the setup
All measurements was made with the probes vertical.
As can be seen, the probes are held apart with a piece of plastic cut from packaging material, folded and punched with 2 holes each going through two layers (to get the probes parallel)
Distance between holes/probes was made 10mm ("air" between the tubes).
To sum up...
Material: Brass tube
Diameter: 5mm outside, 4mm inside (to fit banana plugs)
For the measurements, the probe pair was submerged 61mm, and thus had a submerged area of 958.2mm^2 (9.582 square centimeters or roughly 1.5 square inches) each.Water resistance measuredTap water
(rather hard water): 18k5
after about 3..5 minutes.Salt water
(35g/l of same hard tap water): 3k0
after about 3..5 minutes.
Shortly when inserted 700..800 Ohm, but in much less than a second, so may be the cheap DMM playing games. quickly rising and in less than a minute it was around 1k3.
In tap water it started lower as well and my first thought was that the brass probes was forming a layer of oxide, but lifting the probes out of the water and submerging them again yielded the same results repeatedly - I have no immediate explanation and don't wanna shoot off a wild guess.
An important fact to remember is, that the the area of immersed material as well as the distance between the areas of different polarity will be different in most cases, so this is merely to have a ball park figure of the difference.
The probes I used have a relatively large area compared to most of the stuff discussed and less area means higher resistance. The distance is important too - less distance means lower resistance.
Hard tap water means a lower resistance than softer water, but short of being able to measure the actual lime content, there's no way to be sure of the magnitude, so just expect somewhat higher readings if you have softer water than me.
Distilled/de-mineralized water would ideally be an insulator, but dip a finger, a tea spoon or a probe in it, or just subject it to ambient air for a short while and you have added ions, so never think of this as an isolator, as it's not and while it start out high ohmic, resistance will lessen as ions are added.


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IO-Link Device Validation (Compatible or Identical)
Use Device Validation to make your IO-Link port smart. You can link IO-Link ports to operate only when a compatible or identical IO-Link device is attached. This example illustrates:
- Port 1 – Device Validation set to identical. Identical Device Validation can only function if the IO-Link device contains a serial number.
- Ports 2, 3, and 5 – Device Validation set to compatible, which means these ports only operate if a compatible (same Vendor ID and same Device ID) IO-Link device is attached to the corresponding port.
- Port 4 – after clicking SAVE, this port is configured for compatible device validation


Important information
Shared Expenses Calculator
Shared Expenses Calculator
 - App Store Info
Often we participate in events with other people, such as trips, parties etc. in which each participant pays various expenses, and finally we adjust the accounts to which all people pay the same amount of money. For example, suppose a trip with friends, one day a friend paid the meal, another friend paid the tickets to the museum, and so on. Or suppose a party with friends, someone has bought a drink, others have bought food, etc...
Shared Expenses Calculator is an application that lets you enter the expenses that each person have paid in an event, and at the end calculate how much money must pay or receive each person, for all people have paid the same amount of money.
- Works with the following currency symbols, $, €, £, ¥ or blank.
- The default currency for new events can be configured in the iPhone's general settings.
- Calculations can be sent by e-mail.
- Translated into Spanish, English, Italian and French.
What's New in Version 1.1
Bug solved: When blank currecy symbol was selected, "(blank)" text was shown instead of no currency symbol.


Fighting for space
This graphic visualization posted by the Daily Dish depicts the amount of street space taken up by different modes of transportation–bicycle, car, and bus–per person. As this demonstrates, cars are not only a crime against the environment but one could argue, also against the availability of the urban public space, which is so crucial to the vibrancy of cities.
[photo credit and link to entire post on the Daily Dish]


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From Uncyclopedia, the content-free encyclopedia
Kubb is a lawn game where the object is to knock over wooden blocks by throwing wooden sticks at them. The word "Kubb" (rhymes with rube) means "wooden block" in the Gotland dialect of Swedish.
Rules vary from country to country and region to region, but the ultimate object of the game is to knock the king over before your opponent does. This, combined with the fact that there is a surprising level of strategy that can be used by players, has led some players and kubb fans to nickname the game "Viking Chess." However, unlike chess, if a player knocks over the king before achieving their objectives, that player instantly loses the game. But some games have been known to last for hours.
The game can be played on a variety of surfaces such as sand, concrete, or grass. The French preference for a shale-on-clay surface has some merit, not least that damage to the surface can be quickly repaired. Arctic Kubb is played under the same rules on ice -- preferably on frozen lakes or rivers -- and the sliding shots it enables are preferred by some connoisseurs. Prior to his drowning, Chuck King was a renowned specialist on the Arctic Kubb circuit.
Kubb is a good game for supervised children, but in such cases, the 8-metre pitch length specified in some instructions needs to be shortened.
It is often claimed that the game dates back to the Viking Age and survived on Gotland, but this seems to be a marketing ploy by manufacturers of Kubb games, and is unverifiable. There is anecdotal evidence of Kubb being played in various places in Sweden in the early 20th century, but how similar those rules are to the ones used today is unknown. The Föreningen Gutnisk Idrott (The Society of Gotland Games), formed in 1912, does not list Kubb as one of the traditional games from Gotland. The Venerable Bede records that on payment of danegeld, the Saxons would occasionally play a game on the shore, with a horse's skull as the central king piece. Cubthert of Mercia was said to be outstanding at pillyge, which is taken to be the hitting of the kubbs on the back row, and ryp, whose meaning is unknown.
The game does show some similarity to other types of bowling games, and may share a common medieval source with them. However, the most distinct feature of Kubb, that it is played by teams on a two-sided field, seems to be an invention from the 20th century. Gole's seminal 'Handbook on Kabaddi' (Maharashtra State Kabaddi Association 1978) claims a strong link between the Punjabi game and Kubb, without proving the direction of influence.
Kubb bears similarities to the 19th century indoor wargame Cue-boule. These tended to be battle recreations of the Napoleonic era in which players would lob an object at the lead or tin soldiers of the opponent. (It is said that the Prussian artillery reused the cannonballs of its enemy where it could.)
By the 1860s, Harrow schoolboys were playing a game called Kabul (also recorded as Kabbul), in which junior boys or minor miscreants would stand in position in the gymnasium, and opposing teams of prefects would kick three footballs at them. It is believed that former Harrovians employed in the Indian Civil Service modified this demeaning game for the recreation of their Indian servants.
Commercial Kubb sets were first manufactured in the 1990s, and the the game quickly became very popular. It has now gained international interest, and since 1995 the World Championship has been held on Gotland each year.
edit Game pieces
There are typically twenty-one game pieces used in Kubb:
- Ten Kubbs, rectangular wooden blocks about 15 cm tall and 8 cm square on the end.
- One King, a larger wooden piece around 30 cm tall and 10 cm square on the end, sometimes adorned with a crown design on the top.
- Six Sticks, wooden batons around 30 cm long and anywhere from 3–5 cm in diameter. These are thrown and would hurt if they caught you in the testicles.
- Four Stakes, or other markers, to designate the corners of the pitch.
There is considerable variation in the design of these pieces. In some sets, every piece apart from the King has a circular cross-section, whereas in others, every piece has a square cross-section. There is a clear need for standardisation, as the winner is usually the most accurate thrower of the pieces. But as there can be no intellectual property in what some claim is an ancient game, it is unlikely that a commercial organisation will be able to impose such a standard.
Availability of the game varies widely from country to country. In the UK, it's rare to find a shop selling the game, so most purchases are via the Web. But in Nordic countries, you can often pick up the game at your local petrol station if you buy more than 2 gallons. The Friesian musician Wud Thrwyr has built up an extensive collection of antique Kubb pieces, some exquisitely carved and dendrochronologically dated to the early 19th century. Many of the pieces were on loan from the museum of the Slovenian, Lumpsa Timmba, before being permanently gifted after the Yugoslav aggression of 1991. Sadly a fire in 1995 not only destroyed the entire collection but was possibly also fuelled by it.
Kubb is typically played on a rectangular pitch approximately 5 m by 8 m. Although there are no official rules as to the size of the field, the dimensions can be altered for younger players or to accommodate faster games. Typically the pitch is grass, but kubb could also be played on sand, snow, or dirt.
Stakes are driven into the ground at the corners of the pitch. No other markers are used to demark the field's boundaries, although a league in Somerset uses twine (in Swedish known as "Klumpa ihop sig av tvinnar" - literally "The chord that cannot lie".) to assist in discussions when fallen kubbs are returned. The narrow ends are called "baselines."
The king is placed in the center of the pitch, halfway between baselines. An imaginary line drawn through the king and paralled to the two baselines divides the field into two halves.
The kubbs are set up across each baseline, five to a side.
Any number of people may play kubb, but typically matches are one-on-one or two teams of two.
There are two phases for each team's turn:
- Team A throws the six sticks, from their baseline, at their opponent's lined-up kubbs (called Baseline kubbs). Throws must be under-handed, and the sticks must spin end over end. Throwing sticks sideways or spinning them side-to-side is not allowed.
- Kubbs that are successfully knocked down are then thrown by Team B onto Team A's half of the pitch, and stood on end. These newly thrown kubbs are called field kubbs.
Play then changes hands, and Team B throws the sticks at Team A's kubbs, but must first knock down any standing field kubbs. (Field kubbs that right themselves due to the momentum of the impact are considered knocked down.) Again, kubbs that are knocked down are thrown back over onto the opposite half of the field and then stood. In New Zealand, knocking down a Baseline kubb before all field kubbs would result in the throwing team forfeiting the rest of their turn.
If either team leaves field kubbs standing, the kubb closest to the king now represents that side's baseline, and throwers may step up to that line to throw at their opponent's kubbs. This rule applies to field and baseline kubbs only; fallen kubbs are thrown from the original baseline, as are attempts to knock over the king.
Play continues in this fashion until a team is able to knock down all kubbs on one side, from both the field and the baseline. If that team still has sticks left to throw, they may make one attempt at knocking over the king (In Somerset, as a sporting gesture, right-handers will attempt this using the left hand, and vice versa). If a thrower successfully topples the king, they have won the game.
However, if at any time during the game the king is knocked down by accident -- even by a newly thrown kubb -- the offending team immediately loses the game.
Victors are typically determined by playing best two out of three. For friendly games between Kubb clubs, and for private games between opponents of widely different standards, the Tjaereborg Handicapping System can be used. If the difference in the current standing between two opponents is between 10% and 20% -- for instance, if Gunther is on 79% and Erika on 63% -- then Gunther gets one fewer stick to throw. And for each additional 10% band difference, a further stick is conceded, down to a minimum of two sticks.
For those with no garden: Kubbuteo!


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Jump High is a series of Chinese textbooks for the compulsory courses foreigners take in college, with five vertical skills (intensive reading, conversation, listening, writing, translation) and seven horizontal levels (0, 1, 2, 3, 4, 5, 6) matching with one another. All learners, ranging from total beginners to high-level ones, can find something suitable for themselves.
Conversation TEXTBOOK 1 is designed for the speaking course in the first semester of the first year in college, including 15 lessons altogether, each with four parts: Text, Vocabulary, Notes and Function Items. Considering the characteristics of conversation courses, this book emphasizes oral practice and pays great attention to communication tasks and expressive functions. The texts are designed with natural and practical topics and situations to combine classroom learning with verbal communication outside the classroom and to help the students communicate in natural and appropriate Chinese.
The texts and new words are recorded in the CD of MP3 files attached to the book.


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Published: 20 April 2012
According to Statistics Finland's data on population changes, the number of marriages entered into in 2011 went down clearly from the previous year. A total of 28,408 marriages were entered into, which is 1,544 fewer than in the year before. The marriage rate went down most distinctly in the age groups where most marriages are contracted: among those aged slightly under and slightly over 30.
Number of marriages and divorces 1965–2011
The share of first marriages of all marriages fell slightly, being 76 per cent. The percentage had remained at 77 per cent throughout the first decade of the 2000s.
In 2011, the average age of women who entered into their first marriage was 30.6 years and that of men 32.9 years. Year by year, first marriages are entered into at ever later age. In good four decades, women's average age at the time of entering first marriage has risen by close on eight years and men's by over eight years.
A slightly lower number of divorces was granted in 2011 than one year earlier. Altogether 13,469 marriages ended in divorce, which is 150 fewer than one year previously. At the same time ended the slightly rise in the number of divorces that had started in 2007. However, the decrease is so minor that the divorce rate remained unchanged.
Sixty-nine per cent of the marriages that ended in divorce in 2011 were first marriages for both spouses. In 1990, the corresponding proportion was still 80 per cent.
In 2011, the number of registered same-sex partnerships was 333. Of them, 111 were male couples and 222 female couples. A total of 85 registered same-sex partnerships ended in divorce. Of them, 24 were of male couples and 61 of female couples. In 2010, a total of 322 same-sex partnerships were registered and a total of 64 ended in divorce.
Changes in marital status and mean age of men and women at first marriage in 2002–2011
|Contracted marriages||26 969||25 815||29 342||29 283||28 236||29 497||31 014||29 836||29 952||28 408|
|Divorces||13 336||13 475||13 234||13 383||13 255||13 224||13 471||13 527||13 619||13 469|
|Woman's mean age at first marriage||29,1||29,2||29,7||29,6||29,7||29,9||30,2||30,2||30,3||30,6|
|Man's mean age at first marriage||31,3||31,5||32,1||31,8||32,1||32,3||32,5||32,5||32,6||32,9|
|Divorces from registered partnerships||2||6||15||31||30||67||45||53||64||85|
Source: Population and Cause of Death Statistics. Statistics Finland
Inquiries: Timo Nikander 09 _PHONE_, _EMAIL_
Director in charge: Jari Tarkoma
Publication in pdf-format (12 pages 294.9 kB)
Tables in databases


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CaC2 is an insulating ionic crystal. However, Y2Br2C2, which can be described as containing C24- ions, is metallic in two dimensions and becomes superconducting at 5K. Describe the possible electronic structure of C24-. In the crystal, monoclinic crystal symmetry leads to distortion of the Y6 surrounding structure. How might this change the electronic structure of the ion?
No related question exists


6 U.S. Code § 1136 - Security exercises
§ 1136.
Security exercises
(a) In general
The Secretary shall establish a program for conducting security exercises for public transportation agencies for the purpose of assessing and improving the capabilities of entities described in subsection (b) to prevent, prepare for, mitigate against, respond to, and recover from acts of terrorism.
(b) Covered entitiesEntities to be assessed under the program shall include—
Federal, State, and local agencies and tribal governments;
public transportation agencies;
governmental and nongovernmental emergency response providers and law enforcement personnel, including transit police; and
any other organization or entity that the Secretary determines appropriate.
(c) RequirementsThe Secretary shall ensure that the program—
(1) requires, for public transportation agencies which the Secretary deems appropriate, exercises to be conducted that are—
scaled and tailored to the needs of specific public transportation systems, and include taking into account the needs of the elderly and individuals with disabilities;
coordinated with appropriate officials;
inclusive, as appropriate, of frontline employees and managers; and
(2) provides that exercises described in paragraph (1) will be—
evaluated by the Secretary against clear and consistent performance measures;
assessed by the Secretary to learn best practices, which shall be shared with appropriate Federal, State, local, and tribal officials, governmental and nongovernmental emergency response providers, law enforcement personnel, including railroad and transit police, and appropriate stakeholders; and
followed by remedial action by covered entities in response to lessons learned;
involves individuals in neighborhoods around the infrastructure of a public transportation system; and
assists State, local, and tribal governments and public transportation agencies in designing, implementing, and evaluating exercises that conform to the requirements of paragraph (2).
(d) National Exercise Program
The Secretary shall ensure that the exercise program developed under subsection (a) is a component of the National Exercise Program established under section 748 of this title.
(e) Ferry system exemption
This section does not apply to any ferry system for which drills are required to be conducted pursuant to section 70103 of title 46.


x2.
 - RodStephens says:
 That's right. The points p3=(X3, Y3) are the points where the circles intersect. If they intersect at a single point, then you get a single result. You get the same result twice because of the way the equations work.
 If you want to find the perpendicular bisector (the line between the two circles), you need to use another method. Just take the vector connecting the circles' centers, swap them, and reverse one of the signs. For example, suppose the vector is . Then the perpendicular vectors are and <-dy, dx>. You can use those and the single point P3 to get the bisector.
 18. AmilaSAS says:
 Thankz. Helped me a lot.
 19. Jonny says:
 Hi Rod, thanks so much for your work! What I don't understand is where this part of the formula comes from: X3 = X2 + h(Y1 – Y0) / d??
 - RodStephens says:
 Sorry, that was perhaps too big a step.
 The vector gives a vector from point p0 to point p1.
 Switching them and changing their signs with the +/- and -/+ give perpendicular vectors. Those point in the direction from point p2 toward the two points p3.
 All we need to do now is scale the new vectors so they have the correct lengths. To do that, we divide them by the vectors' length d and then multiply by the desired length h.
 The result is two vectors with lengths d pointing from point p2 to the points p3.
 20. Pingback: Draw interlocked circles in C# - C# HelperC# Helper
 21. Pingback: Perform trilateration in C# - C# HelperC# Helper
 22. Teron says:
 Great! thanks!!!
Leave a Reply


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Plant Pest and Agriculture Commodity Certification Act
The Kansas Plant Pest and Agriculture Commodity Certification Act was first enacted in 1907. This act serves four basic functions:
To protect the state from outbreaks of dangerous plant pests and diseases by locating plant pests and taking appropriate regulatory action when necessary
To provide for the licensing of live plant dealers
To provide for the inspection and certification of Kansas-produced commodities to facilitate shipments to domestic and international markets
To grant quarantine authority
This act authorizes the Secretary of Agriculture to quarantine and treat or destroy infested or infected plants or plant products to prevent the movement of dangerous plant pests into, or spread within, Kansas.
In addition to protecting the state's plant resources from unintentional or accidental introduction of plant pests, the authority provided in this law will assist in the state's homeland security effort to detect, identify, and respond to bioterrorism activities involving plant pests that may be intentionally introduced into the state.
Link to full text of


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Wind-driven wave heights in the German Bight
- First Online:
- 177 Downloads
Wind speed, friction velocity and significant wave height data from the FINO1 platform in the southern German Bight 45 km off the coast for the years 2004 to 2006 have been evaluated and related to each other. The data show a clear dependence of the hourly mean wave height to the hourly mean friction velocity and wind speed. Wave heights increase with decreasing stratification and increasing fetch. Synoptic weather patterns for the highest wave heights in the southern German Bight are determined. The analysis is made separately for four wind direction sectors. The two strongest storms in the evaluated period, "Britta" and "Erwin", are analysed in more detail. Finally, the 50-year extreme significant wave height has been estimated to be about 11 m most probably coming from northerly directions.


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Uniform, superhydrophobic surfaces have been proven to lower the frictional drag of water vehicles by trapping a thin air layer between the vehicle's body and the surrounding liquid. Because the air layer's viscosity is orders of magnitude lower than that of water, the frictional drag around the vessel is reduced. However, the induced air layer is not stable: it can be removed by the flow around the vessel. The surface can also lose its hydrophobic qualities in the face of the flow, affecting its ability to maintain an air layer and reduce drag.
To address these concerns, we are investigating the use of non-uniformly coated dimpled surface to increase air stability and maintain drag reduction capabilities. The indented dimples are super-hydrophobic in order to keep water out and air in while the flat, outer area is hydrophilic. The dimples are also equipped with small air injectors. Thus, when the surface is submerged in water, the injected air is trapped in the indented regions. The air bubble in each dimple thus experiences less shear force since its cap is the only part exposed to the outer water flow.


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There is no law that sets a deadline or timetable for the car insurance company to respond to your demand letter. Every case is different, and not every car insurance company follows the same claim processing timeline. What's more, the amount of time the insurer is taking to respond to your demand letter has no bearing on how seriously the carrier is taking your claim. Having said that, there are a few things you can do to "encourage" a prompt response. And if you haven't heard from the insurer in 45 to 60 days, you can and should follow up.
First, when you're preparing your car accident demand letter, you can make a professionally-worded request that the insurance company respond to your letter within a certain time period.
For example, toward the end of the letter, you can add a few sentences like: "Thank you for your consideration. Please respond to this letter within 30 days."
Or, if you want to present a little more of a "take charge" air, go with something like: "I look forward to receiving your reply no later than 15 days from your receipt of this demand letter."
The inclusion of language like this can motivate a more timely response, but there is no law that you can point to in order to back up these requests. And what if you include language like this in your demand letter, and you still haven't received a response from the insurance company after 45 to 60 days? It's appropriate to follow up with the insurance carrier, reminding them that you sent the letter, and requesting that they respond.
You should send this follow up inquiry in writing, providing all relevant claim information, noting the date on which you mailed the demand letter, and providing your current contact information.
If another 30 days or so pass, and you still haven't heard from the insurance carrier, it's time to call the company and ask to speak to the adjuster (if one has been assigned and you know his or her name) or the claims administrator. Be sure to document this conversation (the date on which it took place, who you spoke with, and what was said), and mail a follow-up letter to the insurance carrier in which the conversation is summarized. That should kick-start the settlement process.


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Owning animals – specifically cattle – completely changes the meaning of a snow day. For most, snow is a welcomed sight as it means a day at home – away from the office or classroom – in their sweats enjoying daytime television and a warm fire.
But for cattle owners, snow days are some of the longest and hardest workdays they encounter each year. Cattle were created to withstand cold, snow and wind but that doesn't mean they particularly enjoy the winter weather – especially after a streak of 50-degree temperatures. We have both heifers (first-time mothers) and cows (experienced mothers) calving right now. In fact we had about 20 calves born yesterday, five born overnight and another three this morning. More are expected throughout the day. This is peak calving season for our herd and while we never rule out the possibility of snow, snowfall like this doesn't come along every year.
During storms like this, it's important that we are out, among our cattle, checking to ensure mothers are doing fine, baby calves are staying warm and eating and expectant mothers get to shelter when possible. When we find a calf that looks like it just can't get warm on it's own, we will bring it inside and allow it to dry off and warm up before returning it to its mother.
Diet and proper nutrition are also very important for cattle in the winter. Like humans, cattle with a normal level of body fat are better able to withstand the cold and nursing mothers need all of the nutrition and calories they can get. Even on days like this, we make sure our cattle have all of the feed they need or want. But we are careful to not overfeed them so that all of their energy isn't spent on digestion.
Derek was up most of last night checking on the cows and caring for a few calves. He and his father will spend the remainder of today and tonight making additional rounds, checking the animals as many times as possible. New calves could come at any time and we strive to be there to ensure all is going well. It's not an easy job and the cattle don't always express their appreciation the way a person would but it's what we do, even on snow days.


List files to download
Create a file library to build collections of files that generally have the same topic or theme. For example, you can use this app to create and organize classroom resources such as reading materials, class handouts, class conduct, etc. Place the file library on your main course page for easy access to the information.
Add the File Library app
Drag the Files app onto your page.
Items marked with a red asterisk are required
 1. Type the File Title.
 2. Browse for the Uploaded File and type the Description.
 3. Type optional Start and End Display Dates.
 4. Select your Viewers and type Tags for your file.
 5. Select Activate on my page to display the file on your page.
 6. Select Save.
Set additional options
 1. Select Options.
 2. Type a title in the App Name text box.
Share your app
App Social Settings
App social settings
 - Visitor Commenting allows visitors to comment on your app.
 - Visitor Rating allows visitors to rate your app.
File library user guide


2 conducting wires of the same materialand of equal lengths and equal diameters are first connected in series and then parallel in a circuit across the same potential difference. the ratio of heat produced in series and parallel combinations shall be?
Asked by LakshmiSriram | 29th Sep, 2013, 12:38: AM
Expert Answer:
The wires are of same material, equal lengths and diameters. Hence, the resistance of both wires is same, say R.
When they are connected in series:
The voltage across each is V/2 and current is I.
Thus, total heat produced is;
When they are connected in parallel:
The voltage across them is V and current is I/2
Thus, the heat produced is;
Thus, the ratio of heat in series and parallel is;
Hs/Hp = 1
Answered by Romal Bhansali | 29th Sep, 2013, 10:20: AM


More Python — keyword arguments
Hey, I almost forgot one of my favorite shared features between Common Lisp and Python: keyword arguments! A lot of my research code tends to have lots of parameters, especially in object initialization, but often elsewhere too, like in functions for displaying internal state or writing out data, where I'll have parameters that usually take default values, but occasionally need to be changed. Languages like C/C++/Java allow optional arguments, but you still have to remember the order, and if you want a non-default the 8th optional argument, you have to give values to the 7 args before it in the argument list. This makes for crazy unreadable code, like this:
x = Foo(0,NULL,NULL,NULL,5,0,0,0,NULL,NULL,32);
I don't know how I'd come back to this code and 6 months and understand what's going on.
Lisp and Python's keyword arguments are a great solution for this problem. They allow you to use the parameter name in the function call. In lisp you might write the function definition like this (assuming short variable names for brevity here):
(defun foo (&key (a 0) b c d (e 0) (f 0) (g 0) h i (j 0))
;; keyword args default to nil, unless another default is
;; specified, as with a, e, f, g, and j.
Then call it like this:
(setq x (foo :e 5 :j 32))
Here all the unspecified parameters get their defaults. Also the parameters can be specified in any order.
Python's keyword args work basically the same way, but they're arguably even more powerful. In Python we'd do this:
def foo(a=0, b=None, c=None, d=None, e=0, f=0, g=0,
h=None, i=None, j=0):
and call it like this:
x = foo(e=5, j=32)
Again, the keyword arguments can be given in any order. You gotta admit this is much more readable than the C++/Java way. The interesting thing is that Python implements keyword args with dictionaries, a primitive data type. They expose that to the programmer, so you can pass a dictionary where you would put keyword arguments:
dict = {'e':5, 'j':32}
x = foo(**dict)
You can even mix-n-match:
dict = { 'j':32 }
x = foo(e=5,**dict)
You can also use a dictionary to hold a variable number of keyword arguments in the function definition, but I won't go into that here. Anyway, this was a feature of Common Lisp I didn't think I could give up. Scheme has them as an added syntax in a library, but they don't seem to be a generally accepted part of the scheme programming paradigm like they are in Python
Posted in Python. 4 Comments »
Python for AI research, outline
Sunday I mentioned that I think Python is a good replacement for Lisp as an AI language. I'm not sure if I'll have a chance to actually write up my thoughts on this anytime soon, but here's a rough outline of points I'd like to cover:
 - I'm planning on moving away from Common Lisp for my own research, because no CL that I've encountered fully meets my needs anymore. The Lisp community is fragmented and no Lisp or Scheme implementation has the community support or available libraries that Python has.
 - AI is an empirical science, where the hypotheses to be tested are computational in nature. This requires a language that facilitates quickly and easily implementing and experimenting with computational hypotheses, i.e. rapid prototyping.
 - It also requires a language that facilitates building a well-instrumented and convenient software workbench or test-bed for experimentation on whatever class of hypotheses you're interested in. What Ben Kuipers calls building a virtual machine and Paul Graham calls programming bottom-up.
 - Python's agility makes it well suited for these tasks. Some basic language features that make it well suited (there may be more):
 - the interactive prompt
 - untyped variables
 - rich, powerful, built-in collection types (lists and
 - C++-like operator overloading
 - A wicked module system
 - A nice clean syntax that is easy and fast to type
 - Lisp's primary unit of abstraction is the function, which is generally thought of as inherently stateless, while Python's primary unit of abstraction is the inherently stateful object. This may make Python better suited for many interesting AI tasks. Robots and other agents that have to act in the world must keep internal state — the Markov assumption rarely holds in the real world.
 - We Lisp/Scheme hackers pride ourselves on the ease with which we can whip up any function to suit our needs in Lisp/Scheme. This ease is even the justification for the smallness of the scheme standard library: if you need it, just write it. But why should I? I want to spend my coding time on my research problem, not coding up support functions that are unrelated to my research. Python has a large and useful standard library and a huge set of available add-on modules
Python continues to amaze
I continue to be impressed by Python. I needed to write a script to process data files generated from my thesis research and produce some plots with gnuplot. I started looking at the gnuplot batch documentation, but it wasn't at all clear how to process multiple files (given on the command line) with a gnuplot batch file. It was actually faster to get and install it and write the script in Python than it was to figure out if or how it was possible to do it directly in gnuplot.
Jim Bednar and I have decided to use Python as the scripting language for Topographica, after strongly considering using PLT Scheme. Both languages have a lot to recommend them, but the thing that really turned it for us was library support. Python seems to have a library for everything, and they all seem to be easy to install and use.
If I can find the time, I'm thinking of writing a long entry on why Python is a good replacement for Lisp as an AI language. Comparisons between the two have been discussed a lot, but that's not exactly what I'm talking about. Python is not Lisp, but, like Lisp, it has many features that make it good for experimentation with computational hypotheses. It may actually be better suited than Lisp for investigating modern, non-symbolic AI concepts. But I'll save that discussion for another time.
Forum for AI, Monday April 28
This Monday at 4:00 pm in ACES Auditorium, Robert Hecht-Nielsen will speak at FAI. I haven't met Robert, but I understand he is an entertaining and provocative speaker. His talk certainly seems provocative — basically a unified theory of cognition based on associative memory between vector quantizors. Right up my alley! The info is below.
Robert Hecht-Nielsen University of California, San Diego
This talk will overview the author's recently published theory of the cerebral cortex (in: Hecht-Nielsen, R. and McKenna, T. [Eds.] (2003) Computational Models for Neuroscience, Springer-Verlag) and discuss some of its startling implications for neuroscience, AI, and philosophy. Mathematically, the theory views the cortical surface as a collection of about 120,000 notional vector quantizers which are organized and frozen at various points during childhood. These provide a fixed set of terms of reference so that knowledge can be accumulated. Cortical knowledge takes the form of a vast number of pairwise unidirectional links between tokens in these quantizer's codebooks, with each link having a strength directly related to a particular conditional probability (the antecedent support probability of the source token given the presence of the target token). How this knowledge is used to carry out thinking is explicitly explained and a related local-circuit neuroscience prediction of the theory is described. This talk will show how this weird design, while inherently incapable of directly carrying out any sort of ordinary reasoning i.e., Aristotelian logic, learned neural network input-output mappings, Bayesian inferencing, fuzzy logic, etc.), is nonetheless able to arrive at excellent conclusions. Further, unlike the situation in the cases of existing AI reasoning schemes, the amount of antecedent support knowledge required by cortex, while large, is not combinatorially explosive and can be feasibly obtained during childhood. While scientific testing of this theory is probably a long way off, the theory can be put into service immediately as a new mathematical foundation for AI.
How to recycle everything
A cool Discover article on thermal depolymerization, a process that can break down any kind of organic waste, from human and animal waste to vinyl siding, into oil, natural gas, minerals and water. Philadelphia is starting to test it on municipal waste, and a turkey plant in Missouri is about to bring online a plant to process 200 tons of turkey offal per day. They claim to be able to produce oil at $15/barrel, and expect the price to go down as the process improves.
It sounds so amazing, I don't want to get my hopes up. Not only would this reduce or eliminate our dependence on foreign oil, but it could eventually end global warming by returning us to a closed carbon cycle: carbon dioxide released into the atmosphere from burning this oil was taken from the atmosphere by plants (recently not 30 million years ago), that eventually became organic waste. The ultimate recycling.
Hiding email addresses from spammers
The Center for Democracy and Technology just published this report showing that obsuring your email


Pay Attention
Out early on a foggy morning with my canine companion, I looked up and caught sight of this small web in the branches of a dogwood tree. Sheer magic that literally took my breath away!! I could see other smaller webs and single strands all made visible by the moisture and angle of the light. I imagine they've been there, just hidden and unseen until that moment. I recognize how easily I could have passed by without seeing these gems.
There are SO MANY parallel universes! I've always loved to look up at the trees as I walk and have noticed leaf shapes, leaf colors, tree shapes, tree bark, and tree dances in the wind. Within each of those observations are layers unseen: the movements of elements, and molecules, and energy. Where my attention goes, so does my awareness.
Pay attention. Be awake.
Pay attention. There is magic all around us.


Creator: Barstow, C. H. (Charles H.), d. 1908
Provenance Note: Original letter by Charles H. Barstow was purchased by Special Collections from Tom Mulvaney, East Helena, Montana, through an online auction on November 6, 2010.
Historical Note: Charles H. Barstow was born in Massachusetts sometime around 1850 and came west after his father died. He first traveled to Wichita, Kansas, but relocated to Montana after the summer of 1876. He became the chief clerk for the government agent at the Crow Indian reservation around 1878 and held the position for twenty years. Barstow became an active collector of Crow artifacts and is credited with encouraging members of the tribe to create "ledger art" drawings to preserve their history and culture. He was married to Susan Elizabeth Chandler, and the couple had at least one daughter, Elizabeth. Barstow died in Billings, Montana in February, 1908.
Content Description Note: Dictated letter from Barstow to his brother, Rogers L. Barstow of Boston, Massachusetts, sent from Crow Agency, Montana on March 20, 1888. Charles Barstow was apparently ill and bedridden when he asked his daughter Elizabeth to write out his acknowledgment of receipt and thanks for a personal loan of 450 dollars from his brother. Barstow refers to other letters that explain in more detail what he needed the money for, and his fear that the letters had been lost. Elizabeth adds a postscript describing her father's condition and worries that "Eliza's" letters have also gone astray. A stamped addressed envelope is included.
Updated: 11/9/10


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The Airport Nest
The unexpected placement of a kindergarten inside an airport becomes an opportunity to investigate the unusual relationship between a large infrastructure and a small service. The building is developed on two levels. On the ground floor, the long basement generates a small internal courtyard and defines the entrance. On the upper floor, within a single volume, there are the classrooms directly connected to the roof garden.
The concept involves the use of grits and tones in strong contrast to each other: the basement materials reflect the sky, while the upper part of the building incorporates textures and colors of the Apulian land.
- ProjectThe Airport Nest
- PlaceBari, IT
- ClientPrivate commitment
- Consultant MEP: Studio Magnanimo
- Team Laboratorio Permanente: Nicola Russi, Angelica Sylos Labini
With Sylos Labini Ingegneri Associati


Indian floods leave tens of thousands stranded in Uttarakhand state
Death toll from catastrophic floods during mass pilgrimage in Himalayan state put at over 1,000 after monsoon deluge
A pilgrim is helped by a villager along a path damaged by a landslide in the state of Uttarakhand
A pilgrim is helped by a villager along a path damaged by a landslide in the Himalayan state of Uttarakhand. Photograph: Danish Siddiqui/Reuters
Tens of thousands of people, including pilgrims, tourists and local villagers, remained stranded on Thursday and an unknown number have been killed after torrential rains in the eastern Himalayas breached a glacier, flooded mountain rivers and triggered scores of landslides.
The horrific natural disaster, described by some as a "Himalayan tsunami", was triggered by excessively heavy rainfall of more than 220mm (8.6in) on Sunday in a region home to the headwaters of the river Ganges.
As army helicopters ferried survivors down to the plains for a second day on Thursday, the official death toll passed 150, but unofficial estimates put the number of dead in the thousands.
Floods and landslides are an annual occurrence in Uttarakhand state – where the disaster struck – but the loss of life is much larger than in previous years as the monsoon arrived in India a month early, well before more than 60,000 Hindu and Sikh pilgrims who had trekked to the Himalayan holy sites of Kedarnath and Hemkund had returned home.
According to the Hindu religious calendar, Tuesday marked the day on which the Ganges descended to earth and when the rush of pilgrims is at its peak at the ancient Shiva temple in Kedarnath, a steep nine mile (14km) trek from the nearest bus stop.
Just three miles further north across the Kedar Dome mountain peak lies the Charbari glacier. The rains appear to have breached this glacier, sending a huge torrent of ice, rock, mud and water across the mountain, engulfing Kedarnath town.
It is unclear how many pilgrims and priests died at Kedarnath, but the account of one survivor, Kalyan Singh Jadaun, a middle-aged shopkeeper from Rajasthan, suggests a heavy loss of life.
Jadaun and his wife had just emerged from a guest house at 6.30am on Monday to join a stream of pilgrims heading toward the temple when the debris began rushing in.
"We were walking the 50 metres to the temple when we saw a huge chunk of ice and rock breaking not far away, and heard commotion and shouting," he told the Indian Express.
"Local priests were telling people to run to high ground as the glacier broke up and a huge stream came rushing down the mountain. We ran back to our house. There was a mad scramble to climb the stairs to the third floor as everyone tried to reach as high as they could."
In the melee, his wife was pushed back and when the torrent of water hit the building she was still on the second floor. "It swept her away, tossing her along with rocks and huge blocks of ice," said Jadaun. "I saw her being washed away."
Jadaun was rescued by an army helicopter. He said that after the deluge he saw "a large number of bodies strewn around" Kedarnath.
Heavy rain and swollen rivers also caused havoc over a swath of mountainous territory extending from Kedarnath down to the plains, washing away homes, hotels, roads and bridges. The impact was also felt in the western Himalayan state of Himachal Pradesh, where many foreign tourists were also stranded. Even parts of the capital, Delhi, are flooded due to the overflowing river Yamuna.
"Several factors, both natural and man-made, came together to cause this extraordinary disaster," said Deb Mukherjee, an expert on the Himalayas. "The sudden cloud burst, the nature of Himalayan geology and the often environmentally unsound development of the region have all contributed to the tragedy."


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The Wellness Education and Promotion Program provides classroom workshops on a variety of health-related topics that are relevant to the lives of college students. Our workshops topics include Condom Use and Safer Sex, Understanding Unhealthy Relationships and Building Healthy Relationships, and Breast and Testicular Cancers and Self-Examinations. If you know of a specific date you will not be available to teach a class, call the Wellness Education and Promotion Program to schedule a classroom workshop during that time. Learn more about our workshops below, and if you would like to schedule a workshop for your class, contact us.
Condom Use & Safer Sex
This 75-minute workshop includes a discussion about the common barriers to condom use, and the advantages and perceived disadvantages of using condoms. Participants learn about the effectiveness of condoms, types of lubricant, the different types of condoms available, and about female condoms and dental dams. The workshop includes an activity that allows students to practice correctly putting condoms onto condom demonstration models, and when time permits a follow-up activity during which students are divided into groups and provided with scenarios dealing with condom negotiation skills in relationships, and are asked to determine how they would handle various situations. This workshop includes an anonymous pre-and-post-test evaluation for students to complete.
Understanding Unhealthy Relationships and Building Healthy Relationships
During this 75-minute workshop about healthy and unhealthy relationships, students learn about the elements of physical, psychological, verbal, emotional, financial, and sexual abuse, and signs of an unhealthy or abusive relationship. The discussion also includes how modern technology such as facebook, text messaging, e-mail and twitter affect relationships, and can lead to unhealthy situations within relationships. We discuss ways in which unhealthy elements within a relationship may be improved with healthy communication. We also discuss how to build healthy relationships and healthy behaviors within a relationship, such as maintaining separate identities, effective communication, trust, honesty, and mutual respect. Students are divided into small groups and provided with relationship scenarios. They are asked to determine how they would advise a friend to handle each situation. The class discusses each situation as well as possible solutions within each scenario.
Breast and Testicular Cancers and Self-Examinations
Breast cancer is beginning to affect women younger and younger, and 1 in 7 women will develop breast cancer in their lifetime. Testicular cancer affects men, most often, between the ages of 15 and 35. Early detection is key, and abnormal masses are often detected during self-examinations. During this 75-minute workshop, students will learn how to perform a monthly breast and testicular self-examination using breast and testicular demonstration models. Each small group within the class will have a chance to practice this important skill on a model. Students will also learn about annual gynecological visits, during which females are given a clinical breast exam by a physician or nurse practitioner, and the importance of men having regular check ups with a general practitioner, which also includes a clinical testicular exam. This workshop includes an anonymous pre-and-post-test evaluation for students to complete.
Nutrition and Healthy Eating
People often confuse the word "diet" as a change in eating behavior when in fact "diet" is what we eat at any given point in time. In this workshop, students will be asked for a 24-hour recall of what they have had to eat. The responses will be grouped into the different parts of the Healthy Food Plate and will be evaluated on its healthiness and how to make it healthier. The six essential nutrients will be discussed, highlighting the benefits of eating a well-balanced diet. Students will also be given tips on how to eat healthily on and off campus, offering different options that are within a half-mile radius. This workshop includes an anonymous pre-and-post-test evaluation for students to complete.
Last modified: Oct 20, 2011


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This essay has been submitted by a student. This is not an example of the work written by our professional essay writers.
Mayer describes multimedia as modern presentation modes (text, pictures etc.) and different modalities (visual, auditory etc.) that are presented by an integrated technical system such as computer and internet. According to Mayer, multimedia learning refers to learning from words and pictures and multimedia instruction refers to the presentations of words and pictures. We see that Mayer describes the differences between multimedia learning and multimedia instruction. According to his description, multimedia instruction is the learning material which presents words and pictures that are intended to promote learning whereas multimedia learning refers to the learner constructed knowledge that builds mental representations from these words and pictures; that is, multimedia instruction.
Mayer (2009) states three views of multimedia messages. Multimedia messages can be based on
the delivery media such as amplified speaker and computer screen
presentation modes such as words and pictures, or
sensory modalities such as auditory and visual.
In the first view, it is clearly seen that delivery media is technology centered and focus is on technology rather than learners; that is, the focus is on the devices used to present information rather than on how people learn. The other views are learner centered. These views are consistent with learner centered approach and based on cognitive theory of learning on how people learn. Moreover, these two views are consistent with constructivist learning which is based on actively constructed knowledge rather than passively transmitted and gathered. The only distinction between these views is the sensory modalities view of multimedia is consistent with a cognitive theory of learning that assumes humans have separate information processing channels for auditory and visual processing whereas presentation modes view is consistent with a cognitive theory of learning that assumes humans have separate information processing channels for verbal and pictorial knowledge.
In the following figure, Mayer (2009) describes his cognitive theory of multimedia learning.
Figure: Cognitive Theory of Multimedia Learning
This cognitive theory of multimedia learning is based on three assumptions (2009):
dual channels: there are separate channels for processing visual and auditory experiences and information in humans' memory
limited capacity: each information channel is limited in its ability to process the amount of information and experiences at one time
active processing: processing experience and information in channels is an active process designed to construct coherent mental representations
According to this model, the learner must engage in the five cognitive processes or steps in order for meaningful learning to occur in multimedia environment. First, learner selects the relevant words for processing in verbal working memory. Then, learner selects relevant images for processing in visual working memory. After that, learner organizes selected words into a verbal mental model and selected images into a visual mental model. Finally, learner integrates work based and image based representations as well as prior knowledge (Mayer, 2009).
Mayer's cognitive theory of multimedia learning draws on Paivio's (1986) dual coding theory, Sweller's (1988) cognitive load theory, Baddeley's (1992) model of working memory, Mayer's (1996) SOI model of meaningful learning and Bruner's constructivist theory.
The working memory model explains what happens to information after it is perceived by the sense organs and suggests that there are separate slave systems such as phonological loop and visuo-spatial sketch pad for processing visual and verbal information (Baddeley, 1992). Dual coding theory is built on the working memory model and suggests that humans have two separate systems for representing verbal and nonverbal information. This verbal and nonverbal information is processed differently and in separate channels and although these systems are structurally and functionally independent, they are also interconnected (Paivio, 1986). Cognitive load theory points the findings from studies about dual coding theory; for example, information processing system is consist of two independent channels for processing and representing information which are limited in their capacity and suggests that learning happens best under conditions that are aligned with human cognitive architecture. Cognitive load theory is concerned with the way cognitive resources are focused and used during learning and problem solving (Sweller, 1988).
Although Mayer's cognitive theory of multimedia learning draws on many theories, Mayer's multimedia theory is specifically based on Paivio's dual coding theory which basically assumes that humans have separate information processing channels for verbal and pictorial information for auditory and visual messages. According to Mayer's theory, the learner has a visual and verbal information processing system. For example, auditory narration goes into the verbal information processing system whereas animation goes into the visual information processing system. Since dual coding theory is built on the working memory model of Baddeley and working memory includes verbal and visual channels which are phonological loop and visuo-spatial sketch pad for processing visual and verbal information, we can also say that Mayer's theory is consistent with Baddeley's one. Mayer also uses Sweller's cognitive load theory to understand how humans learn and humans' cognitive limitations for processing information. By using cognitive load theory, Mayer suggest that presenting too many elements such as words and pictures in multimedia material can lead to overload to be processed in visual or verbal information processing systems. Mayer also supports the theory of constructivist learning. By considering constructivist learning theory, Mayer suggests that cognitive construction and active learning depends on the cognitive processing of the learner during learning process. For example, learner constructs new knowledge by using active learning methods such as actively and mentally engaged in learning processes although passively sitting in the chair and watching a presentation. Mayer's also use his SOI model of meaningful learning while building cognitive theory of multimedia learning. In this model, learners are again knowledge constructors who pay attention to relevant words and pictures in multimedia message in order to produce meaningful learning and organize the information in coherent verbal and pictorial model, and integrate it with prior knowledge.
By his theory, first, Mayer has contributed to establishing a cognitive theory of multimedia learning which builds on how people learn. Mayer's theory also continues to contribute greatly to establishing theories and principles about learning in multimedia environment. Also, his theory and principles are a great resource for instructional designers to consider the cognitive processes related with learning. Instructional designers need to consider the learners and their memory capacities. They need to design their learning materials to maximize the focus on learning activities and minimize the learners' attention to activities which are not directly related to learning. When considering new delivery media technologies such as mobile phones, tablet pcs and smart phones, I think future researches need to be conducted to evaluate the multimedia by using this theory in a real world context or new derivatives of theories need to be developed from Mayer's one to adapt it to recent real life conditions.


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As the old saying goes: Time flies when you're having fun! Such is the case with children. They grow up in the blink of an eye, often leaving parents with large quantities of photos. A great way to organize these masses of pictures before they overtake that cupboard is through scrapbooking regularly. Get your child involved in this practice, and he will create a memento in the scrapbook itself. This activity is a slight variation on the method, swapping expensive albums and pages for everyday envelopes. Your child will enjoy using multiple envelopes to create an accordion-style photo book that folds out and folds neatly back up.
As you work on this project with your child, he will improve his fine motor skills as he cuts, paints, draws, and glues. Writing captions will also strengthen his writing ability. However, the greatest benefit of this project is the time you will spend together compiling fantastic photos, reminiscing about fun times, and preserving lasting memories.
What You Need:
- Markers or crayons
What To Do:
- Begin by laying the envelopes out and letting your child decide how many pages the photo album should have (5 or 6 makes a good size).
- From the paint color options, have your child choose what colors he would like the album to be. It looks cute to paint the envelope flaps a different color than the bodies, as the flaps will be attached to the envelope laying next door. Allow your child to paint every visible side of each envelope.
- Once all the envelopes have dried, aid your child in gluing the top flap of one envelope to the bottom portion of another. This will leave the entirety of the flap glued to the portion where you would normally write an address. Be sure that the bottom of that envelope reaches down to the crease on the flap of the other envelope so that it will fold correctly.
- Continue gluing each flap of the last envelope to the back of the next, in the same manner as above, and watch as your photo album grows in length. After all the envelopes have been attached, begin folding the last envelope of the chain inward toward the preceding envelope and continue in this way until the photo album closes like a book.
- Add each photo to a different page of the album (front and back). Your child can make each page a different theme by adding decorations, and add captions for the photos, with assistance.
These photo books also make excellent gifts; what a fun surprise for grandma to unfold the "scrapbook" and recall that fun family trip to Disneyland!


text:
Any of a number of substances in blood plasma which are involved in the clotting process, such as factor VIII.
More example sentences
- People with haemophilia are missing a part of the blood called a clotting factor (Factor VIII), and are sometimes treated by receiving transfusions.
- The body's clotting system depends on platelets as well as many clotting factors and other blood components.
- In order to have normal hemostasis, the organism needs to maintain a certain plasma level of clotting factors and a certain number of circulating platelets.
Definition of clotting factor in:
- The US English dictionary