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I have a point shapefile with thousand of points. It has an ID code field that supposed to be unique. Every now and then the data entry clerk wrongly type the id creating duplicates.Right now I'm manually scrolling the field to find the duplicate.Is there a sane way to do this using the Search Query Builder? Thanks for any help.
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If you need to enforce uniqueness I would recommend using a database e.g. Postgres/PostGIS, Spatailite – Nathan W Jun 20 '12 at 10:26
5 Answers 5
up vote 3 down vote accepted
If the IDs are consecutive, I would add a new temporary column with unique values like _USER_.shp suggested and then use the query builder to search for ID!= uniqueID.
That would return the duplicates directly. After fixing the original IDs, remove the extra column or repeat the whole process as needed — it is not clear what kind of pattern your IDs must match. If they just need to be unique, note the last value first and you can then edit the bad IDs in one iteration, just bumping the number as you go.
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Use Group Stats plugin and set the ID as a field classification. You can see how many times each value has been entered in 'count' column.
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A quick (although inelegant) way to do this is to go into Layer properties, select Style - Categorized using the column that you're interested in. Apply this, then right click on the layer in the layers window and check the Show Feature Count checkbox. Then expand the layer in the layers window and you can immediately see how many times each value has been entered.
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Also you can use the split by attribute and end up with a seperate table for each value.
I like Rayo's suggestion though. except statist doesn't quite work like I thought it did.
It does give a count of unique values but doesn't help with what those values are.
Another software might add a count field and allow you to export it to csv or other spreadsheet format.
My suggestion for the split layer by attribute is in the vector management tools
management too
split your data on any 1 field an dyou will have your counts.
way more inelegant than ship.ship's solution
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Please consider upvoting the answers you like! – whuber Jun 20 '12 at 18:58
self upvote is not allowed! – Brad Nesom Nov 20 '12 at 16:35
Yeah I banged my head against the wall for similar problem.
Here is my script for removing features with same ID's. It takes first feature with more than one index attribute and writes it to new feature class.
_TAG_ of inputs and outputs
# Written by: Gregor Skrt
##[Example scripts]=group
##unique_field=field input
##output=output vector
_TAG_ body
from qgis.core import *
from PyQt4.QtCore import *
from processing.core.VectorWriter import VectorWriter
# "input" contains the location of the selected layer.
# We get the actual object, so we can get its bounds
layer = processing.getobject(input)
provider = layer.dataProvider()
fields = provider.fields()
writer = VectorWriter(output, None, fields, provider.geometryType(), layer.crs() )
inFeat = QgsFeature()
outFeat = QgsFeature()
inGeom = QgsGeometry()
nElement = 0
values = {}
value_field_index = layer.fieldNameIndex(unique_field)
feats = processing.getfeatures(layer)
nFeat = len(feats)
for inFeat in feats:
 progress.setPercentage(int((100 * nElement)/nFeat))
 nElement += 1
 inGeom = inFeat.geometry()
 attrs = inFeat.attributes()
 value = attrs[value_field_index]
 if value not in values:
 _TAG_ ne vem ce bo drzalo???
del writer
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Your Answer


text:
Feedback: Why did God create IgE?
I am sure that many creationists believe that God created all things with their own special purposes, so there is no such thing as can be considered "useless", and something which looks useless might have a certain benefit for human's life. However, during my study in Bachelor of Pharmacy course (especially in Immunology subject), I learnt that our body produced IgE (immunoglobulin E), a typical antibody which causes allergic reaction (from the milder ones, such as skin rash and itching, to the life-threatening anaphylactic shock which usually occurs in penicillin-allergic patients). Despite those harms it can do to human body, it doesn't seem to have a beneficial effect (so far as I know). This raises a special concern to me: why did God create such a harmful thing, and if it does have a benefit for human health, what can the benefit be?
I highly appreciate your response.
Sincerely in Christ,
In short, if you have understood your lecturer properly, then you have been misinformed (a lot of that happens at universities!).
IgE is one of five types of immunoglobulins made by humans.1 IgE seems to be involved in fighting parasites, rather than pathogens. In most industrialized societies this role is much less important than in developing nations. IgE works with mast cells and eosinophils to fight parasite invaders.
The same combination can also react to allergens on such things as pollen and dust mites to produce hay fever and asthma. It also produces the deadly anaphylactic shock that can kill those sensitized to bee stings, peanuts or shellfish, for example.
IgEs are present throughout the body, but mucosal cells are particularly active in making them. This makes sense, since mucosal tissues are a prime target for parasite entry.
Babies produce lots of IgE in the lymphoid tissues in their gastrointestinal system (tonsils, adenoids, appendix, etc.).
In summary, the IgE immune system is an important part of our defense system that wards off parasites.
Are our immune systems perfect?
No biblically informed creationist says that things today are just as God made them in the beginning and that everything necessarily has a function, or functions properly. We live in a fallen world (Genesis 3). Because Adam and Eve sinned, things have decayed from their original created state--which God described as 'very good' (Genesis 1:31). Consequently, there are degenerate, dysfunctional things in the world today—we would expect this. Loss of function is not evidence against creation or evidence for evolution (see Q&A: 'Vestigial' Organs), but it is evidence for a fallen, decaying world. The dysfunction in the immune system where IgE reacts to things that it shouldn't could be part of the degeneracy of the human kind today after 6,000 years of decay.
However, there is evidence that there is normally nothing wrong with the IgE system at all and that the problems with allergies that plague many in industrialized societies relate to an artificial lifestyle that our bodies were not designed for. Some of the factors suggested as contributing to increased allergy problems are:
Lack of exposure to parasites, which basically give the IgE system something to do, has been suggested as causing the system to go haywire and begin fighting the wrong things.
An inflammatory diet rich in omega-6 fatty acids and trans fatty acids (manufactured foods) and deficient in omega-3 fats2 (fish are a rich source) and monounsaturated fats (nuts, olives) could also be involved. Many asthma sufferers have seen remarkable improvements from a change in diet.3
Reduced levels of breast feeding of babies (interestingly, breast milk is relatively rich in omega-3 fats).
Exposure to man-made chemicals (e.g. plasticizers in carpets, paints, insulation, etc.).
Use of carpets in homes (carpets harbour dust mites, for example).
By the way, the immune system is a marvelous example of incredible design featuring irreducible complexity that shouts design and defies materialistic story telling. Biochemist Dr Michael Behe describes it in some detail in his book, Darwin's Black Box.
Dr Don Batten
Lecturer, writer and researcher, CMI–Australia
References and notes
- Information from .
- See, for example, Hodge L, Salome C.M., Peat J.K., et al., Consumption of oily fish and childhood asthma risk, Medical J Australia 164:137–140, 1996 and Simopoulos A.P., Omega-3 fatty acids in inflammation and autoimmune diseases, J. Am. College of Nutrition 6:495–505, 2002.
- See the comprehensive information at , web site of the Canadian Asthma Prevention Institute (accessed 11 September 2003).

source: openbmb/Ultra-FineWeb


text:
Nero Fiddled While Rome Burned
By Mary Francis Gyles
The Classical Journal, Vol. 42, No. 4 (1947)
Introduction: Curiosity concerning the origin and development of the expression "Nero fiddled while Rome burned" leads to an investigation which has traversed the fields of History, Philology, Literature, and Music. The extent to which this phrase is used by the public in everyday speech and its frequent appearance in popular literature have placed it in the position of an adage. On examination its usage is found to hinge upon the meaning of the word fiddle. This word is defined by the New English Dictionary as "fiddle, substantive, a stringed instrument of music; usually the violin, but also, (with defining word as in bass fiddle) applied to other instruments of the viol kind." The verb, as given by the same dictionary, means to play a fiddle. Since musical historians agree that the viol class of instruments did not develop about the eleventh century, it is conclusive that Nero could not have fiddled in this sense of the word while Rome burned.
There is another meaning of the word fiddle in use today. It is often employed to indicate the idea of accomplishing nothing, and is so defined by the New English Dictionary. The common remark, "He's just fiddling around," is an excellent illustration of this usage. It suggests a lack of proficiency and an aimless or frivolous attitude.
The phrase "Nero fiddled while Rome burned" is used to express both these meanings of the word fiddle. First it presents the picture of an individual playing a musical instrument as he took a sadistic pleasure in the terrible misfortunes of others. Secondly it represents ineffectual effort. That is, Nero, who should have made himself useful, was fiddling. Although this conception is, in point of fact, unjust, it does not curtail the frequency with which it has been so used.

source: HuggingFaceFW/fineweb-edu


text:
Reducing food loss and waste (FLW) is critical for achieving healthy diets from sustainable food systems. Within the United States, 30% to 50% of food produced is lost or wasted. These losses occur throughout multiple stages of the food supply chain from production to consumption. Reducing FLW prevents the waste of land, water, energy, and other resources embedded in food and is therefore essential to improving the sustainability of food systems. Despite the increasing number of studies identifying FLW reduction as a societal imperative, we lack the information needed to assess fully the effectiveness of interventions along the supply chain. In this paper, we synthesize the available literature, data, and methods for estimating the volume of FLW and assessing the full environmental and economic effects of interventions to prevent or reduce FLW in the United States. We describe potential FLW interventions in detail, including policy changes, technological solutions, and changes in practices and behaviors at all stages of the food system from farms to consumers and approaches to conducting economic analyses of the effects of interventions. In summary, this paper comprehensively reviews available information on the causes and consequences of FLW in the United States and lays the groundwork for prioritizing FLW interventions to benefit the environment and stakeholders in the food system.
Read the article in Science of the Total Environment.


text:
It is known that thiol-containing compounds form monolayer membranes on a gold surface via chemisorption from organic solvents in terms of a strong connection ability between thiol and the metal. Here we prepared different kinds of thiol-containing lipids and fabricated monolayer membranes on the gold disk electrode whose surface structures were similar to biological membranes. Responses of this lipid-coated electrode to odor substances were examined by an electrochemical method of a cyclic voltammetry. Blocking ability for the redox reaction of Fe(CN)63− was found to change upon adsorption of odor substances into monolayer membranes. The order of threshold values to detect the odorants was β-iononeβ-citralβchloroform≦n-amyl acetate; this order was the same as that in the human olfactory sense. The present study indicates that the monolayer membrane of thiol-containing lipids can be useful as a transducer of an odor sensor.
All Science Journal Classification (ASJC) codes
- Physics and Astronomy(all)


text:
What Makes a Media Text Postmodern?
The majority of postmodern theorists agree upon numerous concepts, such as the flattening of affect, the dislocation of time, and fragmentation, all of which were developed by Fredric Jameson.
One undoubtedly postmodern text is 'The Hunger Games' (Ross, 2012, US). This film features an abundance of the concepts described by Jameson, along with Jean Baudrillard's four stages of the representation of reality.
The main character, Katniss, is "filmed" in an arena; the "real" audience (us) is shown an audience in the in the diegesis, being shown the arena. The diegetic audience fits into stage two of Baudrillard's four stages: a misrepresentation of reality, since it can easily be interpreted as a parody of ourselves, with an exaggerated passiveness. The explicit nature of this parody – they laugh together, when given cues from the show's host, Caeser Flickerman – means that it is not disguised, which would place it in the third stage.
On the other hand, the use of screens in 'The Hunger Games' illustrates the flattening of affect well, and could be seen as a more implicit parody; we are shown two children having a sword fight, after watching a similar action on a television screen. This could be interpreted as being in Baudrillard's third stage.
The combination of various levels of reality creates a postmodern text; it establishes fragmentation and contradiction.
The fragmentation of reality, and contradiction between our own world and that of the text, is also seen in 'Gogglebox' (Channel 4, 2013-2016), which creates a false sense of community. People very rarely sit with their families in reality, and 'Gogglebox' attempts to disguise its misrepresentation of this. The show is filmed in one night; some "characters" travel across the country each week to be together, e.g. Josef and Bill.
They watch six hours of agreed upon programming, with a recording crew elsewhere in the house. Clearly, the sense of community that the programme aims to show is artificially constructed; Tania Alexander, the executive producer, said herself that the show is "made in the edit".
Despite this, Channel 4 describes the show as a "British observational documentary", thus placing it in Baudrillard's third stage of representation. The hyper-reality and bricolage of intertextual references, on which the show is based, both make the text postmodern.
Furthermore, 'Gogglebox' succeeds in blurring the boundary between "high" and "low" culture; it juxtaposes a chess master from Cambridge, in a lavishly and regally decorated living room, with a working class family from Newcastle. The producers give them equal amounts of screen time, and bridge the cultural boundary between them by forcing them to react to the same texts, which range from 'Eurovision' to 'Antiques Roadshow', thereby further blurring the boundary.
The blurring of boundaries is another key postmodern element, and is also seen in an episode of 'Sherlock' – 'The Empty Hearse' (BBC, 1/1/14, episode 1, series 3), in which the camera pulls back to reveal that Sherlock and Mycroft are in fact playing Operation, not chess, as the framing initially mislead the audience into believing.
The producers of Sherlock incorporate large amounts of ironic self-awareness, e.g. fans are portrayed in the diegesis, modelled on "real" fans. The programme also regularly bridges the boundary between reality and the world of the narrative, e.g. viewers can visit Dr Watson's blog, which is mentioned in 'The Empty Hearse', and this particular episode also shows numerous false explanations of Sherlock's faked death, which were hypothesised by fans, such as the homosexual relationship between Sherlock and his enemy, Moriarty.
The abundance of self-awareness is extremely postmodern, but the episode is also made postmodern by the contradictions, such as Inspector Lestrade saying "Bollocks" in a sound bridge from a false explanation sequence, and the dislocation of time; the intro to the episode is in black and white, but the next scene is disguised as the present, before it is contradicted by the next scene, with Lestrade. This theme is continued throughout the episode, with the audience's trust never becoming fully regained.
Postmodernist theory developed synchronously with the feminist movement, and as a result, the ideas of some feminists were adopted as elements of postmodernism. One such idea is Hélène Cixous' écriture féminine, which describes a new kind of language, replacing the traditional male perspective of the camera with a new space in the narrative for a female protagonist, who rejects any form of patriarchy, and is able to play a lead role without the trope of either being objectified or losing all feminine qualities.
Écriture féminine is highly applicable to 'The Hunger Games'; Katniss is never objectified, yet maintains a sense of caring, most explicitly shown by her emotional parting conversation with her younger sister.
Katniss only engages with the more traditional relationship role to increase her chances of survival; the bridging of the boundary between the worlds of the arena and the Capitol, with a note saying 'Call that a kiss?' followed by Katniss looking angrily at the camera (breaking the "fifth" wall) lets the audience know that she is only agreeing to stereotypically female roles – wearing make-up and being a girlfriend to Peeta – for her own benefit.
In conclusion, texts become postmodern via the inclusion of the core elements, such as fragmentation, an ironic self-awareness, and écriture feminine; the most postmodern texts will blur boundaries, and play with the "real" audience, as 'Sherlock' does.


text:
Clouds in a fizzy drink
Learn about how clouds form
A large glass of freshly poured fizzy drink
1. Although a fizzy drink is supersaturated with carbon dioxide all the gas does not escape when you open the can or bottle or pour the drink into a glass. If you look closely you can see bubbles can only form in places with imperfections on the glass or dirt.
2. Now add the salt to the drink.
3. Adding the salt increases the number of nucleation sites and allows more bubbles to form. This creates a cloud of carbon dioxide in the liquid drink.
How does this relate to the atmosphere?
Clouds can form where the temperature is low enough for water to condense at a rate faster than which it evaporates. In practise most raindrops or ice crystals form where there are small particles such as dust, soot or pollution to act as cloud condensation nuclei. These particles are usually approximately 0.0001mm in diameter. It is this process which allows pollutants to become incorporated into clouds and be washed out of the atmosphere in the rain.
Where can I find more information?
Extension: You can also put some sultanas in the drink. As they fall through the drink, bubbles form on the sultanas, changing the balance of forces on the sultana. Eventually, the sultana rises. As it rises, the pressure falls and the bubbles grow. When the sultana reaches the surface, the bubbles pop and the whole cycle starts again.


text:
Marine science students at Tates Creek High School are raising largemouth bass and growing vegetables without soil in a new three-level aquaponics station, which recycles water in a sustainable food-production model.
In the simple setup, water from the fish barrel trickles into the grow beds, which routinely drain so the roots get some air and the plants aren't overly saturated. The water then is pumped back into the barrel of bass.
"Throughout generations, it's been done. It's the whole idea of being sustainable and increasing your output with low input," said teacher Diana Mullins. "In this closed system, the plants are taking less time to grow, so you've got a faster turnaround. In six months, the fish will be about plate-size."
The project is a collaboration with FoodChain, a local nonprofit run by Becca Self.
"The great thing is the fish and the plants have a symbiotic relationship. The fish waste is used by the plants as food, and they filter the water so it's clean to go back to the fish," Self said. "It uses less than 10 percent of the water that conventional agriculture uses, so it's a really environmentally friendly way of producing food."


text:
FIRST Standards Policy
Based on requests by the membership, FIRST may initiate development of a standard. A standard is defined as a document that is intended to ensure interoperability of a technique or tool, and is planned to see adoption and implementation by various parties. FIRST may also develop other descriptive, rather than normative, documents such as best practices, which are not required to follow the standards process.
Both FIRST members and non-members may propose the inception of a standard. A Special Interest Group (SIG) will typically shepherd the standard.
The FIRST board will evaluate proposals for a new standard based on:
- presence (or lack thereof) of a, preferably open, existing standard that meets a need addressed by the proposed standard. FIRST will avoid establishing groups that conflict with existing standards work outside of the organization;
- their applicability and value to members of FIRST.
This document describes minimum governance requirements for FIRST SIGs that aim to develop standards. SIGs may define more restrictive rules, but in any case where a SIG rule conflicts with a FIRST governance requirements, that exception must be specifically approved by the FIRST Board to be valid.
Standards intended for publication and use outside of the membership must allow participation both by members and non-members of FIRST. Standards for use within the FIRST membership only may restrict membership to FIRST members only.
Active contribution of ideas to a FIRST standard requires the signing of an Intellectual Property Rights Agreement (IPR) between FIRST and the participant. The FIRST IPR is linked in Appendix E, and must be executed by "participants" and "voting participants" prior to participation. IPRs are executed by a Legal Entity defined as an individual or organization which is legally permitted to enter into a contract, and be held accountable if it fails to meet its contractual obligations.
Where multiple SIGs define standards in a single greater work area (e.g. threat intelligence or network security), chairs are encouraged to coordinate efforts. The FIRST board will look to all relevant groups to coordinate across their respective standards to avoid confusion and contradicting standards. FIRST will also look towards the SIGs to have at least one chair participate as a Participant in the other SIG to ensure alignment.
By default, FIRST grants permission for standards it develops to be implemented and/or adopted by FIRST members and non-members at no cost in perpetuity. Any exception requires an explicit approval by the FIRST board. The default license for any standard is Creative Commons CC - BY-SA (Attribution+ShareAlike). Exceptions must be approved by the FIRST Board.
Standards SIGs are expected to use clear and uniform language. Technical (non-dictionary) language must be defined and contributed to an overarching glossary maintained by FIRST across SIGs and standards. The glossary will not be prescriptive but intended to be used by FIRST members as a best practice. Important terms must be defined internally to the standard, but the glossary should be used to limit the amount of inconsistency across multiple standards.
FIRST standards use terminology defined in RFC 2119 as indicated in that best practice.
- FIRST will publish a list of all voting participants (defined below) that contributed to each standard, and may post a list of all Participants.
2. Participation and membership obligations
- FIRST SIGs developing a standard permit participation by three types of members:
- Observers: Anyone can become a group Observer. This participation level allows access to a moderated group mailing list - used to publish proposals, vote on proposals, and more generally discuss issues pertinent to the group. Observers do not have voting rights. Although Observers can send emails to the mailing list, Chairs will reject emails with that is of such nature where it may require an IPR agreement, e.g. specific suggestions on how to solve a technical problem. Requests to become an observer should be sent to the FIRST Secretariat at _EMAIL_. For open SIGSs, the observer will simply be added. For closed (members-only SIGs), the request will be submitted to the SIG chair.
- Participants: Participants are individuals or organizations which have signed a FIRST Intellectual Property Rights agreement. Participants have unmoderated access to the group mailing list and can contribute ideas and concepts.
- Voting participants: A Participant can request that they or their organization be given the right to vote on proposals. A non-member can also immediately apply to be a voting participant, or be admitted as a voting participant as part of the original SIG proposal.
- The request to vote is made to the secretariat and approved by the chair of the standards SIG;
- A prerequisite to be approved as a voting organization is to have participated in 50% of meetings in the 30 days prior to the request;
- No organization can have more than one vote, and the person voting has to be pre-approved. Each organization can have 2 pre-approved voters.
- The voting members have to be clearly marked on the attendance sheet prior to a vote taking place.
- In order to apply for Observer or Participant membership, an individual reaches out to the FIRST secretariat via e-mail at _EMAIL_, noting the type of membership requested. The secretariat will liaise with the SIG chair to evaluate:
- Whether an IPR is already on file for the individual's organization;
- Whether the individual is eligible for the level of membership, based on the standards SIG charter.
- Each SIG developing a standard must have one chairperson, and at least one co-chair. Chairs may be either Participants or Voting Participants. The initial Chair and co-chair may be proposed by the standard initiators and is ratified by the FIRST Board. When a Chair steps down, a new Chair must be selected through a simple majority election process. Ties are addressed by re-voting. If a tie persists for more than two rounds, the tie is broken by random selection between tied candidates.
The SIG will generally aim to achieve its outcome by building consensus amongst observers, participants and voting participants.
The minimum requirement for voting is prior to the publication of specific deliverables. SIGs are encouraged to set regular milestones at which a deliverable is voted on. Each group can set more restrictive requirements for voting on individual decisions (e.g. conduct a vote for each change which materially changes the outcome of a technical tool described by the standard). Voting proposals can be initiated by each participant and must be submitted to the SIG mailing list, including at least the elements included in Appendix C.
A proposal will pass when:
- the number of yes votes exceeds the number of no votes (i.e., a simple majority);
- at least 50% of eligible Voting Participants cast a vote (abstain votes are considered as casted votes).
- Observers, Participants or Voting Participants may leave the SIG based on simple request to _EMAIL_. If this changes voting membership in such a way that a constituency now becomes underrepresented, the Chairs may choose to make a call for additional SIG participants through the FIRST web site, a mail to the FIRST membership and its social media channels to identify a potential replacement.
3. Announcement of new standard development
FIRST will announce the intention to create a new standard publicly:
- Through FIRST's social media channels:
- Through a press release distributed by our PR partner and published on _URL_
- Through an e-mail message to the FIRST membership
- A direct e-mail to all partners which have a Memorandum of Understanding signed with FIRST that includes awareness of new initiatives
- A direct e-mail to partners known to FIRST that are likely to have an interest in the matter
FIRST will also endeavor to identify and inform critical partners involved in the industry targeted by the standard through a direct e-mail message. As FIRST will never be aware of all possible constituents, any participant in the standard or FIRST member may request the FIRST secretariat to notify a particular constituency or can forward the notification themselves.
Once the group has iterated through working drafts (WD), and is ready to release a public draft (PD):
- The SIG chair will submit the PD to the FIRST Board for approval, via the FIRST secretariat.
- The FIRST Board will gain an opinion from the FIRST attorney on the document prior to final release. The FIRST Board will work with standard chairs to address any issues flagged by the FIRST corporate attorney;
- The FIRST Board will review and vote on the release of the PD;
- FIRST will publish the PD for public comment on the FIRST web site, and announce the call for comments on its web site and social media channels. Comments will be submitted to a public mailing list submitted to all working group members. Comment submitters are not expected to have a signed IPR, but where a concrete, detailed, solution is provided as part of the comments, the SIG chair will invite the submitter to participate as a "participant" prior to integrating this input.
- FIRST will explicitly ask all organizations informed of the proposed standard (as defined in section 3) for comments
- A SIG chair will ensure external feedback is reviewed and addressed by the wider group, and comments are evaluated, following the process in Appendix F.
- Based on the outcome of this process, the standard may go back to internal working drafts, be released as an updated PD, or move towards publication, based on a vote by the SIG.
5. Publication of the standard
Once the SIG has addressed external comments, they will update the standard if necessary and present it to the FIRST Board for final publication.
- The group will submit the final work product to the FIRST Board for approval.
- The FIRST Board will gain an opinion from the FIRST attorney on the document prior to final release. The FIRST Board will work with the standard chairs to address any issues flagged by the FIRST corporate attorney;
- The FIRST Board will review and vote on the final release of the standard;
- FIRST will publish the standard on the FIRST web site, and announce the final release through its web site, a press release by our PR partner and its social media


- Katie Giarth
The Power of Equanimity
Equanimity is the ability to keep the mind even and calm. Equanimity can even be more of a habit of keeping the mind calm despite the world being chaotic, or others being worried or hurried or a bit harried.
In Buddhism, for example, the opposite of having an equanimous mind is called the "monkey mind". In this scenario, the mind is on autopilot and runs constantly, and the person experiencing this may experience a variety of uncomfortable symptoms. Remember as I said in my earlier post, our internal hardware is outdated.
We are built to scan for problems. Hence the introduction of beautiful methods like meditation, Qi Gong, Feldenkrais, SE, yoga, mindfulness, and so many others! We can begin to regulate our nervous systems and therefore have a say in whether we choose to accept a thought as fact or decide that it doesn't serve us, so we let it go. Having that choice available in a split second and choosing only what will help us feel best IS equanimity.
Victor Frankl was a prisoner in a Nazi camp when he discovered that the biggest freedom we have is the freedom in how we choose to respond. Can you imagine being under duress, experiencing trauma, and still finding peace? This is the power we have!
How does equanimity relate to the nervous system? How does a Feldenkrais lesson help to instill a feeling of equanimity? In Feldenkrais lessons, we create a safe, neutral place to start from. Then we explore many options all while maintaining calm breathing and an open mind. This is how the awareness of possibilities begins to emerge. By staying equanimous, we are able to access creativity.
Let me give you an example. If someone comes to me with pain in the shoulder, we agree that there is indeed some pain for one reason or another and that the pain has affected the range of motion or larger movements involving many parts of the body. Through exploration, we try out first the things that the shoulder can do easily. This calms the nervous system. As it becomes safe and, most importantly, easy to do different movements we try different things. We show the shoulder how it can move in relation to many other parts of the body, reminding it of connectivity and keeping the response rather neutral. In an ideal first lesson, the person gets up and feels that the shoulder has regained range and has a reduction in pain. This may allow the person to get back to activities that were previously too challenging. The whole time we worked through the lesson, we kept in mind those things that would create equanimity: exploring what's easy first, always coming back to neutral, and trying out different movements once the shoulder feels as though it is beginning to move well in relation to other parts of the body and within a very calm state.
Here's another example: You come to me with pain in your shoulder, and I try to "fix" it quickly and painfully, in hopes that you will feel better for a few days. In most cases, with a trainer, the pain may subside. So what is the difference here? In a few days, the pain may return because we didn't include the nervous system and bring you into a state of equanimity. Therefore, no learning occurred. We used manipulation to create a scenario where you didn't understand the process or how to return to feeling good when you didn't any longer. This "quick fix" is everywhere in our culture today. Most of you know by now that any quick fix may not last. When it comes to you and your body, lasting change is what's needed. In fact, it is the language your body speaks.
So the more you decide to do things like Feldenkrais, Qi Gong, meditation and more, you are creating or re-creating a pattern in the brain that remembers how to move with ease and without a painful history, even if you've had one! It is truly remarkable, and I believe that is why recently Feldenkrais has been studied in relation to neuroplasticity. For more information on this, check out Norman Doidge's book: How The Brain Heals.
When a situation comes up that immediately scares or frightens you, use the power of choice to respond in a way that soothes the nervous system. The more you do Feldenkrais, the more you get a sense of "wow, this really stressful thing just happened and instead of reacting like I usually would, I paused and then decided it wasn't worth investing my time in so I moved on" (or something to that effect!).. and this can be pain, an irritating situation, or something truly terrifying... you can find a way to feel equanimous about just about anything.
This is how you get your power back!
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The term 'rosette' is commonly used to describe plants that grow leaves around a central growth point making a circle of layers, much the way petals unfold in a rose. Some plants that grow in a rosette look flower-like, others are less obvious. Succulents like aloes, aeoniums and agaves (Century plants) demonstrate the spiral form of growth clearly whereas the lettuce is a little harder to notice. Most plants that grow in a rosette form are neat-looking in the garden. They conform well to container growing and can be used to good effect in a formal or controlled landscape design.
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The characters will find themselves tied up to trees. What skill check will they need to use - Athletics?
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1 Answer 1
up vote 6 down vote accepted
Escaping is an Acrobatics check.
Set the DC according to the difficulty of escaping from the bonds (set the difficulty as easy/hard/medium and give it a level, then go the the DC table and see what it should be).
Depending on how you've tied up your PCs, athletics may also be appropriate (see Escape section linked and quoted below). Generally though Acrobatics is preferred here.
If you would like you can set one skill as the easy or medium (wriggling from the bonds is easier than breaking them or some such) and one as medium or hard to give some consequence as to how your PCs choose to escape.
From Acrobatics:
ESCAPE FROM RESTRAINTS Make an Acrobatics check to slip free of physical restraints such as manacles.
Action: The check takes 5 minutes of uninterrupted effort. Alternatively, a creature can make the check as a standard action, but doing so increases the DC by 5. DC: Hard DC of the creature's level.
Success: The creature slips free of the restraint.
Failure: The creature can try again only if someone else provides assistance, most often by using the aid another action.
From Escape
Escape a Grab or Immobilizing Effect
Action: Move action.
Acrobatics or Athletics Check: The creature makes either an Acrobatics or an Athletics check. Normally, the immobilizing effect specifies the DC for the check. If no DC is specified, an Acrobatics check is opposed by the Reflex of the immobilizing creature or effect, and an Athletics check is opposed by its Fortitude.
Success: If the check succeeds, the immobilizing effect ends on the creature, which can then shift 1 square.
Something else to consider, if this is an out of combat scenario, you almost certainly want to work this out as a skill challenge. Design it so that athletics, acrobatics, and perhaps thievery are primary stats, and things like perception, endurance and another skill are secondary things.
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Also a strength or Dexterity check would also be appropriate if the PCs lack training in acrobatics or athletics. – Joshua Aslan Smith Apr 7 '14 at 14:40
I think Thievery would be more appropriate. – Lucifer Apr 7 '14 at 14:42
Thank you for help, I think now it's all clear :-) – IreneSunset Apr 7 '14 at 14:43
_USER_ I suppose you could, but it's pretty clear from the rules it's intended to be Athletics/Acrobatics, see cites. – wax eagle Apr 7 '14 at 14:46
_USER_ aye, see my last paragraph, if this isn't a combat situation (or is the lead up to one), make a skill challenge weaving in several relevant skills (and in these cases the skills that are used aren't necessarily by the book, it's more how the story is told via the skill challenge) – wax eagle Apr 7 '14 at 15:09
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text:
Corn Flakes - History of Corn Flakes
Have you ever eaten corn flakes? Corn flakes are flakes of cereal made out of corn. Sometimes they come with sugar added to them. There are many brands of corn flakes sold at the grocery store. There is one, though, that is called Corn Flakes. This cereal is made by the Kellogg company.
Corn Flakes were created by Dr. John Harvey Kellogg in 1894. At the time, Dr. Kellogg was the superintendent at Battle Creek Sanitarium. Superintendent means that he was in charge. A sanitarium is a hospital for people who have a sickness that cannot be cured. People who could not be cured went to live out the rest of their lives in the sanitarium.
Dr. Kellogg was interested in healthy eating. The Battle Creek Sanitarium was a "health spa" that encouraged a vegetarian diet. This means that the patients could not eat meat. They were also not allowed to drink alcohol or smoke cigarettes.
Dr. Kellogg invented several healthy foods, such as granola and peanut butter. Dr. Kellogg believed that tooth decay was caused by people not using their teeth to chew enough. But, people had to be able to chew something that wouldn't hurt their teeth. So, he experimented with toasting dry, crisp cereals that could be mixed with milk. This is how Corn Flakes were invented.
The Kellogg company still makes many types of cereals. Today, toasted "flakes" are used in many types of cereals-corn flakes, rice flakes, and wheat flakes. These dry cereals are a popular breakfast food. They are usually eaten in a bowl with milk poured over them. But, some people will use these flakes to make "treats" or desserts by adding sugar, peanut butter, honey, or marshmallows.


Edden Hammons
From Wikipedia, the free encyclopedia
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Edden Hammons (born 28 Feb 1875[1] Webster County, West Virginia, died 7 September 1955[2] ) was an American fiddler from West Virginia. He was known for his idiosyncratic style, creativity, and the many (often exaggerated) folkloric tales about him.[3]
Edden Hammons was born to Jesse Hammons and Nancy Hicks on 28 February 1875 at Williams River in Webster County, West Virginia. He was the youngest in a family of seven. His three brothers (Paris, Peter, and Cornelius), as well as his father, played the fiddle. Edden took up the fiddle at an early age, playing on a fiddle made out of a gourd that his father made for him. His family was known for its musicians, woodsmen, and hunters.[3]
Edden progressed in his fiddle playing and soon obtained a store-bought fiddle. There are several different stories about this. In one, a friend of Edden's father asked Edden to play him a tune. Edden took out his gourd-fiddle and played for the man. Afterwards, the man was so impressed that he gave Edden his own fiddle. Another story refers to when a renowned fiddler named Bernard "Burn" Hamrick was playing for a local dance. After he finished playing, Edden's father asked Burn if Edden could play a few tunes on his fiddle. Burn agreed to let Edden play his fiddle, and was so discouraged afterwards by Edden's superior ability that he let him keep the fiddle. Whatever the story may have really been, it is sure that Edden received a nicer fiddle that his original one, and started to become well known as a fiddle player in his area.[3]
In his home, Edden was spoiled and spared from chores and work. These qualities would follow him into his adult life. A popular example among the Hammons family of Edden's distaste of work is shortly after his first marriage in 1892. His wife asked Edden to stop playing the fiddle, get a job, and support a family. Edden was quoted as saying "Pon [sic] my honor, I'll lay my fiddle down for no damn woman".[3] The two separated and were legally divorced in 1897. 10 days after the divorce, Edden married his second wife, Elizabeth Shaffer (despite pleas from Elizabeth's family members for her to not marry Edden). The two raised seven children and remained married until Elizabeth's death in 1954.[3]
Edden's family lived somewhat nomadically, moving from one place to another usually twice a year. Edden still rarely worked during these times. He supported his family through hunting, fishing, farming, moonshining and other odd jobs. His daughter, Emma Hammons, recalls that "[h]e whittled axe handles, he played for dances, different things. He picked up money that way. Ginseng, he'd get money that way. It was against the law but he would kill squirrels, turkeys and sell them, or fish - he always had a couple dollars in his pocket somehow".[3]
Edden continued his fiddle playing throughout his adult life. At this point he was regarded as one of the best fiddlers from West Virginia. He won many fiddle contests. People would visit at odd hours just to hear him play, and on some occasions, people would have him play music over the phone while the neighborhood listened in. Other anecdotes appear from this era, such as how Edden would show up somewhere to play music, and would carry his fiddle in a flour sack (with the flour still inside it). His nephew, Currence, recalls when "[Edden] just walked over to the corner and picked up the flour poke and they all got to looking to what he was getting. He pulled that old fiddle out and flour all over it. He dusted it off, blowed it off, you know. Some of them went to laughing and hollering about that flour. 'Upon my honor,' Edden said, 'that's just as good as the best cases every made,' he said, 'that flour makes her play good.'" [3]
On 7 September 1955, Hammons died of coronary thrombosis at Renick in Pocahontas County, West Virginia.[4] His death record cites his occupation as fiddler.[5]
To this day, Edden Hammons is still a very well respected fiddler. He has recorded many solo fiddle tunes on two compilations of his music.
Although occasionally accompanied by his son, James, Hammons typically played alone. Consequently, he was able to play some tunes in odd time signatures, play certain parts as many times as he found fit, and change the tempo at his will without having to worry about throwing off a band. He was also known for playing several variations of the same melody within a tune, adding a lot of ornamentation, and occasionally tagging on a few extra beats to some parts (such as "Big Fancy").
Edden is one of the few, if not the only, sources of many traditional songs that are popular today. These include "Shaking Off the Acorns", "Sandy Boys", "Big Fancy", and "Old Greasy Coat". His influence is still widespread among old-time fiddlers and other musicians within the old-time genre.
In August 1947, Louis Chappell recorded 52 tunes by Edden Hammons. These were released as two separate LPs. The first was "The Edden Hammons Collection, Volume One", which contained 15 of these recordings. Some of these tunes included "Washington's March", "Shaking Off the Acorns", and "Fine Times At Our House".[3] The second release was a two-disc set called "The Edden Hammons Collection, Volume Two", which contained more recorded songs from the same session. This release contained such tunes as "Birdy", "Jake's Got the Bellyache", and "Big Hoedown". Both of these LP's were released in 1984
 - 1984 - The Edden Hammons Collection, Volume One. Edden Hammons, West Virginia University Press.
 - 1984 - The Edden Hammons Collection, Volume Two. Edden Hammons, West Virginia University Press.
 1. ^ [1]
 2. ^ [2]
 3. ^ a b c d e f g h Cuthbert, John A. (1984) Edden Hammons. In The Edden Hammons Collection Volume Two (pp. 3-25) [CD Liner Notes]. Morgantown, West Virginia: West Virginia University Press.
 4. ^ [3]
 5. ^ [4]


text:
Wildflowers in the Field and Forest : A Field Guide to the Northeastern United States
Author(s): Clemants, S.; C. Gracie
Publisher: Oxford University Press
Comments: From Amazon.com: Many of us have stopped to pick bunches of wildflowers or have admired them as they flourished in fields, hiking trails, and roads. Always appreciated but not always recognized, now these beauties can easily be identified with Wildflowers in the Field and Forest, the most inclusive field guide available to the wildflowers of the northeastern United States. Designed for easy use, the book features two-page spreads with descriptive text and range maps on one side facing pages of color photos on the other. The descriptions are concise, but thorough, and the range maps show both where the plant grows and what time of year it is likely to be in bloom. Plants are grouped by flower color, usually the feature first noticed by the observer. The species are subsequently grouped by petal arrangement, type of leaves, and number of flower parts as indicated in the "quick characters" box at the top of each page. There is also a simple key in the beginning of the book that allows one to quickly narrow the search to a few pages. In addition to the more common and conspicuous wildflowers, many of the lesser known, and often overlooked, species are also depicted. Full-color photos generally show the flowers of the plant, and while insets of leaves (and occasionally fruits) are often included to help in identification. A bar on each photo allows users to accurately judge the actual size of each flower. Both serious botanists and casual nature observers will welcome this beautifully illustrated and expertly detailed guide.
Last Updated: 2007-01-01


text:
Hospital board oversight of quality and patient safety: a narrative review and synthesis of recent empirical research.
Hospital leadership oversight is thought to be critical for advancing patient safety initiatives. This narrative review synthesized 122 studies examining the role of hospital board oversight in fostering safety practices. Investigators found that high-performing hospitals are more likely to have skilled board members and standardized board processes compared with low-performing hospitals, highlighting the value of effective and committed leadership that prioritizes quality and safety improvement. However, more research is needed to determine optimal hospital governance. A past AHRQ WebM&M interview discussed the role of leadership and medical administration in patient safety.


text:
Join the Montana State Reading Council to promote lifelong literacy. Your membership provides you with valuable literacy opportunities, which include:
- Annual MSRC Literacy Conference – featuring exceptional education speakers from across the nation, and outstanding presentations from some of the finest Montana educators.
- Literacy Voices – Online source for sharing informational articles written by educators.
- Awards, Grants and Scholarship - several opportunities offered to members.
- Local Councils – enriching communities across the state.
- Treasure State Books – providing nominated books for small schools.
To join or renew your MSRC membership: by mail - download membership form; online - click here to join or renew your membership online.


Around the Institute
Aspen Ideas to Go Podcast: What is College For?
September 3, 2015 • Tricia Johnson, Guest Blogger
This episode features William Deresiewicz, author of "Excellent Sheep: The Miseducation of the American Elite and the Way to a Meaningful Life" and New York Times op-ed columnist David Brooks.
At a time when traditional notions of college are under attack — in the shift to online instruction, in the emphasis on STEM fields and the denigration of the liberal arts, in the continued privatization of public higher education — it is urgent that we ask what college is supposed to be about in the first place. What happens when education is understood in purely vocational terms? What happens to schools, to teachers, to society — to students themselves? Why are students learning so little in college? Why are courses so much less important to them than extracurriculars? Why do so many young people today have trouble finding a sense of purpose? What are we doing to our children, and why are we doing it?


text:
Household income or consumption by percentage share: lowest 10%:NA%
Definition: Data on household income or consumption come from household surveys, the results adjusted for household size. Nations use different standards and procedures in collecting and adjusting the data. Surveys based on income will normally show a more unequal distribution than surveys based on consumption. The quality of surveys is improving with time, yet caution is still necessary in making inter-country comparisons.
Source: CIA World Factbook - Unless otherwise noted, information in this page is accurate as of April 17, 2000
© 2007 IndexMundi. All rights reserved.


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Hello. I am a freshmen student in mathematics at Moscow State University (in Russia) and I'm confused with placing the subject called "analytic geometry" into the system of mathematical knowledge (if you will).
We had an analytic geometry course in fall; now we are having a course in linear algebra and it seems like most of the facts from "analytic geometry" are proved in a much more systematic and easier manner (quote from wikipedia "Linear algebra has a concrete representation in analytic geometry"). Many of our progressive professors also think that analytic geometry should be eliminated from the curriculum to clear more space for a linear algebra course.
So I'm confused: 1) if analytic geometry is a "concrete representation" of linear algebra, then why is it studied along with calculus (and not along with linear algebra) in US universities? (e.g. textbooks like Simmons )
There were, however, interesting parts of the course that were not covered in linear algebra: synthetic high-school-style treatment of beautiful topics like non-Euclidian and projective geometries. Then 2) why is not there a separate course for such topics in US curricula? As I understand US freshman math majors study 2 basic subjects - real analysis and (abstract+linear) algebra (math 55 at Harvard, 18.100 and 18.700-702 at MIT). Are these geometric topics integrated into one of these courses or are not they considered worth studying for a modern math major?
Thank you
PS. This question is also important for me because it helps a lot to browse through US top universities for textbooks they use and notes. Unfortunately, Russian mathematical school is now in tatters and US textbooks are often significantly better. And since in high school geometry was among my favorite subjects I am particularly concerned about our geometry sequence and want to browse through best geometry syllabi.
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Math majors in the US don't just study algebra and real analysis! There's complex analysis, differential/Riemannian geometry, number theory, perhaps some point-set and/or algebraic topology... I think the main point of the statement (about "concrete representation") is that you could study linear algebra completely abstractly, but in fact one can very often illustrate/reformulate its statements as facts about linear maps on $\mathbb{R}^n$. But the methods and ideas in analytic geometry really do belong more properly to calculus. – Aaron Mazel-Gee Mar 28 '11 at 7:35
Using Harvard's Math 55 as an example of what the typical American freshman math major is learning is sort of like using Buckingham Palace as an example of where the typical London resident is living. It's the reality for some people, but certainly not the majority. – Pete L. Clark Mar 28 '11 at 9:04
It's just like the word "algebra", which is used today with very different meanings at the high school level and more advanced level. – KConrad Mar 28 '11 at 16:39
_USER_: right. I still get a little embarrassed when I go to a cafe and place my copy of Jacobson's Basic Algebra II on the table... – Pete L. Clark Mar 28 '11 at 17:17
_USER_, well, more generally, we should start a campaign to vanish the word Introduction from titles! – Mariano Suárez-Alvarez Mar 28 '11 at 17:26
4 Answers 4
To answer your first question, that the label "analytic geometry" is found in the title of a calculus book doesn't mean what you might think. The reality is that in the 1960s and 1970s most calculus books had a title like "Calculus with Analytic Geometry". My father was a high school math teacher and he had a lot of these books on his shelves at home. Nearly all of them had that title. The point was that analytic geometry = coordinate geometry and these books had preliminary sections on coordinate geometry before they jumped into discussing calculus. Thus they were titled "Calculus with Analytic Geometry" to emphasize the review aspect on coordinate geometry. This way a teacher could direct students to read over chapters on coordinate geometry which would be needed in calculus (if that material wasn't taught directly in the course.)
In recent years the buzzword to have in the title of a calculus book is "Early Transcendentals", which means the author includes a discussion of transcendental functions earlier than usual in the book. (The book you mention by Simmons has some interesting features, but it is not a widely used book anymore and in particular is not used in courses like the ones at Harvard and MIT which you mention as your "model" for a course you're perhaps interested in.) In any case, the style of calculus book like Simmons aren't the ones you should be interested in anyway. You want to look at genuine math books, like Rudin's Principles of Mathematical Analysis.
To answer your second question, non-Euclidean and projective geometry can have a place in the curriculum, but they might not appear in courses titled "Non-Euclidean Geometry" or "Projective Geometry" if you're trying to find them in US course catalogs. For example, the topics might be in a course with a bland name like Geometry. Also, courses on algebraic geometry will certainly have discussions of projective geometry. [Edit: At Harvard, the course on non-Euclidean geometry is targeted at the students who do not know how to write proofs because their prior experience with math focused on computation more than conceptual thinking. The more experienced math majors there bypass that course. That the primary objects of interest in high school math seem to disappear in more advanced math makes mathematics different from most other sciences. Students of chemistry, say, would not encounter such an abrupt change.]
Concerning your PS, which I think is actually the most important part of your posting, go over to IUM (НМУ, mccme.ru) this week and speak to the faculty and students there. You will get practical and useful answers to your questions from them since they know first-hand the situation you are noticing as regards the curriculum situation and how to get a good math education in Moscow. In particular, you should look at the courses offered at IUM and consider attending them.
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Actually, I'm pretty sure I taught from a book called "calculus with analytic geometry" as recently as back in 2001. As for "Early Transcendentals", one may be tempted to take it to be a nice coded way of saying "we gave up on rigor"... – Thierry Zell Mar 28 '11 at 9:43
I think that "early transcendentals" is motivated by fitting in better with introductory physics classes, since there are few physical systems described by polynomials (other than quadratics, which you don't need calculus for, anyway). – arsmath Mar 28 '11 at 12:07
arsmath: calculus is still needed for quadratics in order to find their derivatives. Maybe you're thinking calculus is not needed to find max/min values of a quadratic, since that could be done just with algebra by completing the square. However, that is a very special method whereas differential calculus is an approach which solves a much wider range of optimization problems. (Also, try convincing students in calculus that completing the square is a better technique than derivatives to locate the max. value of a quadratic!) – KConrad Mar 28 '11 at 16:43
You don't have to convince me of the value of calculus. :-) But non-calculus-based introductory physics classes are not that unusual, and they do rely on special properties of quadratics. I don't think higher-order polynomials arise much in intro physics, while sine and cosine do. – arsmath Mar 29 '11 at 9:46
I think you're essentially correct that analytic geometry is not considered a worthy topic of study for a contemporary US math major, or at least not worthy enough to be part of the standard curriculum.
I hear that things used to be quite different: in the first half of the 20th century math majors spent much of their career learning analytic geometry and only learned calculus in their junior or senior year. (I learned this from Paul Halmos's autobiography, which I highly recommend to all.)
Nowadays someone my age (I am in my early to mid thirties) or younger need not know what "analytic geometry" means at all: it is that much of a forgotten field. I feel like I got a sort of brief window into the past by virtue of a self-paced math course I took in the CTY program (as a high school student). In such courses you work through an entire textbook by yourself. It turns out that then when you actually read a high school math textbook from cover to cover you learn lots of things which are not covered in most actual high school courses: perhaps most notably, I assumed ever after that mathematical induction was part of the algebra two curriculum because it was in the textbook I read for that subject. (Well, not ever after. In the last ten years of teaching freshman calculus, I've found that maybe one student in 200 has encountered induction in their high school curriculum.) Eventually I got to "analytic geometry", which was ten times more about conic sections than I really wanted to know: foci, directrices, something called the latus rectum, and so forth. I wasn't that thrilled with it, to be honest. I especially remember that sometimes you got conics with "cross terms" and then you had


text:
PTFE (Polytetrafluoroethylene) is a popular fiber choice for food and medical packaging, filtration media and much more.
PTFE (Polytetrafluoroethylene) is a fluorine-containing fiber characterized by its high chemical stability, moderate tensile strength, chemical inertness, and high melting point. The fiber can be drawn as a filament yarn called Teflon®, or it can be slit from a membrane and elongated resulting in ePTFE. PTFE has a very low frictional coefficient giving it a slippery hand.
Sample PTFE applications:
- Teflon® ribbon for lightweight and durable wildlife harnesses
- Release applications
- Self-lubricating bearings
- Packaging (food and medical)
- Filtration media for highly corrosive fluids
|Elongation at break (%)||20.0|
|Shrinkage at 177°C (%)||7.0|
|Melting point (°F)||Does not melt. Gels at 621°F|
|Chemical resistance||Inert (one of the most resistant fibers known)|
|Specific gravity (g/cc)||2.1|
|Moisture regain (%)||0.0|


Fun Typing Games For Kids
The architecture of MAME has been extensively improved over the years. Support for both raster and vector displays, as well as multiple CPUs and sound chips, were added to MAME in the first six months of the project. A flexible timer system to coordinate the synchronization between multiple emulated CPU cores was implemented, and ROM images started to be loaded according to their CRC32 hash in the ZIP files they were stored in.
The original program code, graphics and sound data need to be present so that the game can be emulated. In most arcade machines, the data is stored in read-only memory chips, although other devices such as cassette tapes, floppy disks, hard disks, laserdiscs, and compact discs are also used.
Emulation of these chips is preferred even when they have little or no immediately visible effect on the game itself. For example, the monster behavior in Bubble Bobble was not perfected until the code and data contained with the custom MCU was dumped through the decapping of the chip. This results in the ROM set requirements changing as the games are emulated to a more and more accurate degree, causing older versions of the ROM set becoming unusable in newer versions of MAME. Components such as CPUs are emulated at a low level whenever possible, and high-level emulation is only used when a chip is completely undocumented and cannot be reverse-engineered in detail. Signal level emulation is used to emulate audio circuitry that consists of analog components.
Wowroms Com
The contents of most of these devices can be copied to computer files, in a process called "dumping". The resulting files are often generically called ROM images or ROMs regardless of the kind of storage they came from. A game usually consists of multiple ROM and PAL images; these are collectively stored inside a single ZIP file, constituting a ROM set.
Examples of these include the Neo Geo, CP System II, CP System III and many others. At first, MAME was developed exclusively for MS-DOS, but was soon ported to Unix-like systems (X/MAME), Macintosh and Windows. MAME has also been ported to other computers, game consoles, mobile phones and PDAs, and at one point even to digital cameras.
For example, Street Fighter II Turbo is considered a variant of Street Fighter II Champion Edition. System boards like the Neo Geo that have ROMs shared between multiple games require the ROMs to be stored in "BIOS" ROM sets and named appropriately. The information contained within MAME is free for re-use, and companies have been known to utilize MAME when recreating their old classics on modern systems. Some have gone as far as to hire MAME developers to create emulators for their old properties. An example of this is the Taito Legends pack which contains ROMs readable on select versions of MAME.
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Conversations with Music for Schools:
Conversations With Music provides participatory concerts to upper elementary students in surrounding school districts with the goal of creating interest in school arts programs as students approach middle school. A small ensemble entertains students by performing many popular music selections and classical music standards. Students experience classical repertoire from each of the four major musical periods, as well as interact with musicians to guess each of our popular music selections. Students glean information on the symphony orchestra, musical eras, how sounds is made, and have the opportunity to reflect during our Q&A session.
2016 Conversation With Music Repertoire:
"Linus and Lucy"
Theme to Star Wars
"Say Something"
"Everything is Awesome" from LEGO Movie
"Mario" from SuperMario Bros.
Beethoven's "Ode to Joy"
Satie's "Gymnopedie"
Haydn's "Cello Concerto"
Overture to "Barber of Seville"
Bach's "Toccata and Fugue in D minor"
Mozart's "Eine Kleine Nachtmusik"
Tchaikovsky's "1812 Overture"
Shostakovich's "Trio"
Concert Etiquette
Music History
Music Vocabulary
Reviewing Concerts
Should you have any additional questions, please do not hesitate to contact our office at _PHONE_ or by email: _EMAIL_
Conversations with Music for Retirement Communities:
Symphony Arlington provides free educational and interactive concerts to the local health-care community through our Conversations With Music program. Symphony Arlington musicians accompany a staff member to various assisted-living facilities, retirement communities, and hospitals with the goal of bringing classical music to those who may otherwise be unable to attend symphony concerts. Participants experience a live music performance featuring both classical and popular music selections. Additionally, participants have the opportunity to interact with musicians through educational program notes and dialogue about classical music, composers, repertoire, and life as a classical musician today.


text:
The (RTRS) is a multi-stakeholder initiative which aims to facilitate a global dialogue on soy production that is economically viable, socially equitable and environmentally sound. It provides stakeholders and interested parties – producers, social organizations, business, and industry - with the opportunity to jointly develop global solutions leading to responsible soy production.
This feature enables you to search for the tools, mechanisms and guidance available globally. These documents and websites can help your company in its efforts to integrate biodiversity and ecosystem management into daily business practice. The content can be browsed or searched by keyword, country, sector or category.
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text:
Sales and Use Tax Calculation feature
The result is that you can use the KampData TaxEngine to calculate tax outside of Microsoft Dynamics GP with no additional tax setup required.
Call the DocCalculateTax method to calculate or re-calculate the tax. When this method is called, tax detail records will be created in the Transaction Tax table. When an order is created outside of Dynamics and subsequently imported into Dynamics, Tax Detail records should be created in the appropriate Dynamics transaction tax table. For SOP this table is the Sales Taxes Work And History table. The following tax detail data can be retrieved from the Transaction Tax table or by using the KampData TaxEngine methods and properties such as the following:
- DetailTaxDetailID property
- DetailAccountIndex property
- DetailTaxedAmount property
- DetailTaxAmount property
The document tax details can be retrieved as an ArrayList using the DocTaxDetails method. Alternately you can step through the tax details one by one using DocTaxDetail method. The number of tax details available to step through can be retrieved using the DocTaxDetailsCount method.


Proclamation 5470 -- Fair Housing Month, 1986
April 30, 1986
By the President of the United States
of America
A Proclamation
The year 1986 marks the eighteenth anniversary of the passage of title VIII of the Civil Rights Act of 1968, commonly referred to as the ''Fair Housing Act,'' declaring it a national policy that housing throughout the United States should be made available to all citizens on the basis of equality and fairness.
Fairness is the foundation of our way of life and reflects the best of our traditional American values. Invidious discriminatory housing practices are abhorrent to the American sense of fair play.
In this eighteenth year since the passage of the Fair Housing Act, Americans should continue to work together to uphold the Fair Housing Act and the principle of equal opportunity on which it is based.
The Congress, by Senate Joint Resolution 303, has authorized and requested the President to issue a proclamation designating the month of April 1986 as ''Fair Housing Month.''
Now, Therefore, I, Ronald Reagan, President of the United States of America, do hereby proclaim April 1986 as Fair Housing Month.
Ronald Reagan
[Filed with the Office of the Federal Register, 10:51 a.m., May 5, 1986]
Note: The proclamation was released by the Office of the Press Secretary on May 1.


text:
Job Vacancy at The United Nations Children's Fund (UNICEF) for Chief Field Officer on 2016
The United Nations Children's Fund (UNICEF) – For 70 years, UNICEF has been working on the ground in 190 countries and territories to promote children's survival, protection and development. The world's largest provider of vaccines for developing countries, UNICEF supports child health and nutrition, good water and sanitation, quality basic education for all boys and girls, and the protection of children from violence, exploitation, and AIDS. UNICEF is funded entirely by the voluntary contributions of individuals, businesses, foundations and governments.
POSITION : Chief Field Officer, P-5
Purpose of the Position
- Under the overall guidance of the Chief Field Operations, accountable for the management and implementation of programme in the field office area of responsibility.
- As head of field office, direct, lead and manage a group of professional and support staff to develop, manage and administer the sectoral or inter-sectoral programme.
- Promotes intersectoral partnerships in order to ensure timely implementation of programmes in particular Health, Nutrition, Water and Environmental Sanitation, and similarly.
- Contributes to synergize the work of United Nations agencies in UNICEF programme MDGs focused Goals, as well as in humanitarian actions, working closely with the other partners within the inter-agency standing committee (IASC).
Summary of Key End-Results/Accountabilities
- Developing and planning the Field Office Program Plan
- Leading and managing the Field Office
- Monitoring and quality control of the Program Implementation
- Representation and external relations at Field office level
- Building alliance, resource mobilization and UN System coordination
- Leading innovation, knowledge management and capacity building
- Safety and security of staff, programs and organizational assets
Key Expected Results
- Representation – Represent UNICEF and the rights and needs of children to government officials, local authorities, NGOs, CBOs and beneficiary communities
- Advocacy – Advocate with government officials, local authorities, NGOs, CBOs and beneficiary communities, attention to the rights and needs of children, with particular focus on humanitarian access and protection of children
Programme Development & Monitoring:
- Reporting – In cooperation with relevant sections of the Country Office, prepare or contribute to the monthly SITREP, donor reports and special reports.
- Monitoring – Organize and participate in the regular monitoring of UNICEF supported interventions in the field office area of responsibility through project review, field visits, inspection of supplies, and review of reports, accounts and outputs
- Capacity Strengthening – Support capacity strengthening of government and NGO partners on situation analysis, policy, plan/programme/project formulation, project management, monitoring and evaluation
- Humanitarian Response Action Plan – Contribute to the country Office situation analysis, HARP formulation, plans of action, project agreements, project cooperation agreements, annual and mid-term reviews, annual reports, and other required documentation.
- Programme Implementation – In collaboration with relevant chiefs sections of the Country Office, plan, coordinate and manage the implementation, monitoring and evaluation of UNICEF support within the governorate
- Access to Hard to Reach Areas – negotiate with all parties to secure access to population in hot spots and hard to reach areas, including through agency specific convoys, interagency convoys and delivery of critical life-saving interventions
- Monitor the Situation – Develop and maintain a sound knowledge and understanding of the humanitarian and political situation and dynamics of the conflict in order to assess impact on the situation of and programmes for children and to identify needs and opportunities
- Ensure effective knowledge management by drafting or finalizing sectoral documents and reports such as the Country Programme Recommendation and Plans of Action, lessons learned knowledge gained and information / data exchange.
- Conduct orientation and training programmes to help build capacity of Government counterparts.
- Provide authoritative advice/guidance/interpretation of programme policy and guidelines.
Human Resource & Supply Management:
- Supply – Monitor the storage, distribution, end use and maintenance of UNICEF supplies used within the governorate
- Human Resource Development – participate in and monitor the deployment and recruitment of staff for assignment within the governorate. Monitor personnel processes, timely completion of performance evaluation, staff training and career development
Team Leadership and Management:
- Team Leadership – Provide inspiring leadership to the UNICEF team in Aleppo, terms of UNICEF Mission, guiding principles, policy interpretation, guidance on procedures, developing and maintenance of positive attitudes, constructive team behavior, and positive relations with all partners
- Management – Through participatory approaches, manage the work of the UNICEF field office and team, ensuring high standards of accountability and efficiency
Qualifications of Successful Candidate
- Advanced university Degree in any of the following: Social Sciences, Public Administration, International Relations, Business Administration, Public Health, Education, or other fields related to the work of UNICEF.
- First university degree with additional two-years of relevant work experience is acceptable in lieu of an advanced university degree.
- Ten years of professional work experience at national and international levels in field programmes relevant to Education programmes.
- Experience working in the UN or other international development organization an asset.
- Background/familiarity with Emergency.
- Fluency in English and a second UN language.
- Local working language of the duty station an asset.
Competencies of Successful Candidate
- Diversity and Inclusion
- Communication [ III ]
- Working with People [ III ]
- Drive for Results [ III ]
- Leading and Supervising [ III ]
- Formulating Strategies and Concepts [ III ]
- Analyzing [ III]
- Relating and Networking [ III ]
- Deciding and Initiating Action [ III ]
- Persuading and Influencing [ II ]


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Whenever an incident or crisis occurs, the lives of many people are negatively affected. The immediate victims of an emergency are not only those that have been injured or killed but also their families and friends. The response by the employer to these affected individuals can adversely affect (positively or negatively) the long term reputation of the organisation and place intense public scrutiny on the effectiveness of the company to continue to operate. This course is designed to ensure your organisation understands the importance of managing the care of families with compassion and sensitivity not just from a moral and ethical "duty of care" standpoint but also to ensure the viability of your business.
Who Should Attend?
- Human Resources professionals;
- Public Relations professionals;
- Senior Management involved in response to an incident or crisis;
- All personnel who may have direct or indirect involvement in managing the incident or crisis.
After Completion, Delegates Will Be Able To
- Employ valuable techniques in speaking to families of victims;
- Understand the importance of sensitivity when dealing with families;
- Understand the various response strategies required at various times during the recovery period;
- Recognise the influence, both positive and negative the families have on your organisations reputation.
- Understanding the wide affect emergencies have on people;
- How to plan for the response to victim's families;
- Practical exercises in responding to families calls over the phone;
- Working with families over the medium and long term recovery process.
Training is designed to be interactive with numerous table top exercises and activities for the delegates throughout the course to re-enforce introduced principles and concepts.


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When you can volunteer
There's no upper age limit on volunteering. However, some organisations' insurance policies do not cover you if you're under 16 or over a certain age (usually 80).
You cannot work for a profit-making organisation if you're under 14, even if you're not paid.
Your local councils might have extra rules about the work you can do as a young person. For example, you might not be able to volunteer at a charity shop if the council decides that it's a profit-making organisation.
People aged 50 or older can find volunteering opportunities with the Retired and Senior Volunteering Programme.
Volunteering and benefits
You can volunteer and claim benefits if:
- the only money you get from volunteering is to cover expenses, like travel costs
- you continue to meet the conditions of the benefit you get
If you have a criminal record you can still volunteer in most roles, depending on your offences. You might need a Disclosure and Barring Service check if you want to volunteer with children or vulnerable adults.


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Problem code: MANYLEFT
All submissions for this problem are available.
The classical game of OneLeft is played as follows. Some pegs are placed on an NxN grid. Initially, at least one cell is empty and at least one contains a peg (each cell contains at most one peg). A move consists of jumping one peg over an adjacent peg to an empty cell, and removing the peg that was jumped over. Formally, if there is a peg in cell (x1, y1), and cell (x2, y2) is empty, and (x1-x2, y1-y2) is one of (0, 2), (0, -2), (2, 0), or (-2, 0), and there is a peg in cell ((x1+x2)/2, (y1+y2)/2), then the peg in cell (x1, y1) may be moved to cell (x2, y2) and the peg in cell ((x1+x2)/2, (y1+y2)/2) removed. The coordinate (0, 0) indicates the top-left corner, (N-1, 0) indicates the top-right corner, (0, N-1) indicates the bottom-left corner, and (N-1, N-1) indicates the bottom-right corner.
The game continues until no more moves are possible. Normally the goal of OneLeft is to leave a single peg on the grid. However, in this problem the goal is to leave as many pegs as possible. Optimal solutions are not required, but solutions that leave more pegs will score more points.
Input begins with an integer N, the size of the grid. N lines follow with N characters each, representing the grid. A '.' character indicates an empty cell, and a '*' character indicates a peg.
For each test case, first output the number of moves in your solution. Then output each move in the form "x1 y1 x2 y2", which indicates a peg moving from (x1,y1) to (x2,y2). Any whitespace in your solution will be ignored.
Your score for each test case is the fraction of cells containing pegs after performing the moves in your solution. Your overall score is the average of your scores on the individual test cases. Invalid solutions will be judged as "wrong answer". In particular, if any legal moves exist after the moves in your solution have been performed, your solution will considered invalid.
Sample Input 1
6..*..* *..*.* ***.**.***.. ****.. **.*.*
Sample Output 1
13 1 3 1 1 3 3 1 3 0 5 0 3 0 2 0 0 3 5 3 3 5 2 3 2 5 0 5 2 3 2 3 0 2 4 0 4 0 3 0 5 3 0 1 0 0 0 2 0 0 5 2 5
Sample Input 2
5.*.*...*.. *...*...*..*...
Sample Output 2
The first sample output scores 8/36 = 0.2222.
The second sample output scores 7/25 = 0.28.
Recall that the goal is to maximize your score.
Test Case Generation
For each official test file, N is chosen randomly and uniformly between 10 and 30, inclusive. A real number D is chosen randomly and uniformly between 0.5 and 0.95, then each cell is independently chosen to contain a peg with probability D.
|Time Limit:||1 sec|
|Source Limit:||50000 Bytes|
|Languages:||ADA, ASM, BASH, BF, C, C99 strict, CAML, CLOJ, CLPS, CPP 4.0.0-8, CPP 4.3.2, CS2, D, ERL, FORT, FS, GO, HASK, ICK, ICON, JAR, JAVA, JS, LISP clisp, LISP sbcl, LUA, NEM, NICE, NODEJS, PAS fpc, PAS gpc, PERL, PERL6, PHP, PIKE, PRLG, PYTH, PYTH 3.1.2, RUBY, SCALA, SCM guile, SCM qobi, ST, TCL, TEXT, WSPC|
Fetching successful submissions


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The Seleucid was a Greek gladiator who fought in the Arena in Cyrene. He typically fought armed with a glaive.
In 47 BCE, he was challenged by the Medjay Bayek of Siwa, who witnessed him throwing a sword at one of the spectators in the arena. Bayek later defeated the gladiator with a spear and shield.
- The name Seleucid is a reference to the Seleucid Empire, possibly hinting that the gladiator originated from the state.
- It can be assumed the Seleucid's real name is "Antiogos" because of one of the commentator's lines before the fight: "Time has come for Antiogos, dragon of the Seleucid Empire!"


text:
The purpose of this study was to investigate the changes in patient subjective happiness and satisfaction with cataract surgery and evaluate the association between satisfaction and types of cataract. This study surveyed 247 participants (mean age, 67.9 years) and they completed questionnaires on their satisfaction with the surgery, the subjective happiness scale (SHS) and the Pittsburgh Sleep Quality Index (PSQI) before and after surgery. The SHS increased postoperatively from 4.6 ± 0.7 to 4.8 ± 0.7 (P = 0.007) and 83.4% of patients were satisfied with the surgical results and the average satisfaction score was 4.2 out of a possible 5.0. Multiple regression analysis showed that patient satisfaction was significantly associated with the postoperative SHS (β = 0.380; P < 0.001), the postoperative PSQI (β = −0.041; P = 0.035) and the presence of a posterior subcapsular cataract (PSC) (β = 0.277; P = 0.026). This study clarified that cataract surgery may improve both visual function and patient happiness and that patient satisfaction was affected by postoperative sleep quality and the disappearance of a PSC.
ASJC Scopus subject areas


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ODU Researchers Give Children with Autism a Smartphone-Image Communication System
Many children with autism communicate very little, even with the family members and teachers who are around them the most. But researchers at Old Dominion University have shown that a novel approach using smartphones and the World Wide Web can help these children express their thoughts and desires.
To Gianluca De Leo, an assistant professor who specializes in bioinformatics and virtual reality at ODU's College of Health Sciences, the project is yet another example of how information technology (IT) can improve human health and wellbeing. He previously has adapted smartphones to help diabetics manage their health and employed virtual reality to promote treadmill training for children with cerebral palsy.
The autism project, which was funded by Microsoft's External Research Group, allows children to communicate by calling up images on Windows mobile devices. A child who wants chicken for dinner, for example, can call up one image of a dinner table and another of a chicken leg.
Children with autism often are trained to express themselves by picking one or more laminated picture flashcards from a folder or binder and affixing their message or "sentence" to a strip of Velcro. A popular adaptation of this is called PECS for Picture Exchange Communication System.
There are also existing electronic communication devices such as the Cyrano Communicator and Pocket Reader that can be used to help children express themselves with images, but these devices often cost $5,000 or more.
De Leo says smartphones are cheap, easy to use and offer numerous other advantages over the laminated picture system and existing electronic communicators.
He leads the development of the PixTalk Communications System together with Gondy Leroy, associate professor of information systems and technology at Claremont Graduate University in California. Another member of the project team is Padmaja Battagiri, who received a master of science degree in electrical and computer engineering from ODU in December 2009. Her advisers included De Leo and her master's thesis focused on smartphone use by children with autism.
The team's paper, "A Smart-Phone Application and a Companion Website for the Improvement of the Communication Skills of Children with Autism: Clinical Rationale, Technical Development and Preliminary Results," was published earlier this month by the Journal of Medical Systems.
PixTalk software - which is available under an open-source license - can run on any Windows Mobile Smartphone, and is designed to work with a Web site that the researchers have fashioned to serve as project central. A child's teacher or caregiver can access the Web site and select from an online library of images to be downloaded to the child's phone. The downloaded file can be personalized to the child.
Furthermore, a PixTalk usage log can be downloaded from the smartphone to the Web site, where the data are crunched and a graphic representation of the child's progress with communication skills is posted. This tracking feature also allows the teacher or caregiver to fine-tune a child's personalized portfolio.
Perhaps the biggest advantage of the smartphone scheme is the ease with which a teacher or caregiver can add photographs to a child's portfolio. "It's difficult to represent by cartoon images a child's sister or the child's house," De Leo explained. "But if you can take pictures of the sister and house and load them, there is more chance that the child will use them."
Photos customized to the child also can be incorporated when the Velcro board and laminated cards are used, De Leo said. But teachers have told the researchers that the physical work involved in the lamination and in replacing lost cards tends to discourage the customization.
The researchers relied heavily upon teachers of autism spectrum disorder (ASD) children when they were developing PixTalk, and this user-centered design seems to have worked out well, De Leo said. The "preliminary results" referred to in the title of the research paper came from an in-depth study of how children with autism used PixTalk as compared to PECS. Each child and each child's teacher were previously trained in PECS. The teachers were given PixTalk training before the experiment began.
Questionnaires filled out by the teachers as the experiment progressed showed that they judged PixTalk to be the better communications tool. The children's "motivation, attention, response rate and referential communication increased when computers were used," the researchers conclude in their paper.
Another interesting finding: the children preferred images taken with a camera to cartoon images. "This is a good indication that for children with severe autism real images may work better than cartoon images," the paper added.
Objective data collected during the experiment from the PixTalk logs showed that the children's usage of images was complex enough to make it difficult for teachers using PECS to accurately keep a manual log. This means that communications progress information churned out automatically by PixTalk would likely be superior to reports filled out by the teachers or caregivers who use PECS.
Smartphones are easier to use than laminated cards and Velcro, De Leo said. "It takes a long time for a child to select the laminated pictures from the binder and arrange them on the Velcro strip. They may want to express happiness when they start the process, but by the time they get their message posted, they're frustrated and not so happy."
Still, the researchers report that the children with autism in their study could get frustrated with computers, as well. Their results indicated that some children with ASD "may react poorly to a sudden turn-off of the device due to its battery life." Their recommendation to PixTalk users was to pay special attention to battery power and power conservation.
In addition, the researchers say they are continuing to work on ways to customize mobile devices for use by children. For instance, teachers have recommended a delayed central button response to minimize instances of accidental changes between "operational" mode - in which children search for images and arrange them - and "display" mode - in which the message is locked in for display.
De Leo sees a lot of work ahead on the project, not the least of which will be customizing PixTalk for use in other countries and in other languages. The Italian-born researcher pointed out that "a picture of french fries might not work very well in Italy."
The doctorate that De Leo earned from the University of Genova is in bioengineering and bioelectronics, and he has worked on medical modeling projects as an affiliate of ODU's Virginia Modeling, Analysis and Simulation Center (VMASC).
He is part of an international research team that is helping elderly diabetics in China manage their health and learn more about their condition. One aspect of the project provides computer games that are fun, but also educational about diabetes. De Leo's role in that project, which was presented last October in Washington, D.C., at a health summit sponsored by the Foundation for the National Institutes of Health, involves the game-based tools for smartphones. He also is designing a project Web site that can help transition the work being done in China to other countries, such as the United States.
De Leo was part of a third team that last year published "Combining a Virtual Reality System with Treadmill Training for Children with Cerebral Palsy" in the Journal of CyberTherapy & Rehabilitation. Karen Kott, associate professor of physical therapy at ODU's College of Health Sciences, led that project.
Gaming again was central to the treadmill training project. The researchers reported that children exercised longer when they took a virtual role in a "save the princess" video drama unfolding on a screen in front of them.
This article was posted on: February 10, 2010
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How Long Does It Take for a Joint to Get Out of Your System?
This is the most common question asked by cannabis users. Well, there's no simple answer to this question, as there are so many variables that dictate how fast or slow a joint can take to get out of your system. However, if you're a weed user looking for answers before a scheduled drug test, there are two major factors that can make a difference—your physiology (as all people are different) and the amount of THC in a joint.
Table of Contents
one joint out of your system
How Much THC Is in One Joint?
In most cases, the amount of THC varies from strain to strain, from 5% to upwards of 30%. In our case, let's take an average level of 15%.
The average weight of a single joint is estimated to be 0.32 grams according to an article published by Christopher Ingraham in The Washington Post. [1]
Knowing this, we can calculate how much THC is in one average joint. Here's the math:
0.32 grams = 320 milligrams
15% THC of 320 mg = 0.15 × 320 = 48 mg THC
If you're smoking half of an average joint, then you consume 12 mg to 14 mg of THC, with about 10 mg to 12 mg going to the sidestream. On the other hand, if you're smoking an entire joint, then the average amount of THC consumed will range from 19 mg to 23 mg.
Another common joint size from the same article was 0.75 grams according to a survey among marijuana users by High Times based on 3,000 responses. Here's the amount of THC calculated from this joint size:
0.75 grams = 750 milligrams
15% THC of 750 mg = 0.15 x 750 = 112.5 mg THC
In this case, if you smoke half a joint, you will consume about 27 mg to 32 mg THC. On the other hand, if you smoke an entire joint, you'll consume between 50 mg and 60 mg THC, with a sidestream loss of about 40–50 mg THC.
Many other variables also determine how much THC is consumed. For instance, lung capacity, how much you inhale, and how long you hold your breath after each puff are some factors that will determine the amount of THC you consume. Another factor is sidestream smoke, where much THC is lost as you await the next puff.
Also important is the change in THC in the joint as you smoke. As the joint burns, more THC condenses toward its end, making the second half of the joint have a slightly higher THC level than the first half.
In the table below, you can see the approximate amount of THC in the joint depending on the THC level in the cannabis strain:
5% 10% 15% 20% 25% 30%
Pinner (0.32 gr) 16 mg 32 mg 48 mg 64 mg 80 mg 96 mg
Joint (0.75 gr) 37.5 mg 75 mg 112.5 mg 150 mg 187.5 mg 225 mg
How Long Does THC Stay in Your System?
Here's the science behind it:
According to a study, after smoking about 27 mg of ▵9-THC in a joint, THC-COOH in a smoker's urine was peaking at 180 ng/mL after 4 hours. [2]
According to another study, it was discovered that THC half-life goes from 1.4 days in the first days after smoking (without any major differences between frequent and occasional users) to approximately 4 days for occasional users and 7 days for frequent users in later days. [3]
This means that 27 mg will require about 3 days to get below the recommended 50 ng/mL drug test threshold because after 1.5 days it will be 180/2 = 90 ng/mL, and in the next 1.5 days, it will be 90/2 = 45 ng/mL.
For a confirmation test with a 20 ng/mL cutoff, infrequent users will need almost 5 days to test negative, while frequent users will need up to 7 days.
However, it's good to keep in mind that these calculations may vary significantly depending on many variables, which include age, body mass, lifestyle, and personal metabolism.
Read more: How Long Does Weed Stay In Your System?
How Long for One Joint to Get Out of Your System?
Here is the math:
In the study above, a weak marijuana strain was used. Let's take their findings and recalculate the number of days for other strains knowing how much THC is in the joint.
An average pinner with 15% THC has 48 mg of THC, which gives near 320 ng/mL of THC-COOH in the urine after smoking. This concentration will be reduced to 160 ng/mL in 1.5 days, 80 ng/mL in 3 days, and 40 ng/mL in 4.5 days, so you need almost 4 days to pass a drug test after smoking such a joint. Since THC half-life later grows to 4 and 7 days for infrequent and frequent users respectively, you may need from 8 to 11 days to get below 20 ng/mL and pass a confirmation test.
For a joint with 15% and 112.5 mg THC, the calculation will be 750 ng/mL THC-COOH after smoking, 375 ng/mL in 1.5 days, 187.5 ng/mL in 3 days, and almost 94 ng/mL in 4.5 days. With an increasing half-life it will take 8–11 days to get below 50 ng/mL and from 10 days to 2 weeks to get below 20 ng/mL.
Days to pass initial drug test with 50 ng/mL cutoff:
Pinner (0.32 gr) Joint (0.75 gr)
Casual user Heavy user Casual user Heavy user
5% 2 2 4 4
10% 3 3 6 7
15% 4 4 8 11
20% 5 5 10 14
25% 6 7 11 16
30% 7 10 12 18
NOTE! The calculations here are estimates, as personal metabolism has a major impact on the time THC needs to get out of your system.
To get THC out of your system completely down to zero, you need almost one month for infrequent users and a few months for heavy smokers.
How to Find the Exact Time?
To find the exact time a joint needs to get out of your system, you need to buy a home drug test to test yourself and control the level of marijuana metabolites in your system. One of the best home tests available is the UTest-O-Meter Multi-Level Home THC Urine Test. Unlike the usual tests, this one checks THC in the urine in 4 different levels, which are 20 ng/mL, 50 ng/mL, 100 ng/mL, and 200 ng/mL. This helps you to better understand how fast your body cleanses itself from traces of weed.
How to Reduce This Time
To speed up THC withdrawal and reduce the time a joint needs to get out of your system, you need to drink a lot of water, urinate frequently, and use marijuana detox kits to cleanse your urine and avoid failing a drug test.
 1. One of the big questions in marijuana research has been answered. Christopher Ingraham - The Washington Post.
 2. Chemistry, Metabolism, and Toxicology of Cannabis: Clinical Implications. Priyamvada Sharma PhD, Pratima Murthy, M.M. Srinivas Bharath - NCBI.
 3. Urinary Excretion of 11-nor-9-Carboxy-AgTetrahydrocannabinol and Cannabinoids in Frequent and Infrequent Drug Users. Anne Smith-Kielland, Bjørn Skuterud, Jørg Mørland - Journal of Analytical Toxicology.