In order to keep time properly, you need to select your timezone so that your system knows where it is located. Look for your timezone in /usr/share/zoneinfo. You then set your timezone in /etc/timezone. Please avoid the /usr/share/zoneinfo/Etc/GMT* timezones as their names do not indicate the expected zones. For instance, GMT-8 is in fact GMT+8.
# ls /usr/share/zoneinfo
(Suppose you want to use Brussels)
(First copy the proper zone to localtime)
(Now specify your timezone)
# nano -w /etc/timezone
# date
Wed Mar 8 00:46:05 CET 2006
Hardware Clock
In most Gentoo Linux installations, your hardware clock is set to UTC (or GMT, Greenwich Mean Time) and then your timezone is taken into account to determine the actual, local time. If, for some reason, you need your hardware clock not to be in UTC, you will need to edit /etc/conf.d/hwclock (or if you use Gentoo BSD: /etc/conf.d/adjkerntz) and change the value of clock from UTC to local.
Locale system
What are locales?
A Locale is a set of information that most programs use for determining country and language specific settings. The locales and their data are part of the system library and can be found at /usr/share/locale on most systems. A locale name is generally named ab_CD where ab is your two (or three) letter language code (as specified in ISO-639) and CD is your two letter country code (as specified in ISO-3166). Variants are often appended to locale names, e.g. en_GB.UTF-8 or de_DE@euro. Please explore Wikipedia to read more about locales and related articles.
Environment variables for locales
Locale settings are stored in environment variables. These are typically set in the /etc/env.d/02locale (for system-wide settings) and ~/.bashrc (for user-specific settings) file. The variables controlling different aspects of locale settings are given in the table below. All of them take one name of a locale in ab_CD format given above.
LANG Defines all locale settings at once, while allowing further individual customization via the LC_* settings below. LC_COLLATE Define alphabetical ordering of strings. This affects e.g. output of sorted directory listing. LC_CTYPE Define the character handling properties for the system. This determines which characters are seen as part of alphabet, numeric and so on. This also determines the character set used, if applicable. LC_MESSAGES Programs' localizations for applications that use message based localization scheme (majority of Gnu programs, see next chapters for closer information which do, and how to get the programs, that don't, to work). LC_MONETARYDefines currency units and formatting of currency type numeric values.LC_NUMERIC Defines formatting of numeric values which aren't monetary. Affects things such as thousand separator and decimal separator. LC_TIMEDefines formatting of dates and times.LC_PAPERDefines default paper size.LC_ALL A special variable for overriding all other settings.
Variable name Explanation
Some programs are written in such a way that they expect traditional English ordering of the alphabet, while some locales, most notably the Estonian one, use a different ordering. Therefore it's recommended to explicitly set LC_COLLATE to C when dealing with system-wide settings. Using LC_ALL is strongly discouraged as it can't be overridden later on. Please use it only when testing and never set it in a startup file.
Most typically users only set the LANG variable on the global basis. This example is for a unicode German locale:
Use de_DE@euro as your LANG if you want to use the Euro currency symbol (€) on non UTF-8 based locales.
It's also possible, and pretty common especially in a more traditional UNIX environment, to leave the global settings unchanged, i.e. in the "C" locale. Users can still specify their preferred locale in their own shell RC file:
export LANG="de_DE.UTF-8"
export LC_COLLATE="C"
Another way of configuring system is to leave it in the default C locale, but enable UTF-8 character representation at the same time. This option is achieved using the following settings in /etc/env.d/02locale:
Using the above snippet, users will be able to see localized file names properly, while not being forced to your preferred language.
(For system-wide default locale:)
# env-update && source /etc/profile
(For user-specific locale:)
$ source ~/.bashrc
Now, verify that the changes have taken effect:
$ locale
There is also additional localisation variable called LINGUAS, which affects to localisation files that get installed in gettext-based programs, and decides used localisation for some specific software packages, such as kde-base/kde-l10n and app-office/openoffice. The variable takes in space-separated list of language codes, and suggested place to set it is /etc/make.conf:
# nano -w /etc/make.conf
(Add in the LINGUAS variable. For instance,
for German, Finnish and English:)
LINGUAS="de fi en"
Generating Specific Locales
en_GB ISO-8859-1
en_GB.UTF-8 UTF-8
de_DE ISO-8859-1
de_DE@euro ISO-8859-15
locale-gen is available in glibc-2.3.6-r4 and newer. If you have an older version of glibc, you should update it now.
Keyboard layout for the console
The keyboard layout used by the console is set in /etc/conf.d/keymaps by the keymap variable. Valid values can be found in /usr/share/keymaps/{arch}/. i386 has further subdivisions into layout (qwerty/, azerty/, etc.). Some languages have multiple options, so you may wish to experiment to decide which one fits your needs best.
Keyboard layout for the X server
Section "InputClass"
 Identifier "keyboard-all"
 Driver "evdev"
 Option "XkbLayout" "de"
 _TAG_ "XkbModel" "pc105"
 MatchIsKeyboard "on"
Section "InputClass"
 Identifier "keyboard-all"
 Driver "evdev"
 Option "XkbLayout" "us,ru"
 Option "XkbOptions" "grp:alt_shift_toggle,grp_led:scroll"
 MatchIsKeyboard "on"
For KDE you have to install the kde-base/kde-l10n and app-office/calligra-l10n packages. These respect the LINGUAS variable described earlier.
The Euro Symbol for the Console
In order to get your console to display the Euro symbol, you will need to set consolefont in /etc/conf.d/consolefont to a file found in /usr/share/consolefonts/ (without the.psfu.gz). lat9w-16 has the Euro symbol.
You should verify that consolefont is in the boot runlevel:
# rc-update -v show | grep consolefont
If no runlevel is displayed for consolefont, then add it to the proper level:
# rc-update add consolefont boot
The Euro Symbol in X
Most Applications
Getting the Euro symbol to work properly in X is a little bit tougher. The first thing you should do is change the fixed and variable definitions in /usr/share/fonts/misc/fonts.alias to end in iso8859-15 instead of iso8859-1.
(in your home directory)
$ xrdb -merge.Xresources
The Euro symbol in (X)Emacs
The symbol in the []s is the Euro symbol.


text:
Our data driven automation provides transparency, trace-ability and predictability of operation, requisite of compliance.
- Reduce labor cost by automating tasks
- Eliminate crop failure due to negligence
- Aeroponics saves nutrient and water use by up to 90%
- Insulation design reduce electricity use
- Faster grow cycle reduce cost associated with lights, A/C, rent etc.
- Accelerated growth allows for more harvests than traditional grow periods

source: openbmb/Ultra-FineWeb


Phylum porifera is classified mainly basing on skeleton. It is divided into 3 classes. sponges spicules plays a very important role in classification of porifera.
1. Class: Calcarea
2. Class: Hexactinellida
3. Class: Demospongiae
1.Skeleton is made by calcareaous spicules.
2.They show single spongocoel cavity which opens to the outside through a single opening called osculum.
3.Radially symmetrical animals.
4.Choanocyte cells are large.
This is divided into 2 orders.
Order 1 : Homocoela:
1.Spongocoel is lined by choanocytes internally.
2.Simple sponges or included in this order.
Ex : Clathrina, Leucosolenia, Olynthus.
Order 2 : Heterocoela
1.Spongocoel is lined by epithelial cells.
2.Choanocytes restricted to radial canals only.
3Leuconoid or Syconoid canal system is seen. Ex : Sycon. Grantia.
1. Skeleton contains six rayed, or triaxon, siliceous spicules.
2. Radially symmetrical.
3. These are also known as glass sponges.
This class includes 2 orders
Order 1. Hexasterophora :
1. The spicules are of hexasters type.
2. They are attached to hard objects. Ex : Euplectella
Order 2. Amphidiscophora :
1. The spicules are amphidiscs.
2. These sponges are attached to the substratum by root tufts.
Ex : Hyalonema -Glass rope sponge
1.Skeleton either absent or present. The skeleton contains spongin fibres or silicious spicules or both.
This class is divided into 3 subclasses.
Subclass 1. Tetractinellida :
1.The skeleton consists of tetraxon spicules or without spicules.
2.They are mostly solid rounded structures.
3.Leuconoid canal system is present. This subclass is divided into three orders.
Order 1. Myxospongida :
1.Structure is simple
2.Skeleton is absent. Eg.Oscarella
Order 2. Carnosa (or) Homosclerophora :
1)Equal sized spicules are present.
2)Megascleres and microscleres are not sharply differentiated.
Ex : Plakina.
Order 3. Choristida :
I) Microscleres and megascleres are distinct.
Eg,Tetilla,Geodia.
Subclass 2. Monaxonida :
1) Skeleton consists of monaxon spicules.
2)Spongin fibres may or may not be present.
3) They are cosmopolitan in their distribution.
4)Shallow or deep water forms. This subclass includes 3 orders.
Order 1. Hadromerida :
Spongin fibres absent.Monaxon spicules are represented by tylostyles.
Eg : 1) Cliona (Boring sponge) 2)Tethya.
Order 2. Halichondrida
Monaxon spicules are seen.
Eg : Halichondria.
Order 3. Poecilosclerida :
Monaxon spicules are present. Microscleres are sigmas, toxas etc.
Eg : Microciona.
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Rapid appraisal of groundcover plant diversity and red gum health for the management of Murry-Darling Basin Wetlands (11664)
Wetland methods that are useful within natural resource management are often required to be rapid, and allow representation of function and diversity over relevant times and space. This is the case of monitoring methods used for environmental flow assessment in Murray Darling wetlands (southeast Australia). Each wetland is unique in terms of species composition, chemistry and flow regime; and all of these measures have unique responses in time and space.
This study uses rapid assessment approaches for trees and plant groundcover based on previous data, and to inform wetland health for real-time water management
Water Sharing Plans require ecosystem function and diversity to be preserved through river operating rules and their implementation, and to this end we consider how well this approach addresses these concepts.


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The Aqua Dragons backer carded kit allows children to use their own container, a clean jam jar or plastic tub for example,to grow Aqua Dragons at a pocket money price. This product can also be used as a refill kit for underwater world. Just add water and the Aqua Dragons miraculously hatch in only 2-3 days and can grow up to 2cm long. AQUA DRAGONS FAQ 1. Are they really alive? Yes, the Artemia salina (which is the scientific name for what we call Aqua Dragons) are live organisms and they need you to care for them. 2. What temperature should the water be? The ideal water temperature range for hatching is 21 to 27ºC. It is important that the water is at this temperature in order for your Aqua Dragons to hatch and during the first delicate week of life. 3. How many Aqua Dragons should hatch? A difficult question; it depends on the water, the temperature, the number of microscopic eggs that were in the packet, so could be between 10 and 50. 4. Do I have to change the water? No, the water has a special ph and salinity level that is established by the contents of the eggs sachet. So don't change the water! However the water does evaporate so you can fill up, slowly using room temperature bottled spring water in small quantities each time. Do not use tap water. 5. How do I oxygenate the water? We recommend that you shake the water before adding the eggs so that it is oxygenated well from the start then begin using the pipette to oxygenate the water. Squeeze and release the pipette to let air into the chamber. Put the pipette tip in the water and then squeeze again to blow the stored air into the water. Repeat this for 30 seconds every few days. 6. How often should I feed my Aqua Dragons? The amount you feed should correspond to the number of Aqua Dragons you hatch. If you have only a few Aqua Dragons, feed every 4-5 days. If you have a large hatch of 20+ Aqua Dragons feed every other day. 7. Do Aqua Dragons like sunlight? Yes they love it, just make sure you don't leave them in the direct sun where the water would overheat! 8. Do Aqua Dragons bite? No... actually they don't have a mouth; they eat through their wings which work like gills. 9. How long do Aqua Dragons live? Each Aqua Dragon can reach adult hood at one month and can live for up to 90 days, however if you care for them well you may see that they reproduce so you could have life in the tank for much longer. 10. How big do Aqua Dragons grow? Up to 20mm but this may take up to two months. 11. What do I do if one of the dragons dies? When an Aqua Dragon dies it will float down to the bottom of your habitat and slowly biodegrade. In effect they become part of the habitat so it is not necessary to remove them. 12. Initially I had lots of hatchlings but now I am left with just a few adults? Not all the Aqua Dragons that hatch will survive into adulthood, otherwise we'd be overrun! It's normal and natural for many to hatch and for only some to make it through to adulthood. 13. The water is dirty, what do I do? This is normally due to over-feeding. Stop feeding until the Aqua Dragons have had time to process all the food in the tank. It could take a week or so for the water to become clear again but the water won't become bad, because it is salty. 14. Can Aqua Dragons live in my regular fish aquarium? As they are small, regular fish will eat them, so do not introduce them into your home aquarium.
EU Warning: Not suitable for children under the age of 3 years due to small parts which could cause a choking hazard.
Supplier Contact Details: _EMAIL_ Supplier Phone: UK 01200 445113 ROI 0044 1200 445113


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CNN Student News - September 6, 2013
updated 7:43 PM EDT, Thu September 5, 2013
(CNN Student News) -- September 6, 2013
On Friday's show, CNN Student News explains what the G-20 summit is and what kind of drama could be looming on the sidelines. We'll also update our audience on the battle for the bones of a king who died in battle, and we'll introduce a CNN Hero whose vision is helping other people see.
Media Literacy Question of the Day:
How might news organizations from various countries cover the G-20 meeting of world leaders differently?
1. What country hosted this week's G-20 annual meeting of world leaders?
2. What cell phone company is Microsoft buying for more than $7 billion?
3. Which of these is a member of the order Cetacea: dolphins, hedgehogs, or shrimp?
4. On what massive island did scientists recently discover a canyon that is longer than the Grand Canyon?
5. Who is the current speaker of the U.S. House of Representatives?
6. What is measured in millisieverts?
7. Who set a world record for an uncaged swim from Havana, Cuba to Key West, Florida?
8. Who is the current U.S. Senate majority leader?
9. What is the Jewish new year called?
10. Two cities are fighting for the skeletal remains of which English king?
Download PDF maps related to today's show:
St. Petersburg, Russia
Leicester, England; York, England
Thank you for using CNN Student News!
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text:
24 easy to print, double sided Body flashcards. Just print and fold. Finished! (Laminating isn't a bad idea either.) Download includes teachers guide for full set!
Key Points of this set:
- Each card is numbered for easy sorting. This set includes cards 25 to 48.
- Body parts in order from head to toes.
- Images appear on the front of the card with text on the back.
- Text is shown both as a word and broken down by syllable.
Cards Appearing in this set:
- head, hair, face, eyes, ears, nose, cheeks, mouth, teeth, tongue, chin, neck, shoulders, belly, back, arms, elbow, hand, fingers, legs, knees, feet, toes, butt


country by using development indicators. These include; GNP (Gross National Product), jobs, Trade, population, health and education. Most Kenyans are employed in the primary sector; relatively few are involved in secondary or tertiary industry apart from tourism. This is shown in the pie chat below:
This is one indicator that Kenya is developing. Another indicator is that most of Kenya's exports are raw materials (Shown in the chart below), this shows that the country is developing compared to a developed country like the United Kingdom whose exports are mainly manufactured goods and services.
Kenya also has a high birth rate, infant mortality rate and a low literacy rate, all of which are indicators of a developing country. Possibly the Best way to judge whether a country is developing is by looking at its GNP (Gross National Product). The table below shows that Kenya is still developing as a county because it shows 83% of the countries in the world to have a higher GNP than that of Kenya. Compared with a Developed country such as the United Kingdom (GNP- ï¿½18700) and even with man African counties Kenya has a long way to go before it can call itself a developed country.
Table 8. Kenya: GNP (Gross National Product)
Countries in the world with higher GNP than Kenya
Countries in the world with same GNP as Kenya
Countries in the world with lower GNP than Kenya
Countries in Africa with higher GNP than Kenya
Countries in Africa with same GNP as Kenya
Countries in Africa with lower GNP than Kenya
Kenya's GNP per person (1995) = US $280
Kenya needs to continue to develop tourism as it will bring more money into the country so it can start providing better health services and education services for its population. Tourism is seen as a good way to continue developing a country.
The table printed below shows employment in the hotel industry. General Managers in hotels are mainly Non-African. This means that a lot of money is not going to Kenyan employees and therefore doesn't go back into the community. This also true with some Hotel profits going to multinational companies based in developed countries. This means the profits of the tourist trade done by these multinational giants aren't going back into Kenya.
However I feel that if Kenya continues to develop it will start to produce graduates capable of filling higher positions in the tourist industry, therefore bringing more money back into Kenya's economy.
At the present time Kenya has developed tourism in the inland game and safari parks and along the shores of the Indian Ocean. The development along the coast is mainly luxury hotels, new developments that have sprung up especially for the tourists. Most of the Game parks have gone this way too with 5-star lodges etc. there are only a few exceptions, Tsavo Safari park is one of them with the emphasis on preserving the land and protecting it from the potential devastation tourism can bring.
Most Kenyans benefit from tourism in Kenya, mainly the people who work directly with the tourists or derive their incomes from the industry, for example hotel owners, tour guides and safari park operators, But also the whole of Kenya can potentially benefit from tourism if the money spent by tourists in Kenya is put back into the community in the form of hospitals and schools.
The groups of people who are affected in a negative way by tourism are mainly those whose ways of life are changed or oppressed by the tourists. For example the Muslim community of Mombassa. They feel that the tourists don't respect their way of life and their religious followings.
Personally I feel that Kenya is feeling the full benefit from tourism as they see a huge amount of people now holidaying in Kenya. However I do feel that the Kenyan tourist board needs to do more to work towards maintaining a sustainable tourist industry if it wishes to continue to feel the full benefit.
The Kenyan authorities should take note of example like Tsavo National Park and Lamu where sustainable tourism is already operating. In these areas special care is taken not to damage the environment. For example in Tsavo the accommodation is Temporary and so can be moved about so the land receives equal wear. The tour guides also operate under strict rules when approaching animals and taking paths along the park. In Lamu a levee is placed on all tourist payments to go back into the town to maintain the local way of life and therefore the tourist attraction itself. The tourists also are encouraged to abide by the Muslim dress rules when going out and there is no alcohol available in accordance with their religion.
If the Whole of the Kenyan Industry adopted policies similar to this it would preserve the tourist attractions for generations of Kenyans and would most probably attract more tourists, as the people who go to Kenya like to experience local culture and animals in their natural habitat, rather than it feel manufactured to their needs.
Kenya will also further its economical development by operating this scheme as it will ensure a higher percentage of income from the tourist trade staying in the country.
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|"The name of Abbai is big father. It is fatherly. The resource that provides - that is very heavy, very respected, revered from Ethiopian side." Yacob Arsana
The Ethiopians call the Blue Nile "the Abbai" – a word carrying a sense of reverence and adoration.
For more than 80 per cent of Ethiopians the very thought of a light bulb is a dream. and the Nile could help realise that dream.
Harnessing the fast-flowing river descending from the Ethiopian highlands would generate electricity – reducing the country's chronic power shortage. But to date the full potential of the river remains untapped.
Decades of civil unrest and war have hindered Ethiopia's ability to develop. Instead, it remains one of world's poorest countries.
In 1959 Egypt and Sudan agreed on dividing the river's waters. Ethiopia was neither invited to the negotiations, nor included in the agreement.
Professor Yacob Arsano, an associate professor of political science and international relations at Addis Ababa University, explains why the exclusion of Ethiopia in the agreements of 1929 and 1959 was a mistake.
Watch Struggle over the Nile each week at the following times GMT: Tuesday: 2000; Wednesday: 1200; Thursday: 0100; Friday: 0600; Saturday: 2000; Sunday: 1200; Monday: 0100; Tuesday: 0600.
Click here for more on Struggle Over the Nile.

source: HuggingFaceFW/fineweb-edu


text:
for National Geographic News
Parents across the globe usually take their role as providers very seriously. But in an unusual role reversal, paper wasp queens beg their young for a meal.
When they get peckish, the queens wag their abdomens across their nests, creating vibrations that "ask" for a nutritious saliva snack.
"She does it when she's hungry, not when the larvae are hungry. So the adult is begging for food back from the larvae," said Bernard Brennan, the postdoctoral researcher at Yale University in New Haven, Connecticut, who made the discovery.
Paper wasps (Polistes dominulus) are among the best studied insects in the world. But the reason for the queens' wagging behavior remained a mystery until Brennan started researching it as a graduate student at Cornell University in Ithaca, New York.
The evolutionary biologist presented his most recent findings last week at the annual meeting of the Animal Behavior Society in Snowbird, Utah.
Brennan's research shows how the wasps manage their food supply between the queen and her young. It also unmasks the surprisingly active role the young wasps play in the relationship: They control how much saliva they give up.
"This is certainly a fascinating example of parent-offspring communication, in a context where adults are not only feeding the young, but also being fed by them," Rex Cocroft wrote in an e-mail to National Geographic News. Cocroft is a biologist who studies animal communication systems at the University of Missouri in Columbia.
Like all adult wasps, bees, and ants, adult paper wasps are limited to liquid diets, because a section of their bodies between the head and the abdomen is extremely narrow. Solid chunks of food just wouldn't fit through.
"All digestion occurs in the abdomen, so their food has to get through this constriction," Brennan, the Yale biologist, said.
But wasp larvae, which are shaped more like fat worms, are able to eat a wider range of food.
Adult paper waspsusually queensexploit this difference by capturing caterpillars and feeding them to larvae in the nest. The larvae digest the caterpillars and produce nutrient-loaded saliva that is fed back to the adults.
SOURCES AND RELATED WEB SITES


text:
Collaborative, case-based learning: How do students actually learn from each other?
*Subscription may be required
The value of collaborative, case-based, and problem-based learning has received Increased attention In recent years. Several studies have documented veterinary staff and students' generally positive feedback on group learning activities, but one largely unaddressed question Is how students actually learn from each other. This study examined how second-year veterinary students learned from each other during a collaborative, case-based learning project. Data were students' written reflections on their learning In the veterinary course and the specific learning experience, and a matched pre-and post-task questionnaire. Consistent with prior research describing veterinary students as Individualistic learners, only a third of students spontaneously mentioned learning from each other as one of their most effective strategies. However, when prompted to describe a time when they felt that group members were really learning from each other, students reported highly valuable collaborative learning processes, which they explicitly linked to learning and understanding benefits. Questionnaire data were consistent, showing that students became more positive toward several aspects of the activity as well as toward group work In general. One unexpected finding was the lack of a relationship between students' self-evaluation of their learning and how well group members knew each other. These findings provide strong support for the educational value of collaborative, case-based learning. In light of other research evidence (using observation data) that the amount of time students actually engage In high-level collaborative processes may be rather limited, this article points to the need for veterinary teachers to better prepare students for group learning activities.
|Publication Type:||Journal Article|
|Murdoch Affiliation:||School of Education
School of Veterinary and Biomedical Sciences
|Publisher:||Association of American Veterinary Medical Colleges|
|Copyright:||© 2009 AAVMC.|
|Item Control Page|


text:
Last year's foremost crises in Haiti and Pakistan have stretched the capacity of the international community in all sectors including health. The Global Health Cluster, whose Secretariat is based in WHO's headquarters, has been valuable in both crises by making the most of available resources and skills and avoiding wastage and overlap.
Since its inception, the cluster approach has demonstrated that the effective coordination greatly adds to the value of individual agencies and entities involved in humanitarian health response. By providing training, promoting review, monitoring, evaluation and adaptation, the Global Health Cluster also ensures that successes, challenges, lessons and gaps are clearly recognized and addressed.
The response and recovery work for the crises in Haiti and Pakistan will not diminish any time soon. Both countries will require sustained support to respond to the health needs of affected populations. And these are only two of the many severe and prolonged crises affecting communities around the world.
Providing sustained support is difficult but it must be achieved. This is why the Global Health Cluster and its partners are also working to ensure that country health clusters have adequate resources to improve the humanitarian response. This is a coordinated partnership and all partners will need resources and support.
The month's Highlights begins with an overview of the three main current emergencies: the health consequences of the humanitarian crises in Côte d'Ivoire and Libya and of the earthquake and tsunami that affected Japan in early March. It also gives a brief outline of the situation in Yemen. It then updates on a new agreement between Spain and WHO which establishes a humanitarian assistance fund. It continues with a brief update on the latest news from the Global Health Cluster, providing a copy of the Annual activity report for 2010. The Highlights conclude with the most recent interagency issues, including an update on the Ninth Coordination Meeting on International Migration.


Sex offender returns to Smokey Point
SMOKEY POINT — A blue-eyed, brown-haired white man, five-feet eight-inches tall weighing 160 pounds, Charlie Mathison was known as "the candy man" by neighborhood children and now he is back in town after serving his 68-month sentence for child molestation in the first degree. He is living in the18800 block of Smokey Point Boulevard, according to the Snohomish County Sheriff's Office.
Mathison is not wanted by the police at this time.
Mathison was found guilty by stipulated trial in April 2002 in Snohomish County Superior Court and was sentenced to 68 months in prison. This sentence was suspended and Mathison was granted a special sex offender sentencing alternative when he agreed to serve six months in jail and attend community-based sex-offender treatment.
The conviction was the result of Mathison sexually assaulting a known female between the ages of 10 to 12 years at the time. Mathison lured children into his residence by offering candy, allowing them to play video games and watch television. The children were also allowed to take photographs and be photographed. Mathison would leave pornographic magazines, pornographic photos and videos, and photos of Mathison that were sexual in nature out in the open so that the children would see them. Some of the photos of Mathison that were sexual in nature had been taken by children. Mathison admitted to a 23-year history of sexually assaulting and exposing himself to over 200 victims who were female children from the age of five to 12 years old. Mathison has also admitted to stalking children and watching them at playgrounds, seeking out children that were alone. He would also target children who had separated parents or were without a father.
Mathison pled guilty in Snohomish County Superior Court on Aug. 27, 2003 on one count of indecent exposure. He was sentenced to 12 months and one day in prison. This conviction was the result of Mathison exposing himself to an unknown 6-year-old female victim at a large department store. Mathison had been observed by store security staff exposing himself to the victim. Mathison admitted to exposing himself to numerous victims in a similar manner for the previous five months.
As a result of this conviction Mathison's SSOSA sentence was revoked and he served his original 68-month sentence in prison. Mathison has since gone through the process of being civilly committed as a sexually violent predator and was found not to meet the criteria to be civilly committed. However, he is considered to be at high risk to re-offend.
Mathison will be on active supervision by the Washington State Department of Corrections for 36 months.
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Marbel Music for Kids
Virus Free No Ads
** Main Features **
- Learning tone and its vocal (solfeggio)
- Learning music instruments
- Learning sound of music instruments
- Learning piano in variety tone
- Six different animal's sounds
- Learning orchestra with frogs
- Learning style of music at the Music House
- Acquainting with music parade through beautiful songs.
Available in two languages
- Bahasa Indonesia
** About MARBEL **
Marbel, which is an abbreviation of MARI BELAJAR SAMBIL BERMAIN (Let's Learn while Play), is one of top Educa Studio products that have released more than 130 series. Educa Studio itself has been focusing on education since 2011 until now.
** Support **


Restrictions
LF Fortran 95
 1. The Debugger will not debug a program that has been compiled by another vendor's compiler, even if their debug option is specified. Other vendor's debuggers will not debug a program that has been compiled by LF95, even if the debug option (-g) is specified.
 2. The Debugger will not debug those parts of a statically linked mixed language program which were not compiled with LF95 or FCC.
 3. An adjustable array that is a dummy argument cannot be debugged if it appears at the beginning of a procedure or a function.
 00001 subroutine sub(x,y,i) 00002 real x(5:i) 00003 real y(i+3)
 In this example, adjustable arrays x and y cannot be debugged where the beginning of the procedure is sub(line number 1).
 4. The dummy argument of a main entry cannot be debugged at the sub entry.
 subroutine sub(a,b)... entry ent(b)
 In this example, the dummy argument a, which is in the main entry's argument list but not in the sub entry ent, cannot be debugged. However, the dummy argument b, which is passed to the sub entry ent, can be debugged.
 5. A breakpoint cannot be set for an executable statement in an include file.
 6. An array of an assumed size can be debugged only for the lower boundary.
 7. A label cannot be debugged.
 8. In include files that contain expressions or a _TAG_ statement, the C programs cannot be debugged.
 9. When in a Fortran program the continue statement has no instruction, the breakpoint is automatically set at the next statement.
 00001 integer i 00002... 00003 assign 10 to i 00004 10 continue 00005 i=1
 In the above example, if you set a breakpoint at line 4, the breakpoint is actually set at line 5.
 10. If a Fortran program has a contains statement, the breakpoint cannot be set at its end statement.
 11. If the result of a function is one of the following, the step and next commands have no effect:
 - - array
 - - derived type
 - - pointer
 - - character whose length is not a constant
 12. Allocatable or pointer arrays that are globally declared or globally used cannot be debugged within the module they are declared or used in. Global allocatable or pointer arrays may be debugged if they are locally used.
 13. If a pointer variable is a common element, the pointer variable cannot be debugged.
 common /com/p pointer (p,j)
 The above variable j cannot be debugged.
 14. A dummy argument declared with the entry statement in a procedure cannot be debugged except for the first element of the explicit-shape array and the top of the assumed type parameter string (including the pointer variable).
 subroutine s1(a,i,c) real a(i) character*(*) c... entry ent(b,j,d)
 The above cannot be debugged except a(1) and c(1:1).
 15. When debugging a program using the VSW function, please note that Execution should be used to restart the execution after returning from the call-back procedure. If Step or Line is used to restart the execution, breakpoints may not be ignored.


text:
A complex puzzle, educators gather all gathering and analysing information to inform curriculum decision making collect, document, organise, synthesise. How do designers move from analysis to synthesis we make sense of research by analysis, filtering data we collect to highlight points we. Systematic reviews are a type of literature review that uses systematic methods to collect secondary data, critically appraise research studies, and synthesize besides health interventions, systematic reviews may examine clinical tests, public.
Review of modern techniques in speech synthesis, and analysis of gather sound energy and focus it through the external auditory canal. 4) the intellectually disciplined process of actively and skillfully conceptualizing, applying, analyzing, synthesizing, and/or evaluating information gathered from. Synthesise download a summary of the tasks, options, and approaches associated with synthesising data from one or more evaluations bringing together data.
process of g o a s a (gather, organize, analyse, synthesis and apply) the shift in children's thinking happens in the synthesise step of the. Knowing how to analyze the new information is important synthesize information mean,synthesize information multiple sources,verify save. Thinking critically, analysing and evaluating the information that you find during your research is an important part of this instead, you should gather the evidence, analyse all aspects rationally and objectively, and synthesise and write.
This is a lesson about how to write a synthesis essay, which is an advanced type of irony in the scarlet letter: examples & analysis once you have gathered these sources, close reading (which includes the process of. The issues raised in this best evidence synthesis iteration published by the the framework for analysis and synthesis: methods and procedures 22 whatever the term used, the idea is to gather together what the. Learn about analyzing, interpreting and reporting basic research results in this instruments used to collect data/information data, eg, in tabular format, etc. Student area synthesizing home resources prior knowledge making connections questioning visualizing inferring summarizing evaluating. Eufruit does not seek to create fundamental new knowledge or technologies but rather to gather and analyse state-of-the-art knowledge, to synthesise the.
A gathering and analyzing evidence use these strategies actually synthesizing the evidence and crafting a thesis statement students are not yet. How do we begin our process of analysis + synthesis here are some steps that have worked for me: collect and organize the data make your. I think of strategic planning as the job of collecting and analyzing the enormous amounts of data that characterize the modern world and monitoring changes in.
A common example in academic writing is a scholarly paragraph that includes a main idea, evidence from multiple sources, and analysis of those multiple. Synthesis here refers to analyzing what you've learned from your information gathering, and constructing a coherent program or approach by taking ideas from a. Critical thinking refers to the process of actively analyzing, assessing, synthesizing, evaluating and reflecting on information gathered from observation,.
Options for organizing and analyzing quantitative and qualitative data quantitative data is information you collect in numerical form, such as rating scales or. Synthesis is something you already do in your everyday life it is this analysis across sources that moves you towards an answer to your. Analytical skills refer to the ability to collect and analyze information, having strong analytical skills means nothing if you cannot share your analysis with others restructuring scatter plots strategic planning synthesizing. A range of competences which provide structured ways for individuals (and groups) to gather, analyse, synthesise and organise self, educational and.


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Our treatment philosophy
Our treatment program — called Corrective Attachment Therapy — and parenting program — called Corrective Attachment Parenting — are firmly grounded in basic theories, principles and research. These key elements of our treatment philosophy inform our work with children, adults, couples and families:
We focus on family systems
The child, parents and other family members must be understood in the context of the systems that influence their lives. Our focus is on previous and current family systems — and on external systems, such as social services, extended family, social networks and community resources. The systems model concentrates on the behavior of family members as they interact in ongoing and reciprocal relationships, and on the family as it interacts with external social influences. Family members affect one another, and each person's behavior serves both as a response and a trigger. For example, a child who enters an adoptive family with an attitude of hostility may trigger an angry and punitive response from adoptive parents. This parental response reinforces the child's belief that all caregivers are hostile and rejecting. Hostility and rejection become mutually reinforcing in this child-parent relationship. Thus, interventions must focus on both the individual and the social systems in which he or she functions.
We focus on interpersonal neurobiology
In-utero and early-attachment experiences and relationships significantly affect the wiring of the developing brain and affect people for life. Lack of secure attachment and exposure to traumatic stress trigger an alarm reaction affecting the brain's neurobiology and the central nervous system. Traumatized children have impaired wiring in the brain's limbic system and altered levels of stress hormones. The results are often anxiety, depression, and self-regulation problems. Effective treatment and parenting can repair the limbic system and reduce the biochemistry of stress.
We ground our therapy in attachment theory
Early attachment relationships set the foundation for the rest of our lives. Attachment is at the core of our beliefs, emotions, behaviors, relationships, and morality. Effective assessment, treatment and parenting hinge on understanding healthy and disrupted attachment. Facilitating secure attachment with children and adults involves the establishment of healing relationships, which include trust, empathy, safety, dependability, appropriate boundaries and limbic resonance.
We seek to understand exposure to trauma
Abuse, neglect, and compromised attachment are traumatic experiences that cause psychological, social, behavioral, and biological distress. Trauma results in anxiety, depression, dissociation, shame, the stress response (fight, flight, freeze), and long-term health problems. Effective treatment depends on understanding developmental trauma and Post-Traumatic Stress Disorder (PTSD) to ameliorate the effects of trauma on self-concept, attachment styles, self-regulation, core beliefs and depression. We invite you to learn more about the neurobiology of trauma.
We maintain a developmental perspective
Child development consists of a series of stage-relevant tasks that are essential for learning and lead to mastery of subsequent developmental tasks over time. The most important task of the first year of life is the establishment of secure attachment, resulting in the mastery of important skills and competencies, including trust, self-confidence, positive relationships, optimistic attitude, resiliency and success. The emotional and cognitive stage of a child at the time of interpersonal trauma determines the reaction and consequences. The developmental stage of the child at the time of treatment dictates the type of interventions used. Further, treatment is sequential and developmental; creating a therapeutic foundation, setting and achieving goals, mastering skills, and integrating healing experiences.
Our approach is integrative and holistic
Assessment and intervention happen on all relevant levels of the human experience — including the emotional, cognitive, social, physical, behavioral, moral and spiritual. This orientation assumes all of these dimensions are interconnected. Behavioral change leads to alteration in meaning and beliefs; cognitive changes produce alterations in actions and choices; relationship change brings about rewiring of the brain and reduces stress; emotional security fosters academic achievement. Mind affects body, and body affects mind. Interventions are didactic, experiential, skill-based, systemic, biological and community-oriented.
We focus on experiential change
Recovering from PTSD, rewiring the brain, developing secure attachment, learning constructive coping skills and changing core beliefs are best achieved through positive experiences with significant others. These "others" include therapists, parents, siblings, extended family, and teachers. Effective treatment employs change-producing mental, emotional and interpersonal experiences in a safe, sensitive, supportive, and consistent manner. Healing parents realize the experience of a positive relationship with their children is the primary vehicle for change. The process of change is primarily experiential, requiring active participation and genuine involvement on the parts of children, parents, families, and therapists.
We focus — and build — on the positive
Therapy is strength and competency-based. All family members have resources and strengths the must be identified and encouraged. It is helpful to focus on "what is right" and build upon that, and not to focus only on "what is wrong." For example, although it is necessary for children to deal with previous traumatic experiences as part of the healing process, it is equally important to build on the child's strengths and teach skills that foster a sense of mastery and hope. Therapists and parents must be aware of becoming frustrated, overwhelmed, and pessimistic. It is crucial to remain calm, positive, use a language of hope, and communicate an expectation of success. Positive psychology teaches that resilience, recovery, and post-traumatic growth following trauma are associated with several factors: hope, sense of meaning and purpose, positive emotions, social support, acts of kindness, and internal locus of control ("I can create change.").
Our treatments are rooted in theory and current research
Treatment is based on a variety of theories and paradigms. The underpinnings of the current model are trauma theory (Post-Traumatic Stress Disorder, neurobiology of stress and trauma); family systems theory (dynamic, structural, strategic approaches); attachment theory and research (internal working model, developmental research, disorganized-disoriented attachment, parent-infant bonding); experiential therapy (affective expression, process orientation); cognitive-behavioral treatment (cognitive rescripting, developing coping skills); psychoanalytical theory (object relations); and positive psychology (signature strengths, resilience). Current research findings are incorporated into the treatment methods and procedures in order to bring about safe and effective outcomes.
We focus on finding solutions
The primary goal of treatment is positive change—new choices, perspectives, options, behaviors, coping skills, and relationships. Every aspect of treatment is oriented towards the growth and evolution of the child and family. It is crucial to have a conceptual framework that defines the process of change. Our theoretical framework is revisit, revise, and revitalize. This framework provides a structure for determining therapeutic goals and methods during the course of treatment. Specific goals for the treatment of child and family are determined. A four-step model guides treatment interventions: assess → set goals → intervene (method) → reassess. All methods are based on specific goals for the child, parents, family system, and larger social network (e.g., extended family, community, and agency support).
We are culturally sensitive
Behavior, as well as the personal meaning of events, varies depending on cultural background and tradition. The therapist must be aware of the cultural orientation of the child and family, and be careful not to project his or her own cultural biases, perceptions, or beliefs on those individuals. The therapist communicates acceptance and respect for the cultural beliefs and traditions of each family member. Therapists and parents must understand and respect the diversity of beliefs and practices of different ethnic, racial, and cultural groups.


Saturday, October 09, 2010
Equality is a (useless) transmutation machine
Even since I heard about the Curry-Howard isomorphism, I've been wondering: to which computational principle corresponds equality? and the axiom of choice? and all those other mathematical concepts which would probably be much more intuitive to me in computational form? Unfortunately, there is no Curry-Howard dictionary translating concepts from one domain to the other, much like a French-English dictionary would translate words from one language to the other.
A few of the correspondances are well-known. A proposition corresponds to a type, and the proofs of this proposition correspond to the inhabitants of this type. A theorem using the hypothesis A to prove proposition B corresponds to a function from type A to type B.
A number N corresponds to a type with exactly N inhabitants. The multiplication A × B corresponds to the tuple type (A, B). The addition A + B corresponds to the algebraic type Either A B, whose set of inhabitants is the disjoint union of the inhabitants of A and the inhabitants of B. The exponentiation BA corresponds to the function type A → B. But what is equality?
In Agda, a programming language / theorem prover exploiting the Curry-Howard isomorphism, (propositional) equality is defined as follows.
agda data _≡_ {X} : X → X → Set where agda refl : (x : X) → x ≡ x
I must admit that this doesn't help much. This states that the only valid proof for x ≡ y is refl x, and even then, it only proves that x ≡ x. In other words, the only inhabitants of the type x ≡ y are values of the form refl x, which actually have type x ≡ x.
A more inspiring piece of Agda code is an example showing how to make use of an equality proof.
agda subst : {X : Set} agda → (P : X → Set) agda → (x y : X) agda → x ≡ y agda → P x agda → P y agda subst P.v.v (refl v) p = p
This code takes some arbitrary proposition P(x), say, "x is prime", a proof that x equals y, a proof that P(x) is true, and concludes that P(y) is also true. For example since 7 is prime and 3 + 4 equals 7, it follows that 3 + 4 is also prime. The code does this by pattern-matching on the proof that x ≡ y, obtaining refl v for some value v. Since refl v has both type v ≡ v and type x ≡ y, Agda concludes that x and y are both v. This changes the type of p from P x to P v and the type of the goal from P y to P v, making it possible for subst to return p.
The feat is more impressive if we use counter-factual equalities. If P(x) says that "x is pink", and you have a proof that Leonardo the Flamingo is pink, and also a counter-factual proof that Leonardo the flamingo is "equal" to Bob the Filthy Frog, then you can convince anyone that Bob is pink, thereby gaining him access to all those cool pink-only bars in town. An x ≡ y equality instance is like a machine you can use to transmute x's access cards into access cards for y.
For this reason, it is in the interest of all the cool pink kids that equality instances should be hard to forge.
And equality instance really are hard to forge. refl x has type x ≡ x, remember? The only transmuter you can build is the one which doesn't actually perform any transmutation. Hence my title: equality is a (useless) transmutation machine.
Oh! One last thing. The bird's-eye view of this post is that equality is a transmutation machine because by using subst, equality instances can be used to transmute things. Couldn't it be that using functions other than subst, equality instances could be used to do even more incredible (yet useless) things?
It turns out the answer is no: an equality instance is no stronger than a substitution machine. The proof of this is that from a substituting machine, we can obtain an equality instance, as follows.
agda unsubst : {X : Set} agda → (x y : X) agda → (subst : (P : X → Set) → P x → P y) agda → x ≡ y agda unsubst x y subst = subst (λ – → x ≡ –) (refl x)
We simply use our substitution machine to transmute the trivial equality instance refl x of type x ≡ x into an equality instance of type x ≡ y. Tada! Equality is (as strong as) a transmutation machine.
1 comment:
Julien Oster said...
That was a great explanation, thank you. (And Agda is fun.)


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Martin Bridson became Head of the Mathematical Institute on 01 October 2015. To mark the occasion he will be giving an Inaugural Chairman's Public Lecture. When one wants to describe the symmetries of any object or system, in mathematics or everyday life, the right language to use is group theory. How might one go about understanding the universe of all groups and what kinds of novel geometry might emerge as we explore this universe? The understanding of the possible geometries in dimension 3 is one of the triumphs of 20th century mathematics. Martin will explain why such an understanding is impossible in higher dimensions.
Professor Martin Bridson
25 Nov 2015


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Location: Northern Greece, Macedonia
The vardar is a cold northwesterly wind blowing from the mountains down to the valleys of Macedonia. A type of ravine wind, enhanced by a channelling effect while blowing down through the Moravia-Vardar gap, bringing cold conditions from the north to the Thessaloniki area of Greece. Most frequent during winter, it is blowing in the rear of a depression when atmospheric pressure over eastern Europe is higher than over the Aegean Sea. In general, the vardar is similar to the mistral wind.
A strong vardar event occured on January 12 and 13, 2003. Compare the significant drop in maximum temperature by 17°C (from 19C down to 2C) with the darstic jump in prevailing wind direction from easterly to northerly and northwesterly, and the wind speed and peak gusts during this time period recorded at Thessaloniki.


text: OBJECTIVES: Structured mentor-led training programmes permit the safe introduction of novice trainees to robotic-assisted laparoscopic prostatectomy (RALP). We outline the first description of parallel learning curves for individual surgical steps and quantify the relative difficulty of each step to propose an order of training in our structured mentoring programme. PATIENTS AND METHODS: A prospective ethically approved database was used to evaluate the operating times of each individual surgical step, in the first 150 RALP cases performed independently by a robotic-naive laparoscopic surgeon. Linear regression analysis was used to quantify the effect of surgeon experience on the operating time for each individual surgical step. RESULTS: Univariate linear regression analysis revealed significant reductions in operating time over the first 150 cases for all of the RALP steps, with the exception of the Rocco stitch. Multivariate linear regression analysis compensated for confounding variables and led to the identification of five surgical steps in which the operating time of each was significantly influenced by experience of the procedure. The most substantial improvement in operating time was seen in the bladder take down step. After taking into account the multivariate regression model, standardized univariate coefficients allowed an order of training to be identified for future RALP novices, of increasing complexity rather than order of surgery, beginning with the bladder take down step and ending with the vesico-urethral anastomosis. CONCLUSIONS: We can begin the training of new robotic-naive surgeons at simpler surgical steps, in which the greatest gains in expediency are made. We anticipate that identifying the more challenging surgical steps from this study and targeting training towards them may expedite our future trainees' proficiency at RALP.


Thursday, 22 December 2011
Back Button - Android's Achilles' Heel?
All Android phones must have a back button for them to be certified as Android devices. Most phones, until recently, ship with physical back button. After announcement of the latest Android OS, Ice Cream Sandwich, it is now possible to build phones without physical buttons and use an on-screen buttons instead in the same fashion as on Android Honeycomb tablets.
So, What's the Problem?
While it is very easy for us, the developers, to understand what pressing the back button does it isn't so easy for the end users. The back button behavior is inconsistent.
The back button can perform any of the following actions:
 1. Go back to previous screen (activity)
 2. Dismiss a popup
 3. Terminate a long running process
 4. Close on-screen keyboard
 5. Go to previous page on browser
 6. Exit the running app when on the last activity
 7. Return to previous app when on the last activity and the app was launched through intent from another app
An added problem comes when trying to understand when the back button cancels a running operation and when not. For example, when installing apps from Android market tapping back takes users to previous screen and leaves the installation process running in background. I know there's a rule that back cancels operations that are presented users as popup progress indicators and any other cases it is used to navigate. But is that what users expect? Do users have to think before pressing back to understand what is going to happen?
One More Complication the Up Button
In Honeycomb and now also in ICS action bar has became part of the core platform APIs and hence an integral part of Android UIs. The new API allows changing the top left icon's functionality from what it was before. It can be used as "up" button now (also adding the visual indicator next to the icon). But what is the difference between pressing back and tapping up from the action bar?
According to guidelines difference between back and up is that up takes user one level up in the information hierarchy and back takes user back to the previous screen.
See the following example scenario. User navigates through screens from one to four.
On screen 1: Pressing back would exit the app. Up button on action bar is not active.
On screen 2 and 3: Back button and up button both take the user one screen up. Either screen 1 or 2.
On screen 4: Back button would take user to screen 3 and up button to screen 2.
Is this forcing users to think before taping or making them endup on different screen than they thought.
What About the Home Button
Home button adds some additional confusion in some situations. Lets take the previous scenario as an example again. On screen 1 pressing back button or home button will both take user to app's home screen (assuming that the app was launched from home screen or launcher drawer). What happens in the OS is different in each situation though. If users clicks the back button the app is actually terminated as the last activity is closed. Pressing home button, on the other hand, will not close the activity and the app will only be paused and if the OS doesn't need more memory and kill the app it will still be running and in the same state if the user returns to it later.
My Thoughts, How Should it Work?
Before Honeycomb action bar functionality was clear. Top left corner always took user to the app's front page. That was a familiar concept that was used in the web for ages. For example Android Market logo always takes you to the front page.
I think this is how Android apps should work. The new action bar up button is more confusing than helpful.
And what comes to the back button there's really never any need for back button to exit the app. Home button will take users to home screen and swiping in the multitasking menu will kill the apps if needed. As on ICS on new phones all the buttons are on-screen the back button could simply get disabled when user reaches the last activity if the app was launched from launcher icon. This would make some of the confusion to make away but still wouldn't solve all the problems.
Don't Make Users Think
Navigation is important. Users should always know where they will endup without thinking. Even a slight confusion in something so central as navigation can have big influence on general user experience. I don't think there are easy answers for this problem but I think it is a problem on the otherwise great Android platform. What do you think?
[Update 2011-12-25: I added a second part to this article to continue the discussion from comments and clarifying my stance on some of the issues: Android Back Button, Take Two]


text:
Constructing an Open Box: An open box with a square base is requried to have a volume of 10 cubic feet.
a) Express the amount A of material used to make such a box as a function of the length x of a side of the square base. MY answer: S=x^2 + 4x(10/x^2)
b)How much material is required for a base 1 foot by 1 foot?
c)How much material is required for a base 2 feet by 2 feet?
d) Graph A=A(x). For what value of x is A smallest?
I cannot figure out b,c,d...thank you


text:
Faces of Egypt: Images and Observations by Deborah Shea Doyle
For ten years, photographer Deborah Shea Doyle traveled throughout Egypt-from bustling Cairo to remote parts of the Sinai region-to explore the landscape and learn about the lives of ordinary Egyptians, especially the Bedouins. She visited large cities and small villages and traversed through the country's inaccessible areas, which presented her with a gold mine of opportunities to capture and record interesting faces of people she encountered along the way. Her splendid collection of photographs of ordinary Egyptian men, women, and children as they work and play in their everyday lives invites readers to discover Egypt and its people as they have not been seen before. The humanity captured through her expert lens is matched by an engaging text and observations that give readers insight into the local customs and habits.


What is downflow, upflow, horizontal flow and how does it affect my furnace?
When it comes to HVAC help, it seems that people are ever increasingly in the dark so to speak as to the inner workings of the HVAC industry. Many feel this is by design of the industry as it keep information in the hands of the industry and out of the homeowners. I personally just think that the majority of home owners simply aren't interested enough in the subject for it to be widely distributed and offered. That said, some simple questions are always going to be on people's minds and the web is a great place to find the answer. Let's delve into a topic that people often learn about when it comes time to first install a furnace or change the one that they already have in their home: what is downflow, upflow, and horizontal flow and how does it relate to my furnace? As to which is the best option in your home, it is best to contact a certified installer and have them come out and give you their well informed opinion.
What is a downflow furnace?
Let's start with the downflow furnaces. When we are talking downflow, we are talking how the cold outside air gets from the furnace into the place it intends to heat. In the case of a downflow furnace the cold air is added to the top of the furnace and the heated air is released out of the bottom of the furnace. Most often these type of units are installed in attics to take advantage of the heat being passed downward on the way out of the unit.
What is an upflow furnace?
Well if downflow means that we take the air at the top and output it heated in the bottom then the upflow is just the opposite. These furnaces are placed in the lowest level of a house to take advantage of the exhaust heat rising through the stack to the outside and heating the house in the process. With an upflow furnace the cold air is added to the bottom of the furnace and the hot air is exhausted out the top.
What is a horizontal flow furnace?
Well if you got this far then you are likely have your answer. A horizontal flow furnace is one that takes its air from one side of the furnace and exhausts it out the other side. Since this design is a lateral move it can be installed anywhere in the house.
Now as far as what type should be used in your house you should definitely get some free estimates from local contractors and see what they think. You are probably best off going with the same type of unit you already have installed in your house, but they may have a legitimate reason to switch the way that you are heating your house.
Speak Your Mind
Tell us what you're thinking...


Conservation of the San Francisco Bay
As we all know, the Coronavirus has taken a toll on all aspects of society. Recent data shows that it is temporarily helping the environment due to a decrease in greenhouse gas emissions. We must take care of our environment to prevent future coronavirus like diseases. The coronavirus is believed to have come from animals and jumped to humans as their habitats are being threatened and are forced to live alongside humans to a greater extent each day. Living in the Bay Area is a luxury, the beautiful mountains, redwood trees, ocean, and bay. It would be a disservice to not treat our natural surroundings with the utmost care and attention it needs to thrive.
Why Algae?
In the past few years, algal blooms in the San Francisco Bay have become much more abundant which threatens the health of the bay's vital ecosystems. There are several types of algae but the important distinction is between moderate, harmful, and toxic algae. Algae is formed from excess nutrients in the water and the perfect amount of sunlight and water movement. The nutrients it uses are nitrogen and phosphorus so when greenhouse gas emissions are high, there is a lot more nitrogen in the atmosphere that goes into the water which makes algae grow more. As you can see in the graphics below, algae blooms have only been increasing.¹
algae bloom map 2010
algae bloom map 2020
Eutrophication is the process in which nutrients like nitrogen and phosphorus from agriculture and greenhouse gases end up in the water, causing algae growth to erupt.² As temperatures are rising, it creates a more suitable environment for rapid algae growth.³
Harmful algal blooms are caused when so much algae is made that it blocks sunlight from underwater habitats, which hurts the plants and animals that live there. When the algal blooms die off, their decomposition consumes an excessive amount of oxygen which creates "dead zones" called hypoxia, and only a small number of species can survive in that environment
In addition, HABs kill eelgrass plants due to lack of oxygen. Eelgrass are extremely important because they keep mud and silt at the bottom, keeping the water clearer and allowing for more aquatic life. Areas where eelgrass grow are very rich in biodiversity so when the eelgrass dies, so does the life around it.&sup4;
Toxic Algae
Toxic algal blooms are different from harmful algal blooms because they consist of blue-green algae or cyanobacteria which are bacterial cells (prokaryotic) while algal cells are eukaryotic.&sup5; There have to be specific conditions for toxic algae to form that depends on water temperature, sunlight, salinity, water circulation, and movement. Cyanobacteria produce toxins called microcystins which can be a potential carcinogen to animals and humans. Microcystins can also drift out to sea and contaminate marine shellfish which then accumulates in the shellfish and it takes about 8 weeks to purge it.&sup7; Another type of toxin produced by a specific type of algae, Pseudo-nitzschia australis, is demoic acid. Demoic acid accumulates in small fish and works its way up the food chain.&sup8; Demoic acid can also accumulate in Dungeness crab, which is eaten by humans and makes us sick. In winter of 2019, a commercial ban was placed on Dungeness crab causing many crab fishermen to struggle financially because they had tested for an unsafe amount of demoic acid, making people sick. Toxic algae blooms can kill animals, make people sick,&sup9; and cause financial ruin for fishermen. We need to manage and monitor algal blooms to avoid these disastrous outcomes.
Heron and algae bloom
How to tell the difference between a good or bad algal bloom?
Research and follow local authorities' instructions because often times they have already looked into it and know if it is safe or not. The health department or other local organizations usually publish this in articles, online, newspapers, and on signs near the body of water. It is also key to look out for any dead fish or animals in or near the water.¹&sup0;
How has the coronavirus affected water quality?
The coronavirus has drastically improved the levels of Nitrogen dioxide in the air as you can see in the graphs below.¹¹ Since NO fuels algal blooms, we can expect to see an improvement in water quality, due to NO₂ levels being lower than usual. Not only does this help the bay, but it also helps the environment as a whole. It improves air quality, wildlife health, plant growth, and decreases the number of air pollutants created from high levels of NO. Although these are good results, their effects will only be temporary unless we take action to make permanent changes decreasing our carbon footprint.¹²
NO2 map 1
NO2 map 2
 1. Wells, M. (2019, August 13). Toxic algae, deadly for dogs, found in Bay Area lakes. Retrieved July 21, 2020, from
 2. Gibble, C., Peacock, M., & Kudela, R. (2016, October 03). Evidence of freshwater algal toxins in marine shellfish: Implications for human and aquatic health. Retrieved July 21, 2020, from
 3. Algae vs. "harmful algae" – what's the difference? (2015, July 14). Retrieved July 21, 2020, from
 4. Potter, S. (2020, June 24). NASA, Partner Space Agencies Amass Global View of COVID-19 Impacts. Retrieved July 21, 2020, from
 5. Cyanobacteria (Blue-Green Algae) Information. (n.d.). Retrieved July 21, 2020, from
 6. Kgo, & Didion, T. (2020, April 08). Coronavirus impact: Maps show how much pollution has dropped in the Bay Area since shelter-in-place orders. Retrieved July 21, 2020, from
 7. Stressor Impacts and Mitigation. (2019, July 08). Retrieved July 21, 2020, from
 8. Toxic Algae. (n.d.). Retrieved July 21, 2020, from
 9. Devika Garg-Bansal, S. (2016, October 31). Toxic freshwater algae contaminate marine shellfish in San Francisco Bay. Retrieved July 21, 2020, from
 11. Algal Blooms in the Ocean. (n.d.). Retrieved July 21, 2020, from
 12. Why Care About Eelgrass? A Swedish Perspective... (2018, May 25). Retrieved July 21, 2020, from
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text:
October 10, 2010 Tyler Bokunewicz
Star Wars Revelation
By Karen Traviss
Star Wars Revelation is about the times that happened after the War with the Empire that finally restored peace to the Galaxy. It is a sequel to the original Star Wars Saga. It began when Luke Skywalker started a new Jedi order along with his wife, Mara Jade-Skywalker. They had a son named Ben. He was named after the great Jedi, Ben Kinobi, who was Luke's mentor and close friend. He was the Jedi that helped to train Luke in the original episode. He taught him the ways of the force. His sister, Laya, and her husband, Han Solo helped to create the new Jedi order with them. They had a son named Jacen that was training to be a Jedi, but he decided to turn against them and start a new empire. He became a sith, which is a person that leaves the Jedi order and becomes an outcast.
Jacen, became known as Darth Ceadus. He was sith lord and was training an apprentice named Tahiri. His purpose for creating this new empire was to overthrow the Galactic Alliance (GA), which was formed after the old rebellion. Meanwhile, Mara Jade, his Aunt, was brutally murdered. Ben Skywalker, her son, began an investigation to find out who killed his mother. He predicts that Jacen was the one that killed his mother, so he was investigating every detail of where Jacen was and what he did on the day of his mother's death.
Jacen has a sister named Jaina. She wanted to capture her brother to stop him from taking over the GA. The only way she would be able to do that was to learn the ways of bounty hunting. Boba Fett, the galaxy's most dangerous bounty hunter, taught Jaina how to find her brother. She tracked Boba Fett for days and followed him throughout the galaxy to learn his ways. He was trying to find his missing wife.
In conclusion, these characters were all involved in a dispute over the power of the galaxy. The saga continues to show the powers of good verses evil.


Question: What Happens When You Put An Egg In Salt Water?
Does salt water affect buoyancy?
How Salt Water Influences Buoyancy.
Adding salt increases the density of water.
If the same volume of water is displaced by an object, the weight of saltwater displaced is greater and thus the force of buoyancy is proportionally greater..
How does salt make an egg float in water?
Instructions:Pour water into the glass until it is about half full.Stir in lots of salt (about 6 tablespoons).Carefully pour in plain water until the glass is nearly full (be careful to not disturb or mix the salty water with the plain water).Gently lower the egg into the water and watch what happens.
Are Floating eggs bad?
How much salt does it take to float an egg hypothesis?
The density of the average egg will be slightly greater than that of water, so it will sink. To make the egg float, we have to make the water more dense by adding salt. For 1 cup of water, adding 3 tbsp. of salt should be about enough to make the egg float.
What happens when you put an egg in vinegar?
If you soak an egg in vinegar the eggshell will absorb the acid and break down, or dissolve. The calcium carbonate will become carbon dioxide gas, which will go into the air.
Is it OK to soak eggs in water?
Use warm water, not cold water. … Cold water can cause the contents of the egg to shrink, creating a vacuum that can pull bacteria into the egg through the porous shell. It is recommended to not saturate or soak eggs in water. If they are that soiled, it may be best to just trash it.
What to do with eggs that float?
Do eggs float in salt water?
What happens when you put an egg in sugar water?
The sugar solution is much more concentrated then the water, this is because it contains dissolved molecules of sugar. The dissolved molecules cannot pass through the semi permeable membrane of the egg, but the small water molecules can. … Therefore water moves from the egg to the sugar solution, and the egg shrinks.
What liquids cause the egg to shrink?
Corn syrup has a high concentration of dissolved molecules of sugar, which gives it a high density. … The water in the egg will move from the area of higher density through the membrane to the corn syrup until the density is the same on both sides. So water will move from the egg to the syrup, and the egg shrinks.
What happens when you put an egg in Coca Cola?
After the Coca Cola and egg was left for a year, the soda reacted with the egg shell made up of calcium carbonate reacted with the acid and the result was surprising. All that was left in the bowl was some brown disgustingly gooey mess.


Loren on the Art of MATLAB
Switching Things Up 22
Posted by Loren Shure,
If you have ever used a switch statement in MATLAB and also used it in C, you might have noticed that the two constructs have different semantics.
switch in C
In C, you often terminate case statements in switch constructs with a break statement to prevent execution of the code in the case that follows. Omitting the break statement causes the code in the following case to execute. The behavior of switch statements in C is sometimes described as fall through.
switch in MATLAB
There are several major differences between switch statements in MATLAB and C.
 - MATLAB does not have fall through behavior in its switch statements and therefore no break statement is typically required for individual case statementss.
 - MATLAB case statements have another feature that C and many other languages do not have. The expression following case need not be scalar-valued, but can combine several expressions by placing the acceptable expressions in a cell array.
 - If you want to specify behavior for switch expressions that don't match any of the case expressions, use the otherwise branch. In C, use default instead.
 - Expressions for case statements can include strings and numeric expressions, not just integer values. Though you have to be careful using non-integral numbers because of round-off, this flexibility can make the intent of your code more obvious instead of seeing a list of numbers.
 - More on switch in MATLAB
 When we originally were designing switch for MATLAB, we examined much of our own C source code, and we found a huge majority of the case statements terminated in break, hence the no fall-through behavior of MATLAB. This makes the switch statement in MATLAB equivalent to an if-elseif construct. To achieve fall-through behavior in MATLAB, you can specify all the relevant expressions in one case and then conditionally compute values within that section of code.
 Do You Use switch Statements?
 I am curious to hear about your experiences using switch statements in MATLAB. Post your thoughts here.
 Get the MATLAB code
 Published with MATLAB® 7.8
 22 CommentsOldest to Newest
 I love the Matlab switch construct! When I was first learning Matlab about 5 years ago, I found myself with many of these:
 if (…)
 elseif (…)
 elseif (…)
 elseif (…)
 The switch looks so much nicer in the code. This is especially true when cell arrays are used to replace multiple conditional evaluations.
 Related to differences between C and Matlab is the use of for loop. We found the following useful in some of our code:
 a=[1 2 3;4 5 6;7 8 9];
 for I=a;I,end
 It actually cycles through the columns of matrix and is an easy way to implement column-wise operations. One in a long list of undocumented behaviors.
 Sometimes, I miss the fall-through C-like behavior of switch, for instance, when setting default values of input parameters to a function:
 function F (a,b,c,d)
 % C-style switch
 switch nargin
 case 0
 a = 1
 case 1
 b = 2
 case 2
 c = 3
 case 3
 d = 4
 looks nicer than
 function F (a,b,c,d)
 % matlab-style
 if nargin < 4
 d = 1
 if nargin < 3
 c = 1
 if nargin < 2
 b = 1
 if nargin < 1
 a = 1
 Just a thought
 We've been replacing a lot of big ugly switch statements with containers.Map since that has been added to MATLAB. Typically they are used for translating between item 'codes' or 'tags' and the corresponding long-form description or other information.
 Thanks for that little tidbit about cycle through the columns of matrix in a for loop. I had not known about that feature. Probably would have used it often if it had.
 The reason I like containers.Map for this is primarily a style thing. To me it looks neater and is easier to mentally parse/maintain when all the keys and values are respectively grouped together. Often I'm copying the keys and values from columns of a CSV or XLS file that someone else has made and it makes it really easy to copy and paste them into the M file and then wrap in {}, compared to manually breaking them out into a switch statement. It also makes it easier to do the help text for the function, because when you are done you can copy the list of keys, paste it into the help text, and then Ctrl-R to comment it.
 keys = {
 values = {
 map = containers.Map(keys,values);
 key = 'a';
 out = map(key)
 rather than
 key = a;
 switch key
 case 'a'
 out = 1;
 case 'b'
 out = 2;
 case 'c'
 out = 3;
 case 'd'
 out = 4'
 I use switch statements quite frequently, and for all sorts of things.
 For example, in my "vivid" colormap [_URL_ I needed to interpret a string of color characters (like 'r' for red, 'g' for green, etc.) as 1×3 arrays of type double. To do this I wrote the following code:
 clr_mat = zeros(num_clrs,3);
 c = 0;
 for k = 1:num_clrs
 c = c + 1;
 switch lower(input(k))
 case 'r', clr_mat(c,:) = [1 0 0]; % red
 case 'g', clr_mat(c,:) = [0 1 0]; % green
 case 'b', clr_mat(c,:) = [0 0 1]; % blue
 case 'y', clr_mat(c,:) = [1 1 0]; % yellow
 case 'c', clr_mat(c,:) = [0 1 1]; % cyan
 case'm', clr_mat(c,:) = [1 0 1]; % magenta
 case 'p', clr_mat(c,:) = [1 0.5]; % pink
 case 'o', clr_mat(c,:) = [1.5 0]; % orange
 case 'l', clr_mat(c,:) = [.5 1 0]; % lime green
 case 'a', clr_mat(c,:) = [0 1.5]; % aquamarine
 case's', clr_mat(c,:) = [0.5 1]; % sky blue
 case 'v', clr_mat(c,:) = [.5 0 1]; % violet
 case {'k','w'}, clr_mat(c,:) = [.5.5.5]; % grayscale
 otherwise, c = c - 1;
 clr_mat = clr_mat(1:c,:);
 By the way, in my example, colors can be repeated if desired, and by using the counter "c", I was able to ignore invalid inputs.
 I sometimes use switch statements in the following (somewhat kludgy) manner:
 switch sprintf('%d %d', logical_test1, logical_test2)
 case '0 0'
 % Do A
 case '0 1'
 % Do B
 case '1 0'
 % Do C
 case '1 1'
 % Do D
 This avoid a bunch of nested if statements and is somewhat clearer in my mind than:
 if logical_test1
 if logical_test2
 % Do D
 % Do C
 if logical_test2
 % Do B
 % Do A
 I'm open to suggestion to improve this.
 You could switch on the combined tests by converting them to "binary":
 logtest = logtest1*2+logtest1
 switch logtest
 case 0
 case 1
 case 2
 case 3
 I don't know if that's more readable or less so.
 I have been using Malab for six years and had no idea it had a switch statement. I have always used elseif, which is a more flexible alternative. I think I will probably stick with elseif in a lot of cases.
 In the simplest cases, like Eric, I often replace long switch statements with lookup tables. I didn't know that Matlab finally ships with a decent map data structure. The old-style way of doing Joe Kirk's example would be to put the colors in a structure:
 color_table.r = [1 0 0]; % red
 color_table.g = [0 1 0]; % green
 and then lookup like this:
 clr_mat(c,:) = color_table.(lower(input(k)));One would have to test for field existence or catch exceptions if unknown colors might be requested.
 Of course, which approach to use is a stylistic choice and will depend on the precise situation. The book "Code Complete" has a section on "Using decision tables to replace complicated logic" that is worth considering.
 Rather than Joe, Iain or Eric's way of doing look-up tables, I like the clarity of cell arrays and the strcmp function:
 color_table = {
 'red', [1 0 0]
 'green',


Character Animator
Animate in real time.
Get Character Animator as part of Adobe Creative Cloud for just SR 228.85/mo
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Character Animator uses your expressions and movements to animate characters in real time. It's so fast, you can livestream while you work to wow audiences every step of the way.
Create a character in seconds.
Turn any art into an animated character with your webcam, powered by Adobe Sensei AI. Import art from Adobe Illustrator or Photoshop, or start with built-in character templates.
Create on your desktop. Or a mountaintop.
Animations with legs — and arms and heads.
Control gestures like waving with your keyboard or MIDI device. Movements can be saved as triggers, so they're easier to remember than key commands.
It's showtime.
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text:
ABU DHABI ARROWHEAD FIND NEAR OILFIELD
The study of the archaeology of the UAE began only in the late 1950s. Until then, it was wrongly believed that the UAE's arid deserts and mountains had played only a peripheral role in human development in the region. Extensive research by both local and foreign archaeological teams, including much undertaken in the deserts and coastal areas of Abu Dhabi in close association with Envionment Agency Abu Dhabi (EAD), has shown, however, that the UAE has played an important part in the emergence and development of maritime trade throughout the Gulf and the Indian Ocean for around 7,500 years.
Thus this new discovery of a flint arrowhead, about 3 cm long, dating back to the Late Stone Age or Neolithic period just south of the Sahil oilfield, 120 kms south-west of Abu Dhabi city during work undertaken for the Environment Agency - Abu Dhabi (EAD) underscores the possibility that there are many more finds to be made in the region.
The item has been identified by a leading expert on the UAE's Late Stone Age, who has noted that arrowheads of this type were widely manufactured locally between the 6th to 4th Millennium BC. The raw material used in the manufacturing of this arrowhead may originally have come from the western slopes of the mountains, in the border area between the UAE and Oman.
While similar artifacts have been reported from elsewhere in the desert areas of Abu Dhabi, for example near the Bab oilfield and south of the Liwa Oasis, this is the first artifact of its type known to have been collected in the immediate vicinity of the Sahil and Asab oilfields, both operated by the Abu Dhabi Company for Onshore Oil Operations (ADCO).


Ultrafast monochromator
From Wikipedia, the free encyclopedia
Jump to: navigation, search
An ultrafast monochromator is a monochromator that preserves the duration of an ultrashort pulse (in the femtosecond, or lower, time-scale). Monochromators are devices that select for a particular wavelength, typically using a diffraction grating to disperse the light and a slit to select the desired wavelength; however, a diffraction grating introduces path delays that measurably lengthen the duration of an ultrashort pulse. An ultrafast monochromator uses a second diffraction grating to compensate time delays introduced to the pulse by the first grating and other dispersive optical elements.
Diffraction gratings are constructed such that the angle of the incident ray, θi, is related to the angle of the mth outgoing ray, θm, by the expression
 m \lambda = d ( \sin{\theta_i} - \sin{\theta_m}).
Two rays diffracted by adjacent grooves will differ in path length by a distance. The total difference between the longest and shortest path within a beam is computed by multiplying by the total number of grooves illuminated.
For instance, a beam of width 10 mm illuminating a grating with 1200 grooves/mm uses 12,000 grooves. At a wavelength of 10 nm, the first order diffracted beam, m = 1, will have a path length variation across the beam of 120 μm. This corresponds to a time difference in the arrival of 400 femtoseconds. This is often negligible for picosecond pulses but not for those of femtosecond duration.
A major application is the extraction, without time-broadening, of a single high-order harmonic pulse out of the many generated by an ultrafast laser pulse interacting with a gas target.


text:
Expansionary monetary policy constitutes a transfer of purchasing power away from those who hold old money to whoever gets new money. This is known as the Cantillon Effect, after 18th Century economist Richard Cantillon who first proposed it. In the immediate term, as more dollars are created, each one translates to a smaller slice of all goods and services produced.
How we measure this phenomenon and its size depends how we define money. This is illustrated below.
Here's GDP expressed in terms of the monetary base:


text:
Certain process parameters as used in sintering Tungsten-carbide based hard metals can lead to an unusual grain growth of single WC-grains. An analytical electron microscopy is used to study the reasons for this behaviour.
|Effective start/end date||1/07/00 → 1/12/02|
Explore the research topics touched on by this project. These labels are generated based on the underlying awards/grants. Together they form a unique fingerprint.


text:
Build a Birdhouse
Provide shelter and attract some fine feathered friends to your backyard!
Hover over each Learning Benefit below for a detailed explanation.
Fine Motor Skills
What you need:
- large plastic water bottle
- brown packing tape
- Popsicle sticks
What to do:
- Cut a hole in the front of the bottle for the birds to enter.
- Rip the tape into oneto two-inch pieces and cover the entire water bottle.
- Overlap and layer pieces to mimic bark on a tree.
- Glue the Popsicle sticks around the top of the bottle to make a roof.
- Tie a string around the neck of the bottle so you can hang it on a tree branch.
- Promotes fine motor skills
- Encourages appreciation of nature
- Introduces local bird species
Recommended Products for Your Child Ages 3-5


text:
Trumpworld Lost on Space?
It broke free from its moorings after colliding with reality
The unidentified flying object moving away from Earth has been identified as Trumpworld. Since it became untethered from reality several years ago, Trumpworld has been streaking away from the planet and will soon reach escape velocity.
Astronomers estimate that if it maintains its current trajectory Trumpworld will reach Mars around 2030, where it will either go into orbit around the Red Planet and eventually crash and burn or veer off into space. If it follows the latter course, the James Webb Space Telescope will track Trumpworld's progress in deep space.
Meanwhile, you can still see Trumpworld's flight from sanity on social media. It is positioned just to the right of the Pink Elephant galaxy. Look for the brain-dead object surrounded by hot air and toxic gases.


text:
The NOC Manual¶
Welcome to the NOC Manual! The NOC is the scalable, high-performance and open-source OSS system for ISP, service and content providers
Documentation is organized into three sections:
- User's Guide - intended for NOC end users.
- Administrator's Guide - intended for NOC administrators.
- Developer's Guide - intended for developers who wish to extend NOC's functionality.
Each section is split into four parts:
- Tutorials: Brief introduction for new users.
- How-to guides: Step-by-step guides covering common problems.
- Reference: Technical reference.
- Explanation: Clarification and discussion of key topics.
Getting involved in the NOC community is a great way to build relationships with other talented and like minded engineers, increase awareness for the interesting work that you are doing, and sharpen your skills. Join Telegram channel and project's Gitlab tracker.
This Manual is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.


Photo via Instagram.
Essential Foods You'll Find at an African Party
We know these are the African foods you long for. Let the drooling commence.
It's food month here at OkayAfrica and that means that we'll be exploring different African delicacies, sharing recipes, highlighting the best spots for African cuisine, and dropping quick food videos throughout the month of November, so get your taste buds ready.
No singular cuisine defines any country or region. Culinary scenes are comprised of a mix of influences from indigenous groups, European colonizers as well as ancient trade routes in which we came in contact with Arabic and Indian nomads. There are multiple religious, cultural, historical and topographical factors at play.
Food transcends borders but flavor, my friends, flavor, reigns supreme. Our flavors are complex, bitter, spicy and at times sour but more often than not, they call to mind home.
Africans far and wide are consistently brought together by one thing, FOOD! The quintessential way to enjoy a meal is to do so surrounded by friends and family. With Thanksgiving around the corner, it's only right we put together a list of essential foods you'll find at an African party. Few are the gatherings that don't offer these options.
Please, don't read this on an empty stomach.
Our diets are heavy in meat. Seriously—ask an African vegetarian to tell you the story of when they revealed they were cutting meat from their diets to their parents and listen carefully to how the experience went. Cue the resounding, "How can you be a vegetarian and an African? That is unnatural."
We roast it, we grill it, we pepper it, and we stuff it in pie. Meat isn't just served alone; It's a way to enhance stew or accompany everything else we place in our meals.
Chicken is eaten everywhere. Goat meat is a prevalent red meat and we love our kebabs from spicy suya to brochettes to shoukouya to tankora.
South Africans, Zimbabweans and Namibians enjoy strips of dried and spiced meat called biltong and boerewors or thick sausage. Both are notorious for being great cures to hangovers!
Cabidela is an Angola dish comprised of rabbit and poultry. The Horn of Africa's tibs are a cross between stir fry and stew made with just about any meat you can get your hands on. Moroccan b'Stilla or poultry pie, typically made with pigeon, is legendary and a starter at most festive occasions. Kofta is South Sudanese soul food comprised of meatballs in tomato sauce.
As you would imagine, fish is plentiful along coasts. Our fish is dried, smoked, seasoned to perfection, and can be prepared in even more creative ways. West Africans enjoy poisson braisé and they've even made a song about tilapia.
Angolans live for their fish soup or caldeirada de peixe and calulu, dried fish with vegetables.
You need this bite-sized snack at a special event. West Africans enjoy beignets, bofrot, gbofloto, gnonmi, kala or puff puff.
South Africans have dubbed it vetkoek or fat cake. The people of Mozambique stuff their chamussas with beef. Ethiopians eat sambusas. Mandazi is the swahili coconut doughnut. It really is the perfect little warm and comforting sweet!
They came to us from Asia by way of bartering and colonization and our lives were forever changed!
Whether you refer to them as kelewele, dodo, boli, allocco, banana-pão, or makemba, you understand that joy is ripping open a pack of these chips or the way you feel when the smell of fried plantains grazes your nose and you anticipate them in your belly.
The life of an African can not be sweet without rice. Don't debate us. Whether yellow, fried or mixed with tomato purée (You see what we did there?) it is the perfect accompaniment to any meal.
Nigerians and Ghanaians will be battling out who has the best jollof rice until the end of time. The Senegalese will stand by as the originators and other West African nations will simply indulge. Senegalese fish and rice or thiéboudienne is a national dish. Burkinabés eat babende, a mix of spinach and rice with fermented locust beans. Arabic Al Kabsa, rice and chicken, has made it's way to many nations. A Swahili coast specialty is Pilau.
Attiéké is a traditional couscous made from ground cassava roots and dubbed one of Ivory Coast's prized possessions.
Couscous, steamed balls of semolina, is pivotal to a Maghrebi home. Coucous, Foofoo, Fufu, Foufou is also cassava or semolina pounded until it has a dough-like consistency. Some of our fondest memories are watching the women in our families perform this exact task.
We love our veggies—when seasoned correctly with a wide array of spices. Tomatoes, onions and chili peppers enrich many dishes.
South Africans chow down on Chakalaka, a simple, spicy dish of onions, tomatoes and often beans. Ethiopians enjoy gomen or collard greens. Kenyan Mukimo is a Kikuyu tribe staple of mashed potatoes and vegetables. Another notable East African salad dish comprised of fresh tomatoes and onions is Kachumbari. Koki is made from cowpeas and a notable Cameroonian dish as is Ndolé, whose main components are stewed nuts and spinach. Nigerians are more inclined to place okra or egusi in their mélanges.
Sauce or Stew
This is very necessary. No ketchup, just sauce!
Ethiopians and Eritreans pair their injera or bread with wat of all kinds. North Africans are satisfied by tanjines. Runtown has informed us if you are Ghanaian, he hopes your love is a sweet as shito.
As you prepare to celebrate the holidays and enjoy the many, many, many meals that will be placed before you, remember:
"Don't take another mouthful before you have swallowed what is in your mouth." -African Proverb
Audrey Lang is an alumna of Northeastern University and a Boston-based site merchandiser. A surveyor of life who's enamored with all things fashion, art and Africa, keep up with her on Instagram and Tumblr.
Still taken from YouTube.
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text: Nick translation is one way to make labeled probes. DNase I is used to nick the DNA after which DNA Polymerase I removes leading bases at the nick with the 5'→3' exonuclease and fills in with labeled bases. This procedure is good at making large, evenly labeled probes but the specific activity is not high. The NEBlot Kit (NEB# N1500) can be used for making high specific activity probes using random primers. Klenow Fragment (3'→5') exo- (NEB# M0212) can be used with the same procedure and a specific primer. T7 RNA Polymerase (NEB# M0251) and SP6 RNA Polymerase (NEB# M0207) and the HiScribe RNAi Transcription Kit (NEB# E2000) can be used to make RNA probes. Increased levels of detection in nucleic acid hybridization can be obtained due to the greater stability of RNA: DNA hybrids with respect to DNA: DNA hybrids (1). (1) Zinn, K et al. (1983) Cell 34, 865-879.