50 things to do on Earth Day
50 Things to Celebrate the 50th Anniversary of Earth Day with The Living Desert on our 50th Anniversary
April 15, 2020
It may seem like the actions of one person will not make a difference to help conservation. However, as Jane Goodall has said "What you do makes a difference, and you have to decide what kind of difference you want to make." If we all do what we can, we will be able to make a real difference to help wildlife and wild places.
Below are 50 things that you can do, right now, to make a difference to benefit conservation. Many of these will directly benefit the conservation efforts of The Living Desert, our region, and our conservation collaborators. Find those that you can do, and go!
Thanks for all you do to help further conservation in our rich and lovely world!
Dr. James Danoff-Burg and the Department of Conservation Engagement and Learning team.
Things you can do to help our conservation efforts
 1. Sign up for our Run for Wildlife - Virtual Run Series. You will be able to learn about 7 species from North America or Africa, and the many things that we are doing to help conserve them! Sign up now!
 2. Learn more about the challenges facing the Vaquita in the Gulf of California by watching this video for free: Watch Now; or by searching for the feature-length documentary called Sea of Shadows on Netflix.
 3. Support our Vaquita conservation efforts by buying some nifty themed merchandise
 4. Sign an Earth Day letter to thank each of our many conservation partners!
 5. Buy Fair Trade Certified Products>>
 6. Learn about the challenges faced by Desert Tortoises here in Southern California by watching this video: Click Here.
 7. Be politically engaged at the local and national level so you can support eco-conscious policies by writing a letter to one of your representatives
Help collect data for conservation at home
 1. Become a Citizen Scientist to help gather environmental data with Earth Challenge 2020.
 1. Conduct a Backyard BioBlitz by identifying and recording animals and plants in your yard.
 1. Help Snapshot Ruhana identify wildlife in Tanzania from camera trap images. Click Here. Under 'Learn More,' scroll down to 'Get Started'
 2. Report raven sightings to iNaturalist to help inform management of ravens and help protect the desert tortoise.
Things you can do to make your home greener
 1. Start a compost bin.
 1. Make your own cleaning products
 1. Swap out bottles of soap for soap bars, shampoo and conditioner bars and dish blocks.
 1. Eat more plant-based meals, as meat has a very large impact on the planet. Learn more.
 1. Swap out tubes of toothpaste for toothpaste pellets.
 1. Use eco-friendly laundry detergent.
 1. Wash your laundry on cold water and run full loads to save energy and reduce your carbon footprint.
 1. Put a bucket in your shower and catch the cold water to use in your yard or for your pets.
 1. Find out which parts of your lifestyle have the largest ecological and carbon footprints by taking these tests:
 1. Set timers on landscaping lights to end a bit earlier, to help cut down on light pollution affecting our nocturnal wildlife.
 1. Instead of buying water bottles, install or use a water filter.
Things you can do in your yard/outside
 1. Use desert landscaping: switch out grass for dirt, gravel, and native plant species
 1. Plant water efficient plants.
 1. Build a frog pond.
 1. Plant a Butterfly garden.
 1. Use permeable pavers to let water recharge our aquifer, like we have in our parking lot at The Zoo.
 1. Dump and drain any standing water around your property to stop invasive mosquitoes.
 1. Start a vegetable garden to grow some of your own food.
 1. Put up a bird house.
 1. Put up a bee house.
 1. Plant native plants.
 1. Use a compost bin/pile for green waste.
Things you can do when you shop
 1. Shop at local farmers' markets.
 1. Try to purchase sustainable seafood.
 1. Use reusable mesh produce bags and reusable containers to purchase things in bulk.
 1. Check out your local Thrift Stores first before you buy brand new stuff - vintage is in - and it reduces impact on the earth and often your wallet
 1. Be proactive when it comes to managing food waste. When buying groceries, have a good estimate of what food you need and will consume before it spoils. Save or freeze leftovers to reduce waste.
Things you can do at work
 1. Use Ecosia for a search engine instead of other search engines - it plants a tree when you use it:
 2. When printing things, print 2-sided, or print on the back of single printed papers that you no longer need.
 3. Consider reusable and refillable k-cups/coffee filters.
 4. Pack your own silverware, reusable straws, and reusable to-go containers with you for use when you eat out.
Things you can do when you travel
 1. Namibia: Visit Cheetah Conservation Fund.
 1. Purchase carbon offsets to reduce your carbon footprint from air (or driving) miles.
 1. When you travel, look into your destination's resource use and sustainability practices and choose travel providers that are the most green.
 1. South Africa: Volunteer to help our conservation partner Transfrontier Africa, the sponsoring organization behind the Black Mambas Anti-Poaching Unit, to help monitor species.
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TYPES OF AIRSHIP 2
RIGID AIRSHIP 2
NONRIGID AIRSHIP 3
HISTORY OF RIGID AIRSPS 3
HISTORY OF NONRIGID AIRSHIPS 4
AIRSHIPS TODAY 5
HINDENBURG DISASTER 7
An airship is a type of lighter-than-air aircraft with propulsion and steering
systems, it is used to carry passengers and cargo. It obtains its buoyancy
from the presence of a lighter-than-air gas such as hydrogen or helium. The
first airship was developed by the French, called a ballon dirigible, it could
be steered and could also be flown against the wind.
TYPES OF AIRSHIP
Two basic types of airship have been developed: the rigid airship, the shape of
which is fixed by its internal structure; and the nonrigid blimp, which depends
on the pressure created by a series of air diaphragms inside its gas space to
maintain the shape of its fabric hull. Inventors sought to combine the best
features of these models in a semirigid type, but it met with only limited
success. Today only the nonrigid airship is used.
The rigid airship's structure resembled a cage that enclosed a series of
balloons called gas cells. These cells were tailored to fit the cylindrical
space and were secured in place by a netting that transmitted the lifting force
of their gas to the structure. Each gas cell had two or more valves, which
operated automatically to relieve pressure when the gas expanded with altitude,
the valves could also be operated manually so that the pilot could... [continues]
Cite This Essay
(1999, 10). Airships. StudyMode.com. Retrieved 10, 1999, from _URL_
"Airships" StudyMode.com. 10 1999. 10 1999 .
"Airships." StudyMode.com. 10, 1999. Accessed 10, 1999. _URL_

source: HuggingFaceFW/fineweb-edu


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Before you go off and learning neural nets or building algorithmic drum machines, first consider learning about bias. What is bias? It's adding a constant value to your signal. Bias is so easy to do, you'll be able to do it your first try. If you can add an subtract, you already know how to do it. If you can compile a Csound score, better than house odds you can add and subtract.
In this first example, we'll bias a sine wave. Take the output of an OSCIL generating a sine wave with an amplitude of 10000 and frequency 440hz and add a constant value of 10000.
aosc = aosc + ibias.
Figure 1.1 shows the results. Notice that the end result is still a sine wave, but has only moved its vertical position.
Now listen to it. First you'll hear an unbiased signal, then the biased signal. Listen for any audible differences.
|aosc||oscil||10000, 440, 1|
|aosc||=||aosc + ibias|
Did you hear a difference between the two signals? If you did, you have better ears than I. There should be no audible difference. Just try to realize that your signal has been modified.
Lets take the same technique and apply it to a control signal. A 220Hz sine wave is biased by adding the value of p4 and is used to modulate the amplitude of a 440Hz sine wave. The signal is biased by 0, 10000 and 20000.
In this listening example, you'll hear a difference.
|aosc1||oscil||10000, 220, 1|
|aosc1||=||aosc1 + ibias|
|aosc2||oscil||aosc, 4401, 1|
Instead of using a bias, use an envelope to evolve the timbre. Go ahead... Try it!
Instead of modulating the amplitude of a sine wave, lets modulate the pitch. Instead of using a sine wave as our modulator, I'm using a square wave to create a trill. The unbiased signal will lose its pitch center between the highest frequency and lowest frequency. The biased trill maintains the pitch as the bottom frequency.
|aosc1||oscil||10000, 262, 1|
|kosc1||oscil||.5, 4, 2|
|kosc1||=||kosc1 + ibias|
|aosc1||oscil||10000, 262 + (262 * kosc1), 1|
In a 16-bit sound file, you have an amplitude range of -32768 to 32768. When you bias your audio signals, make sure not to over do it. For instance, if you had a sine at its maximum possible amplitude, adding any bias will cause the signal to get hard clipped. In figure 1.3, we have such a case. Adding -16384 to the wave causes the bottom to square off, also known as digital clipping.
|aosc1||oscil||32768, 440, 1|
|aosc1||=||aosc1 + -16384|


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The University of Texas at Dallas is committed to a culture of diversity and equality. Communications should avoid the use of stereotypes and reflect an attitude of awareness, respect and inclusion for all members of the population.
Do not make general references that assume competencies or exclusions related to age.
- Wrong: All the young students enjoyed the course.
It is acceptable to note specific age statistics.
- Right: In fall 2002, the UT Dallas student population ranged in age from 16 to 83.
Ethnic and Racial Terms
The following terms are used informally in text and are NOT used as formal categories for the purposes of reports or applications:
- African American/Afro-American/black: Used interchangeably to connote Americans of African descent. The terms black and white are used as both nouns and adjectives in informal writing to refer to persons of Afro-American and European American ancestry. Since the terms black and white are not proper nouns, they are not capitalized.
- Asians/Asian American: Use the term Asian when referring to anyone from Asia. The term Asian American refers to Americans of Asian decent.
- Hispanic/Hispanic American/Latino: Hispanic is the preferred term for those whose ethnic origin is in a Spanish-speaking country. Hispanic American refers to American descendents whose ethnic origin is in a Spanish-speaking country. Latino is an acceptable term for Hispanics who prefer that term. In comparison, the term Anglo is often used to distinguish between Americans of European descent and Latinos.
- Native American: Refers to those of American Indian descent.
- European American: Refers to Americans of European descent.
Ethnic and Racial Categories
As outlined by the Coordinating Board, racial and ethnic categories are used to describe the groups to which individuals belong or identify with. The categories are used on reports, application forms or other official documentation and, in those instances, no person should be counted in more than one race/ethnic category. The categories presented do not denote scientific definitions of anthropological origins, but represent definitions used by the U.S. Department of Education and other federal agencies to categorize U.S. citizens and resident aliens. Reporting of race/ethnicity data is mandatory for all institutions receiving federal financial assistance. The categories include:
- White, non-Hispanic: A person having origins in any of the original peoples of Europe, North Africa, or the Middle East (except those of Hispanic origin).
- Black, non-Hispanic: A person having origins in any of the black racial groups of Africa (except those of Hispanic origin).
- Hispanic: A person of Mexican, Puerto Rican, Cuban, Central, or South American, or other Spanish culture or origin, regardless of race.
- Asian or Pacific Islander: A person having origins in any of the original peoples of the Far East, Southeast Asia, the Indian Subcontinent, or Pacific Islands. This includes people from China, Japan, Korea, the Philippine Islands, American Samoa, India, and Vietnam.
- American Indian or Alaskan Native: A person having origins in any of the original peoples of North America and who maintains cultural identification through tribal affiliation or community recognition.
- Nonresident alien: A person who is not a citizen or national of the United States and who is in this country on a visa or temporary basis and does not have the right to remain indefinitely.
If possible, it is best to construct sentences to avoid terms that are gender-specific.
When writing for an international audience, be sensitive to words, symbols or photographs that have negative references in other cultures. For example, although pictures of students in bathing suits and shorts may be acceptable to Americans, they would be considered licentious in some other cultures.
The term homosexual is best avoided, with gay and lesbian preferred instead. Partner is the preferred term to express the relationship between individuals in a committed gay or lesbian relationship.


Q.Over the past five years, I've built more than 30 laminate countertops, and I've never had any problems with them. Recently, however, one of my countertops started to bubble in a few places about five weeks after I built it. I tried taking an iron and heating the laminate, then flattening it with a J-roller until the laminate cooled. This worked, but for only about a week. What could be causing this to happen? And what can I do to fix this problem?
A.Merrill Glos, engineer at Formica Corp., responds: The most common cause of bubbling laminate is dimensional incompatibility between the laminate and the substrate. To prevent the problem, the substrate and the laminate must be compatible — they must respond to humidity changes by expanding and contracting at the same rates — and they must both be acclimated to the indoor environment before they are bonded.
If the laminate is dry and the particleboard is wet, the laminate will bubble when the laminate grows and the substrate either shrinks or stays the same size. It takes laminate about two days to acclimate, if air can get to both sides of the material. For a piece of 3/4-inch particleboard substrate, it takes about a week. The best substrate is particleboard, which has good dimensional compatibility with laminate. Plywood makes a poor substrate, because it is more dimensionally stable than laminate.
Solvent-based adhesives are preferable to water-based adhesives. When it comes to dimensional movement, wood reacts with moisture, not with solvent. Even with proper acclimation, if you use water-based contact adhesive, the water can disrupt the humidity balance by introducing water into the laminate or the substrate. Solvent-based adhesives tend to be more forgiving than water-based adhesives, and do not induce dimensional change problems.
To solve the problem, you'll have to heat up a larger area of the laminate than just the bubbled area. Heat up the bubbled area, as well as the entire area from the bubbles to the nearest laminate edge. This will allow the laminate to slip, adjusting to the change in dimension. After heating, use a 3-inch J-roller to rebond the contact adhesive, rolling until the adhesive is cool and has regained its strength.


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Spore creature - Kronosaurus PNG Picture
Another large pliosaur, Kronosaurus lived during the Early to Middle Cretaceous. Its remains have been found in Australia and Columbia.
Current estimates put its maximum length at about 9-10 metres. The teeth of Kronosaurus were all more than 7 cm long, and the longest of which reached a whopping 30 cm.
Like other pliosaurs, it was likely an ambush predator that attacked its prey from below, and it would've tracked its prey mostly by smell.
I based the colouration of this animal on modern whales, such as the sperm whale. I also made it look a bit more "blubbery" than Liopleurodon. Australia during the Early Cretaceous was closer to the Antarctic Circle than it is today, and so its climate may have been colder. Kronosaurus would need more fat reserves to withstand the cold than Liopleurodon, a tropical animal.
Feel free to download any of my Spore PNGs!

source: openbmb/Ultra-FineWeb


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5: Steel House
Background: Artist and architect Robert Bruno has been at work on his steel home since 1974. Bruno has said that he wants the shape of the structure to be somewhere between animal and machine.
Why Its Unique: Most homes have an initial skeleton that is built upon throughout the construction process, but Bruno has approached this home like a sculpture, building it on the fly and making constant modifications. Koliopoulos points out that the four legs and cantilevered design minimize the structures impact by not disrupting the earth as much as a typical home design would have. Estimated weight of the structure is 110 tons.


summary of the Op-Doc (documentary).
 Write a brief summary of the Op-Doc (documentary). Then, identify and describe at least two rhetorical choices made by the director. Next, analyze the effects that rhetorical choice has (or might have) on viewers. You may also choose to evaluate whether or not that rhetorical choice fits in with what you believe to be the director's goals for the documentary. Also use at least metaphors of your own to further explain the documentary. 1200 word minimum with completed outline refer to outline sample for example!!!! Link to Op-Doc (make sure to watch twice to get a better grasp on your choices)


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Role of fatty acids and micronutrients in healthy ageing: a systematic review of randomised controlled trials set in the context of European dietary surveys of older adults
Ruxton et al., JHND Early View
Ageing is a multifaceted and inevitable process involving a decline in health and well-being that could be ameliorated by dietary modification. We review and discuss the evidence for nutritional interventions that may support healthy ageing.
The Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) guidelines were used to identify randomised controlled trials investigating the role(s) of fatty acids and micronutrients in relation to markers of healthy ageing.
European dietary surveys suggest that diets in elderly people are generally high in saturated fat, whereas intakes of vitamin D, magnesium, potassium, zinc and copper are below recommended levels. Thirty-four studies meeting the criteria were found, with 12 of these investigating the role of fatty acids and 22 considering intakes of micronutrients in relation to healthy ageing. Overall, these studies suggested that certain nutrients were consistent with healthy ageing; for example, omega-3 fatty acids were helpful for cognitive health, whereas combinations of calcium, vitamin D and K were linked with better bone health.
Vitamin, mineral and fatty acid intakes are in need of improvement to help elderly populations achieve optimal diet quality and support healthy ageing. This could involve the judicious use of supplements alongside dietary advice. Additional research is needed to determine optimal nutrient doses, combinations and forms in relation to desired health outcomes.


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Extension > Garden > Yard and Garden > Fruit > Integrated pest management for home raspberry growers > Raspberry sawfly
The raspberry sawfly (Monophadnoides geniculatus) is a small, black, wasp-like insect that appears in early summer. The female lays eggs on the leaves of primocanes. The larvae are small and green and look like little caterpillars. They feed on the leaves, while avoiding the larger veins. The result is a leaf that is peppered with small holes, creating a distinct netted look, a type of feeding referred to as skeletonizing. Be sure to look for the presence of the sawflies as this damage could be confused with Japanese beetles. Sawflies have one generation per year.
The skeletonizing done by sawflies can look serious on canes where an adult laid multiple eggs, but raspberry sawflies rarely causes a loss in yield. Typically, only a small number of canes have sawfly larvae. The damage only occurs in early summer. Individual primocanes can often outgrow the damage. Gardeners may find the middle of canes with damaged leaves, while the tops and bottoms of the same canes have normal, healthy leaves.
Sawflies rarely need to be managed in Minnesota. In small patches with minor infestations, the larvae can be removed by hand. If the majority of primocanes have sawfly damage, an insecticide may be necessary. Only spray insecticides if the little pale green "worms" are visible and still feeding on the leaves. If there are no worms, and the cane is forming healthy new leaves above the skeletonized leaves, the larvae may already be gone. Sawfly larvae are susceptible to'soft' insecticides, such as insecticidal soap. Contact residual insecticides such as permethrin, malathion and carbaryl are also options.


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1. Create a log file, for example /var/log/cxs.log, and chmod it 666.
2. Edit the files /etc/cxs/cxsftp.sh and /etc/cxs/cxscgi.sh and add the
following to the command line:
If you want to enable logging for all
including non-suspicious files (this really should only be done during testing),
add the option --cleanlog to your command line.
3. To "watch" the logfile while you are testing, run the following command in ssh:
tail -f /var/log/cxs.log
(Replace /var/log/cxs.log with the full path and filename of your own logfile if you are using something different.)


Boilerplate code
From Wikipedia, the free encyclopedia
Jump to: navigation, search
In computer programming, boilerplate code or boilerplate is the sections of code that have to be included in many places with little or no alteration. It is often used when referring to languages that are considered verbose, i.e. the programmer must write a lot of code to do minimal jobs.
The need for boilerplate can be reduced through high-level mechanisms such as metaprogramming (which has the computer automatically write the needed boilerplate text), convention over configuration (which provides good default values, reducing the need to specify program details in every project) and model-driven engineering (which uses models and model-to-code generators, eliminating the need for boilerplate manual code).
A related term is bookkeeping code, referring to code that is not part of the business logic but is interleaved with it in order to keep data structures updated or handle secondary aspects of the program.
One form of boilerplate consists of declarations which, while not part of the program logic or the language's essential syntax, are added to the start of a source file as a matter of custom. The following Perl example demonstrates boilerplate:
use warnings;
use strict;
The first line is a shebang, which identifies the file as a Perl script that can be executed directly on the command line (on Unix/Linux systems.) The other two are pragmas turning on warnings and strict mode, which are mandated by fashionable Perl programming style.
This next example is a C++ programming language boilerplate, _TAG_ guard.
This sets up, and checks, a global flag to tell the compiler whether the file myinterface.h has already been included. As many interdepending files may be involved in the compilation of a module, this avoids processing the same header multiple times (which would lead to errors due to multiple definitions with the same name).
In object-oriented programming[edit]
In object-oriented programs, classes are often provided with methods for getting and setting instance variables. The definitions of these methods can frequently be regarded as boilerplate. Although the code will vary from one class to another, it is sufficiently stereotypical in structure that it would be better generated automatically than written by hand. For example, in the following Java class representing a pet, almost all the code is boilerplate except for the declarations of Pet, name and owner:
public class Pet {
 private PetName name;
 private Person owner;
 public Pet(PetName name, Person owner) { = name;
 this.owner = owner;
 public PetName getName() {
 return name;
 public void setName(PetName name) { = name;
 public Person getOwner() {
 return owner;
 public void setOwner(Person owner) {
 this.owner = owner;
Note that most of the boilerplate in this example exists to provide encapsulation. If the variables name and owner were declared as public, the accessor and mutator methods would not be needed.
In some other programming languages it may be possible to achieve the same thing with less boilerplate, when the language has built-in support for such common constructs. For example the equivalent of the above Java code can be expressed in Scala using just one line of code:
class Pet(var name: PetName, var owner: Person)
Or in C# using Automatic Properties with compiler generated backing fields:
public class Pet
 public PetName Name { get; set; }
 public Person Owner { get; set; }
In HTML, the following boilerplate is used as a basic empty template and is present in most web pages.
See also[edit]


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3D Decoupage Fantasy Fairies
3D cutting is one of the most popular techniques for making cards. 3D images can be combined with a lot of other technniques and materials which creates endless possibilities. Even if you would work with the same images, the creations will never be the same.
The Fantasy Fairys are various 3D elves to use for cards and other decorations. The drawings are not only beautiful but also very fine and detailed. It is a true art to cut them precisely. You can, of course, skip small details if these are too difficult to work with.
1. What you need:
- 3D pictures
- (mini) foamcubes
- 2-sided adhesive tape
- craft knife
2. Cut out all the sizes of one 3D decoupage picture.
3. Lay down the images in the correct order (large to small) and stick the largest image on a card or object with 2-sided adhesive tape.
4. Take the next largest size. Apply one or a few pieces of 3D foam on the back of this picture, remove the protective layers from the foam and stick this image accurately on top of the previous one.
5. Continue in this fashion until the smallest pieces have been glued on.
Decorate the card with different layers of coloured or printed papers and finish it with for example various peel-off stickers.


About shared listening with children
Researches and reflections on music learning showed and demonstrated the importance of some specific events that enable humans to learn the music language.
We know that music learning is based on musical aptitude. The musical aptitude, however, is just a learning potential: this potential needs experience to turn itself into real learning and into the set of skills that Prof. Edwin E. Gordon calls "Audiation".
The experiences that enable this learning path are, mostly, music listening ones.
Listen, however, does not coincide with the simple act of hearing.
"Listening" is an active action that allows to give proper meanings to what we are listening.
And this is possible, for the child, only in the presence of a group consisting peer children or adults, who are listening together, showing an informal and instinctive repertoire of senses attributed to the object of listening
Listen together is, therefore, the first tool through which a child can discover and learn music, since her intrauterine life.
Listen together to the beauty that music has produced in history and cultures.


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This course is a four-day immersion into a SAS Viya 3.5 environment. This course provides essential topics for SAS Viya 3.5 administration and demonstrates how to perform administration tasks using SAS Environment Manager, the command-line interface, and REST APIs.
The self-study e-learning includes:
Learn how to
- Annotatable course notes in PDF format.
- Virtual lab time to practice.
- Integrate SAS Viya with SAS 9.4.
- Start and stop SAS Viya servers and services.
- Manage users and groups in the SAS Viya environment.
- Integrate with an identity management server such as LDAP or Active Directory.
- Manage credential domains in SAS Viya.
- Manage data and content that are used in the SAS Viya environment.
- Maintain security on SAS Viya content and functionality.
- Back up your SAS Viya environment.
- Promote content from both SAS 9.4 and prior releases of SAS Viya to SAS Viya 3.5.
- Update a SAS Viya deployment.
- Set up and use APIs to interface with the SAS Viya environment.
- Administer programming run-time servers.
- Administer the CAS server.
- Create and manage caslibs.
- Access data in external databases.
- Automate the refresh of data from a caslib.
- Make user-defined formats available to the CAS server.
- Promote content from SAS 9.4 to SAS Viya 3.5.
- Manage SAS Viya content.
- Troubleshoot general authorization issues.
- Monitor the SAS Viya environment in SAS Environment Manager.
- Monitor a SAS Viya deployment using command-line interfaces such as the sas-ops command.
- Manage the operations infrastructure data mart.
- Create custom reports from the operations infrastructure data.
- Modify logging levels in SAS Environment Manager.
- Diagnose server and service problems using logs.
Who should attend
Administrators who support a SAS Viya 3.5 environment
Before taking this course, you should have completed the SAS9 Administration: Getting Started course or have a working knowledge of Linux operating system commands (or both). A working knowledge of LDAP or Active Directory is helpful but not required.
This course addresses SAS Viya software.


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Ethnopharmacological relevance: The aerial parts of Equisetum palustre L. are used to treat peptic ulcer disease in Turkey. In a previous study, a flavonol diglucoside i.e., kaempferol 3-O-1''-beta-D-glucopyranosyl-3-O-1'''-beta-D-glucopyranoside (KGG) was isolated as the major antiulcerogenic constituent from the plant.
Aim of the study: The present study was undertaken to evaluate the antiulcer activity profile of KGG using various in vivo experimental ulcer models as well as by assessing gastric biochemical parameters.
Material and methods: KGG was obtained from the ethanol extract of the aerial parts of the plant by successive chromatographical methods. The activity profile of the compound was investigated using several ulcerogenesis models such as indomethacin-, indomethacin plus HCl/EtOH-, cysteamine-, serotonin-, N(G)-nitro-L-arginine methyl ester plus EtOH-, diethyldithiocarbamate-, N-ethylmaleimide plus EtOH-, water immersion and restraint stress-, pyloric ligation-induced ulcers. In addition, effects of KGG on the biochemical parameters of gastric juice; i.e., inhibition of titratable gastric acidity, acid output, gastric pH, gastric secretion volume and peptic activity were studied.
Results: KGG exerted statistically significant gastroprotective activity against indomethacin-, indomethacin plus HCl/EtOHand N-ethylmaleimide plus EtOH-induced ulcerogenesis. Moreover, KGG demonstrated weak activity against N(G)-nitro-L-arginine methyl ester plus EtOH, water immersion and immobilization-induced stress, pyloric ligation-induced and diethyldithiocarbamate-induced gastric ulcer models, and also it was ineffective in the prevention of ulcers induced by serotonin and cysteamine. On the other hand, among the gastric biochemical parameters studied, KGG was only found to increase the gastric acid pH from 2.03 to 3.35.
Conclusion: Results of this investigation have clearly demonstrated that KGG was found to improve the cytoprotective mechanisms of the gastric mucosa. On the other hand, a weak activity profile was observed on the parameters affecting the gastric acidity (water immersion and restraint-induced-, pyloric ligation-induced-ulcerogenesis and titratable acidity).
(c) 2010 Elsevier Ireland Ltd. All rights reserved.


How Much Does A DNA Test Cost At CVS?
How much does a CVS paternity test cost?
With decades of experience and over 20,000 locations nationwide, it's easy to see why HomeDNA is America's #1 paternity test brand.
Simply buy this kit, use the painless cheek swabs, and send in samples with the $139 lab fee.
You'll get results online just 2 days after all samples arrive at the lab..
Does CVS do DNA testing?
For a mother who may be concerned with needles, the Prenatal Chorionic Villus Sampling (CVS) DNA test provides a more direct route to getting results just prior to full-term.
How do you get a court ordered paternity test without a lawyer?
1 attorney answer If you can't afford a private attorney, you may want to try contacting your local child support office and request to establish paternity. You will likely be able to request genetic testing as well.
How much does a DNA test cost at Walmart?
Pay: Provide payment for the required $139 lab fee. Swab: Collect your DNA using the painless cheek swabs provided. Mail: Return your DNA samples to our lab using the trackable, prepaid return mailer. Results: Access your results online just 2 business days after your samples arrive at our lab.
Does insurance cover a paternity test?
Do you need both parents for a DNA test?
Each person who is taking part in the paternity test must give written consent to allow their DNA sample to be taken and tested. To achieve the most accurate and conclusive result, the biological mother should also be tested rather than only testing the father and child.
Can you buy a DNA test over the counter?
How can I get a free DNA test?
How do at home DNA tests work?
It's a quick and painless procedure that involves rubbing a cotton-like swab against the inside of the cheek. Using this simple procedure, samples are collected from the alleged father and child (and the mother, if she is available) and sent to our lab.
Can you tell who the father is before the baby is born?
Noninvasive prenatal paternity (NIPP) This noninvasive test is the most accurate way to establish paternity during pregnancy. It involves taking a blood sample from the alleged father and the mother to conduct a fetal cell analysis. … The test can also be performed after the 8th week of pregnancy.
How much is an over the counter DNA test?
Legal Paternity Testing The cost of the DNA Test kit is about $30, and offers a discounted laboratory test fee with kit purchase! Once you have purchased the Home DNA Test kit, simply call us to set up a professional DNA collection appointment.
How much does a paternity test cost at LabCorp?
How can I secretly do a DNA test?
Are Home DNA tests accurate?
If you're simply interested in the results for a little (or a lot of) peace of mind, then a home test will suit your needs just fine. However, a home paternity test won't cut the cake if you need to determine paternity for legal purposes, since the results from a home test will not be valid court.


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Serum serotonin level
Serotonin is a chemical produced by nerve cells. The serum serotonin level is a blood test to measure the amount of serotonin in your body.
5-HT level; 5-hydroxytryptamine level; Serotonin test
How the test is performed
Blood is most often drawn from a vein. The vein usually used is on the inside of the elbow or the back of the hand.
The procedure is done in the following way:
- The site is cleaned with germ-killing medicine (antiseptic).
- The health care provider wraps an elastic band around the upper arm to apply pressure to the area and make the vein swell with blood.
- A needle is gently inserted into the vein.
- The blood collects into an airtight vial or tube attached to the needle.
- The elastic band is removed.
- The needle is removed.
- The puncture site is covered with an adhesive strip to stop any bleeding.
For infants or young children, a sharp tool called a lancet may be used to puncture the skin and make it bleed. The blood collects into a small glass tube called a pipette, or onto a slide or test strip. Afterward, a bandage may be placed over the area if there is any bleeding.
How the test will feel
When the needle is inserted to draw blood, you may feel slight pain, or only a prick or stinging. Afterward, there may be some throbbing.
Why the test is performed
This test may be done to diagnose carcinoid syndrome
. Many patients with carcinoid syndrome have high levels of serotonin in blood and urine.
The normal range is 101-283 nanograms per milliliter (ng/mL).
Note: Normal value ranges may vary slightly among different laboratories. Talk to your health care provider about the meaning of your specific test results.
What abnormal results mean
A higher-than-normal level may indicate carcinoid syndrome.
What the risks are
There is very little risk in having your blood taken. Veins and arteries vary in size from one person to another and from one side of the body to the other. Taking blood from some people may be more difficult than from others.
Other risks may include:
- Fainting or feeling light-headed
- Hematoma (blood accumulating under the skin)
- Infection (a slight risk any time the skin is broken)
ReferencesHenry's Clinical Diagnosis and Management by Laboratory Methods
Linda J. Vorvick, MD, Medical Director and Director of Didactic Curriculum, MEDEX Northwest Division of Physician Assistant Studies, Department of Family Medicine, UW Medicine, School of Medicine, University of Washington. Also reviewed by A.D.A.M. Health Solutions, Ebix, Inc., Editorial Team: David Zieve, MD, MHA, David R. Eltz, Stephanie Slon, and Nissi Wang.


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A quote from the article:
The survey looked at nearly 20,000 Danish kids between the ages of 5 and 19. It found that kids who cycled or walked to school, rather than traveling by car or public transportation, performed measurably better on tasks demanding concentration, such as solving puzzles, and that the effects lasted for up to four hours after they got to school.Our Safe Routes Philly program helps Philadelphia schools encourage safe bicycling and walking to school. Interested in learning how we can help your school get organized or acquire funding or curriculum? Contact us. It's never too late to give your students a health and educational step up.


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Bioethics 25 (9):516-526 (2011)
|Abstract||Objectives: To investigate whether Chinese adolescents in Hong Kong share similar perceptions with their Western counterparts regarding their capacity for autonomous decision-making, and secondarily whether Chinese parents underestimate their adolescent children's desire and capacity for autonomous decision-making.Method:'Healthy Adolescents' and their parents were recruited from four local secondary schools, and 'Sick Adolescents' and their parents from the pediatric wards and outpatient clinics. Their perceptions of adolescents' understanding of illnesses and treatments, maturity in judgment, risk-taking, openness to divergent opinions, pressure from parents and doctors, submission to parental authority and preference for autonomy in medical decision-making are surveyed by a 50-item questionnaire on a five-point Likert scale.Results: Findings indicate that Chinese adolescents aged 14–16 perceive themselves to possess the necessary cognitive abilities and maturity in judgment to be autonomous decision-makers like their Western counterparts. Paradoxically, although they hesitate to assert their autonomy, they are also unwilling to surrender that autonomy to their parents even under coercion or intimidation. Parents tend to underestimate their adolescents' preferences for making autonomous decisions and overestimate the importance of parental authority in decision-making.Conclusion:'14-and-above' Chinese adolescents in Hong Kong perceive themselves as capable of autonomous decision-making in medically-related matters, but hesitate to assert their autonomy, probably because of the Confucian values of parental authority and filial piety that are deeply embedded in the local culture|
|Keywords||No keywords specified (fix it)|
|Through your library||Configure|
Similar books and articles
Ferdinand Schoeman (1985). Parental Discretion and Children's Rights: Background and Implications for Medical Decision-Making. Journal of Medicine and Philosophy 10 (1):45-62.
Kate Read, Conrad Vincent Fernandez, Jun Gao, Caron Strahlendorf, Albert Moghrabi, Rebecca Davis Pentz, Raymond Carlton Barfield, Justin Nathaniel Baker, Darcy Santor, Charles Weijer & Eric Kodish, Decision-Making by Adolescents and Parents of Children with Cancer Regarding Health Research Participation.
Kristina Orfali & Elisa Gordon (2004). Autonomy Gone Awry: A Cross-Cultural Study of Parents' Experiences in Neonatal Intensive Care Units. Theoretical Medicine and Bioethics 25 (4):329-365.
Ho Mun Chan (2004). Informed Consent Hong Kong Style: An Instance of Moderate Familism. Journal of Medicine and Philosophy 29 (2):195 – 206.
Edwin Hui (2008). Parental Refusal of Life-Saving Treatments for Adolescents: Chinese Familism in Medical Decision-Making Re-Visited. Bioethics 22 (5):286-295.
Andy Piker (2011). Balancing Liberation and Protection: A Moderate Approach to Adolescent Health Care Decision-Making. Bioethics 25 (4):202-208.
Victoria A. Miller, William W. Reynolds & Robert M. Nelson (2008). Parent-Child Roles in Decision Making About Medical Research. Ethics and Behavior 18 (2 & 3):161 – 181.
H. U. I. Edwin (2008). Parental Refusal of Life-Saving Treatments for Adolescents: Chinese Familism in Medical Decision-Making Re-Visited. Bioethics 22 (5):286–295.
B. C. Partridge (2010). Adolescent Psychological Development, Parenting Styles, and Pediatric Decision Making. Journal of Medicine and Philosophy 35 (5):518-525.
H. U. I. Edwin (2011). Adolescent and Parental Perceptions of Medical Decision-Making in Hong Kong. Bioethics 25 (9):516-526.
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Previous abstract Next abstract
The Diffuse Infrared Background Experiment (DIRBE) aboard the Cosmic Background Explorer (COBE) has provided the first full-sky linear polarization survey in the near-infrared, at 1.25 $\mu$m, 2.2 $\mu$m and 3.5 $\mu$m. A set of 41 weekly averaged maps include the linear Stokes parameters Q and U and their uncertainties for sky pixels measuring 0.35$\deg$ on a side. These data are best applied to studies of diffuse radiation, principally the zodiacal light. Polarizations of point sources should be derived from the DIRBE time-ordered data file, which includes calibrated intensities for all the polarization and total intensity channels, at a time resolution of 0.125 sec. This presentation describes the DIRBE polarization data products, with emphasis on the advantages and limitations of DIRBE polarimetry for studying the polarization of the diffuse sky and of point sources.
$^*$ The NASA/Goddard Space Flight Center (GSFC) is responsible for the design, development, and operation of the COBE mission. Scientific guidance is provided by the COBE Science Working Group. GSFC is also responsible for the production of the mission data sets. The data products are available from the National Space Science Data Center.
Tuesday program listing


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by Dr. Ellen R. Jordan
Texas A&M Extension
COLLEGE STATION, Texas – The use of waste milk to feed calves is a common practice on many dairy farms, but it comes with risk. Along with the milk, calves may ingest pathogens that cause disease (mycoplasma, salmonella and Johne's Disease, etc.).
To minimize the risk, pasteurize the waste milk. Mycobacterium paratuberculosis, the pathogen caused Johne's Disease, is not easily destroyed. However, researchers at the National Animal Disease Center in Ames, Iowa and at other locations have shown that pasteurization can destroy it and other pathogens provided the milk is heated to the correct temperature and held for a specified time.
There are two general types of on-farm pasteurizers available. The first type is frequently referred to as a batch pasteurizer. Milk is put into this pasteurizer, heated to 150° F (65.5° C) and held for 30 minutes.
The second type is a commercial high-temperature, short-time pasteurizer or a HTST pasteurizer. When using a HTST pasteurizer, heat milk to 161° F (71.7° C) and hold for 15 seconds.
Since both types of pasteurizers have been shown to effectively destroy pathogens, either can be used. The critical point is to use the correct temperature and time for the type of pasteurizer chosen.
Because some of these same pathogens can be transferred in colostrum, there is interest in what happens to immunoglobulins if colostrum is pasteurized. In a recent study using the HTST pasteurizer, there was a 25% reduction in immunoglobulins, thus consider alternative methods to protect calves from disease found in colostrum.
If you pasteurize colostrum, use the batch pasteurizer as the HTST tends to clog with colostrum.
For example, to control Johne's Disease use only colostrum from cows that have recently been tested negative for Johne's.
Commercial colostrum supplements or replacements can also be fed if insufficient colostrum is available.
Waste milk can be used for feeding calves, however pasteurize it first to reduce the risk associated with this cost-saving practice.
■ To contact Dr. Ellen R. Jordan at Texas A&M Extensiion, call _PHONE_ or e-mail her at _EMAIL_


Exploring languages and cultures
Exploring languages and cultures
Free course
Exploring languages and cultures
Exploring languages and cultures
Learning a language requires an understanding the cultures of its speakers. This free course, Exploring languages and cultures, explores the multiple relationships between languages and cultures. You will learn about the benefits and challenges of meeting people from different cultures, what it means to be plurilingual and pluricultural, and the ways in which language and human communities shape each other. You also will look at the role of intercultural competence at the workplace, reflect on the use of English as lingua franca in international contexts, and get a flavour of the skills involved in language-related professions such as translation and interpreting.
This OpenLearn course is an adapted extract from the Open University course L161 Exploring languages and cultures [Tip: hold Ctrl and click a link to open it in a new tab. (Hide tip)].
Take your learning further
Request an Open University prospectus371


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To use kickstart mode, you must first create a kickstart file, and make it available to the Red Hat Linux installation program. Normally this is done by copying the kickstart file to the boot diskette, or making it available on the network. The network-based approach is most commonly used, as most kickstart installations tend to be performed on networked computers. This also makes it easier to install Red Hat Linux on many computers, as the kickstart files can be kept on single server system, and read by the individual computers during the installation.
Let's take a more in-depth look at the locations where kickstart file may be placed.
To perform a diskette-based kickstart installation, the kickstart file must be named ks.cfg, and reside in the boot diskette's top-level directory. Note that the Red Hat Linux boot diskettes are in MS-DOS format, making it easy to copy the kickstart file under Linux using the mcopy command (or, if you insist, you can also use Windows). Although there's no technological requirement for it, most diskette-based kickstart installations install Red Hat Linux from CD-ROM.
Network installations using kickstart are quite common, because system administrators can easily automate the installation of many networked computers quickly and painlessly. In general, the approach most commonly used is for the administrator to have both a BOOTP/DHCP server and an NFS server on the local network. The BOOTP/DHCP server is used to give the client system its networking information, while the NFS server serves the actual files used during the installation. Often these two servers run on the same physical machine, but there is no requirement for this.
To do a network-based kickstart installation, you must have a BOOTP/DHCP server on your network, and it must include configuration information for the machine you are attempting to install. The BOOTP/DHCP server will be used to give the client its networking information as well as the location of the kickstart file. If a kickstart file is specified by the BOOTP/DHCP server, the client system will attempt an NFS mount of the file's path, and will copy the specified file to the client, using it as the kickstart file. The exact settings required vary depending on the BOOTP/DHCP server you use. Here's an example for the DHCP server shipped with Red Hat Linux:
filename "/usr/new-machine/kickstart/"; next-server blarg.redhat.com;
Note that you should use filename for the kickstart file's name (or the directory in which the kicstart file resides), and next-server to set the NFS server name.
If the filename returned by the BOOTP/DHCP server ends with a slash (''/''), then it is interpreted as a path only. In this case, the client system mounts that path using NFS, and searches for a specially-named file. The filename the client searches for is:
The section of the filename should be replaced with the client's IP address in dotted decimal notation. For example, the filename for a computer with an IP address of 10.10.0.1 would be 10.10.0.1-kickstart.
Note that if you don't specify a server name, then the client system will attempt to use the server that answered the BOOTP/DHCP request as its NFS server. If you don't specify a path or filename, the client system will try to mount /kickstart from the BOOTP/DHCP server, and will try to find the kickstart file using the same -kickstart filename as described above.


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Creating checkpointsLast Updated: 12/03/2015 Introduced in Verision: 2.0
This example creates a checkpoint for a flow. The concept is the same across all entities. Creating a checkpoint simply creates a backup of the entity in its history folder. This makes it possible to restore from the checkpoint backup file. The difference of a checkpoint vs. a normal or auto-save is that a checkpoint backup file has a specific name. Manual and automatic saves have generated names.


Microtus arvaliscommon vole
Geographic Range
Common voles (Microtus arvalis) are found from northern Spain as far north as the southern edge of Finland and as far south as eastern Turkey. Common voles are also found as far east as Mongolia.
There are also a few isolated groups of common voles. One group is located along the coast of the Black Sea from Alupka almost to Feodosiia in Ukraine and almost as far inland as Nyzhnohirskyi. Another group is located in Iran north of Ardabil. The third group is located in southeastern Kazakhstan and stretches into northwestern China. The final group is a disjunct population, located in northern Mongolia and stretching into southern Russia near Lake Baikal. The range curves around the lake some so that the geographic range for the group ends just north of Irkutsk and east of Angarsk.
A subspecies, the Orkney vole, was prehistorically introduced to the Orkney Islands (coast of Scotland). They were believed to have been introduced there about 4500 years ago, and genetics show that the original population originated from France or Spain. (Haynes, et al., 2003; Yigit, et al., 2016)
Common voles are found in a variety of habitats. These habitats include forests, pastures, meadows, and farming areas. Common voles can be found in elevations varying from sea level to 3000 m. (Yigit, et al., 2016)
 - Range elevation
 sea level to 3000 m
 to 9842.52 ft
Physical Description
Common voles have a brown-gray pelage, with updersides that are lighter-colored. Their round ears appear absent upon first glance, but are simply hidden in the pelage. Their tails are relatively short. These voles have an average adult body weight of 27.5 grams, and an average body length of 113.66mm.
Despite their commonality, simple descriptions of these voles seems lacking in the literature. From the 1896 book North American Fauna, defining characteristics of common voles include nails on their feet with the hind feet having longer claws than the front. On each of their feet, common voles have 6 tubercles. Their feet are also hairy from the nails to the heels. Common voles have a "normal" palate. Regarding their dentition, the first lower molar and last upper molar contain large numbers of angles and loops that characterize their teeth patterns. Common voles always have two sets of four mamma or nipples. One set of four is in the inguinal region while the other is in the pectoral region.
They have a basal metabolic rate of 0.3430 cm^3 oxygen/hour. (Jones, et al., 2009; Nowak, 1999; United States Bureau of Biological Survey, et al., 1896; Weigl, 2005)
 - Average mass
 27.5 g
 0.97 oz
 - Average length
 113.66 mm
 4.47 in
 - Average basal metabolic rate
 0.3430 cm3.O2/g/hr
Borkowska and Ratkiewicz (2010) found that common voles are polygynandrous. Multiple males tend to mate with multiple females in the same season. Males mate with multiple females to increase their reproductive success. During the mating season, common vole males may try to monopolize one or more females.
Wang (2013) found that females that are fertile will continuously try to mate throughout the breeding season until they are pregnant. This can result in multiple paternity within a single litter. (Borkowska and Ratkiewicz, 2010; Wang, 2013)
In common voles, females are mature after 38 days while males reach maturity at 56 days. The gestation period for common voles is 21 days. The average litter size is about 5.1 and the number of litters per year averages 5.5 across populations. The average weight at birth is 1.85 grams. Weaning occurs around day 20, when pups weight ca. 8.9 grams. The time between litters averages 25.15 days.
Wang (2013) found that the breeding season for common voles typically starts around April 1st and lasts until October 1st. This is validated by the population peaks that occur from July until September. An extended breeding season could explain a peak that occurs after September. (Wang, 2013; Weigl, 2005)
 - Breeding interval
 After a litter is born it is about 25.15 days before a female becomes pregnant again.
 - Breeding season
 April 1st through October 1st
 - Average number of offspring
 - Average gestation period
 21 days
 - Average weaning age
 20 days
 - Average age at sexual or reproductive maturity (female)
 38 days
 - Average age at sexual or reproductive maturity (male)
 56 days
Females will either give birth alone or in groups. They will give birth in groups when the population's mortality rate for adults is high (i.e., females do not return from foraging bouts). This closeness allows for other females to take care of the orphaned pups. The maximum number of pups in a group is 15. The age of pups when they are weaned is about 20 days.
The role of males in pup care varies considerably in the wild versus in captivity. In the wild, the promiscuous males and females have unstable pair bonds and do not stay together as a family unit for long. Sometimes, the males have no roles in parental care beyond mating. In captivity, Gromov (2013) found that males do assist with care, and that the presence of a male in pup rearing will influence male pups' ability to rear their own young. In captivity, both parents huddled over their young and spent about the same amount of time with the pups. For common voles, this huddling, plus licking, are considered important tactile stimulations.
The amount of parental care is not determined by the number of pups. (Boyce and Boyce III, 1988; Gromov, 2013)
 - Parental Investment
 - male parental care
 - female parental care
 - pre-weaning/fledging
 - provisioning
 - male
 - female
 - protecting
 - male
 - female
 - pre-independence
 - provisioning
 - male
 - female
 - protecting
 - male
 - female
Maximum longevity in captivity is 4.8 years. The longest known lifespan and the expected lifespan in the wild are not known for this species but other members of the species live for 1 year and up to 33 months in the wild. Most voles will not live beyond one month of age. (Nowak, 1999; Weigl, 2005)
 - Range lifespan
 Status: captivity
 4.8 (high) years
Common voles are typically diurnal do not hibernate. They live in groups. This communal living provides a higher likelihood of survival when predators attack. Group members can synchronize their actions to protect themselves from predators, a safety in numbers game. Common voles communicate with each other by staying within close proximity to each other. They do this so they can see or hear the others moving around. These actions help warn the others that a predator is present. Tikhonova et al. (2008) investigated how voles interacted and behaved in an unfamiliar and a familiar territory. They also investigated what happened when an unfamiliar female or male was introduced into the territory. They found that voles placed in unfamiliar territory were timid and did not leave the nests. Some of them took days before they would leave the nest to explore. Males and females acted the same in that they tried to hide when moving outside of the nests. Females tend to interact with males more than with other females. Males tended to initiate aggression while females tended to avoid or stay away from aggression. Tikhonova et al. (2008) also found that when inhabiting a familiar territory, female aggression towards other females increases. Their foraging increased as well as their overall movement. They are more active in a familiar environment as opposed to an unfamiliar environment. Compared to males, females were less mobile, tending to sit outside of their nests. (Nowak, 1999; Tikhonova, et al., 2008; Wang, 2013)
Home Range
Wang (2013) observed that the home range for common voles was different for males and females. Male average home range was 197.8 m^2, while that of females averaged 140.6 square meters. For both males and females their home range increased during the summer months. (Wang, 2013)
Communication and Perception
Common voles usually live in groups in burrows. These groups synchronize when they venture above ground to get food. Common voles increase their safety by being synchronized with each other because they can exchange warning signals when predators are present. When voles sight a predator they either freeze or run for the safety of their burrow. The response rate of common voles depends on their proximity to other voles.


What is TIMS?
TIMS is a hardware training system, designed specifically for telecommunications and signal processing courses that require only an oscilloscope to use the system.
How is TIMS used?
TIMS is used to implement block diagrams, which are used to model mathematical equations, or the hardware realizations of telecommunications systems or signal processing schemes.
What equipment do I need to use TIMS?
TIMS is intended as a complete, stand-alone training system that typically only requires an oscilloscope and no other test equipment.
The following is a complete list:
 1. TIMS system + optional modules;
 2. Oscilloscope:2CH, 20MHz, conventional non-storage;
 3. A personal computer with RS-232 port if the TIMS DSP modules are being used to develop programs.
How many students per TIMS system in labs?
The ideal number of students per TIMS system is 2 to 3 students, for optimum result. However, in some cases where not enough TIMS systems are available in a lab, labs run with 4 students per system, as a short term solution.
Can TIMS interface to PC's?
Yes. With the increased processing power of personal computers, students are no longer limited to only viewing their signals in the time domain, on a basic oscilloscope. PC-based multi-instruments are now available which are both affordable and have outstanding performance. EMONA TIMS offers two options for such PC-based instrumentation with wide bandwidth oscilloscope and spectrum analyzer displays, as well as true RMS digital voltmeter and frequency counter functions. Both options incorporate the powerful ADC200/20 virtual instrument. The ADC200/20 is available stand-alone or built-into the TIMS-301C PC-Enabled Learning System.
Why use hardware when software simulators are readily available?
Manipulating objects on screen and viewing the results on screen can often seem like "magic" particularly to introductory students. There are real educational benefits to be had when a student builds and studies an experiment with real-time signals in real 'hands-on' hardware. The directness of 'hands-on' adjustment of signals gives a solid and tangible understanding of the system being studied to the student. The results observed attain real meaning which is often not attained with 'on-screen' simulations.
In order to appreciate simulation a student needs to have pre-requisite knowledge of sampling theorem and Fourier analysis. Once these fundamentals have been understood, simulations can become a useful adjunct alongside learning with a TIMS system.
Simulation can be useful as pre-lab learning. See our page on TutorTIMS on our website.
Isn't TIMS just a simple "demonstration" system?
TIMS is definitely not a "demonstration" system.
A "demonstration" system is typically one box, which only outputs demonstration waveforms eg: AM and DSB envelopes or TDM sampled signals, etc). The user has no real control over the method of implementation of each experiment, other than a few gain controls.
TIMS is a true "modelling" system. No one module has an isolated function - modules are used together to build-up systems.
TIMS does not include, for example, an "AM modulator" module, or an "SSB demodulator" module. These functions are patched together using Adder Modules, Multiplier Modules, Signal Modules, and so on.
How does TIMS fit into an electronics engineering course, because in telecommunications we use real applications such as telephone lines, microwaves, satellites, LANS, etc.?
TIMS gives students hands-on experience with the theories and concepts involved in the specific area of "transmission theory". "Transmission" involves an original message being carried from one point to another, using either analogue or digital modulation. TIMS will allow the students to learn about the concepts of the many sub-sections of a major telecommunications system: e.g. sampling and reconstruction; coding and decoding; modulation and demodulation; etc. After a student has learnt and grasped these fundamental concepts, it is much easier for them to take this knowledge and apply it to HF electronics, microwaves, telephone lines, computer local area networks, and so on.
Why can TIMS be used by both undergraduate and post graduate students, and lecturers?
TIMS is valuable to all these users because TIMS actually models mathematical equations and telecommunications block diagrams. TIMS is much more than just a waveform or experimental "demonstration system".
Describe the TIMS system hardware?
TIMS is comprised of the following system components:
 1. The FIXED UNIT, which includes 7 "fixed modules" and a rack which holds up to 12 "plug-in modules". The "fixed modules" include some of the most common functions/building-blocks that are required in most experiments.
 2. Thirteen Basic "plug-in modules". This BASIC MODULES SET includes further fundamental building blocks required in many telecommunications and signal processing experiments.
 3. 2 groups of optional Advanced modules:
 1. The ADVANCED MODULE SET which includes more specialised building blocks, and,
 2. The DSP MODULE SET.
What is the difference between BASIC modules and ADVANCED modules?
The BASIC modules include the simplest, fundamental, general purpose electronic building-blocks. e.g. Signal adder; signal multiplier; filters; oscillators; phase shifters; etc.
The ADVANCED modules include more specialised or more specific electronic building-block functions. e.g. PCM waveform encoders and decoders; bit error rate and signal to noise measuring functions; Delta modulation building-blocks; etc.
Can external signals be connected to TIMS?
As TIMS has an open architecture, and uses real electrical signals, it is easy to bring signals into the TIMS environment or take them from TIMS to other external equipment. Interfacing guidelines are provided in the "Making your own modules for TIMS" lab sheet.
How does a student relate TIMS "modules" to block diagrams? Why are there red and yellow connectors on both sides of each module and why don't gain and adjustment control knobs have calibration or level scale markings?
All TIMS modules follow a very strict and consistent "front panel convention". Once a user has been introduced to the TIMS conventions, they will find it very easy to use any TIMS module. The TIMS "front panel conventions" ensure that TIMS modules relate very closely to the Block Diagram representations that are commonly used in telecommunications and signal processing.
How many experiments can you do with TIMS? What kind of experiments can TIMS do?
Because TIMS models mathematical systems using functional building-blocks, the number and type="text" of experiments is only limited by the modules (building-blocks) available and the user's imagination (and understanding of the subject).
From this it follows that TIMS has an unlimited capability for telecommunications and signal processing experiments.
More specifically, we consider that with the FIXED and BASIC modules alone, over 50 experiments can be carried out.
The ADVANCED module set adds a further 25 new experiments.
Adding the DSP modules then expands the experiment base many times over.
How do I learn how to put together experiments - where can I get some ideas?
Ideas for block diagrams are available from many sources including:
 1. communications textbooks, magazines and research papers
 2. The user's own new ideas and theory
 3. The TIMS student labsheets experiments
 4. The "Communication System Modelling with TIMS" text, by Tim Hooper


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Civil Procedures in Europe: Orders for Payment, Vol 4
Each country's practice in this area is described and analysed by a national expert distinguished in the field of civil procedural law. The contributions are written in either English, French, or German, and are followed by summaries in both remaining languages. Bibliographies are included to enable the reader to locate material for further study.
Each national report addresses the following issues:
A comparative contribution by the editors analyses the similarities and differences between the various European systems. Furthermore, the editors discuss attempts to harmonise the law of civil procedure in this respect, which range from various recommendations of the Council of Europe to the 1998 draft of the Late Payment Directive, and provide concrete suggestions for a future harmonisation or unification of this area of the law.
The countries covered are Austria, Belgium, Denmark, England, Finland, France, Germany, Greece, Italy, Luxembourg, The Netherlands, Portugal, Spain, and Sweden.
|Product Line||Kluwer Law International|
- The Netherlands


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We systematically reviewed cohort studies (identified after searching through MEDLINE) from the period of January 2001 to August 2011 to find out the relation of degree of coffee consumption with development of diabetes mellitus. Information on study design, participant characteristics, measurement of coffee consumption and outcomes, adjustment for potential confounders, and estimates of associations was reviewed independently by 3 reviewers. The review included 13 cohort studies including 12, 47,387 participants and 9473 incident cases of type 2 diabetes. We compared the risk of diabetes amongst people with different degrees of coffee consumption.
We concluded that habitual coffee consumption is associated with a lower risk of type 2 diabetes. Participants who drank 4 to 6 cups and more than 6 to 7 cups of coffee per day had a lower risk of type 2 diabetes compared with those who drank less than 2 cups per day. Advantage of filtered coffee over pot boiled, decaffeinated coffee over caffeinated coffee and stronger inverse correlation in < 60 years age group was also noted. However, based on this review, increasing coffee consumption as a public health strategy can't be recommended. More detailed studies of coffee consumption, including appropriate measures of postprandial hyperglycemia and insulin sensitivity, are required.


Math on the Table (The Gracie Series)
Written and illustrated by Grace La Joy Henderson
Gracie loves to do math problems. When she finds a blank math worksheet on the table in the living room, she becomes excited. Gracie inquires of her parents where it came from. Both joke that they don't know the answer. Gracie decides that it must have been placed there for her. She hurries to solve all the problems on the paper and feels elated when she accomplishes the task.
When Gracie's younger brother discovers the completed worksheet, he becomes distraught. It turns out this was his homework. Gracie feels ashamed. She apologizes to her brother and learns a valuable lesson. This book is part of a series in which Gracie learns life lessons through personal experiences. The series is recommended for ages three through eleven but probably most appropriate for ages seven and older.
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cement mortar calculation
Quantity of cement mortar is required for rate analysis of brickwork and plaster or estimation of masonry work for a building or structure. Cement mortar is used in various proportions, i.e. 1:1, 1:2, 1:3, 1:4, 1:6, 1:8 etc.
Calculation of quantity of cement mortar in brickwork and plaster:
For the calculation of cement mortar, let us assume that we use 1m3 of cement mortar. Procedure for calculation is:
1. Calculate the dry volume of materials required for 1m3 cement mortar. Considering voids in sands, we assume that materials consists of 60% voids. That is, for 1m3 of wet cement mortar, 1.6m3 of materials are required.
2. Now we calculate the volume of materials used in cement mortar based on its proportions.
Let's say, the proportion of cement and sand in mortar is 1:X, where X is the volume of sand required.
Then, the volume of sand required for 1:X proportion of 1m3 cement mortar will be
3. Volume of cement will be calculated as:
Since the volume of 1 bag of cement is 0.0347 m3, so the number of bag of cement will be calculated as:
For cement mortar of 1:6, the quantity calculated will be as below:
Sand quantity
Quantity of cement (in bags):
Volume of cement =
There number of bags required = = 6.58 bags.
Written by
Chief Operating Officer at Deep Real Estate Developers


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BrightSTEP provides advanced case management and identification of students at risk within a school. Student information from school-based meetings, interventions and assessments can be collected. School metrics are easily viewed through BrightSTEP's innovative dashboard. Staff can access case histories of students who transition into a Secondary or other new school.
For further information about how BrightSTEP can help ensure student safety and success within your school or district, contact:


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Practical Applications for Use of PDAs and Smartphones With Children and Adolescents Who Have Traumatic Brain InjuryBy DePompei, Roberta; Gillette, Yvonne; Goetz, Elaine; Xenopoulos-Oddsson; Bryen, Diane; Dowds, Murdo; NeuroRehabilitation: An Interdisciplinary Journal, Vol. 23, No. 6, pp. 487-499
Publication Date: 2008
Study explored the use of personal digital assistants (PDAs) and smartphones as memory aids for children and adolescents with traumatic brain injury (TBI). An initial study including 106 participants with TBI or intellectual disabilities (ID) at three university rehabilitation centers compared the effectiveness of a paper calendar, a Dell PDA, and a Palm PDA as memory aids. During the 8-week trial, participants completed two tasks following a reminder alarm from the PDAs: placing a phone call and leaving a message, and completing a typical task. External memory aids were exchanged each week. Results showed the Palm PDA to be the most effective reminder method across the three groups, with the Palm PDA having the advantage over the Dell model of a louder alarm. Subsequent in-depth studies were conducted with 6 participants from the first trial using several functions of the Palm PDA for a variety of tasks, and 2 of those participants continuing on in a study using smartphones. Results of these studies indicated that the use of electronic devices can enhance independent behavior in individuals with TBI. Factors influencing success included student motivation, audible beep of the device, support for programming and troubleshooting, alterations of functions, and selection of features to motivate. A PDA intervention plan for use by clinicians, developed on the basis of the study results, is appended.
Published by: IOS Press (Website:_URL_)
This publication is included in the library of the National Rehabilitation Information Center (NARIC), accession number J55585


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Animal models are often needed to understand the complexity of disease and to find treatments.
What makes vertebrates like zebrafish good research models?
Wellington College: Why those diseases and why with zebrafish?
Dr Love (Auckland University): What I am interested in is modelling human disease using zebrafish as a simple vertebrate organism. Most models you see would be using the mouse. We use the zebrafish. It's a cheaper platform to use. Embryos are produced every day depending upon the quality of your facility. And we can manipulate the gene expression programme of the zebrafish to achieve, I hope, some desirable outcomes in modern human disease.
I think the zebrafish offers advantages for some diseases, let's say blood cell development, early events. Early events in disease would be quite good. For me, multifactorial disease modelling, I feel, is worth using the zebrafish. I can entertain multiple variables. Central nervous systems - I still think it's worth investment, but you are on a steep hill.
- 27 November 2007
- Quicktime video
- The University of Waikato


text: Those who deal with underwater warfare will know that sonar is one of the primary methods of detecting your enemy, so what happens when you want to go dark? You might not command the seas at will like Moses or Namor, but good thing there is this tiny cylinder developed by researchers at the University of Illinois which will make you invisible to sound waves of a certain range – 40 to 80 KHz. The device itself consists of 16 concentric rings of acoustic circuits, where sound waves will find their way into the channels between the circuits, moving faster toward the innermost rings. Since this acceleration requires energy, the waves will instead gather on the outer rim of the cloak, which in layman's terms, bend the sound waves around itself while remaining hidden. Of course, much more work needs to be done to cater for faster moving objects, and we are pretty sure the Navy is more than interested in such technology being made available to them (if not already).


01892 822994 [email protected]
Goodnestone Serpentine Walk and Avenue, Kent
Goodnestone is a grade II* park and garden near Canterbury, famous for its association with Jane Austen. It also has a celebrated walled garden and an equally good woodland garden. As part of the restoration of the historic landscape and the development of the site as a visitor attraction, acta restored a walk leading from the garden, around the park boundary, past the façade of the restored ice house and back to the mansion. This required detailed tree and shrub specification, preparation of contract documents and site supervision. The walk is now a popular feature of visits to the park. In a later piece of work we established a new 500m-long plane tree avenue, leading from the mansion to the village.
Client - Lord Julian Fitzwalter
 1. Substantial sections of the walk have abundant daffodils, probably planted between the wars in a previous version of the walk
 2. The walk takes its name from a formal section laid out in the eighteenth century as a sequence of regular curves. This could not be traced on the ground and our alignment followed a straightened-out later version
 3. Ice house
 4. Later section
 5. Avenue


Gina pursues elder abuse prevention message
When Seniors Rights Victoria's peer educator Gina Fiske has an older person start to talk to her about the disrespect they are being shown in the family, she stops talking and listens.
Gina brings the breadth of a career in family, youth and child programs and heath prevention. She understands the most important aspect for someone brave enough to share their elder abuse story is to be believed.
"People are often fearful of talking to other people about their situation, they've often lived with it for a long time," Gina said.
A trained, volunteer presenter at community education sessions throughout Victoria for about a year, Gina has taken to the sessions with great enthusiasm, encouraging older people to build their knowledge, confidence and know they have a place when they can go to get help.
"I know in families, even in my family, that some people feel entitled to more than they should, it challenges us all. That's why prevention is at the heart of what we do," Gina said.
The community education sessions often present a case study, perhaps a son living back with his mother after a relationship has ended with debts he cannot manage. The son asks his mum for money, he uses the car and lives in the house without contributing to groceries or paying rent. The mother is trying to help the son get back on his feet but he soon starts using her bank account and when she becomes aware of it and says something he becomes verbally abusive and the relationship continues to deteriorate.
"It's when trust is broken that it is elder abuse. I talk to people after our sessions and they often feel they are under pressure. They can see their adult child is using them, not respecting them, using their resources and they're not thinking through the consequences," Gina said.
"They often have a limited income and feel lucky to have an asset, their house, but there is no notion of fairness from their adult child of seeing their parent as an independent older person who has choices about a situation they haven't initiated. People are usually quiet silent when the case study is being shared, they just nod their heads as the information clicks.
"They often don't acknowledge it as elder abuse. Elder abuse is such a blunt term. I'm not surprised it occurs but I'm surprised it's named publicly, and this sends a clear message that this is present in our communities, in our families and it's not okay".
Gina is looking forward to speaking at more community education sessions as it gets closer to World Elder Abuse Awareness Day on 15 June. For information on events go to WEAAD events.
"I will go as often as I can. I enjoy doing this and helping older people understand what they can do to protect themselves and maintain family relationships. I think that is important."


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U.S. National Institute of Standards and Technology code revision recommendations in the wake of the World Trade Center terrorist attacks are being implemented in new high-rise construction, including One World Trade Center, the lead building of the new World Trade Center complex.
New requirements include:
- Buildings taller than 420 feet are now required to include an extra exit stairwell or a specially designed elevator that occupants can use for evacuations
- Stairwells in buildings more than 75 feet high must now have glow-in-the-dark markings that show the exit path even when lighting is out or dim
- Spray-applied fire-resistive materials must perform four times more effectively than current requirements in buildings 75 to 420 feet tall, and more than seven times better in buildings taller than 420 feet. BD+C


How to viz responsibly as you work with data on systemic racism in the U.S.
The murders of George Floyd, Breonna Taylor and so many more Black Americans at the hands of the police have sparked a broad, hopeful movement to end police violence and address the systemic inequities facing Black communities across the country
Amid all of this, there is an enormous role for data to play. "If we are ever going to get to the kind of solutions that allow us to deconstruct oppressive policies or practices, and have a glimpse at constructing some more emancipatory systems for racial equity and justice, data are essential to getting there," says Shena Ashley, VP of Nonprofits and Philanthropy at our partner organization Urban Institute. At Tableau, we know how critical accurate and thorough data is to help understanding complex and fraught issues like these, how shared facts can create a language for constructive conversation, and can ultimately inform lasting policy solutions.
We know that many members of the Tableau community will be interested in visualizing data on everything from violence to the impacts of racism to celebrations of Black success and more. Data visualization is an incredibly useful way to better understand a situation, but there are several important things to keep in mind when working with this data. We outline some below, and welcome your feedback for more considerations that should be added to this list.
Credit: Amanda Makulec
Think about the full implications of your viz
While data may be neutral, the presentation of data is not. Especially when vizzing data on inequities and marginalized communities, be mindful that you are not reinforcing harmful stereotypes and narratives in your work. This resource from Datassist is a helpful reference point on visualization best practices and being sensitive as you visualize across cultures. Everything from how you aggregate data to how you design your viz could—whether you intend to or not—perpetuate harmful stereotypes or ideas, or put up cultural barriers to accessing information.
DIsaggregating data to the most granular level possible is extremely important, Ashley says. "Our ability to have race consciousness, in policies or programs or in data visualizations, really depends on us actually having data that is disaggregated. If our data just reflect the average condition, our work will only be able to address the average condition."
Sarah Treuhaft, managing director at PolicyLInk, a Tableau Foundation partner that advocates for policy solutions for racial and economic equity backed by data, agrees. "If you don't disaggregate, you miss a lot of what is happening for some segments of the population, especially people that have been marginalized and discriminated against—we need to understand the specific conditions that communities face so we can design strategies to ensure that everyone has what they need."
While disaggregating data by race is vital for identifying where changes need to be made, Ashley cautions that there's an enormous amount of responsibility that comes with doing so. "You have to be aware that disaggregated data can also be weaponized against vulnerable people," she says. For example, she adds, if disaggregated data shows that children of color struggle with school performance, people who are not educated on structural barriers could interpret the data through the lens of personal responsibility, instead of seeing it as an example of the way systemic racism impacts educational outcomes. When you're working with this data, it's important to pause and ask how it could be interpreted, and what guardrails and information you could supplement the data with to tell a more complete and ethical story. If possible—especially if you are not from the community represented in the data—make sure you check your biases and interrogate your assumptions. If possible, consult with people with different points of view and experiences, and factor in their perspectives.
Learn and include the relevant context
Even if the viz you're thinking of creating focuses on specific data—for example, this one by Tableau community member Eleonora Nazander on Black death rates due to COVID-19—the data visible in the end result is not the whole story.
Looking at the above viz, think about all the other data that informs what we're seeing here. The most important question you can ask when looking at data, Ashley says, is "why?" Why are Black people dying disproportionately? Is there data I can find on inequities in pre-existing conditions and access to care that might inform my understanding? (There is: Kaiser Family Foundation is a good place to start). And from there, is there more research I can do to understand why these inequities exist? "There are always deeper layers of questioning," she adds. Even if this research and additional data does not make it into the viz, it's invaluable for informing your understanding and influencing how you choose to present information.
But if you can, use your visualization as a knowledge-sharing platform for both the issue at the heart of your viz and the broader context. Think about where you can add interactivity to your viz and link out to resources that help explain and contextualize the data that's visible. "It's really important to provide context for what the drivers are of the inequities that you see when you present data showing inequities, like racist policies or structural barriers" Treuhaft says. Using data visualization as a jumping-off point for a larger discussion around systemic inequities is something PolicyLink has been very focused on. In their Bay Area Equity Atlas, for example, every indicator the team measures is also explained in depth, with both drivers of inequities and suggestions of strategies that could address it. "When working with this data, think about solutions—how can you show people what to do to take action, and what are people working toward on the ground?" Treuhaft says.
It all comes down to providing context. When visualizing data on inequities, it's important to think beyond the numbers, Treuhaft says, and more about a narrative that contains explanations and courses of action. And as you do this, prioritize including sources directly from the people and communities whose stories are reflected in the data, like referencing and linking out to Black-led advocacy campaigns to address inequities.
Exercise sensitivity and thoughtfulness in your design
While understanding the deep context around data is vital, the surface-level presentation matters just as much. The design choices you make when you're visualizing data can have far-reaching implications and consequences. Everything from the colors you use to the language you employ matters and can feed into the way people understand the data you present. Be mindful of inappropriately appropriating imagery or designs, and especially of visualizing data in a way that others or offends the people represented in it.
The Urban Institute, Ashley says, follows a set of best practices that are intended to ensure data is presented in a way that is informative and empathetic. "Some of them are basic, like not using gendered colors—blue and pink—for male and female, and we avoid semantic color for race, like red for American Indian or yellow for Asian," she says. "And we always want to remind people that the data we are showing represents individual people. We try to use a series of stacked dots, instead of solid bars, when we can to get people to think more about the individual stories that go into the data."
And it's incredibly important to source feedback and do the research into how a particular community presents itself, so your viz can amplify their perspective. For instance, Black with a capital B is often preferred, but many outside the community default to what they assume is correct, like African-American or black. Getting elements like names, rhetoric, and design right in your viz is vital, and it takes time, consideration, and effort.
Broaden the scope of your storytelling
There are numerous stories you can tell with data on the Black experience in America. Think about the stories on race you most often see told through data. Many of them focus on inequities and ways in which the United States has failed Black people and people of color. But data can also be a powerful tool for broadening the range of stories told about being Black in America.
This excellent viz by Tableau community member Autumn Battani shows Black-owned restaurants across the U.S. and directly contributes to the widespread desire to support Black-owned businesses. Think about how data can broaden the conversation and expand people's understanding and perspective.
Acknowledge your sources
Oftentimes, good data on racial inequities is not a given. In the past several months, we've seen gaps and lags in data reporting around the impacts of COVID-19 by race, and federal datasets on police-connected violence are incomplete because the way police departments collect and report data on use of force is inconsistent. If you are accessing and downloading data on racial inequities, consider who put in the work to make that data available, and make sure you acknowledge the source in your visualization.
For instance: If you are interested in accessing data on police killings, a handful of organizations—Mapping Police Violence, Fatal Encounters, and The Washington Post: Fatal Force (paywall) to name a few—have independently crowdsourced databases to make up for the lack of solid federal data. These databases take a lot of work, from trawling records and newspapers to scanning local social media accounts for information, and are maintained out of recognition that having as complete of data as possible on this subject is critical. By featuring the data source in your viz, you can give credit to this work and direct more people to the organizations behind it.
Here's an example of how this can be done:
Amplify the work of Black data scientists, designers, and organizers
All of this leads to here: If you are considering visualizing data on race or systemic inequities, like those faced by the Black community in the U.S. for centuries, do not assume that you are the first person


As I was playing in the Summit Forest level (which has a 'Hitman' kind of vibe to it), trying to take down enemies as stealthily as possible, this got me thinking: How do the stealth elements of the game work and how does the enemy AI detect the player?
Specifically, I would like to know:
 - Do the sounds you make matter? (from gunfire, walking on different types of floor, or through water, knocking over objects or bumping wind chimes)
 - Will walking instead of running lessen sound and likelihood of detection?
 - Are some guns or weapons 'quieter' than others? Does the bow and arrow, and a silenced pistol have the same or different noise levels?
 - Does sight or light levels matter? Will having a lit torch make you easier to detect? Can I lurk in the shadows? Sneak behind people? Hide behind objects? Being on a different level (a floor up or down)?
 - Once you're spotted, is hiding effective, or will the enemies instantly and constantly know where you're hiding?
 - Do enemies alert each other when of them has spotted you?
 - Will enemies be alerted when they come across a body you killed? How does this change their behavior and their likelihood of detecting you?
 - Any enemies with unique behavior when it comes to player detection?
 - Does difficulty matter?
 - 1
 To the downvoter(s): Could you please comment on why you downvoted this question? This is so I (and others) would know what was wrong with it, and so I could address that concern or edit the question to improve it. When downvotes are left without comments and the reasons for doing so are unclear, you'll often see users (like myself) wanting to know the reason why. – galacticninja Mar 12 '13 at 3:59
I'll try to answer your questions based on my experience with the game.
 - Walking/running and different types of floor don't matter. Not sure about water though, but I don't think it would matter. Changing arrow from normal to flaming also doesn't matter (not sure about if they can see, but a guard didn't hear it yesterday when I accidentally switched arrows behind his back). I also managed to knock some objects quit near enemies and they didn't notice. However, gunfire matters, they will hear you and immediately know where you are. Also, hanging salvage boxes that you can ignite draw attention when they drop on the ground (this happened to me yesterday).
 - As for lightning and sneaking, the game seems to be pretty forgiving about those. As long as you don't run directly in front of enemies, they don't appear to notice you. Stay in cover if they walk your way. Sneaking on people is easy for as long as they look different direction (it's even possible partially from the side, although that's risky), but the sound of your movement doesn't attract attention.
 - if you are revealed, I didn't find a way how to get back into stealth mode. They are pretty much after you and won't stop until they see your corpse.
 - enemies alert each other when they spot you or when you injure them; they start yelling for help. One of the game tips says that you can see in survival instincts view which enemy will get help (should be marked red), but I never saw it working.
 - if enemies find a body, they will move in to investigate and then stay alert and search the immediate area, but they will remain oblivious to you. No idea what happens then sorry, maybe they'll go about their business shortly (can anyone confirm that?).
 - I believe there are areas where it is not possible to sneak around, they will detect you as soon as you enter which triggers gunfight. You will know it because enemies will shout "That's her, kill her!" In other areas you can sneak in, eavesdrop on conversations and try to remove the opposition silently.
 - I only played on Normal difficulty so far, cannot say if difficulty changes something
Additional tips:
 - Bow is silent, I use this for stealth kills. One headshot kills most enemies (you get a diamond-shaped headshot-crosshair), but there are enemies with armour that cannot be one-head-shot or at least I couldn't do it (even with fully charged headshot). They can probably be killed with melee sneak attack, I didn't try it yet.
 - Silenced weapons are also quiet enough for when the guards are not too close to your position
 - You must one-shot the enemies silently otherwise they start yelling for help. If you can sneak behind an enemy, use melee attack to kill them silently.
As for the Summit Forest, you can kill all guards silently there, just make sure to wait until the initial conversation ends. After a few first guards are taken care of, you can assume position in the trees, observe their patrol paths and kill them from up there. Good hunting.
 - 4
 Also (from a tip on the loading screen) when looking at enemies with survival instincts on a red glow means that killing that enemy will alert another enemy – Steven Cunningham Mar 11 '13 at 16:05
 - 4
 Worth noting, you'll only get the headshot reticule if you put a point into the Bow Expert skill. – Niro Mar 11 '13 at 17:39
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 I've opened a locker (the mash-X loot kind), and they could hear that. A mook came strolling up to where the locker was. – Twon-ha Mar 12 '13 at 14:40
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 The tip referred to by Martin and Steven Cunningham is: If you look at an enemy in Survival Insticnt mode, they will glow yellow or red. If they are yellow, you can kill them silently (such as with the bow) and other enemies won't be alerted. If they are red, killing them will alert other enemies (usually because they are close to your victim or looking at your victim). If you wait long enough, the enemy might wander off and both will turn yellow. – Colmarr Mar 13 '13 at 2:22
 - _USER_-ha What area did that happen in? – galacticninja Mar 30 '13 at 3:01
In addition to the first answer:
 - In certain parts of the game lighting your torch with alert the enemies. e.g. at:
... the Chasm Stronghold level, when there are dozens of enemies around and you have to remain undetected. Lighting your torch is a sure way to get killed. screenshot
 - Comments in the first answer mention that using your 'Survival Instinct' (Q by the default in the PC) will highlight enemies in yellow or red, where yellow won't alert anyone else when that enemy is killed while red will alert other nearby enemies. In my experience, this isn't true in all cases. I have successfully killed enemies highlighted in red in Survival Instinct mode without alerting anyone. Just be sure to check if the enemy you want to kill has no one facing him.
 - In the Summit Forest, I have missed an enemy with my pistol with silencer attached and hit a nearby surface instead, but no one was alerted. It seems that even the projectile effects themselves are silenced if you have the silencer attached.
 - Also, in the Summit Forest: enemies will utter something like "in the water!", if they hear you splashing around in the water, but I haven't noticed any behavior changes. They weren't alerted and I wasn't spotted.
Your Answer


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Siberian or Amur Tiger (Panthera tigris altaica)
Beardsley Zoo's Siberian Tiger, Robeki, is a member of the Species Survival Plan (SSP) for Siberian Tigers.
They may be bred with other Siberian tigers in the United States or from other countries in order to keep their population healthy and stable. Connecticut's Beardsley Zoo is proud of its role in this conservation program that ensures the survival of these majestic predators for future generations.
9 to 12 feet. Height: 3 feet, 6 inches at the shoulder. Weight: 400 to 650 pounds. (record 850 pounds) These enormous cats have pale yellow-orange fur above that shades to creamy white below. They have a long fur I coat (up to 3 inches along the belly) to protect them in temperatures to 50 degrees below zero. All tigers have pale blackish stripes with a distinctive pattern on the face as unique as a fingerprint. Males are generally one-third larger than females.
Depending on the subspecies, tigers may be found in a variety of habitats. Siberian tigers are found in grasslands and evergreen forest.
The Amur-Ussuri region of Siberia, northern China and Korea.
Mostly deer, wild boar, elk, lynx, bear, fish, hares and birds.
12 to 14 years. Up to 25 years in captivity.
Males and females come together to breed and then separate. Females give birth to 2 to 3 cubs. The cubs may stay with their mom for up to two years.
11am - 3pm
10am - 4pm
We are open...
9am to 4pm every day except Thanksgiving, Christmas, and New Year's Day
Connecticut's Beardsley Zoo
1875 Noble Avenue
Bridgeport, CT 06610
Main Number: _PHONE_