text: 1) Why is enterprise edition useful for server consolidation? 2) Is microsoft IE 6 SP1 needed to install SQL Server 2008? If so why? 3) Can an upgrade can get blocked if perfomance counters are corrupt/ If so how do these counters typically become corrupt? 4) When you upgrade to a SQL Server failover cluster - what does the documentation mean when it says you can either upgrade an instance or upgrade a stand alone instance? How does this differ?


Effects on VLSI Yield of Doubly-Stochastic Impurity Distributions
Paul R. Prucnal, Howard C. Card
Research output: Contribution to journalArticlepeer-review
2 Scopus citations
An expression is derived for the doublystochastic distribution of the number of impurities in the base region of a bipolar transistor; the distribution results from uncertainty in ion implantation parameters. Expressions are derived for device yield, and VLSI (very large scale integration) chip yield with an N-bit parity check. These derivations can be extended to other devices in a straightforward manner. As an example, calculations have been performed using specific parameters, which have led to the following observations: 1. The doubly stochastic effect is most sensitive to uncertainty in the straggle (standard deviation) of the emitter impurity distribution. 2. Uncertainty of the order of 5% in an implantation parameter causes substantial broadening of the distribution of impurities, for the case considered. 3. Device yield decreases rapidly for dimensions less than a welldefined threshold (≈ 0.75 μm for the case considered). 4. Chip yield, without a parity check, exhibits a threshold effect at device yield = 1-1/N chip. (N chip ≡number of devices per chip.) The device yield must exceed this threshold to produce large chip yields. 5. The use of a parity check reduces the device yield threshold to 1-10/N Chip. Use of fewer bits per parity check reduces the threshold further. 6. For the example considered, the minimum device dimensions for large chip yields is of the order of 1 to 1.5 μm, using a 16-bit parity check. The minimum device size for reliable system performance for other cases will depend upon specific device parameters. However, it is apparent that chip yield is extremely sensitive to individual device yield, and that it decreases with increasing uncertainty in device parameters, smaller device dimensions, greater number of devices per chip, larger number of bits per parity check, and with smaller allowed ranges of tolerable device behavior.
Original languageEnglish (US)
Pages (from-to)185-190
Number of pages6
JournalIEEE Transactions on Reliability
Issue number2
StatePublished - Jun 1982
Externally publishedYes
All Science Journal Classification (ASJC) codes
 - Safety, Risk, Reliability and Quality
 - Electrical and Electronic Engineering
 - Chip yield
 - Impurity distribution
 - VLSI
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text:
There are four competencies for IPP. One involves values and ethics, which speaks to the importance of mutual respect and shared values. A second competency is related to roles and responsibilities. This competency speaks to the importance of using the knowledge of your own role and those of others to assess and address our students' needs. Third is interprofessional communication, and the importance of interacting with others in a positive and professional way. And finally, teamwork involves a team-based approach to develop roles effectively for the effective planning and delivery of support for your students (Mulvey, 2016). We will dive in to how to utilize these strategies to have productive meetings.
Participants will be able to:
Identify interactions that lead to negative outcomes in IEP meetings.
Identify interactions that lead to positive outcomes in IEP meetings.
Name three strategies that lead to positive IEP meetings.
5 minutes: Introduction to the topic
10 minutes: Discussion of IEP meeting case studies
5 minutes: Tips for IEP Meetings
25 minutes: Elements of Inter-professional Practice (IPP) to Incorporate into IEP Meeting
10 minutes: Review of case studies with respect to communication strategies and other elements of IPP.
5 minutes: Concluding remarks and summary

source: openbmb/Ultra-FineWeb


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Episode 3 of 4
Archaeologists find Roman objects abandoned during a British rebellion, traces of the lost Iona monastery, and a weapons hoard belonging to a wealthy Bronze Age warrior.
Professor Alice Roberts explores some of this year's most exciting archaeological finds from the north of Britain. Each discovery comes straight from the site, filmed by the archaeologists themselves. Alice discovers the well-preserved writing tablets, swords and domestic items left by Romans at Vindolanda during a time of British rebellion. On the Scottish island of Iona, there are traces of a long-lost monastery and pilgrimage site that was originally built by the legendary Saint Columba, and has been compared to Jerusalem. In the east of Scotland, a weapons hoard belonging to a wealthy Bronze Age warrior is unearthed.
58 minutes
Role Contributor
Presenter Alice Roberts
Production Company 360 Production
Executive Producer Emma Parkins
Series Producer Nick Gillam-Smith
Director Fiona Cushley
Producer Fiona Cushley
Digging for Ireland
Digging for Ireland
Outstanding archaeology from Ireland, including perfectly preserved Iron Age bog bodies


taxonomy, morphology and phylogeny
Factors influencing the nematode community during composting and nematode-based criteria for compost maturity
Publication Type:Journal Article
Year of Publication:2018
Authors:H. Steel, Moens, T., Vandecasteele, B., Hendrickx, F., De Neve, S., Neher, D. A., Bert, W.
Journal:Ecological Indicators
ISBN Number:0021-9568 _PHONE_
Keywords:Compost phases, Ecological indicator, Microbial community, Nematode-based index of compost maturity (NICM), Plfa
Pilot studies indicate that shifts in the nematode species composition, life strategies and feeding behavior during composting appear to be fairly consistent and, therefore, promising as a potential tool to assess compost maturity. However, this has been only based on a limited number of, mainly, non-replicated observations. In this study, we tested whether the nematode community succession patterns are recurrent for parallel processes and assessed the relationship between the changes in the nematode community and potential important variables (i.e., temperature, duration of composting and the microbial community). The nematode and microbial community of three simultaneously running Controlled Farm Composting and a reference Green Waste composting process were analyzed through time. Bacterial-feeding enrichment opportunists were most numerous during and directly after the heat peaks. Subsequently, the bacterial-feeding/predator community dominated and the fungal-feeding nematodes became more dominant during maturation, confirming general community patterns from previous experiments. Nematode abundances significantly fluctuated with temperature and the relative abundance of fungal-feeding nematodes increased as the duration of the curing process increased. The amount of fungal-feeding nematodes was associated significantly with both duration of composting and temperature, and the F/(F + B) ratio was only significantly associated with duration of composting. Based on these results, and additional data from an industrial reference compost process and on available literature, a Nematode-based Index of Compost Maturity (NICM) is proposed, combining four nematode-based criteria (i.e., nematode abundance, F/(F + B) ratio, the presence of more than one fungal-feeding taxon and the presence of diplogasterids). Nevertheless, the NICM should be considered as work in progress which should be tested for a wider range of composts from diverse feedstock mixtures, locations (sites) and composting techniques, to validate the use of the index and allow more reliable interpretation of particular values of this index.


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|The Columbia Basin Wildlife Area includes about 192,000 acres across many different units within the "Big Bend" of the Columbia River in Grant and Adams counties. Although managed by WDFW, most of these lands are owned by the U.S. Bureau of Reclamation (BOR) or other federal and state agencies. Many were acquired as mitigation for habitat inundation from Columbia River dams.
These units provide habitat for numerous wetland dependent wildlife species, such as migrating waterfowl and shorebirds, as well as upland game birds. Columbia spotted frogs, sagebrush lizards, Columbia River tiger beetles, burrowing owls, golden eagles, loggerhead shrikes, sage sparrows, sage thrashers, western grebes, black-tailed jack rabbits, striped whipsnakes, and Washington ground squirrels can be found on most of the units.

source: HuggingFaceFW/fineweb-edu


History prof says storytelling is key to engaging students
Lectures. The mere mention of the word evokes images of blank stares and absent-minded doodling. But associate professor of history John Monroe has a remedy that will corral students' attention during lectures. He shared his ideas during an Oct. 22 award-winning faculty series presentation (yes, it was a lecture) called "Maximizing Student Attention: Low-tech Effectiveness in Large Lecture Formats." The series is organized by the Center for Excellence in Learning and Teaching.
Why lectures stand the test of time
Monroe said he believes lectures evolved through the centuries because of one common thread: Students are listening to an instructor at the same time they are writing notes. He went on to say that lectures are effective supplements to reading.
"What a student gets in the text portion of the class is raw information, the basic stuff of knowledge; what the lecture provides is a model for thinking through that raw information, analyzing it, making sense of it, and generally using it as the basis for independent, intellectual inquiry," Monroe said.
Tell a story
As a new professor about a decade ago, Monroe was faced with teaching roughly 400 Iowa State students 500 years worth of European social, political, economic and cultural events in a western civilization class. At first, Monroe said he was a bit intimidated. But then he remembered some of the most memorable lectures his former professors gave and realized they shared a key trait -- storytelling.
Monroe contends the best lectures have a narrative structure with a defined beginning, middle and end. Here are his tips for constructing a lecture in this way:
 - Narratives don't have to be about individual people, or even people at all. They need an identifiable "protagonist" and a coherent movement from beginning to middle to end.
 - Before preparing individual lectures, devise a narrative arc for your entire course. What is the climax, the most important lecture of the entire term? Determine that, and then build to it. (It works best if the climax is two-thirds or three-quarters of the way into the term.)
 - Give each lecture its own story (beginning, middle and end) while remaining aware of its place in the course's overall narrative arc.
 - When delivering your lectures, give clear statements that indicate where you will go and where you've been. In narratives about ideas, processes and things, this signposting is even more important.
Distractions are OK
Monroe said that listening and taking notes during lectures is demanding for students.
"To maintain student focus overall, it's important to create moments when that focus doesn't need to be so intense," he said.
He advises faculty members to intersperse colorful bits of information with important key points, which gives students a chance to relax their attention. Following are Monroe's tips for keeping students' attention:
 - Let students relax their concentration occasionally.
 - Experiment with "controlled tangents" -- moments when you stray from the text to add an interesting side note or bit of color.
 - Make PowerPoint presentations more about images than text, and keep the text component to a minimum. This will encourage students to take notes while still giving them cues about the subject when their attention strays.
 - Instead of a detailed PowerPoint printout, create a broader outline sheet with some points left intentionally mysterious to encourage students to clarify by taking notes.
 - If you can, give students a feeling of emotional connection. This is the theatrical element of lecturing. Generally, it involves introducing a personal touch. The basic way to do this is to figure out a way to discuss the day's subject in a manner you find interesting. It could be the topic you choose or it might involve humor, research stories or anecdotes from daily life. The nature of this element should vary with the instructor's personality. In all cases, the goal is to convey a sense of authentic enthusiasm for the subject.


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Basement Foundation Guidelines
Before you Build One of the common questions we receive at UDA concerns whether a basement foundation is appropriate for an individual building site. To help you make the best decision, we have outlined the requirements and considerations necessary when deciding on a basement or other foundation type.
1. Site Conditions
The grade or lay of your lot will have a significant impact upon the suitability and location of a basement. Typically you will need a 6' to 10' dropoff in elevation height from side to side or front to back to accomodate for an appropriate walk-out basement. Lots that are lower in the front present unique considerations such as basement windows on the front of the home and/or excessive steps to access the front door. Other important factors that will contribute include subsurface water table level, flood plains and excavation. ( extensive surface rock usually indicates subsurface or hidden rock that could add significant expense )
2. Walkout or Cellar Type
By identifying the actual building corners and measuring grade elevations using a surveyors level or transit you will be able to determine if the lot you are considering will accomodate a walk-out / daylight basement ( a basement that has doors and windows to the exterior ) or if a cellar is a viable option in your region.
3. Exterior Walls
Exterior walls for basements can be constructed from a variety of materials, typically 8" x 16" or 12" x 16" concrete block ( CMU ) reinforced with poured concrete cells and reinforcing steel ( rebar ) or 8" to 12" thick solid concrete poured walls. Both systems will require an appropriate tar or rubber based waterproofing and drainage system to function properly. Several alternate materials have been introduced that offer additional features such as EPS ( expanded polystyrene ) interlocking blocks, etc. We will further discuss these new materials in an upcoming eNewsletter.
4. Drainage
Beyond the obvious structural considerations, proper drainage is the critical link in establishing and maintaining a dry basement. An appropriate system will provide positive drainage of any standing water adjacent the exterior surface of the basement wall by filtering hydrostatic water pressure through gravel to a french drain or perforated pipe at the base of the wall. If silt or clay is present you will want to wrap the drain pipe with a geotechnical fabric or silt fence that will keep the pipe from clogging up. The end / low side of the drain should be left open to drain freely. Cellars might also include a drain located within the slab that is emptied by a automatic sump pump.
5. Interior Structure
We always recommend that basements are built with a minimum 9'-0" ceiling height so that after dropping the ceiling for any mechanical systems such as HVAC ductwork / plumbing you will still have a minimum 8'-0" ceiling height. Interior structure can consist of loadbearing walls located directly under the main floor bearing walls or through a system of adjustable steel columns.
6. Cost Considerations, Plumbing, HVAC
If your lot will allow, basements can provide very cost effective square footage for enlarging the living space or storage area of your home with savings of $20 to $40 per square foot as compared to the rest of your home. For example, an unfinished basement might add additional costs of approximately $12 -$28 per square foot to the home, significantly less than expanding the first floor. If you are planning on finishing the basement at a future date, you will need to rough-in any plumbing, specifically drains located within the concrete slab. Depending upon your time-frame and local weather requirements consult with your HVAC contractor for options on heating and cooling your basement.
Standard and Custom Basement Foundations are available for most UDA Ideal Home Plans and Duplexes. For further information consult UDA Plan Modifications or contact UDA Customer Assistance toll-free _PHONE_, M-F 9-7 EST
UDA Idea Workshop Journal
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Mary McAleese announced as Patron of the National Forum
Today the National Forum for Teaching & Learning launches the Student Led 'Teaching Hero' Awards in Higher Education. These Awards will recognise and celebrate students' experiences of great teaching throughout all higher education institutions. This launch is accompanied by the announcement that Prof Mary McAleese will provide invaluable support as the first official Patron of the National Forum. The Forum's mission is to work in collaboration with all higher education institutions to enhance the quality of the learning experience for students.
Prof Sarah Moore Chair of the National Forum said:
'The launch of these awards is a very significant initiative: it highlights the importance of showcasing and sharing examples of best practice, it puts the student voice at the centre of our work and it will help to provide both inspiration and information for our enhancement mandate. Excellent teachers do more than come to lectures prepared. They set us on career paths, share their passion and they inspire and challenge learners in all sorts of ways. Each of us can remember a teacher that made a lasting difference in our lives.
These awards provide students with the opportunity to nominate teachers, who have demonstrated excellence in their teaching and impacted their students' lifelong learning. We are honoured that Mary McAleese has come on board as our Patron. Her chairmanship of the Modernisation of Higher Education in Europe Group has provided a vital blueprint for developing teaching and learning. As an individual she exemplifies lifelong learning and we warmly welcome her support as we work towards our goal of enhancing the quality of the learning experience for all students in Irish higher education."
Mary McAleese said:
"I am delighted to endorse the establishment of Ireland's new National Forum for the Enhancement of Teaching and Learning in Higher Education. Quality teaching and learning depends on dedicated individuals and dedicated institutions supported by policies that put teaching and learning at the core. As patron of the National Forum, I look forward to bringing that vision to life".
The objectives of the Forum's awards are to showcase, strengthen and value teaching excellence in higher education at a national level. Between now and May many thousands of students in higher education institutions both public and private have the opportunity to nominate their teachers that have made a real difference at a key transition in their learning journey through higher education. Perhaps it was when they first started college, changed courses, moved country to attend college or when they returned to education after a long absence. ('teacher' includes all those that are involved in teaching in higher education e.g. supervisors, librarians, tutors, technicians, instructors as well as lecturing staff). Award winners will be announced in June, the Awards will be presented by Prof. McAleese this autumn at a ceremony in Dublin.
For further information on the National Forum please visit _URL_


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The University Record, December 7, 1998
By Nancy Ross-Flanigan
News and Information Services
Can a drivers speech reveal whether hes too tired to drive safely? Do truck drivers skip rest breaks because they cant find parking spaces at public rest areas? How can a computer model accurately simulate traffic patterns? These are some of the questions that students tackled in year-long research projects sponsored by the Great Lakes Center for Truck and Transit Research (GLCTTR).
The GLCTTR is a consortium of six universitiesincluding the U-Min Michigan, Ohio and Illinois. The centers Scholars Program was introduced in 1992 to support graduate students working with university researchers on truckand transit-related problems. Its goals are to attract students and faculty to this type of research and to prepare graduate students for careers as transportation professionals.
The five students in the 199798 GLCTTR Scholars Program presented their research during a seminar at the Michigan League on Nov. 12. Here are highlights of their presentations.
Eugene J. Zalubus, a doctoral student in electrical engineering and computer science at the U-M, analyzed the speech of subjects who had gone at least 18 hours without sleep. For comparison, he did the same analysis on subjects who had been awake for less than 10 hours. He found that certain speech sounds are a better indication of fatigue than is reaction time, which sometimes is used to gauge how tired a person is. Zalubus hopes this work may lead to a device that automatically detects dangerous levels of fatigue. Placed in cars and trucks, the device would prompt the driver to say certain words every half hour or so and would sound an alarm if the driver became too tired to drive safely.
Kimberly A. Kolody, a Michigan State University (MSU) masters student in civil engineering, analyzed truck space parking availability at public rest areas in Michigan. With help from Michigan State Police officers who recorded numbers of empty spaces at different times of day and night, Kolody identified overcrowded rest areas, mainly along the I-94 corridor. She then tried to pinpoint featuressuch as distance to nearest city, number and type of parking spaces, and average daily truck trafficthat led to overcrowding. Understanding such connections is important, Kolody says, because fatigued truck drivers may keep driving when they cant find places to rest.
Jack M. Keoshian, Jr., a U-M doctoral student in mechanical engineering and applied mechanics, worked on TrafMod, a simple computer model that simulates traffic. Compared to more complicated traffic models, TrafMod takes less time to run and is easier to use, says Keoshian. The goal is to use such models in intelligent transportation systems to help drivers find the quickest routes to their destinations and to reduce congestion. They may also help planners predict future traffic on busy thoroughfares.
Laura Aylsworth-Bonzelet, a doctoral student in civil engineering at MSU, studied paved areas designed to give commercial vehicles more room to make left turns across narrow medians. These paved aprons, called loons in Michigan (because seen from the air, the outline resembles a loon), offer an alternative to left turns at busy intersections. However, there is no standard designloons vary widely in size, pavement markings and signs, Aylsworth-Bonzelet found. In some cases, their design creates confusion that may lead to accidents. Acknowledging that loons are useful, Aylsworth-Bonzelet developed design guidelines that would make them safer.
Jennifer A. Kadlowec, a U-M doctoral student in mechanical engineering and applied mechanics, developed a method of testing bushings, cylindrical metal parts used in car and truck suspension systems. She subjected bushings to stresses that they typically would encounter in everyday use. Rather than look at just one type of stress at a time, as many previous analyses have, she studied combinations of stresses. Such studies can help researchers develop realistic models of automobile suspensions, Kadlowec says.
After presenting their results, the five GLCTTR Scholars received plaques recognizing their research contributions. In the six years since it began, the GLCTTR Scholars Program has supported student research at all four Michigan member universitiesU-M, MSU, Michigan Technological University and Wayne State University. Student support funds provided by GLCTTR are matched by each participating university in the form of faculty research time and a significant portion of the Scholars tuition. In addition to the four Michigan Universities, GLCTTR members include Central State University (Ohio) and Northwestern University (Illinois).


DnD 5e Saving Throws Explained
Hey everyone! In today's post, DnD 5e Saving Throws Explained, we'll have a look at one of the systems that has been in DnD since I started playing with 3.5 almost a decade ago. Really it's a pretty simple system, but it's a part of the game that will show up very often.
Saving throws have been about for a very long time, they cover many areas, from dodging spells to avoiding death itself.
So what are saving throws?
Saving Throw Explained
In 5e there is a dice roll you will be asked to make fairly often in encounters. These rolls are typically used to test the character's ability to prevent something happening to them. The scope of what a saving throw "can be" is pretty wide. Let's go into how before we cover the when.
In 5e every character is made up of the 6 main attributes, also known as abilities: –
Strength (STR)
Dexterity (DEX)
Constitution (CON)
Intelligence (INT)
Wisdom (WIS)
Charisma (CHA)
Each of these attributes will have a score, the higher the score, the better that creature/character is at tasks covered by that attribute. This includes saving throws.
During the course of a game, your GM may ask you to make an attribute specific saving throw, based on either what you're currently doing, or if an attack is being made upon your character.
If you fail the saving throw, a bad effect will take place, either a spell will take hold, or you will catch a disease, or fall off a cliff, depending on the context of the saving throw itself.
If you succeed, then most of the time you will resist or overcome whatever caused the saving throw in the first place, a spell will fail to take hold, you resist the disease, or you catch yourself before falling off the cliff.
The way a roll would typically work is that a character would be asked to make a specific attribute saving throw, they would roll their D20, and add their ability score modifier to the result (and their proficiency bonus if they are proficient with that attribute). The total of that dice roll must be equal to or higher than the Difficulty Class (DC) of what is currently happening to succeed.
Difficulty Class Explained
So you're probably asking, "how do I know what the DC is?". That's a good question, well done! Generally speaking, you won't ever know the true value of the DC. Typically, you should only ever know if you succeed or fail on the roll.
I would say there are two kinds of DC's in the game, one is set by the GM depending on how hard they think the current action/situation is. The other is based on a character's specific attribute scores, this one is what would be used when a character/creature is casting a spell on another.
For the GM determined DC's it would have a numerical range from 1-30+.
DC1-5 range would be considered very easy
DC5-10 would be something easy
DC10-15 is a medium challenge
DC15-20 is where it would be considered hard
DC20-25 is considered very hard
DC25 and upward would be considered close to impossible
For a character-specific DC's, we would most likely be talking about spells. Depending on the class the spell-caster is they would use a specific attribute to cast their spells. A spell-caster can work out their own spell-casting DC with this quick formula
8 + Spellcasting Ability Modifier + Proficiency Bonus
Saving Throw Examples
So now we know what saving throws are, and what difficulty checks are, let's look at some specific examples of times you may ask or be asked to make a saving throw for each main ability, keep in mind a spell will tell you exactly what saving throw needs to be made, so we're not going to be fully focused on spells for this one.
Strength (STR)
Let's say as the party is trying to flee a trap-filled tomb, the entrance to the tomb is being covered by a lowering stone slab. The barbarian in the party runs ahead and holds the door in place to allow their party to escape safely. As they hold the lowering door, they could be asked to make a STR Saving throw, to see if they are able to withstand the force of the door pushing down on them.
Dexterity (DEX)
As a party member climbs the thin ledge of the side of a cliff, journeying upward, they are attacked and lose their footing, they would be asked to make a DEX Saving Throw in order to catch themselves either on their safety rope, or manage to grasp their hand onto a rock further below that is jutting out of cliff face.
Constitution (CON)
The party may be fighting some rabid gnolls. One of the gnolls bites a party member viciously. That party member would be asked to make a CON Saving Throw to resist being infected by the gnoll's disease.
Intelligence (INT)
If the party is fighting against creatures that have significant psionic abilities and it attempt to psychically bombard a party member's mind, then they would be asked to make an INT Saving Throw in order to resist some, or all of the damage inflicted.
Wisdom (WIS)
The party are in an enchanted wood, and are starting to get lost, the GM may ask the party to make WIS Saving Throws to determine that they are on the wrong track.
Charisma (CHA)
The party bard may have rolled poorly on a performance check in order to entertain a tavern. They could be asked to make a CHA Saving Throw in order to determine just how badly the tavern react to the poor performance.
Death Saving Throw
This throw is made when a character is in the midst of death. When a character reaches 0 HP unless it is healed, or stabilized. Every time it's that characters turn, they must make a Death Saving Throw. The DC for which is always 10 and it is not tied to any ability score. If the character rolls a 10 or higher, they gain 1 success point, 3 of which means they are still unconscious, but not dying. If they roll lower, they gain 1 failure point, 3 of which means the character dies.
Wrap Up
I hope this post has helped you understand what Saving Throws are in DnD 5, and has given you some ideas for the different ways they can show up in your games, not just spells and monster effects but also other scenarios.
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What is the People's Law School?
PLS Logo - 300h
The People's Law School offers a half-day curriculum of courses designed to educate consumers about their legal rights and to make the law "user friendly." The courses are taught by volunteer attorneys and legal experts.
This has become an annual event sponsored by Baylor Law School and other organizations for the benefit of the Central Texas community. It is absolutely free to attend.
Participants may choose up to three courses from the 14, hour-long courses offered. The courses focused on useful issues such as consumer rights, small businesses, landlord/tenant rights, retirement planning, wills, elder law, employment law, and family law.
Join us on Saturday morning, February 15, 2014 at the Baylor Law School located at 1114 South University Parks Drive in Waco. We'll start check-ins and walk-in registrations at 8:30 a.m. in the lobby. We hope to see you there.
Registration is now CLOSED
Walk-ins are Welcome!!
Buying and Selling Real Estate
A look at what buyers and sellers should know about real estate transactions, including the contract of sale, title insurance, the seller's disclosure obligations, and related issues.
Consumer Law
The instructor for this class will provide an overview of some of the more important consumer protection statutes, including the Deceptive Trade Practices Act.
The Criminal Justice System
Does an indictment mean a person is guilty of a crime? What does it mean that you can "indict a ham sandwich?" How does the grand jury work, and what does it do anyway? When does "guilt beyond a reasonable doubt" apply? Learn about how a case proceeds through the criminal process in this course.
Debt Collection, Fair Credit, and Other Such Matters
What rights do debtors have? What is permissible for debt collectors and what crosses the line into a violation? What goes into your credit report? What rights do you have? Participants in this course will learn how the law protects consumers.
Elder Law
This course provides an overview of issues important to senior citizens and those who care about them, including a review of long term care planning, including Medicaid eligibility.
Employment Law
Whether one is an employer or an employee, attendees will receive an overview of the law that governs the employment relationship, including the employment-at-will doctrine and employment discrimination.
Family Law I
The instructor of this course will provide a brief overview of divorce, protective orders, and related issues.
Family Law II
In this course, participants will learn about the law regarding child custody and visitation duties and rights, child support, and grandparent's rights.
Intellectual Property for the Common Person
When can you copy a DVD or include another photographer's picture in your social media without infringing the owner's copyright? What's the difference between copyright and trademark law? The instructor of this course will provide attendees a brief primer on this area of the law.
The Knowledgeable Health Care Consumer
HIPAA, PHI, HMO, PPO, EMTALA: What do these terms mean? This course will provide a consumer-friendly explanation of the alphabet soup of health care and provide a platform for a better understanding of how each impacts you?
This course will provide valuable information for both landlords and tenants on the Fair Housing Act; security deposits; the landlord's responsibility for repairs; and eviction.
Law School: How to Get In
Whether you are currently in college or contemplating a second career, this course will provide you the information you need if you are considering applying to Baylor or another law school.
Privacy Law
The instructor of this course will look at this evolving area of the law and address what privacy rights individuals have in a variety of contexts.
Separation of Church and State
This course is for those who want a better understanding of the relations between religion and government and what the Supreme Court has said about the First Amendment and religion, with a consideration of the cases currently pending before the Supreme Court regarding religious freedom and the provision of contraceptives as part of the Affordable Care Act.
Small Claims Court
Technically, we don't have small claims courts in Texas, but nonetheless, you'll learn what you need to know to bring or defend your case in the Justice of the Peace courts.
Stand Your Ground, Self-Defense, and the Castle Doctrine: What's the Difference?
There's been a good deal in the news about "stand your ground". How does it differ from the self-defense concept? What is the castle doctrine and when does it apply? Those areas will be addressed in this new course.
Veteran's Rights
Attendees to this course will gain a better understanding of veteran's rights and benefits and working with the Department of Veterans Affairs.
Wills and Estate Planning
Everyone should have a will. Students will learn about the requirements of a valid will and basic estate planning considerations.


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Nathan Adler was born in Hanover, Germany, in 1803. After being educated at Gottingen, Erlangen and Wurzburg, he became chief rabbi of Oldenburg in 1829 and of Hanover in 1830. Adler moved to England and in 1845 was appointed as chief rabbi of the united congregations of the British Empire. In 1855 Adler established the first Jewish College to train ministers.
When Nathan Adler died in 1890 he was replaced as chief rabbi by his son Hermann Adler. This was a time when Jewish immigration was growing very fast. A significant number of Jewish immigrants from Europe refused to accept the authority of the new chief rabbi. His Anti-Zionism was especially unpopular with the recent arrivals. Hermann Adler, who wrote The Jews in England, died in 1911.
Source: Spartacus Educational


set the seed for the noise generation in the receiver so that we can reproduce the same results.
hrx.SeedSource = 'Property';
hrx.Seed = 2007;
rx_pulses = zeros(numel(fast_time_grid),num_pulse_int); % pre-allocate
for m = 1:num_pulse_int
 [ant_pos,ant_vel] = step(hantplatform,1/prf); % Update antenna position
 x = step(hwav); % Generate pulse
 [s, tx_status] = step(htx,x); % Transmit pulse
 for n = 3:-1:1 % For each target
 [tgt_pos(:,n),tgt_vel(:,n)] = step(...
 htargetplatform{n},1/prf); % Update target position
 [tgt_rng(n), tgt_ang(:,n)] = rangeangle(...
 tgt_pos(:,n), ant_pos); % Calculate range/angle
 tsig(:,n) = step(hradiator,... % Radiate toward target
 tsig(:,n) = step(htargetchannel{n},...
 ant_vel,tgt_vel(:,n)); % Propagate pulse
 rsig(:,n) = step(htarget{n},tsig(:,n)); % Reflect off target
 rsig = step(hcollector,rsig,tgt_ang); % Collect all echoes
 rx_pulses(:,m) = step(hrx,... % Receive signal and form
 rsig,~(tx_status>0)); % data matrix
Range Detection
Detection Threshold
The detector compares the signal power to a given threshold. In radar applications, the threshold is often chosen so that the Pfa is below a certain level. In this case, we assume the noise is white Gaussian and the detection is noncoherent. Since we are also using 10 pulses to do the pulse integration, the signal power threshold is given by
npower = noisepow(noise_bw,hrx.NoiseFigure,hrx.ReferenceTemperature);
threshold = npower * db2pow(npwgnthresh(pfa,num_pulse_int,'noncoherent'));
We plot the first two received pulses with the threshold
num_pulse_plot = 2;
The threshold in these figures is for display purpose only. Note that the second and third target returns are much weaker than the first return because they are farther away from the radar. Therefore, the received signal power is range dependent and the threshold is unfair to targets located at different ranges.
Matched Filter
The matched filter offers a processing gain which improves the detection threshold. It convolves the received signal with a local, time-reversed, and conjugated copy of transmitted waveform. Therefore, we must specify the transmitted waveform when creating our matched filter. The received pulses are first passed through a matched filter to improve the SNR before doing pulse integration, threshold detection, etc.
matchingcoeff = getMatchedFilter(hwav);
hmf = phased.MatchedFilter(...
[rx_pulses, mfgain] = step(hmf,rx_pulses);
The matched filter introduces an intrinsic filter delay so that the locations of the peak (the maximum SNR output sample) are no longer aligned with the true target locations. To compensate for this delay, in this example, we will move the output of the matched filter forward and pad the zeros at the end. Note that in real system, because the data gets connected continuously, there is really no end of it.
matchingdelay = size(matchingcoeff,1)-1;
rx_pulses = buffer(rx_pulses(matchingdelay+1:end),size(rx_pulses,1));
The threshold is then increased by the matched filter processing gain.
threshold = threshold * db2pow(mfgain);
The following plot shows the same two pulses after they pass through the matched filter.
After the matched filter stage, the SNR is improved. However, because the received signal power is dependent on the range, the return of a close target is still much stronger than the return of a target farther away. Therefore, as the above figure shows, the noise from a close range bin also has a significant chance of surpassing the threshold and shadowing a target farther away. To ensure the threshold is fair to all the targets within the detectable range, we can use a time varying gain to compensate for the range dependent loss in the received echo.
To compensate for the range dependent loss, we first calculate the range gates corresponding to each signal sample and then calculate the free space path loss corresponding to each range gate. Once that information is obtained, we apply a time varying gain to the received pulse so that the returns are as if from the same reference range (the maximum detectable range).
range_gates = prop_speed*fast_time_grid/2;
htvg = phased.TimeVaryingGain(...
rx_pulses = step(htvg,rx_pulses);
Now let's plot the same two pulses after the range normalization
The time varying gain operation results in a ramp in the noise floor. However, the target return is now range independent. A constant threshold can now be used for detection across the entire detectable range.
Notice that at this stage, the threshold is above the maximum power level contained in each pulse. Therefore, nothing can be detected at this stage yet. We need to perform pulse integration to ensure the power of returned echoes from the targets can surpass the threshold while leaving the noise floor below the bar. This is expected since it is the pulse integration which allows us to use the lower power pulse train.
Noncoherent Integration
We can further improve the SNR by noncoherently integrating (video integration) the received pulses.
rx_pulses = pulsint(rx_pulses,'noncoherent');
After the video integration stage, the data is ready for the final detection stage. It can be seen from the figure that all three echoes from the targets are above the threshold, and therefore can be detected.
Range Detection
Finally, the threshold detection is performed on the integrated pulses. The detection scheme identifies the peaks and then translates their positions into the ranges of the targets.
[~,range_detect] = findpeaks(rx_pulses,'MinPeakHeight',sqrt(threshold));
The true ranges and the detected ranges of the targets are shown below:
true_range = round(tgt_rng)
range_estimates = round(range_gates(range_detect))
true_range =
 2001 3533 3845
range_estimates =
 2025 3550 3850
Note that these range estimates are only accurate up to the range resolution (50 m) that can be achieved by the radar system.
In this example, we designed a radar system based on a set of given performance goals. From these performance goals, many design parameters of the radar system were calculated. The example also showed how to use the designed radar to perform a range detection task. In this example, the radar used a rectangular waveform. Interested readers can refer to Waveform Design to Improve Performance of an Existing Radar System for an example using a chirp waveform.
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Submitted to: Proceedings of the Symposium on Watershed Management
Publication Type: Proceedings
Publication Acceptance Date: August 16, 1995
Publication Date: N/A
Interpretive Summary: To manage nutrient losses from agricultural watersheds, we must develop the capability to identify the source-areas of these nutrients over the landscape and the mechanisms controlling their loss from the watershed. The nutrient phosphorous (P) is lost from agricultural watersheds by water and sediment in surface runoff and streamflow, while nitrogen (N) is lost primarily in subsurface flow and streamflow. We developed a hydrology-water quality model using a Geographic Information System (GIS) to identify the source-areas of P and N within the upland watershed setting. The model simulates storm runoff and its source areas, along with associated P loss distribution based on a commonly used, simple soil test. N loss is simulated by combining land use distribution with a built-in accumulation subroutine of the GIS. Results of these simulations suggest land management strategies for controlling both P and N loss from the watershed. To control P loss, its application and/or build-up must be controlled principally in near-stream zones. Farther away is of less concern because there is less chance of runoff occurring from these areas. Ground water recharge source-areas controlling N loss encompass most of the watershed area. In these areas, N levels must be carefully controlled, with the ideal fertilization or waste disposal strategy holding soil N at amounts needed for plant growth.
Technical Abstract: Phosphorous is lost from agricultural watersheds by water and sediment in surface runoff and streamflow, and nitrogen primarily in subsurface flow and streamflow. Development of land management strategies for water quality concerns requires consideration of the processes controlling losses of both nutrients. GIS-based methodologies have been developed for identifying source-areas of P and N within the upland watershed. Simulate P and N losses from a 7.2-km2 watershed and a 26-ha subwatershed in east-central Pennsylvania are presented and their source-areas are identified. The results are then used to indicate possible land management strategies to control P and N losses from the watershed.


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Class 1G have been looking at many different types of liquid as part of our early science work. The pupils have been exploring the difference between drinking liquid, cleaning liquid and liquids that we might use for cooking. We have introduced Class 1G to the idea of density – some liquids may be heavier than others. We have demonstrated this scientific fact by mixing milk and honey, and oil and water.
We have also been keen for Class 1G to look at how we can change the colour of liquid using food colouring. We asked each class member to experiment by adding some different colours to a small dish of milk. We then added more than one colour to observe how we can keep on changing the colour of a liquid. Other techniques such as blowing on the liquid to help to mix it were also explored.
A large focus for this learning has been safety. We want the pupils to understand the difference between liquids that we might drink, and liquids that we use to help with household cleaning. We asked the pupils to think of how we can recognise the differences, and what we should do if we are unsure.
You can watch a short video featuring our food colour mixing above.


text:
B12 5000 liquid 30 ml
- Regular price
- Sale price
- Regular price
- Unit price
Adding product to your cart
B12 5000 30 ml is a dietary additive that is clinically tested to potentially support nerve cell health and cognitive function. Vitamin B12 can also play a significant role in contributing to increasing energy and maintaining a healthy immune system.
- Cognitive Function: B12 assists support nerve cell health and cognitive activity. It supports red blood cell function, energy metabolism, and neurological health in convenient liquid form.
- Cellular Energy Production: Vitamin B12 Liquid can also play a significant role in contributing to energy production and continue a healthy immune system.
- Immune Support: Vitamin B12 5000 Liquid plays an act in immune system health and active homocysteine metabolism.
- Recommendations: As a dietary additive, take 1 ml (one full dropper), with a meal, or as conducted by a health professional.
- Suggested Use: If pregnant nursing, taking other medications or many have another medical situation discuss with a doctor before use.
- Item Type: Liquid
- Material: No Chemical
If pregnant nursing, taking other medications or many have another medical condition "Consult Doctor Before Use.
These statements have not been evaluated by the FDA. These products are not intended to diagnose, treat, cure, or prevent any disease.
"Disclaimer: Actual product packaging and materials may contain more and different information than what is shown on our website. We recommend that you do not rely solely on the information presented and that you always read labels, warnings, and directions before using or consuming a product.


text:
A typical BPM uses a differential pressure sensor to measure cuff or arm pressure. As the output of this sensor lies within a few micro volts (30-50µV), the output pressure signal has to be amplified using a high-gain instrumentation amplifier with a good common mode rejection ratio (CMRR). Usually the gain and CMRR need to be around 150 and 100 dB respectively. The frequency of oscillatory pulses in the pressure signal lies between 0.3-11Hz with an amplitude of a few hundred microvolts. These oscillations are extracted using band-pass filters with gain around 200 and cutoff frequency at 0.3-11Hz. A 10-bit ADC with a speed of 50 Hz is used to digitize the pressure sensor and oscillatory signal. Two timers are used to calculate the heart rate and implement safety timer functionality. A safety timer regulates the pressure kept on a subject's arm for a certain period of time. This safety timer is a part safety regulation in AAMI standards. A microcontroller core calculates the systolic and diastolic pressures values using an oscillometric algorithm. The cuff is inflated and deflated using motors driven by PWMs.
A typical non-contact digital thermometer uses a transducer, also called a thermopile, consisting of a micro machine embedded membrane with thermocouples to measure thermocouple temperature and a thermistor to measure ambient temperature. The thermocouple generates a DC voltage corresponding to the temperature difference in its junctions. The output of the thermocouple is on the order of a few µV. The signal from the thermocouple is amplified using a low-noise precision amplifier. A voltage divider is constructed with the thermistor and external precision voltage reference. This voltage divider converts the change in thermistor resistance with respect to temperature to change in voltage. Voltages from the thermocouple and thermistor are used to calculate the thermocouple and ambient temperatures. The temperature is obtained from voltages using a polynomial function given by the sensor manufacturer or through a look-up table with pre-stored readings. The ambient temperature is added to the thermocouple temperature to get the final temperature measurement.
A segment LCD driver, RTC, push buttons, EEPROM and USB are the other peripherals needed in both of the above applications.
The components which are external to microcontroller like the transducer, ADC, LCD driver/controller, USB controller, filter, and amplifiers are the peripheral components. These components interface to the microcontroller through either a GPIO or a dedicated pin. The more external components there are, the more limitations and constraints developers have to account for, such as managing the bill of materials, higher PCB complexity, achieving FDA certification for each and every component, increased design/development time, and reduced analog IP protection.


text:
Geology of the Wolverhampton and Telford district : sheet description of the British Geological Survey 1:50000 series sheet 153 (England & Wales)
Bridge, D.; Hough, E.. 2002 Geology of the Wolverhampton and Telford district : sheet description of the British Geological Survey 1:50000 series sheet 153 (England & Wales). Nottingham, UK, British Geological Survey, 75pp.Full text not available from this repository. (Request a copy)
This Sheet Description provides an account of the geology of the district covered by Geological Sheet 153 Wolverhampton. The district extends from the edge of the Black Country conurbation in the south-east, to Telford in the west, and includes a large tract of rural Green Belt on the Staffordshire–Shropshire borders. The solid rocks at outcrop range from Precambrian to Triassic in age. The oldest rocks, pyroclastic tuffs, originated in an island-arc setting in south polar latitudes; the youngest are continental red-beds that formed in inland sabkha environments, when Britain lay just north of the equator. Although the geological record spans about 560 Ma, the modern landscape has been shaped largely by geological processes that operated during the last two million years. Successive glaciations have modified the landscape, and the superficial deposits of till and glacial outwash that blanket much of the district are the product of a Late Devensian glaciation. The Ironbridge Gorge and other meltwater channels also date from this period. Since the ice retreated about 13 000 years ago, the postglacial history has been one of drainage development, valley incision and terrace aggradation. The district has a long industrial heritage dependent, until recently, on the mineral wealth of the Carboniferous rocks exposed in the South Staffordshire and Coalbrookdale coalfields. During the 18th and 19th centuries, settlements grew and prospered as industries were established, founded on a plentiful supply of coal, clay, ironstone and limestone. The relicts of these industries have left parts of the district with a legacy of difficult ground conditions, aspects of which are described in the applied section of this report. Today, mineral extraction is of less importance but brickclay, fireclay and some opencast coal are still produced, and the Triassic conglomerates are an important source of aggregate. The Permo–Triassic rocks of the Stafford Basin hold important groundwater resources from which large volumes of water are abstracted for public supply.
|Programmes:||BGS Programmes > Geology and Landscape Southern|
|Additional Information:||Available from the BGS Sales Desk Tel: 0115 _PHONE_ Fax: 0115 _PHONE_ email _EMAIL_ _URL_|
|Date made live:||13 Sep 2012 15:14|
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unpack does the reverse of pack: it takes a string and expands it out into a list of values. (In scalar context, it returns merely the first value produced.)
If EXPR is omitted, unpacks the $_ string. See perlpacktut for an introduction to this function.
The string is broken into chunks described by the TEMPLATE. Each chunk is converted separately to a value. Typically, either the string is a result of pack, or the characters of the string represent a C structure of some kind.
The TEMPLATE has the same format as in the pack function. Here's a subroutine that does substring:
sub substr {
 my ($what, $where, $howmuch) = _USER_;
 unpack("x$where a$howmuch", $what);
and then there's
In addition to fields allowed in pack, you may prefix a field with a % to indicate that you want a -bit checksum of the items instead of the items themselves. Default is a 16-bit checksum. The checksum is calculated by summing numeric values of expanded values (for string fields the sum of ord($char) is taken; for bit fields the sum of zeroes and ones).
For example, the following computes the same number as the System V sum program:
my $checksum = do {
 local $/; # slurp!
 unpack("%32W*", readline) % 65535;
The following efficiently counts the number of set bits in a bit vector:
my $setbits = unpack("%32b*", $selectmask);
The p and P formats should be used with care. Since Perl has no way of checking whether the value passed to unpack corresponds to a valid memory location, passing a pointer value that's not known to be valid is likely to have disastrous consequences.
If there are more pack codes or if the repeat count of a field or a group is larger than what the remainder of the input string allows, the result is not well defined: the repeat count may be decreased, or unpack may produce empty strings or zeros, or it may raise an exception. If the input string is longer than one described by the TEMPLATE, the remainder of that input string is ignored.
See pack for more examples and notes.


Krylon Marking Paint
Make Your Mark with Krylon Marking Paint
With a known brand like Krylon for marking paint, you know you're getting those bright and crisp lines. But it may not be clear, what kind of marking style of paint is best for the job. So, we broke down some of the most common kinds of marking paint.
Athletic Field Marking Paint
This type of marking paint, athletic field, is common for schools and community events. Fields such as football, marching band, soccer, or baseball. With leaving a minimal impact on the environment, it's perfect to show off those team colors. It's able to stick to grass, dirt or other types of athletic surfaces. But careful enough not to stick to your uniform. Here's a quick guide for athletic striping.
Water Based vs Solvent Based
With all the different kinds of paint out there, it's good to know the correct base to paint with. When people may come in contact with the paint, such as a sporting even with the athletic field paint. You're generally going to use a water base paint. Why? Because it's safer the environment and people. And plus, it will fade or wash away with water over time. Whereas, a solvent based paint is on there for good. You would need a solvent to remove the paint. It does contain more chemicals, which give it it's sticking power.
Inverted Marking Paint
Next, we have inverted paint which one would spray at a downward angle. With inverted marking paint, you can get it in water or solvent based paint. Used many times for marking utilities, surveys, construction, excavation or ground marking. Dries fast as well as allowing you to paint on hot surfaces.
Marking Chalk
Another type of paint is marking chalk, which the name might give it away. It's used for many of the same things that the inverted marking paint used. Perfect for the temporary marking of roads, pavement, gravel, and grass. This non-toxic paint only lasts about 30 days before it will disappear. Or can be removed with brush and wire.
Tallboy Marking Paint
These Tallboys are good if you're wanting more paints in your can. They have almost 30% more paint than the original cans (22 oz compared to the 17 oz). Increase productivity without having to replaces the paint as often.
Overhead Marking Paint
Last but not least, we have the overhead paint. This paint sprays in an upward position and generates low odor. It's able to dry fast and penetrate onto uneven surfaces. Some uses include mines, bridges, and excavations.
With great knowledge about the types of Krylon marking paint, comes great paint responsibility. So get out there and leave your mark!
Edit: If you're not quite in need of marking paint but still need Krylon paint, you want to look into field striping or industrial paint.


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Exchange Clustering Concepts
Topic Last Modified: 2006-02-09
By Nino Bilic
This article covers some basic concepts about clustering and how clustering relates to Microsoft® Exchange Server. The article's main purpose is to improve your understanding of clustering.
Resources and Resource Groups
Quorum Disk Resource
How It All Comes Together
The Cluster service is a Microsoft Windows® service that can be used on certain versions of the Windows operating systems. Clustering is available in Microsoft Windows Server™ 2003, Enterprise Edition, Windows Server 2003, Datacenter Edition, Windows 2000 Advanced Server, and Windows 2000 Datacenter Server operating systems. Windows NT® Server 4.0, Enterprise Edition had clustering support starting with Service Pack 3 (SP3), but this article does not provide details about Windows NT Server 4.0 clustering.
Troubleshooting Exchange Server issues on the cluster server follows the same principles, in general, as troubleshooting non-clustered servers running Exchange Server.
The following sections provide a high-level overview of clustering concepts.
Suppose you have a two node cluster. The same principles will apply for clusters of more than two nodes, but there is increased complexity as the number of nodes increases. So, in this example, start with Node A and Node B.
In the Microsoft implementation of clustering, Node A and Node B both have to be connected to some sort of shared storage. This shared storage must be on a SCSI bus, either as direct connected storage or a Storage Area Network (SAN). In a properly working cluster, only one node can have full access to any one shared disk at a time. So, if Node A owns the shared storage, Node B will not be able to see the same disk. This mode, where you do not share resources between nodes, is called a Shared Nothing clustering model.
Shared disk is essentially a resource for the Cluster service. That resource will be in one of the resource groups.
Resource A resource is the single unit that can be administered or managed on the cluster. Cluster resources include physical hardware devices such as disk drives and network cards, and logical items such as Internet Protocol (IP) addresses, applications, and application databases. Each node in the cluster will have its own local resources, like a stand-alone server. However, the cluster also has common resources, such as a common data storage array and private cluster network. These common resources are accessible by each node in the cluster. A resource can be either online or offline. A resource is online when it is available and providing its service to the cluster.
Resources are physical or logical entities that have the following characteristics:
Can be brought online and taken offline.
Can be managed in a server cluster.
Can be owned by only one node at a time.
- Can be brought online and taken offline.
Resource group This is a collection of resources managed by the Cluster service as a single logical unit. Application resources and cluster entities can be easily managed by grouping logically related resources into a resource group. When a Cluster service operation is performed on a resource group, the operation affects all individual resources contained within the group. Typically, a resource group is created to contain all the elements needed by a specific application server and client for successful use of the application.
For example, on cluster servers that run Exchange Server, you will have a Microsoft Exchange resource group that will contain Exchange resources like MSExchangeIS, MSExchangeSA, network name, IP address, and disk. Everything that a stand-alone server would usually have would be in this resource group. Note that the name of the group is not hard coded, so your Exchange group might be called something else, depending on what you name it when it is created. The main point is that the group holds all Exchange resources.
Additionally, note that the group is the smallest unit that can be moved between cluster nodes or can fail over to the other cluster node. By default, the failure of one group resource may affect the whole group. If a resource fails a specific number of times, the whole group will be moved to the other node. The default is four times in 15 minutes.
This is an important point, because moving the resource group to a different cluster node takes time, and clients will have an interruption in service during that time. This is why it is crucial that the resources for different applications have separate resource groups, because you would not want the failure of one resource to affect another resource. For example, if you have a Microsoft SQL Server™ group and an Exchange Server group, the failure of one would not affect the other.
The cluster is administered using a tool called Cluster Administrator (Cluadmin.exe). The following is an example of that interface.
One main function of the Cluster service is to ensure all nodes of the active cluster membership have a consistent view of the configuration database. Because nodes are actual physical computers, they have different installations of the Windows operating systems. This means that they have separate registries. It takes time for the Cluster service to make sure that registries on all nodes of the cluster are synchronized properly, and that all changes are also recorded to the quorum.
On a clustered server, there will be a registry hive called Cluster, located under HKeyLocalMachine.
This is where the Cluster service keeps the cluster configuration information. This specific part of the registry is what is replicated between cluster nodes through a process called Global Update. When a change is made to the cluster configuration, for example when a new resource is created, Cluster service makes sure that the change is replicated to all or none of the nodes in the cluster. That way, all nodes either know about the change, or the change is rolled back if there are problems with updating one of the nodes.
Each cluster also has a special resource called the quorum disk resource.
Quorum disk resource is a resource, usually a physical disk resource, that has been configured to manage the quorum log and cluster database checkpoints, which comprise the configuration data necessary for recovery of the cluster.
When a change in cluster configuration is made, the Cluster service makes sure to let all other nodes in the cluster know about the change, but it also makes sure that the current owner of the quorum disk resource updates the quorum log on the quorum drive. This log is a set of transactions that shows different changes in cluster configuration. This is essential for the existence of the cluster. If the quorum drive cannot be accessed or is damaged, the Cluster service will not start.
The following graphic shows how this would look in a two node cluster. There will be one quorum disk resource per cluster and only one node would have access to it at a time. That node, the quorum disk resource owner at that time, is the one that would be responsible for updating the quorum log on the quorum drive.
Updates to cluster configuration get replicated between nodes through the process called Global Update. But what if you have an application that does not write its configuration into the cluster registry? For example, Exchange Server and SQL Server write their information to different places, under places such as HKLM\System\CurrentControlSet\Services. There has to be a mechanism that will replicate any changes made under those keys, for example, the level of diagnostics logging on Exchange components. That is where checkpoints are used. When the resource comes online on another node, for example Node B, it must have the same registry information to work with as it did on the previous node. The Checkpoint Manager component of the Cluster service makes this happen.
Checkpoints are written on the quorum drive in the MSCS folder. There will be a folder named by the resource GUID. Also, because every resource has an entry in the cluster registry, you will be able to see exactly what registry paths are being replicated. For example, the following shows the registry keys that will be replicated for a demonstration MSExchangeSA resource. Note that registry paths are listed in the right pane of the Registry Editor window.
When Exchange Server is installed on the cluster server, Setup will by default only copy the Exchange Server binaries to the hard drive and make some modifications in the cluster registry. Even after you install Exchange Server to all nodes in the cluster, you will still not see any changes in Exchange System Manager that you would see on a non-clustered server. Non-clustered Setup creates the Exchange server object in the Active Directory® directory service, but clustered Setup does not.
When Exchange Server is installed on all nodes, the MSExchangeSA resource must be created manually in the Exchange resource group. When the MSExchangeSA resource is created, it will automatically create all other Exchange resources for you, such as MSExchangeIS, message transfer agent (MTA), and HTTP virtual server. That is when the server object will be added to Active Directory in the configuration partition of Active Directory, so you will be able to see the server object from Exchange System Manager after this point.
During the MSExchangeSA resource setup, one of the steps is to provide the location for Exchange databases. It is vital to provide the path to the shared disk resource in this step.
All those Exchange resources that now have been created are usually called the Exchange Virtual Server (EVS). The following example shows how that will look in Cluster Administrator.
Now Microsoft Office Outlook® 2003 clients should actually connect to the name of the EVS, rather than the name of an individual cluster node. The EVS name can be found if you check the Properties of the Network Name resource in the Exchange Group. If clients connect to the EVS name, no matter which cluster node currently owns the Exchange Group, the name that clients access is always the same. That is the point of clustering in Exchange Server. In the case of a cluster node failure, one of other cluster nodes will take ownership of EVS, and therefore clients will be able to connect to the same Exchange server. If clients were


Every neurosurgeon, neurologist and radiotherapist should have access to location of functions in the brain relative to brain lesions to assess the impact of potential treatment near eloquent cortex.
Lack of standardized protocols, and threats to reliability of the results due to invisible but significant artifacts stand in the way of wide clinical application of functional MRI (fMRI) and Fiber Tracking (FT). Braincarta creates and validates standard protocols for image acquisition, and determines the reliability of fMRI brain activity maps using fully automated data analysis programs based on many years of experience in clinical context, combined with a large database of subjects. Robust and validated fMRI data processing algorithms are incorporated in fully automated software specifically written for clinical application. With Elonav, Braincarta offers a comprehensive set of instructions on how to acquire the fMRI data, a set of fMRI tasks for in the scanner, and secure access to servers that process the data within 2 days and return detailed results to the client. Elonav eliminates the current need for trained, specialized personnel, making functional MRI accessible to most radiology departments. Elonav is clinically validated and is CE-marked (class II-A).


text:
Date Added: Nov 2011
Vehicular Ad Hoc NETworks (VANETs) adopt the Public Key Infrastructure (PKI) and Certificate Revocation Lists (CRLs) for their security. In any PKI system, the authentication of a received message is performed by checking if the certificate of the sender is included in the current CRL, and verifying the authenticity of the certificate and signature of the sender. In this paper, the authors propose an Expedite Message Authentication Protocol (EMAP) for VANETs, which replaces the time-consuming CRL checking process by an efficient revocation checking process. The revocation check process in EMAP uses a keyed Hash Message Authentication Code (HMAC), where the key used in calculating the HMAC is shared only between non-revoked On-Board Units (OBUs).


Tag Archives: production
James Davis, OSI Group
FST Soapbox
Applying Food Plant Sanitation Best Practices to Facility Janitorial Programs
By James T. Davis
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James Davis, OSI Group
The COVID-19 pandemic propelled food processors to scrutinize various aspects of their existing employee hygiene and environmental safety programs in an effort to protect facility workers' health. Implementation of measures such as social distancing, illness screening, workspace barriers, additional personal protective equipment (PPE) and enhanced cleaning measures have aided the industry in reducing employee sickness and unplanned shutdowns.1 Of these actions, effective cleaning protocols in non-production areas, under the scope of facility janitorial programs, have been brought to heightened attention as a critical preventative measure for surface contamination of SARS-CoV-2.1 Through incorporation of the fundamental principles of sanitation programs utilized for food production zones, processors can elevate the effectiveness of their janitorial cleaning programs in non-production areas.
Scope of Janitorial Program
Food processing facilities should evaluate, using a risk-based assessment, all non-production areas that employees occupy on a routine basis, for inclusion into the janitorial cleaning program. Examples of areas that are routinely subject to high employee traffic and regular congregation include, but are not limited to, locker rooms, restrooms, break rooms, cafeterias, hallways, conference rooms and offices.
Additionally, specific surfaces within each of the identified non-production areas for inclusion into the program should also be evaluated in the risk-based assessment. Surfaces within these identified areas that are frequently touched, and present a greater likelihood of contamination to employees, would be considered higher-risk, and thus, command more focus during routine janitorial cleaning activities. Examples of such surfaces may include the following: Door handles, tables, desks, chairs, toilet and faucet handles, vending machines, phones, computers and other electronic devices.
Janitorial Best-Practice Examples
Sanitation Standard Operating Procedures
Sanitation standard operating procedures (SSOPs), or written cleaning instructions, should be developed for all janitorial cleaning tasks of selected employee and welfare areas, in a similar manner as those for production area equipment and infrastructure. These documents should contain pertinent information to effectively perform the desired janitorial tasks, such as the following: The individual(s) responsible for the task, appropriate chemicals, personal protective equipment (PPE) and other safety measures, frequency of cleaning, steps of cleaning execution and verification measures.
Chemical Selection & Use
Selection of chemicals for cleaning of employee and welfare areas is critically important in ensuring biological agents are effectively removed from surfaces during janitorial activities. Much like in production areas, the facility janitorial cleaning program should utilize an appropriate detergent suitable for removing residual surface soils as a base of the program. Inadequate removal of soils, such as grease or food debris in break rooms, will inhibit the effective removal of adverse biological agents.2 Additionally, the program should include an application of sanitizer or disinfectant to the target surface effective in neutralizing SARS-CoV-2.3
Cleaning Process & Frequency
An effective cleaning process for routine janitorial tasks can be modeled after the established Seven Steps of Sanitation commonly utilized in food production zones.4 Typical steps in this process applicable for janitorial cleaning should include: area preparation and dry cleaning, wiping surfaces with fresh water, application and wiping with detergent, removal of detergent with fresh water wiping, inspection verification activities and application of sanitizer or disinfectant to target surfaces for required dwell time (subsequent wiping of chemical after dwell time may be required). The frequency of cleaning and additional sanitizing activities should be validated and take into consideration times of employees breaks, level of non-production area occupancy and extent of employee contact with higher-risk surfaces. Additionally, individuals who performed the required cleaning tasks should ensure appropriate PPE is worn, not only to protect from chemicals utilized, but from biological agents that may be present on surfaces.
Master Sanitation Schedule
A master sanitation schedule, or MSS, encompassing janitorial cleaning activities that occur on a non-daily basis should be maintained either separately, or included in an existing sanitation schedule.
Sanitation, misting
Misting frequently touched surfaces with an additional disinfectant chemical approved to inactivate SARS-Cov-2. Image courtesy of OSI Group.
Examples of non-routine janitorial tasks may include:
 - Emptying and cleaning of personnel storage lockers
 - Cleaning of difficult-to-access surfaces for daily cleaning, such as ceilings, walls and around vending machines
 - Misting of frequently touched surfaces, or entire rooms, with an additional disinfectant chemical approved to inactivate SARS-Cov-2
The appropriate frequencies of these non-routine tasks should be validated through a risk-based assessment and continually verified to ensure effectiveness.
Employee Training
All employees who are required to perform routine and non-routine janitorial tasks should be fully trained and records maintained. This should not only include adequate training knowledge of required practices and documentation, but also chemical selection and handling specific to janitorial activities. Retention of knowledge should be verified and included in existing facility training programs. Routine auditing of the cleaning practices by facility personnel will ensure continued acceptable outcomes of the program.
Completion of all janitorial cleaning activities should be documented and records maintained following similar practices for sanitation in production areas. As a best practice, documentation, such as checklists, should be made visible to employees who utilize the welfare areas as a means to convey facility hygiene practices and ease potential health concerns.
Validation & Verification of Cleaning Effectiveness
To ensure an established janitorial cleaning program for non-production areas is effective in achieving appropriate hygiene outcomes, the facility must validate and routinely verify the process. Validating the effectiveness of janitorial programs can be undertaken in much the same manner as performed for the traditional sanitation process in food production zones. A combination of visual inspection, environmental sampling and other methods should be utilized both during the validation and subsequent routine verification process. Specific to the COVID-19 pandemic, several contract laboratories offer surface environmental testing for SARS-CoV-2 (via RT-qPCR) that should be incorporated into janitorial validation and verification protocols.2,5 Routine absence of the virus will assist in demonstrating effectiveness of the facility janitorial cleaning program.
With the increased scrutiny of employee welfare during the COVID-19 pandemic, maintaining effective facility hygiene remains a critical goal of food processing facilities. Through incorporation of current sanitation best practices utilized in food production zones, facilities can elevate the outcomes of their janitorial cleaning programs, ensuring effective hygiene.
 1. North American Meat Institute. (November 12, 2020). Significant Events and Progress Involving the Meat and Poultry Industry during the COVID-19 Pandemic.
 2. American Society for Microbiology. (October 8, 2020). Detecting SARS-CoV-2 in the Environment.
 3. United States Environmental Protection Agency. (November 25, 2020). List N: Disinfectants for Coronavirus (COVID-19).
 4. International Association of Food Protection. (December 7, 2017). Cleaning, Sanitizing and the Seven Steps of Sanitation [Webinar].
 5. IEH Laboratories & Consulting Group. (December 2020). SARS CoV-2 Environmental Monitoring.
Megan Nichols
FST Soapbox
Four Influential Technologies Changing Food Manufacturing
By Megan Ray Nichols
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Megan Nichols
Some impressive technologies are not only impacting the food industry right now but will also have a huge impact in the future. As their use grows to be more prevalent, the industry will change to be smarter and more efficient, with continued improvements across the board.
1. AI and Advanced Robotics
While artificial intelligence and advanced robotics are two distinct technologies, they are frequently paired together. AI, and the data it digests, is used to command robots, allowing them to be more precise, more intelligent and more aware.
Most robots on their own are capable of completing only repetitive and clearly defined tasks. Throw something unique into the mix and they'll either fumble or fail. However, when governed by data-based intelligence solutions like AI or machine learning, those robots become something incredibly advanced.
In the food industry, machinery and robots are leveraged to improve operations, further maintaining quality and efficiency, at affordable costs. They often work alongside human laborers to augment or enhance processes. They come with several unexpected benefits as well, such as much-improved safety for workers, faster and higher product output and consistent, reliable quality.
For example, JBS, one of the world's largest meatpacking firms, deployed robotic butchers within its plants. The robots were used to slice more challenging meats, which reduced workplace injuries.
2. Automation
Automation stands alongside AI and advanced robotics, even incorporating those technologies to create a streamlined system. As of 2017, 73% of surveyed companies in the food and beverage manufacturing industry either had or were in the process of establishing automation within their facilities.
Many systems are designed to replace or enhance repetitive tasks, boosting their speed and accuracy, to significantly improve output, without incurring a loss in quality. It's not just about hardware, like swapping a human laborer for a robot. It's also achieved through software. Think supply chain management solutions that help plan for various events and experiences without human input.
When many of these technologies are used side-by-side, it strengthens their application and usability. As is true of advanced robotics, for example, AI can also be used to create more intelligent automation platforms. Instead of carrying out rote or simple tasks, they can be programmed to react and engage through any number of parameters. The system might slow production, for instance, based


LMS Spaces - How to add an LMS Course/Space
Specify an association between a CSIS program and LMS space(s).
When you create an association between a CSIS program and an LMS space, that means each new registrant in this CSIS program will automatically be invited by e-mail to access this LMS space (or these spaces), immediately after their successful registration.
See Lifelong Learners (L3) - Enrollment Process for a public description of the registrant's experience of that process.
screenshot showing where the LMS Spaces tab appears on the program detail page
 1. Click the "Add LMS Course/Space" button.
 screenshot of the Select your server question after clicking Add LMS Course/Space
 2. "Select your server" asks you to select which LMS will hold this LMS space. As of early 2018, both "Canvas" and "UW_MOODLE_SPECIAL" are options. By mid-2018, Moodle will no longer be available as an option. Other UW-Madison learning platforms could be added in the future with a technical project.
 screenshot of the Select Your Server dropdown list open
 3. "Select your LMS Course/Space" gives you the option of either "Create New LMS Space" or selecting any of the LMS Spaces you have previously created using CSIS for any other program in your academic unit.
 screenshot after selecting Canvas as the server, with expanded dropdown with list of existing spaces
 - If you select "Create New LMS Space" you now have a one time, irrevocable opportunity to edit the name of this LMS space from the CSIS perspective. Two cautions:
 1. You cannot later edit the name of the space as it appears in CSIS, but you may certainly later edit the LMS space name using LMS-internal tools that affect only what appears in the LMS (e.g., to your learners). But then you set up potential confusion for your staff looking between CSIS and the LMS, because the space names will no longer match.
 2. Before you submit this name, consider the long-term implications of how you'll sort through all of your entire unit's past LMS space names in this dropdown list. For example, if you plan on creating a new LMS space for each offering of this course, you should probably add a date or term-specific label at the end of the LMS space name.
 screenshot of entering the name of the new LMS space
 The instant you click "Submit" here, CSIS will reach out to the LMS and create a new, empty LMS space that is given the initial display title that you selected here. You should go to the LMS right away to make sure you know how to locate the space you just created. You will find the LMS space placed in the LMS category that your IT administrator initially defined for your academic unit (in collaboration with the LMS administrators) when you first began using CSIS for LMS student access management.
 - If you select an existing LMS space, then the relationship within CSIS between this program and that LMS space will be immediately created - in addition to whatever other CSIS programs are also associated with that LMS space.
 If you already have registered participants in this program, those existing participants are not immediately granted access to this space, so that you have some hours to optionally adjust individual access rights first. See the on-screen instructions for next steps.
 screenshot of the message that appears after selecting an existing LMS space, allowing you to decide when and which any past program participants should get access to this space
Frequently asked questions
Why would I want more than one LMS space associated with a program?
 Each "program" (course) defined in CSIS may have one or more (unlimited) numbers of LMS spaces associated with it. This can allow you to, for example:
 - Share certain LMS content or communication tools across multiple courses within a shared LMS space, while also giving students in individual courses access to an LMS space exclusive to their course or cohort.
 - Schedule staggered access dates for particular course content, such as giving short-term access to the content in one LMS space and long-term access to the content in a different LMS space.
Why would I reuse an existing LMS space from a different program?
For example:
 - Self-paced courses that are open across multiple fiscal years need to keep each new fiscal year's CSIS program for this course pointing at the same LMS space over the long term, instead of creating a new LMS space for each fiscal year.
 - When you re-offer a particular course under a new CSIS program, considerations of instructional design work within the LMS may mean it's easier for your staff to clear out student-specific traces and then reuse the LMS space you previously set up, rather than moving all of the LMS content from the old LMS space to the new LMS space.
 - Certificate offerings may prefer to use a single, shared LMS space across all of the courses with that certificate.
How can I change which CSIS program is associated with a particular Canvas space or vice versa, which Canvas spaces are associated with a CSIS program? Generally the best approach is to use this CSIS tool to simply remove the "wrong" space and add the "right" space. If desired, you can then use Canvas tools to copy content from one Canvas space to another.
When necessary, such as when many active students are in a particular space and you need to revise which CSIS programs point to that space, it is possible to contact a campus Canvas administrator who can manually change the "SIS ID" for a Canvas space.
How can I look up in Moodle which CSIS program is associated with a particular Moodle space? Once you are logged into Moodle as a course administrator, navigate to the Moodle space in question, and then view the CSIS association using the menu option:
Course administration -> Users -> Enrollment Methods
Click the magnifying glass next to "UW lifelong learning" to see the details.
How do I change which Moodle space a program is associated with? Generally the best approach is to use this CSIS tool to simply remove the "wrong" space and add the "right" space. But if you have a situation such as multiple Moodle spaces with the same name, changing over time, then it may make more sense to adjust Moodle's understanding of which precise Moodle space you want to mean under the currently displayed Space name as shown in CSIS.
In that case, follow the instructions above for reviewing CSIS-Moodle associations. If you see that the wrong course is linked, remove the "UW Lifelong learning" method from the incorrect course, and then add a new "UW Lifelong learning" method to the class it should go to. Note that changing things on the Moodle end does not inform CSIS of the change - no visible difference will appear in CSIS.
Note: If you (presumably accidentally) remove a CSIS space from a Moodle course and don't associate it to a different Moodle course right away, then UW Moodle will automatically create a new Moodle course for the space. This will happen within 24 hours during a nightly automated clean-up task within UW Moodle.
Keywords:register "net id" netid noncredit online Moodle Canvas "space name" associate association Doc ID:65489
Owner:Paul M.Group:Continuing Studies Information System
Created:2016-07-27 08:54 CSTUpdated:2020-05-14 12:39 CST
Sites:Continuing Studies Information System
Feedback: 0 0


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Why the other sovereigns (Jean I and Joséphine-Charlotte of Luxembourg) don't use to sign their names with "R", "GD" or "P"?
I also know HM Queen Elizabeth II of Great-Britain used to sogn "Elizabeth R".
"R" stands for the latin word Rex(king) or Regina(queen). FOr example, in Latin, The queen of England's name is Elizabetha Regina Secunda. Using the latin has come down from early times and now is just shortened with the "R". (btw: Charles will be Carolinus Rex Tertio, if he chooses the name Charles). As far as the other heads of state, I guess that using the latin form just isn't a practice that has evolved over the years, and sometimes there is not that good of a latin translation for "archduke", etc. I'm sure that it depends on the tradition of each country.
Mandatory Credit: Photo By PAUL BROWN / REX FEATURES SIGNATURE OF QUEEN SILVIA IN THE MEMORIAL BOOK SERVICE OF THANKS GIVING CELEBRATING 350 YEARS OF PEACE AND FRIENDSHIP BETWEEN THE UNITED KINGDOM AND SWEDEN AT THE SWEDISH CHURCH, LONDON, BRITAIN - 28 APR 2004 EXCLUSIVE 451205/PAB


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The Great Recession, it seemed, didn't play favorites; nearly everyone suffered. A new paper co-authored by a UC Santa Barbara researcher, however, reveals that female entrepreneurs were much more likely than men to suffer discrimination in getting financing.
"Unequal Hard Times: The Influence of the Great Recession on Gender Bias in Entrepreneurial Financing," in Sociological Science online, by Sarah Thébaud, an assistant professor of sociology at UCSB, and Amanda Sharkey of the University of Chicago, examines how and why the financial downturn disproportionately affected businesses run by women.
Thébaud, whose research has focused on gender inequality in entrepreneurship, explained that during the height of the recession, a combination of financial uncertainty and stricter lending standards led lenders and venture capitalists to favor men over women. Known as cognitive bias, it worked like this: In an environment in which lenders lacked objective information, they unconsciously relied on cultural stereotypes that hold men are more competent entrepreneurs than women.
"There's a lot of literature suggesting that when there's uncertainty in the environment or the outcomes of a particular performance are going to be unclear," Thébaud noted, "under those circumstances people are more likely to rely on stereotypes about cultural categories like gender or race when they're making evaluative decisions."
In "normal" times, Thébaud observed, lenders make decisions based on objective information, and the gender of the entrepreneur is not as significant a factor. But one of the hallmarks of the Great Recession was uncertainty.
"You would think in times of uncertainty people would be more rational than they would otherwise, which would mean they would be relying more on these objective indicators," Thébaud said. "But in fact we find the opposite, so people are even less rational in these times. I think the uncertainty makes people go a little nuts. They go back to an older way, if you will, of evaluating these companies. Maybe they see a male-led firm and they think, 'He fits the part more' in terms of what we would expect for a successful company. That's a cognitive bias."
In addition, Thébaud said, firms led by women were held to stricter standards during the recession. "Women-led firms that had a low credit score were especially likely to be penalized, whereas if men-led firms had a low credit rating, it didn't matter," she explained.
Thébaud and Sharkey analyzed data from a study that followed a sample of 4,928 businesses started in 2004. They found that even in "good" years of stability and adequate objective information, firms led by women fared slightly worse than those led by men. The bias isn't nearly as pronounced as what they found during the recession, Thébaud noted.
"We're comparing maleand female-led firms that are the same size in the same industry, making the same money with the same credit rating — all of that sort of thing," Thébaud said. "When we do that we find that in general, female-led firms, even net of all of those things, they tend to be less likely to successfully get financing. But that gender gap is only really significant or meaningfully large during those recession years. During non-recession years we actually find that it's not that big. It's still a negative affect, so women-led firms are still getting less money, but it's not as big."