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Classroom therapy may not be answer to treating depression in teenagers, study findsNovember 7th, 2012 in Psychology & Psychiatry
(Medical Xpress)—Researchers at the University's Department for Health have found that introducing mood therapy into the classroom may not be the answer to treating depression in teenagers.
The team looked into the effectiveness of holding Cognitive Behavioural Therapy (CBT) sessions for adolescents in secondary schools with the aim of identifying those at high risk of depression, negative thinking and anxiety.
The Government is attempting to prevent children and adolescents developing depression by introducing various programmes in secondary schools to teach skills for wellbeing. Schools provide a convenient and accessible location for delivering depression prevention programmes.
The researcher's trial followed the Resourceful Adolescent Programme, a universal depression prevention programme that has been shown to be effective in Australia and New Zealand.
It was delivered to young people between the ages of 12 and 16 at eight schools by trained and supervised graduates and consisted of nine modules and two booster sessions each lasting about 50 to 60 minutes.
The programme aims to develop skills such as emotion-regulation capacities, coping mechanisms and thinking styles, which are reported to protect against the development of depression.
But the Bath researchers found that schools were not the appropriate setting to the deliver the therapy and suggested that more research is undertaken before the initiative is rolled out as part of the National Curriculum.
Professor Paul Stallard who led the study said: "Our findings suggest a more cautious approach is required to the implementation of depression prevention programme in secondary schools.
"Although secondary schools provide a convenient focus for mental health interventions the suitability of this setting for depression focused interventions cannot be assumed.
"We know that therapies such as CBT are effective but it seems they do not work as well in this type of setting. This may be because schools are ultimately designed for academic learning and are not set up to teach psychological wellbeing."
Depression in adolescents is an important mental health disorder. By the age of 19 up to 20 per cent of adolescents will have experienced at least one clinically important depressive episode, which can affect development issues, interfere with education and increase the risk of suicide as well as major depressive disorder in adulthood.
Although depressive episodes may be persistent in adolescents, depression is poorly recognised and comparatively few people receive specialist treatment.
Initial recovery with or without treatment is often good, but recurrence is common, with up to 75 per cent of people experiencing another episode within five years.
The results of the study are published in the paper: "Classroom based cognitive behavioural therapy in reducing symptom of depression in high risk adolescents" in the British Medical Journal.
Provided by University of Bath
"Classroom therapy may not be answer to treating depression in teenagers, study finds." November 7th, 2012. _URL_


Scenario analysis - Initiating a scientific community for energy scenario building
The world now has a profusion of forecast energy scenarios from all directions. For example, the IPCC has devoted a complete report (the SRREN ) to forecast scenarios for renewable energy sources. However, the scenarios produced by different organisations are not usually easy to compare directly, and nor are they easy to evaluate for decision-makers (in economics or politics), because they do not provide the same variables, do not always include even elementary consistency checks, are not always transparent or correctly sourced, etc. Decision-makers therefore run the risk of becoming lost amongst all these variables and of basing their decisions on the wrong fundamentals. Given the importance of energy in the world economy, this could have catastrophic consequences.
The Shift Project has also decided to work alongside a number of leading French researchers to set up a scientific community for energy scenario building, which will obey and apply the normal rules of science: creation of a semi-standardised benchmark against which scenarios can be compared, transparent publication of arguments in scientific reviews to enable reasoned criticism, etc.
We have also begun to work on methods that will enable interpolation of the major decision-support variables where these are not clear: required ultimate oil resources, overall capital expenditure, CO2 emissions, etc.
As part of providing practical content for this approach, The Shift Project has begun to apply this analysis to a number of energy scenarios produced by high-profile organisations (AIE, US EIA, Greenpeace, WWF, etc.) to compare them with the realities of the physical world and economics.
Project leader:
Léo Benichou
Léo Benichou graduated from Polytechnique and KTH (Royal Institute of TechnologyStockholm). He is the manager of the scenario project.


IELTS Cue Card Sample 21 - Describe a friend from your childhood
Describe a friend from your childhood.
You should say:
 - how you met this friend
 - how long you were friends & what you did together
 - what made you like him/ her
and explain your friendship with this childhood friend.
Rounding off questions:
 - Why is childhood important for us?
 - What changes have you gone through from your childhood?
 - What are the differences between childhood friends and college friends?
Sample Answer 1:
I am going to tell you about my first 'best friend' from childhood. I'll explain how we met, how long we were friends, what we got up to and why I liked her so much, and I'll try and explain our friendship so you can understand why we were so close.
I first met my friend Tracey when I went to junior school. We were sat next to each other in class, I don't think we chose to do that particularly, we probably just sat where we were told to on our first day of the school year, but we got on straight away and were firm friends from the age of about 8 until we left school to go to senior school, aged about eleven. We happened to go to different schools at that point, and sadly our friendship drifted apart, when we were younger though, we were inseparable.
Tracey and I had similar interests. We liked being outside, we liked horses (although neither of us went riding or had access to ponies back then), we enjoyed doing craft type activities (although she was really talented creating amazing pictures and artwork, whilst I just got stuck at the stage of colouring in!) My main memory is of us heading off together on our bikes for hours and hours at a time. She lived quite near a large park, so I used to cycle to her house, and then we'd go to the park together with a picnic lunch and spend all day playing games together. I'm embarrassed now to think how we galloped around pretending to be horses or whatever the game of the day was, but it was fun at the time. We used to try hula hooping and skipping too, seeing who could hold up a hoop for the longest of skip without stopping using a rope. I have a feeling she was more accomplished than me at both these activities too. Sometimes we would try to find and catch grasshoppers (we always let them go) or we would just laze in the sun until it was time to go home. It was very different then. There were no mobile phones, and people were much more relaxed about letting their children go off and play all day, I'm not sure if you could still do that. Still, we were very happy and used to come back to her house tired and hot and sunburnt, and if we were lucky her mum would give us lemonade to drink and sometimes cheese salad rolls for tea. Happy memories indeed!
In terms of why we liked each other, well we just did! We enjoyed doing the same things, we could talk about anything to each other – complaining about schoolwork or annoying parents and other such troublesome worries of the time. She had pet rabbits, and I had pet guinea pigs, so looking after our pets was a shared interest too. It probably helped that we lived quite close to each other and both had bikes too. We also both had a vivid imagination, it meant we could have remarkable adventures together pretending to inhabit whole new worlds that we had invented for ourselves.
We kept in touch for a while, but both eventually moved on. I think she went on to become an artist of some renown, which was not surprising given her early talent for art. Whatever she does and wherever she ended up I hope she is happy and successful too, and I will always remember her as a brilliant companion from when I was young, I wonder if she remembers me too.
Model Answer 2:
Getting to talk about our "old" time friends is refreshing as it is warming and comforting, especially, if they are our childhood friends. So, I would like to thank you for offering me the opportunity to talk about one of my childhood friends as it brings back a lot of good memories.
His name was "Eric Sunny", and I met him at an inter-district school football (soccer) competition when a number of football teams from different districts arrived at my school in order to play against each other. Anyway, Eric was the star player of one of our opponent teams, and I wanted to get some friendly tips on playing good football in general from him. After meeting with Eric, I have remained a friend with him until this day even though we don't really get together with each other even remotely as often as we did during our school days.
During the early days of our friendship, Eric used to come to visit me from his town, just as I also used to visit his hometown, in order to do a variety of activities, such as flying kites, swimming and fishing in the lakes, hanging out at restaurants and café, watching movies and, of course, also playing football occasionally. Sometimes, we also used to travel to different interesting places in our country during our summer vacations and other long holidays. I liked Eric for a number of reasons, but his positive and helping attitude is what makes him stand out from the crowd.
Both I and Eric had a great friendship as we both liked each other with great respect and understanding. Besides, we almost never had any disagreement over anything even though we held separate views on an array of issues. Eric was a true sportsman, and he always used to encourage me to try harder and succeed since I was a bit "lazy" person for his liking. However, the great thing about our friendship was that we both were treated as a "family" member to each other's family.
Model Answer 3:
Childhood has its speciality and magic and sometimes childhood friends are unforgettable. One such friend I recall was Masud who I still remember. Our friendship lasted only for a year and after that, he moved to a different city with his parents. I met him on our first day of school. I was late for school due to bad traffic and when I reached my classroom, I thought that all of the seats have been occupied and I was desperately looking for a place to sit. The class teacher asked my name and announced to make a seat for me. I found that one of the boys was asking me to go over there and sit beside him. This very boy was Masud and I was grateful to him.
In the tiffin time, I shared my foods with him and talked about lots of things. From that next day, we started sitting next to each other and our friendship began to flourish. I found that he collects stamps as a hobby and I was excited to find this common hobby between us. We were very close friends and after one year I heard that he would be moving to a new city as his father has been transferred there. I did not know his postal address and as a consequence, I could not communicate him. We did not meet each other after that but he was such a good and close friend that I still miss him sometimes.
We did a lot of interesting and fun stuff together. At school, we played footballs and other games in the interval period. We made kites and flew them together, we went to many places to buy stamps, we went to the library to read books, we went to the river to swim, we climbed in trees, we played crickets, we walked in the streets and told stories to each other and did many other things together.
He was a lively and helpful boy who liked me very much. We had many things in common and we helped each other with our studies. Since I enjoyed participating in different activities with him, I liked him as a friend as well. We had a strong bonding and intimate friendship between us. We tried to help each other whenever needed.
Tips for answering this cue card question:
This topic is very similar to the cue card "Describe a friend who you really like to spend time with", except that you should talk about a friend from your childhood. There is a good possibility that you no longer meet him/her very often but as a childhood friend, you keep in touch.
Following are some points you can mention to answer this cue card topic:
1. You had lots of fun stuff together in childhood and you enjoyed his/ her company.
2. You went to school together, you played together and you spend lots of time together.
3. You meet him/her whenever you visit your hometown and you still enjoy his friendship.
4. You two have strong bonding as your friendship go matured over time.
5. You two had lots of common interest and you learned many things from him/her.
6. Describe what you did together in childhood, how you spent time then and how you two started living in two different places.
7. Not necessarily you two have to live in two different places; you can mention that you two are still close and meet very friendly.
8. Say 1-2 interesting memories you two had together.
9. Talk about some reasons you liked him.
Rounding off questions/ Follow-up Questions:
Q. Why childhood is important for us?
It is an indisputable fact that childhood is the best period in our life. Children are carefree, play all the time and have no concerns. In addition, childish memories are really important and many times determine children's life and personality. It's true that there are many cases when people with an extremely unpleasant childhood tend to be mentally disturbed not only when they reach adulthood but also later in their


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1933 Unemployment Relief
New! Search the database of more than 100,000 individuals listed in the Unemployment Relief records. There are 27 Oklahoma counties included.
Search now »
1940 US Census
The 1940 US Federal Census records for Oklahoma have now been indexed. Search and view census records online now at familysearch.org/1940census/1940-census-oklahoma/
1890 Oklahoma Territorial Census
The OHS Research Center has completed the index to the 1890 Oklahoma Territorial Census. While the previous index listed only the head of household, this index includes every individual included in the census.
Most of the 1890 US Federal Census was destroyed by fire in 1921, making the 1890 Oklahoma Territorial Census one of the few remaining census records from the time. The Oklahoma Historical Society Research Division collections include the original 1890 OT Census pages.
Search the index »
Own the Complete 1890 Oklahoma Territorial Census
Now you can access the 1890 Oklahoma Territorial census in its entirety as part of 1890 Resources, a newly-released DVD from the OHS Research Center. This easy-to-use disc includes:
- A complete index to the 1890 OT census and more than 1,200 color pages of census scanned from the original documents. Just locate your ancestor in the index and click on the page number to see the original document. View a sample census page.
- Smith's First Directory of Oklahoma Territory for the Year Commencing August 1, 1890, complete with index/namefinding list linked to color scans of the entire directory. View a sample page from Smith's.
- A PDF of Bunky's The First Eight Months of Oklahoma City. Beginning with the land run of 1889, this publication explores area businesses, churches, newspapers, politics and citizens.
This resource is now available for $45 plus $2 shipping & handling. To order use our printable order form or call _PHONE_ - please have your credit card ready.
Special Census on Microfilm at OHS
- 1890 Oklahoma Territorial Census
- 1860 Lands West of Arkansas
- 1890 Union Veterans & Widows Census
- 1900 US Census - Oklahoma Territory
- 1900 US Census - Indian Schedule
- Various Mortality Schedules
- Additional special censuses for numerous states
Online Subscription Services
The Research Center offers free access to Ancestry Library Edition® and HeritageQuest Online™. These sites allow patrons visiting the Research Center to search, view and print various items pertaining to genealogy.
Ancestry Library® offers US Census, ship logs and passenger indexes, WWI draft registration cards, vital records, and the Social Security Death Index.
HeritageQuest™ also includes US Census as well as Revolutionary War pension & bounty-land warrant applications; the Freedman's Bank (_PHONE_); and PERSI (Periodical Source Index), an index of almost 2 million genealogical and local history articles.

source: HuggingFaceFW/fineweb-edu


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During the process of acetylene production, the chemical reaction produces some amount of heat. The amount of heat dispelled during generation is monitored to ensure that it is not excessive. Heat is further reduced during the purification process and under normal operating conditions, should not become an issue.
However, during the process of regenerating purification material, heat is usually created in the purifier. If the temperature of the purifier increases disproportionately in isolated spots or places, this is known as hot spots which may result in damage to the purifier liner if not corrected. Understanding the causes and corrective actions of purifier hot spots will increase the safety of your operations as well as the life of your purifier.
Reasons for Hot Spot Formation in Acetylene Purifiers
Hot spots can be caused by:
- Insufficient air reaching the purification material
- Channeling of air through the purification material, rather than complete absorption into all of the material
- Partial blockage of the purifier vent
- Incomplete purge of the acetylene plant due to blockage of the purifier vent
Reverse Hot Spot Formation in Acetylene Purifiers
If hot spots are being formed in your purifier, it can be reversed by following the below-mentioned steps:
- Mechanical Disconnections
- Vent the Pressure
- Nitrogen Purging
- Reactivate the Purifier
Open the purifier vent valve in the following manner:
a. Open the vent
b. Close the purifier outlet valve
c. Close the valves at the bottom of the generator flashback arrestors
d. Open the purifier vent valve
a. Once the purifier vent valve has been opened, the pressure in the purifier should drop one lb. in five seconds and continue decreasing.
b. If the pressure drops in this manner, close the purifier and the inlet valve.
c. In case the pressure does not drop, the purifier vent might be blocked. This can be resolved by venting out the pressure from the flashback arrestor safety valves. Maintain the pressure at 6 psig or less.
a. Connect two nitrogen cylinders to the reactivation hose that passes through the purifier.
b. Force the nitrogen through the purifier. The nitrogen cylinder regulator should be set at 5 psi and 50 CFH flow.
c. At the same time, run water on the purifier vessel until the temperature of the cabinet is approximately 98 deg F.
(If more nitrogen is needed, additional cylinders should be connected and used until the temperature is reduced.)
d. Before reactivation, pressurize the purifier four times with nitrogen. After each time, it will be necessary to vent the pressure to remove all traces of acetylene from the purifier.
a. The purifier is now ready for reactivation. Disconnect the nitrogen flow and connect the airline.
b. Proceed to pass air through the cabinet at 50 CFH for eight hours.
c. The purifier should now be at room temperature. If it is not, then continue reactivation until the acetylene purifier reaches room temperature.
d. When the purifier nears room temperature, close the vent valve. Allow the pressure to build up to 5 psi and then vent the pressure.
e. Check for increase in temperature. If the temperature does not increase, pressurize to 10 psi and vent the pressure. Repeat two more times.
f. If the purifier has warmed up, continue reactivation until it reaches room temperature.
g. Remove the lid and check the purifying material for moisture content. If the material is dry, bypass all acetylene around the low pressure dryer.
h. If you are cooling the cooler condenser with well water, reduce the water flow such that the acetylene going into the purifier is a little warmer than the purifying material.
i. The purifier is now ready to be used.
After reactivation, check the purifier in fifteen-minute intervals to determine if there is occurrence of heat buildup during the cylinder charging process. This problem is most likely to occur during the first four (4) hours after reactivation.
The safety and efficiency of an acetylene plant is dependent on the functioning of the various components and parts of the plant. Hence, it is important that the plant is serviced in accordance with the procedures outlined in the operator's manual. Plant owners can also opt for a preventive maintenance plan that helps reduce failure rate of parts and ensures seamless functioning of the plant at all times. Customized preventive maintenance kits are available that include spares and other parts that can help implement a preventive maintenance plan.

source: openbmb/Ultra-FineWeb


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BS in Biology
Students interested in a career in biology or a related field are encouraged to earn at least a baccalaureate degree (BS). Many professions (e.g. pharmacy, medicine) require additional post-baccalaureate education. The Bachelor of Science in Biology Degree may be used for entry into a career or in preparation for post-baccalaureate (for masters and doctoral degrees) or professional (e.g. medical, dental) education.
The UVU Biology program offers a variety of courses that investigate the living world, including courses in biology, botany, ecology, genetics, human anatomy, human physiology, conservation biology, microbiology, zoology and others. A course of study may be designed to provide breadth in the life sciences or to prepare students for a specific area of biology.
Majors in Biology prepare for a wide variety of occupations in education, government, medicine, and research. The greatest demand for biology graduates is projected to occur in secondary education (middle and high school teachers), and health, environmental and biotechnology areas. Biology majors are employed in the following areas:


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"I Am Not What I am": Iago's Rhetoric of Identity and Anxiety
In Shakespeare?s "Othello," Iago manages to manipulate the characters and the plot of the play in order to create his narrative. He uses the anxieties and themes of the English Renaissance, animating the fears of his opponents. He embodies the Renaissance ideal of?self-fashioning,? a way of re-creating one?s identity to become anything desired. Because of the shifting society, the people of the Renaissance were growing insecure about the stability of identity. The revival of classic rhetorical practices also allowed for the linguistic construction of identity, masking and representing the entity behind it. These ambiguities about identity led to questioning of the ability to truly know anyone. The nature of rhetoric means that all things and people are knowable through language and words alone. Iago can be seen as a modern?Proteus? figure, a?Renaissance man? who can shift his identity according to his situation and surroundings. Iago?s skilled recognition of his culture?s anxieties allows him to perform upon his opponents? fears and manipulate them into carrying out his plot. He uses his rhetorical artistry to recreate his identity multiple times, becoming a different person to different people. He uses the instable identities of Othello and Cassio by animating their anxieties to them and bringing forth their fears about their rhetorically constructed personas. He convinces them of his version of the truth, manipulates their actions, and carries out his plot of "Othello."
Jenkins-Sleczkowski, Chloe, ""I Am Not What I am": Iago's Rhetoric of Identity and Anxiety" (2009). URC Student Scholarship.
Ford Research Endowment
This document is currently not available here.


id,summary,reporter,owner,description,type,status,priority,milestone,component,version,resolution,keywords,cc,os,architecture,failure,testcase,blockedby,blocking,related,differential 2358,Template Haskell's TupleT considers unary tuples as a valid types.,fons,,"I don't know how tuples are internally implemented in GHC, but the Haskell report (3.8) specifically establishes two as their lower size bound. When provided a zero (or null list) arguments, all TupleT, TupP and TupE behave like the unit type (which is certainly reasonable). However, they handle argument 1 (or the singleton list) in different ways: * {{{TupleP [pat]}}} is equivalent to {{{pat}}} (which again, is perfectly reasonable) * {{{TupE [exp]}}} behaves as exp (again, it seems right) However: * {{{TupleT 1 'AppT' VarT ''Int}}} is a different type than {{{VarT ''Int}}} See the following two examples: 1. {{{tupE [exp]}}} behaves as expected: {{{ Prelude Language.Haskell.TH> $(sigE (tupE [[|1|]]) (conT ''Int)) 1 }}} 2. {{{tupleT 1}}} doesn't: {{{ Prelude Language.Haskell.TH> $(sigE [|1|] (tupleT 1 'appT' conT ''Int)) :1:2: No instance for (Num (Int)) arising from the literal '1' at :1:2-40 Possible fix: add an instance declaration for (Num (Int)) In the expression: $(sigE [| 1 |] (tupleT 1 'appT' conT 'Int)) In the definition of 'it': it = $(sigE [| 1 |] (tupleT 1 'appT' conT 'Int)) }}} Probably, since unary tuples are not legal, the typechecker should simply raise an error when {{{TupleT}}} is found to have received {{{1}}} as argument. ",merge,closed,normal,6.8 branch,Template Haskell,6.8.2,fixed,,,Unknown/Multiple,Unknown/Multiple,,TH_1tuple,,,,


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Osa Mountain Village's success thus far has been firmly based on the utilization of permaculture principles 24/7 here on site. Everything that we do is directed towards building a totally sustainable, fully functional, food producing resort community. With that said, when we first started planning our community… and then began to market and build our villas, buildings and infrastructure, there was a tremendous response and interest. Because of the amazing response, we decided to parallel the actual functioning body of Osa Mountain Village with a teaching side as well. We first started "The World Institute for Sustainability and Ecology" in October of 2009 and was able to fill our first class by January of 2010, just a short 3 months after our first idea came to be! Since then, we have had four successful classes, the last being in January of 2011, with over 20 students attending and successfully completing our Permaculture Studies Course. It was a 10-day class structure, with hands-on learning, a few field trips and so much more. Many of the concepts that we use daily now at Osa Mountain Village were first created during these classes. Since that course we have moved the location of WISE to Serenity Gardens Eco Village nearby Osa Mountain Village.
In our sustainable living courses, students focus on agroecology, alternative building materials, integrated waste management, rainwater harvesting, renewable energy sources, ecotourism and social entrepreneurship. Our students develop a working plan to induce beneficial changes that will create a positive impact in our society. With their experience at WISE, students will be able to learn the critical thinking skills to evaluate the sustainability behind agricultural production systems, hotel operations, communities and in their own homes as well. Upon completion of our program, our students work a special community project that will have social, environmental and economic benefits to the people of nearby communities here in Southern Costa Rica.
A few reasons why you should enroll in one of our sustainable living / permaculture design courses:
1. The tropical forest is one of the most diversified habitats on the planet. Learn how to help conserve the tropical forests of Costa Rica.
2. Do it yourself! Learn how to grow your own fruit crops, greens, roots and tubers organically. Permaculture design integrated into your lessons!
3. Learn how to use solar energy for cooking and for a healthy lifestyle.
4. Preserving water is a great challenge for our society. Learn how to conserve watersheds and how to farm in them so future generations will have a healthy water source.
5. Help us develop new sustainable projects within our community.
6. Integrated pest management is key for organic agriculture. Learn how we can deal with pests using only natural methods and plant extracts.
7. Biogas has an amazing potential as a renewable energy source. Build your own bio-digestor and cook with natural methane gas.
8. Composting is the key to saving the world's soils from deterioration. Build your own compost pile and learn about the many different composting techniques.
9. Try your own permaculture garden designing and learn about crops in our bio-intensive research garden.
10. Learn the principles of rainwater harvesting and how we can use rainwater to minimize our external water use.


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The Details Matter: A Case Study
Accurate risk assessment of large industrial facilities is highly sensitive to the information model users enter about facility composition. It is also important to account for critical mitigation efforts, like the anchoring of components.
Stakeholders, like commercial underwriters, can obtain facility-specific information by inspecting the sites and noting the components and purpose of the facility. They can then translate this information into the most appropriate occupancy code in AIR's 400-series. Note that these codes reflect differences in vulnerability by region. For example, energy facilities along the U.S. Gulf Coast typically exhibit mitigation efforts, like raised control panels, more consistently than those in other parts of the United States. AIR's 400-series damage functions capture this variation.
To demonstrate the utility of the 400-series, the following example shows the differences in loss that can result from coding such exposure with the 300-series instead.
A power plant located in the United States produces electricity by burning fossil fuels, such as coal or oil. It is less than five miles from several active faults, and thus at risk from hazards including earthquake-induced ground shaking, liquefaction, and tsunami. Some components, like conveyor systems, piping, and flares, would be relatively vulnerable to moderate earthquake-induced ground shaking, while others, like open frame structures and turbines, are not.
If the 300-series were used instead, the best matched occupancy code would be electric (code 361), which would be appropriate for a small electrical station. In this modeling scenario, the thermo-electric facility's total insured value—including the many structures and the diverse components—would be treated as buildings and/or contents instead of as uniquely vulnerable assets.
AIR examined the impact on the modeled average annual loss (AAL) of using the 300-series versus the 400-series. Results show that the average annual loss for the site (with a USD 230 million replacement value) decreases by nearly 37% when using the 477 code (Table 1). The 100-year return period loss decreases by 44%. Note that using the 400 series does not always result in lower loss values, but rather a more accurate estimation of the risk.
Table 1. Key metrics from a 300-series versus 400-series exposure mapping comparison. For this particular example, the average annual loss decreases by nearly 37% when using 477 (thermo-electric) versus 361 (electric), and the 100-year return period loss decreases by 44%. (Source: AIR)
|AIR Occupancy Code
||Average Annual Loss
|1% Exceedance Probability Loss (USD)
There are significant advantages to using the 400-series from a risk management and mitigation standpoint. Commercial underwriters can take full advantage of the detailed risk information they collect when inspecting the facilities they underwrite. They can be sure the information they have meticulously gathered is assigned the facility code that best represents the relevant component-level vulnerabilities. The process of translating the information about a facility's constituent components to a particular facility code also helps commercial underwriters better visualize and understand their exposure data.
Portfolio managers can also benefit from using the 400-series. These executives are tasked with pursuing business objectives while balancing risk and return, decision-making that requires them to be highly informed. They must closely evaluate how the diverse set of facility types they manage fits in with their entire portfolio. The increased accuracy achieved with the 400-series can help them better understand when potential losses to a single risk warrant pursuit of mitigation options—either through insurance purchase or physical improvements to critical components. By enhancing portfolio managers' risk views through comprehensive results, AIR's 400-series ensures that they are in the best position to make fiscally responsible risk management decisions. Brokers, meanwhile, can use results from the 400-series analysis to enhance their roles as trusted advisors.
Informed decisions are an integral component of any sound risk management program, and the 400-series provides a more accurate and objective assessment of vulnerability for stakeholders throughout the risk management chain. AIR recommends that companies with portfolios of high-value industrial facilities investigate their key loss-driving risks and use the 400-series to assess potential damage and loss. AIR's detailed modeling capability for these facilities is currently available for the United States, Japan, India, the Caribbean, and Australia and will soon be available for additional models.
Before the introduction of AIR's 400-series, commercial insurers that wanted to assess the potential damage and loss to large industrial facilities were not able to derive the maximum benefit from catastrophe models. Critical information about the default breakdown of components was nowhere to be found, and as a result, there was high uncertainty in the estimates of damage and loss to complex, high-value industrial complexes.
Since 2009, however, that has changed. AIR's industry-leading efforts to increase accuracy of catastrophe loss assessments have extended to the commercial space. Users can leverage AIR's detailed modeling software to represent large and complex industrial facilities and to achieve more accurate loss estimates, which in turn help make better risk transfer decisions.
1At that time, this capability was just available for the AIR Model for U.S. Earthquake.
2 These damage functions are available in the hurricane and earthquake models for the U.S., the earthquake and typhoon models for Japan, the earthquake and tropical cyclone models for Australia, and the tropical cyclone models for the Caribbean and India.


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P543: Teaching physical chemistry with Team-Based Learning
Team-Based Learning (TBL) is an instructional method that was first developed to teach in business, law, and medical schools, and is now being used in undergraduate education. TBL is a type of flipped class, but has several distinctive elements. Students are assigned to relatively large permanent teams. Each unit of instruction begins with a class devoted to ensuring that students have prepared; they take both an individual and a team readiness assurance test. Most class meetings consist of team application exercises, in which all teams are presented with the same question. The teams work to choose a specific answer to the question, and all teams report their answers simultaneously. Ideally, the application exercises are relevant to the students, and difficult enough that a single student cannot do them. At our institution, physical chemistry had been taught exclusively using a traditional lecture format and is divided into three 10-week courses. In 2012 and 2013, the first course (chemical thermodynamics) and the second course (chemical kinetics) in this sequence were taught using TBL. The focus of this talk will be the on in-class application exercises, but other aspects of a successful TBL implementation will be discussed.


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Date of Award
Doctor of Philosophy
Educational Leadership and Policy Studies
Jerry W. Gilley
Organizations invest significantly in training programs and estimates are that only 10 percent of the learning in training programs is transferred to the workplace. While it is appropriate for Human Resource Development professionals to be advocates for training, it is imperative for the profession not only to increase the training transfer, but also to make connections between the training investment and broader business goals and objectives. Plentiful studies exist which identify various mediating factors for training transfer, including improved training content, learner motivation and ability, and exterior organizational factors such as workplace transfer climate. However, few studies focus on the impact of training transfer factors to the accomplishment of the broader business goals and objectives.;Within the literature, a newer strand of inquiry focuses specifically on the impact of workplace transfer climate as a promising transfer catalyst. In the wider organizational development field, Value-Profit Chain studies are beginning to uncover links between employee situational factors (loyalty, commitment, satisfaction) and both customer satisfaction and other organizational key performance indicators (i.e. sales growth, profit growth, turnover). The intent of this study was to determine potential links between workplace transfer climate and the attainment of business goals and objectives in a particular firm, and in so doing, to provide a possible connection between training transfer research and Value-Profit Chain analysis.;Results of the study indicate that stores with a more positive workplace transfer climate showed stronger operational results than did stores with a less positive workplace transfer climate. Further, the study found that the individual factors relating to workplace transfer climate were not homogeneous. Finally, study results indicated employees' perceptions regarding certain workplace climate factors were mediated through their perceptions of the managerial support variable.;Past studies have suggested that workplace climate supports transfer of trained skills to the workplace. This study supports and extends that knowledge and indicates that workplace transfer climate is supportive in the attainment of business goals and objectives. As such, this study provides a preliminary, yet important, link between training transfer research and Value-Profit Chain analysis of organizational effectiveness.
Digital Repository @ Iowa State University, _URL_
Hoekstra, Erik, "An exploration of the value profit chain for training transfer: a study of the relationship of workplace transfer climate to business goals and objectives in one firm " (2003). Retrospective Theses and Dissertations. 591.


text:
Trends in power system protection and control
Additional Document Info
As a consequence of deregulation, competition, and problems in securing capital outlays for expansion of the infrastructure, modern power systems are operating at ever smaller capacity and stability margins. Traditional entities involved in securing adequate protection and control for the system may soon become inadequate, and the emergence of the new participants (non utility generation, transmission, and distribution companies) requires a coordinated approach and careful coordination of the new operating conditions. The paper reviews the key issues and design considerations for the present and new generation of SPS and emergency control schemes, and evaluates the strategies for their implementation.
name of conference
Proceedings of the 32nd Annual Hawaii International Conference on Systems Sciences. 1999. HICSS-32. Abstracts and CD-ROM of Full Papers


text:
|Scientific Name:||Phoebastria albatrus|
|Species Authority:||(Pallas, 1769)|
|Red List Category & Criteria:||Vulnerable D2 ver 3.1|
|Reviewer/s:||Butchart, S. & Taylor, J.|
|Contributor/s:||Balogh, G., Chan, S., Hasegawa, H., Peet, N., Rivera, K. & Suryan, R.|
This species is listed as Vulnerable because, although conservation efforts have resulted in a steady population increase, it still has a very small breeding range, limited to Torishima and Minami-kojima (Senkaku Islands), rendering it susceptible to stochastic events and human impacts.
Phoebastria albatrus breeds on Torishima (Japan), and Minami-kojima (Senkaku Islands), that are claimed jointly by Japan, mainland China and Chinese Taipei. Historically there are believed to have been at least nine colonies south of Japan and in the East China Sea (Piatt et al. 2006). Its marine range covers most of the northern Pacific Ocean, but it occurs in highest densities in areas of upwelling along shelf waters of the Pacific Rim, particularly along the coasts of Japan, eastern Russia, the Aleutians and Alaska (Piatt et al. 2006, Suryan et al. 2007). During breeding (December - May) it is found in highest densities around Japan. Satellite tracking has indicated that during the post-breeding period, females spend more time offshore of Japan and Russia, while males and juveniles spend greater time around the Aleutian Islands, Bering Sea and off the coast of North America (Suryan et al. 2007). Juveniles have been shown to travel twice the distances per day and spend more time within continental shelf habitat than adult birds (Suryan et al. 2008). The species declined dramatically during the 19th and 20th centuries owing to exploitation for feathers, and was believed extinct in 1949, but was rediscovered in 1951. The current population is estimated, via direct counts and modelling based on productivity data, to be 2,364 individuals, with 1,922 birds on Torishima and 442 birds on Minami-kojima (G.R. Balogh in litt. 2008). In 1954, 25 birds (including at least six pairs) were present on Torishima. Given that there are now c.426 breeding pairs on Torishima (G.R. Balogh in litt. 2008), the species has undergone an enormous increase since its rediscovery and the onset of conservation efforts. In addition, in 2010, one nesting pair was observed on Kure Atoll (Hawaii, USA), but was probably female-female and unsuccessful, and one chick was produced on Midway Atoll (M. Naughton pers. comm. 2011). A tsunami which hit Midway Atoll in March 2011, did not impact on the single pair nesting on Eastern Island (U.S. Fish & Wildlife Service 2008).
Native:Canada; China; Japan; Korea, Republic of; Mexico; Russian Federation; Taiwan, Province of China; United States; United States Minor Outlying Islands
Present - origin uncertain:Northern Mariana Islands; Philippines
|Range Map:||Click here to open the map viewer and explore range.|
|Population:||At the end of the 2006-2007 breeding season, the global population was estimated to be 2,364 individuals, with 1,922 birds on Torishima and 442 birds on Minami-kojima (Senkaku Islands). This estimate is based on: direct observation of breeding pairs on Torishima; an assumption on numbers of non-breeding birds; an estimate for the Minami-kojima population that is based upon a 2002 estimate and an assumption of population growth rate (which, together, puts the Minami-kojima population at about 15% of the global population [G.R. Balogh in litt. 2008]). More recently, Brazil (2009) estimates the population in Japan at c.100-10,000 breeding pairs and c.50-1,000 individuals on migration. The population is taken here as likely to number 2,200-2,500 individuals based on these estimates, roughly equating to 1,500-1,700 mature individuals.|
|Habitat and Ecology:||Behaviour Phoebastria albatrus is a colonial, annually breeding species, with each breeding cycle lasting about 8 months. Birds begin to arrive at the main colony on Torishima Island in early October. A single egg is laid in late October to late November and incubation lasts 64 to 65 days. Hatching occurs in late December through January. Chicks begin to fledge in late May into June. There is little information on timing of breeding on Minami-kojima. First breeding sometimes occurs when birds are five years old, but more commonly when birds are aged six. It forages diurnally and potentially nocturnally, either singly or in groups primarily taking prey by surface-seizing (ACAP 2009). During the breeding season, individuals nesting off Japan forage over the continental shelf (Kiyota and Minami 2008). Habitat Breeding Historically, it preferred level, open, areas adjacent to tall clumps of the grass Miscanthus sinensis for nesting. Diet It feeds mainly on squid, but also takes shrimp, fish, flying fish eggs and other crustaceans (ACAP 2009). It has been recorded following ships to feed on scraps and fish offal.|
|Major Threat(s):||Its historical decline was caused by exploitation. Today, the key threats are the instability of soil on its main breeding site (Torishima), the threat of mortality and habitat loss from the active volcano on Torishima, and mortality caused by fisheries. Torishima is also vulnerable to other natural disasters, such as typhoons. Introduced predators are a potential threat at colonies. Environmental contaminants at sea (oil based compounds) may also be a threat (G.R. Balogh in litt. 2008). Threats at sea (fisheries, oil pollution) are exacerbated by the fact that birds concentrate into predictable hotspots (Piatt et al. 2006). Modelling work has showed that even a small increase in low level chronic mortality (such as fisheries bycatch) has more of an impact on population growth rates than stochastic and theoretically catastrophic events, such as volcanic eruptions (Finkelstein et al. 2010). Phoebastria albatrus has the greatest potential overlap with fisheries that occur in the shallower waters along continental shelf break and slope regions, e.g., sablefish and Pacific halibut longline fisheries off the coasts of Alaska and British Columbia. Although, overlap between the distribution of birds and fishery effort does not mean that interactions between birds and boats necessarily occur, P. albatrus are known to have been killed in U.S. and Russian longline fisheries for Pacific cod and Pacific halibut. In addition, birds on Torishima have been observed with hooks in their mouths of the style used in Japanese fisheries near the island (ACAP 2009).|
Conservation Actions Underway
It is legally protected in Japan, Canada and the USA. A draft recovery plan has been developed (USFWS 2005). Mitigation measures have been established in the Alaska demersal longline fishery and in the Hawaii-based pelagic longline fishery (NOAA 2008). Streamer lines (both heavy weight lines for large boats and lightweight lines for smaller vessels) have been designed to keep birds from longline hooks as they are set, and these are being distributed free to the Alaskan longline fleet (USFWS 2005), though they are not deployed in near-shore waters. In 2006, the Western and Central Pacific Fisheries Commission passed a measure which requires large tuna and swordfish longline vessels (>24m long) to use a combination of two seabird bycatch mitigation measures when fishing north of 23 degrees North. Torishima has been established as a National Wildlife Protection Area. In _PHONE_, native plants were transplanted into the Torishima nesting colony in order to stabilise the nesting habitat and the nest structures. This has enhanced breeding success, with over 60% of eggs now resulting in fledged young. Decoys have been used to attract birds to nest at another site on Torishima since 1993 and the first pair started breeding at this new site in November 1995. The number of chicks fledged from this new colony has increased from one chick in 2004; four chicks in 2005; 13 chicks in 2006; 16 chicks in 2007. In October-November 2007, 35 eggs were laid at this new site (Sato 2009). In 2007, the Japanese government approved a project to translocate chicks from Torishima to Mukojima, 300 km away. All ten chicks of the first translocations in March 2008 fledged (Jacobs 2009). If successful, this project will translocate at least ten chicks per year for five years. Conservation Actions Proposed
Continue to promote measures designed to protect this species from becoming hooked or entangled by commercial fishing gear. Re-establish birds


Table of Contents
In the first part of the series we looked at lambdas from the perspective of C++03, C++11 and C++14. In that article, I described the motivation behind this powerful C++ feature, basic usage, syntax and improvements in each of the language standards. I also mentioned several corner cases.
Now it's time to move into C++17 and look a bit into the future (very near future!): C++20.
As a little reminder, the idea for the series comes from one of our recent C++ User Group meeting in Cracow.
We had a live coding session about the "history" of lambda expressions. The talk was lead by a C++ Expert Tomasz Kamiński (see Tomek's profile at Linkedin). See this event: Lambdas: From C++11 to C++20 - C++ User Group Krakow I've decided to take the code from Tomek (with his permission and feedback!), describe it and form the articles. So far, in the first part of the series, I described the following elements of lambda expressions: - Basic syntax - The type of a lambda - The call operator - Captures (mutable, globals, static variables, class member and this pointer, move-able-only objects, preserving const)
- Return type - IIFE - Immediately Invoked Function Expression - Conversion to a function pointer - Improvements in C++14
- Return type deduction - Captures with an initialiser - Capturing a member variable - Generic lambdas The above list is just a part of the story of lambdas! Let's now see what changed in C++17 and what we will get in C++20!
Improvements in C++17
The standard (draft before publication) N659 and the lambda section: [expr.prim.lambda]. C++17 added two significant enhancements to lambda expressions: - constexpr lambdas - Capture of *this What do those features mean for you? Let's find out.
constexpr Lambda Expressions
Since C++17, if possible, the standard defines operator() for the lambda type implicitly as constexpr: From expr.prim.lambda #4: > The function call operator is a constexpr function if either the > corresponding lambda-expression's parameter-declaration-clause is > followed by constexpr, or it satisfies the requirements for a > constexpr function..
For example:
constexpr auto Square = [] (int n) { return n*n; }; // implicitly constexpr
static_assert(Square(2) == 4);
To recall, in C++17 a constexpr function has the following rules:
 - it shall not be virtual;
 - its return type shall be a literal type;
 - each of its parameter types shall be a literal type;
 - its function-body shall be = delete, = default, or a compound-statement that does not contain
 - an asm-definition,
 - a goto statement,
 - an identifier label,
 - a try-block, or
 - a definition of a variable of non-literal type or of static or thread storage duration or for which no initialization is performed.
How about a more practical example?
template
constexpr T SimpleAccumulate(const Range& range, Func func, T init) {
 for (auto &&elem: range) {
 init += func(elem);
 return init;
int main() {
 constexpr std::array arr{ 1, 2, 3 };
 static_assert(SimpleAccumulate(arr, [](int i) {
 return i * i;
 }, 0) == 14);
Play with code _USER_
The code uses a constexpr lambda and then it's passed to a straightforward algorithm SimpleAccumulate. The algorithm also uses a few C++17 elements: constexpr additions to std::array, std::begin and std::end (used in range-based for loop) are now also constexpr so it means that the whole code might be executed at compile time.
Of course, there's more.
You can also capture variables (assuming they are also constant expressions):
constexpr int add(int const& t, int const& u) {
 return t + u;
int main() {
 constexpr int x = 0;
 constexpr auto lam = [x](int n) { return add(x, n); };
 static_assert(lam(10) == 10);
But there's a interesting case where you don't "pass" captured variable any further, like:
constexpr int x = 0;
constexpr auto lam = [x](int n) { return n + x };
In that case, in Clang, we might get the following warning:
warning: lambda capture 'x' is not required to be captured for this use
This is probably because x can be replaced in place in every use (unless you pass it further or take the address of this name).
But please let me know if you know the official rules of this behaviour. I've only found (from cppreference) (but I cannot find it in the draft…)
A lambda expression can read the value of a variable without capturing it if the variable
* has const non-volatile integral or enumeration type and has been initialised with a constant expression, or
* is constexpr and has no mutable members.
Be prepared for the future:
In C++20 we'll have constexpr standard algorithms and maybe even some containers, so constexpr lambdas will be very handy in that context. Your code will look the same for the runtime version as well as for constexpr (compile time) version!
In a nutshell:
consexpr lambdas allows you to blend with template programming and possibly have shorter code.
Let's now move to the second important feature available since C++17:
Capture of *this
Do you remember our issue when we wanted to capture a class member?
By default, we capture this (as a pointer!), and that's why we might get into troubles when temporary objects go out of scope… We can fix this by using capture with initialiser (see in the first part of the series).
But now, in C++17 we have another way. We can wrap a copy of *this:
_TAG_
struct Baz {
 auto foo() {
 return [*this] { std::cout << s << std::endl; };
 std::string s;
int main() {
 auto f1 = Baz{"ala"}.foo();
 auto f2 = Baz{"ula"}.foo();
Play with the code _USER_
Capturing a required member variable via init capture guards you from potential errors with temporary values but we cannot do the same when we want to call a method of the type:
For example:
struct Baz {
 auto foo() {
 return [this] { print(); };
 void print() const { std::cout << s << '\n'; }
 std::string s;
In C++14 the only way to make the code safer is init capture this:
auto foo() {
 return [self=*this] { self.print(); };
But in C++17 it's cleaner, as you can write:
auto foo() {
 return [*this] { print(); };
One more thing:
Please note that if you write [=] in a member function then this is implicitly captured! That might lead to future errors…. and this will be deprecated in C++20.
And this brings us to another section: the future.
Sorry for a little interruption in the flow :)
I've prepared a little bonus if you're interested in C++17, check it out here:
Download a free copy of C++17 Language Ref Card!
Future with C++20
With C++20 we'll get the following features:
 - Allow [=, this] as a lambda capture - P0409R2 and Deprecate implicit capture of this via [=] - P0806
 - static, thread_local, and lambda capture for structured bindings - P1091
 - template lambdas (also with concepts) - P0428R2
 - Simplifying implicit lambda capture - P0588R1
 - Default constructible and assignable stateless lambdas - P0624R2
 - Lambdas in unevaluated contexts - P0315R4
In most of the cases the newly added features "cleanup" lambda use and they allow some advanced use cases.
For example with P1091 you can capture a structured binding.
We have also clarifications related to capturing this. In C++20 you'll get a warning if you capture [=] in a method:
struct Baz {
 auto foo() {
 return [=] { std::cout << s << std::endl; };
 std::string s;
GCC 9:
warning: implicit capture of 'this' via '[=]' is deprecated in C++20
Play with code _USER_
If you really need to capture this you have to write [=, this].
There are also changes related to advanced uses cases like unevaluated contexts and stateless lambdas being default constructible.
With both changes you'll be able to write:
std::map y; })> map;
Read the motivation behind those features in the first version of the proposals: P0315R0and P0624R0
But let's have a look at one interesting feature: template lambdas.
Template Lambdas
With C++14 we got generic lambdas which means that parameters declared as auto are template parameters.
For a lambda:
[](auto x) { x; }
The compiler generates a call operator that corresponds to a following template method:
template
void operator(T x) { x; }
But there


Tag Archives: Floating Island Argentina
10 Natural Phenomena
Whenever I have a few minutes in my schedule, I like to fill it with something interesting; if I'm eating lunch, I'm probably watching a documentary or a video about a particular topic. So I thought I'd toss together a shortlist of natural phenomena that are out there somewhere on our unique and diverse planet. Just click on the links below to learn more – the links will lead you to either a YouTube video or an article. So, here 'goes!
 1. The Sahara Eye: Also known as the Richat Structure, it is a fascinating geological structure that's best seen from lower orbit (located at 21.1269° N, 11.4016° W). Because of its concentric circular formations, there have been many claims that it was the fictional Atlantis of Plato's writings. While the reasoning the supporters of that theory are interesting to me as a novelist, the scientific explanation is fairly straight forward.
 2. Spotted Lake, Canada: This lake has no run-off, which means that water flowing into the lake only leaves through evaporation. Divots in the lake have grown into spotted pools which attract various minerals as snow melt-water enters the lake. The Native tribes used these pools as therapy for physical ailments in a time before modern medicine, just like people in 18th century England went to Bath to drink and bathe in the mineral waters there. On Google Earth, its coordinates are 49°04'40.86″N 119°34'03.01″W; if you use the historical toggle, you'll see the individual pools more clearly.
 3. Floating Eye Island, Argentina: This is a relatively new discovery from 2016, located at 34°15'07.8″S 58°49'47.4″W. It was discovered by Argentinian film director Sergio Neuspillerm, who was looking for a location to film a horror film and came across the Google map image of this unusual lake; because of his bent toward the purpose of this place, most "reports" have leaned toward the paranormal, and it was difficult to find a serious scientific report on the phenomenon. The actual interpretation is probably simply a combination of geology, botany and hydrodynamics: The lake produces methane gas, and if the floating island of debris and grasses growing atop the fertile strata get pushed around by methane bubbles rising, it will naturally knock off the rough edges of the floating patch and the land it bumps into, creating a circular "island".
 4. Ice Discs: Similar to the Eye, these rotating discs of ice form in freezing water which is moving slowly; they usually form in eddy currents, where the accelerating water creates the effect called "rotation shear", breaking off a chunk of ice and twisting it around; the process grinds off the rough edges, leaving a round disc of rotating ice. This disc grows as it cools the water around it and attracts more ice into its vortex.
 5. Sailing Stones, Death Valley, California: For years, people have observed the evidence of large boulders sliding across the surface of Racetrack Playa in Death Valley National Park. The explanation may be relatively simple, but sometimes people just like a mystery.
 6. Fairy Rings/Pixie Rings: These are caused by the processes of the mycelium of fungi, as it spreads outward in a circle while looking for nutrients. Before scientific understanding came along, of course, these were thought to be portals to the magical realms of pixies or fairies and were convenient scapegoats for anything bad happening in a nearby town or village.
 7. Since we're on the topic of circles, what about the Namibian Fairy Circles? There are conflicting hypotheses about their origins, but the most recent study has discovered that beneath the bare circular patches of earth, distributed evenly over some 1100 miles of the Namib Desert, are colonies of termites. They eat the roots of the plants growing above their territory, removing the competition for the limited rainfall and allowing the water to go directly into the soil above their colony. It's a complex ecosystem, but scientists are slowly beginning to understand it. In the meantime, the locals just call them the "footprints of the gods".
 8. Blood Falls, Antarctica: A waterfall in Antarctica flows blood red, caused by the iron-rich waters hitting oxygen and turning to rust. The symbiosis of microbes living in that subterranean water source is the stuff good science fiction is made of.
 9. The Everlasting Storm: Catatumbo Lightning Storm, Venezuela: This lightning storm occurs during 140-160 nights per year, and lightning flashes up to 280 times per hour. Located over the mouth of the Catatumbo River as it empties into Lake Maracaibo, it has become so famous and so persistent that it is even featured in the flag and coat of arms of Zulia, the state which contains the lake, and is mentioned in the national anthem of Venezuela.
 10. Red Crab Migration, Christmas Island: Christmas Island is an Australian external territory in the Indian Ocean, and on this 135 sq km (52 sq mi) patch live literally millions of red land crabs, found only on this island. To spawn, the females make their way down to the beach at high tide to release their eggs into the ocean – at the risk of drowning, as they are not aquatic. The eggs will hatch, and the tiny crabs will eventually return to the island. During this mass migration, the island slows down and makes way for the red river flowing over its streets, stairs, and anything else between the crabs and their goal.
Christmas Island Crab Migration
Baby crabs returning to Christmas Island
Filed under Articles, Links to External Articles, Lists, Research, Science & Technology


text:
In light of the increase in coyote activity around the community and the loss of multiple neighbors' pets, we want to share some recommendations and information from the City of Austin.
- ALWAYS be present with small dogs and cats while outside.
- Small pets are not safe when left unattended, especially at night.
- Outdoor cats are not safe, at night or during the day, but make a point of bringing them indoors at night.
- The city encourages hazing coyotes when seen during the day.
- Do not take photos of the coyotes, unless you are going to haze immediately after. Taking photos without hazing will just encourage the coyote's behavior.
- Hazing will encourage the coyotes to avoid contact with people and pets.
- You can haze with you voice, a whistle, air horn, waving your arms, stomping, or throwing rocks if needed. This gives the coyotes a negative consequence and makes them feel unsafe.
- Smells from food, garbage, and/or compost will draw the interest of coyotes.
- Remember, coyotes are opportunistic, so they will take advantage of whatever food source is available.
For more information, visit _URL_


text:
The blackbuck (Antilope cervicapra) is an antelope species native to the Indian Subcontinent that has been classified as near threatened by IUCN since 2003, as the blackbuck range has decreased sharply during the 20th century.
The blackbuck is the only living species of the genus Antilope. Its generic name stems from the Latin word antalopus, a horned animal. The species cervicapra is composed of the Latin words capra, she-goat and cervus, deer.
Antelope is a term referring to many even-toed ungulate species indigenous to various regions in Africa and Eurasia. Antelopes comprise a miscellaneous group within the family Bovidae, encompassing those old world species that are neither cattle, sheep, buffalo, bison, nor goats. A group of antelope is called a herd.


an instance of class OMEditor and a simple view is an instance of the class OMSimpleView. These classes are subclasses of OMFrame, which contains an object slot pointing back to the object it visually represents.
There is a protocol of generic functions which is applicable to every instance of OMBasicObject. In this model an object is composed by a set of elements together with (optionally) a relation over them. An OMClass object, for example, is composed of an ordered list of slots, a generic function contains a set of methods, a patch contains a list of boxes, an editor a list of frames, etc. A fundamental function in the system is thus get-element which returns for any OMBasicObject the list of its elements.
Every object is first visually represented as a SimpleView. This representation is obtained from any OMBasicObject by the function get-simple-view. Similarly get-editor gives the Editor of an OMBasicObject. A double-click event opens the editor of an object by calling OpenEditorObject with the object slot of the simpleView as an argument. OpenEditorObject calls the function get-simple-view for each element of the object. An OMEditor is then constructed with all these simple views as elements.
Functions add-element and remove-element are supplied for the user. These functions and the mechanism of delegation allow editing of any basic object.
Drag&drop is the main tool in OM. This is defined as an action between a dragged OMsimpleView and a target OMEditor. A set of allow-drop predicates determine whether the object slot in the source can be added to the object slot in the target. The drop operation is performed only when those predicates hold. This results in the invocation of the add-element function with the dragged and target frames as its arguments in order to visualize the operation, together with the delegation of the message to the corresponding object slots in the dragged and target frames, so as to launch the edition of the relevant OMBasicObject. Other OM operations such as move, select, eval follow a similar mechanism.
Future work
PatchWork libraries are progressively ported to OpenMusic. As OpenMusic is a superset of PatchWork, there should be some day a compatibility engine to convert PW patches into OM patches.
Constraints have proven to be a very attractive paradigm for composers. Until now, they have been added as external libraries in PW and OM. A more powerful approach would be the integration of a visual notation for fine grained constraint programming. There should then be a way to consider patches as predicates expressing, through particular links, logical relations between objects or object slots. This would avoid the user to be subjected to predefined constraints or complex textual rule specification.
Information about ongoing work is available at:
Thanks to Andrew Brown for kind proof-reading.
G. Assayag, M. Castellengo, C. Malherbe, Functional integration of complex instrumental sounds in music writing. Proceedings of the ICMC, Vancouver, 1985.
E. Amiot, G. Assayag, C. Malherbe, A. Riotte, Duration structure generation and recognition in music writing. Proceedings of the ICMC, La Haye, 1986.
Assayag G., Agon C., Fineberg, J., Hanappe P. An Object Oriented Visual Environment For Musical Composition, Proceedings of ICMC, 364-367, Thessaloniki, 1997.
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Assayag, G., Agon, C., Fineberg, J., Rueda, C. Kant: a Critique of Pure Quantification, Proceedings of the ICMC, Aarhus, 1994.
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Balaban, M. K. Ebcioglu, and O. Laske, eds. 1992. Understanding Music with AI: Perspectives on Music Cognition. MIT Press.
Barbaud, P. La musique discipline scientifique, Paris, Dunod, 1968
Bonnet A., Rueda A., Situation: Un Langage Visuel Basé sur les contraintes pour la Composition Musicale, in Recherches et applications en informatique musicale, M. Chemillier and F. Pachet (Ed.), Hermès, Paris, to be published, 1998.
Hiller L.A., Isaacson L.M., Experimental Music, McGraw-Hill, 1958.
Laurson M., Duthen J., PatchWork, a graphical language in PreForm, Proceedings of the International Computer Music Conference, San Francisco, 172-175, 1989.
Laurson M., PWConstraints, In Haus G. and Pighi I. (eds), X Colloquio di
Informatica Musicale, 332-335, Associazione di Informatica Musicale Italiana,. Milano 1993.
Laurson M. PATCHWORK: A Visual Programming Language and some Musical Applications. Helsinki: Sibelius Academy, 1996.
Mathews, M. V., The Technology of Computer Music" Mit Press, 1969.
Steele, G.L., Common Lisp the Language, second edition, Digital Press, 1990.
Taube H., Common Music: A Music Composition Language in Common Lisp and CLOS, Computer Music Journal, vol. 15, ndeg. 2, 21-32, 1991.
Rodet, X., and P. Cointe. FORMES: Composition and Scheduling of Processes. CMJ 8(3):32-48. 1984.
Xenakis I., Musiques formelles, Richard-Masse, 1963.


How to Navigate Through a Train Station
Just last week I posted a tutorial about how to interpret your train ticket. The tutorial was specific to Italy based on the examples of my tickets and Italian, but can be modified and used throughout Europe! Same applies to navigating through a train station. All my examples are from my most recent trip to Italy, but apply to train stations all over the continent, and world.
To learn how to interpret your train ticket: Click here!
After you understand how to interpret your train ticket, you'll need to find your train! Train stations can be busy and overwhelming, but as long as you show up early (I recommend about thirty minutes) you should be good to go! Remember that it's ok to ask others around you for questions, and if you are unsure or confused, there is always an information counter. When traveling we have to let go of our pride and open our hearts up to learn. It's better to feel like you're asking a stupid question but make it to your destination versus missing your train because you were too scared/confused/proud to ask for help.
I know, I apologize, the clarity in the picture is awful. Zooming in on my cell phone didn't do me justice. However, this is the departure board. These are located all over the place in train stations. To find them, they are typically placed on the wall above train platforms and across from train platforms. You will need to look up. The information presented on these boards (from left to right) is the train company and train number (Treno), destination (Destinazione), departure time (Partenza), information on station stops (Informazioni), and platform number.
The departure screen in the middle with platforms 6 and 7 on the left side and platforms 8 and 9 on the right side
Now even though you arrive 30 minutes early, you often do not have a train platform until 10 minutes until departure. So, when looking at those big screens, it's important to look at the specific train number along with the destination and departure time. I have seen my same train number for a different destination and time, but that was because they re-use these numbers! Just be mindful and pay attention! Within two minutes of asking for help, the screen changed and showed my train number with the correct destination and time. The eye roll was worth the reassurance.
Once you find your platform number for your correct destination and departure time, you will want to make your way to the platform. The platforms are numbered and the walkways have access to only two trains. One on the left side and one on the right side. Pictured here, you can find platforms 12 (on the left) and 13 (on the right). You will wait here for your train to arrive. It is also important to find your assigned carriage, (listed above as carriage 8) if you have a scheduled ticket with assigned seating.
If you do not have a scheduled ticket, be sure to validate your ticket in the machine below, and sit in an open seat. The validation machine is located around the self service kiosks and train platforms. To validate your ticket, stick your ticket into the machine as far as it will go, and to the left as far as it will go. You will hear the machine stamp your ticket, and will see the stamp upon removal of your ticket from the machine.
Each platform provides the specific information for the expected train. In the image below, this is platform 5. The destination (Destinazione) is Viareggio, departing (Partenza) at 13:10 (or 1:10 pm). The train information (Treno) lists the train number as 21410 with the company Trenitalia. Additional information (Informazioni) shows the different station stops and their arrival time. For example, on the train to Viareggio, arrival at Pescia will happen at 14:11. Sometimes your personal destination is not the final destination of the train. That's why it is important to know your specific destination and arrival time, and pay attention while riding the train.
Now once you have found your correct train platform, double check. Look at all the important information on your ticket and check that it matches all the information on the platform screen. Does your departure date and time match? Does your train number and company match? Does your destination or informational station stops match? If they do-great-wait for your train! If they don't, simply walk back to the main departures board and look up the correct platform.
When your train arrives, if you have a scheduled ticket, you will have assigned seats. The assigned seats are listed next to the train number on your ticket and will show both the carriage (Carrozza) and seat (Posti). The carriage numbers are listed on the platform station and on the physical train. When boarding the train, be mindful that your carriage matches the carriage listed on your ticket and find your appropriate seat.
If you have a general ticket that is missing information on departure date and departure time, please validate and sit where there is an open seat. If at another stop, you are sitting in someone's assigned seat, you will be required to move.
So, to wrap up navigating a train station, you need to make sure you:
 1. Have your ticket
 2. Check the departure board for train number, departure time, destination, and platform number
 3. Find the appropriate platform number
 4. Double check that your ticket information matches the platform information
 5. Board at the correct carriage and sit in your assigned seat if traveling with a scheduled ticket
 5. Board and sit in an empty seat AFTER validating your general ticket
But most importantly, enjoy the journey!!!
How was this tutorial? Did you find it helpful? Are you feeling confident and excited to see the world? What information was not helpful or misleading? Please let me know, in the comments below, or feel free to contact me with the form on the main page!
3 thoughts on "How to Navigate Through a Train Station
 1. This is beyond useful I went from Naples to Rome very confusing train station. Thankfully made my train but if I read this before I went would have saved me tons of time and 47899 questions.
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As the weather gets warmer, I remind the Ravens football players how important it is to stay hydrated when they exercise. Hydration affects our coordination, balance and ability to exercise or play for a long time. For the football players, they need to hydrate before, during and after their workouts. Some of the Ravens players weigh over 300 pounds and can lose over five pounds after they exercise. This is not healthy and can affect how much weight they are able to lift, how fast they can run during practice and how they concentrate when they study their new playbooks.
It is important to remember to drink water during the school day. You also need to hydrate before exercise or playing so you won't get dehydrated or injured. Many kids forget to drink fluids during school because they are not able to carry bottles of water in school. If you are able to drink a glass of water with your lunch or snack, this could be the first step in making sure that you stay hydrated.
Sometimes the Ravens will tell me that they get tired of drinking water. We have a variety of food and drink options to help them hydrate if they are tired of water. We offer them jello, popsicles, frozen fruit bars, watermelon and oranges everyday. All these foods contain large amounts of water, which helps them stay hydrated. If you are not able to drink a lot of water during the day, eat some watermelon at breakfast, an orange at lunch and have a popsicle or frozen fruit bar for a snack in the afternoon. Milk, juice and sports drinks will also help you hydrate, but they may add extra calories if you drink these fluids more than you drink water. These other hydrators may keep you hydrated if you can not drink enough fluid during the day.


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Find the de Broglie wavelength. Find the slit separation. If then and 69.Strategy The wavelength of the electrons must equal the wavelength of the photons to give the same diffraction pattern. The wavelength of a photon is related to its energy by The wavelength of the electrons is given by the de Broglie wavelength with since the Dec 22, 2007 · Energy released in quanta is equal to planck's constant times the frecuency of the photon. E = hv = (6.62606876E-34 J/Hz)(3.747E16 Hz) (I am not doing your homework for you though)
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- The theory of the energy distribution of blackbody radiation was developed by Planck and ﬁrst appeared in 1901. Planck postulated that energy can be absorbed or emitted only in discrete units or photons with energy E = hν = ~ω The constant of proportionality is h = 6.626×10−34Js. |
- The calculator will find the radius and interval of convergence of the given power series. Show Instructions. |
- The frequency of light which corresponds to energy equal to 3E, is. An electron & a photon have same energy E. Find the ratio of de Broglie wavelength of electron to wavelength of photon. Given mass of electron is m & speed of light is C. The energy of a photon of light with wavelength is approximately.
With this Wien's law calculator, you can easily estimate the temperature of an object, basing on the peak wavelength or frequency of its thermal emission spectrum. Read about Wien's displacement law, learn the Wien's law formula, and evaluate the temperature of Sun's surface, lava, or any hot body by yourself! E = h × h = 6.63 × 10-34J·s useful equations c = × c = 3.00 × 108m/s 1 m = 1 × 109nm 1 kJ = 1000 J. example. Light with a wavelength of 525 nm is green. Calculate the energy in joules for a green light photon. - find the frequency: c= l·u l. c v=.
Calculate the energy of a photon of radiation whose wavelength is 421nm The formula c= lambda(v) wavelength and frequency are proportional? The de-broglie wavelength for an electron ray beam of 100 ev kinetic energy, if m=9.1*10-28 gm will.a) 1.20a. Calculate the wavelength of radiation with a frequency of 8.0 x 1014 Hz. Calculating Energy & Frequency of EM radiation. Defining variables. Frequency (Hz) = Energy (Joules) = Planck's constant = Value of Planck's constant: 6.626 x 10-34 Joules*s. Deriving equations. Given the formula ……Energyphoton = h * v. What is the formula for calculating v?
The energy associated with a single photon is given by E = h ν, where E is the energy (SI units of J), h is Planck's constant (h = 6.626 x 10 –34 J s), and ν is the frequency of the radiation (SI units of s –1 or Hertz, Hz) (see figure below). Frequency is related to wavelength by λ = c / ν, where c, the speed of light, is 2.998 x 10 8... Nov 06, 2007 · Use this formula. hc/lambda. h= Plancks constant c= speed of light and lambda is our wavelength. Despense with units, as I can not remember them all. (6.626 X10^-34) (2.998 X 10^8)/ 7.5 X10^-7. =...
energy its atoms have. Since atoms in hotter objects have more energy, they can emit photons with more energy than cooler objects can. (When an atom emits a photon the photon energy comes from the atom, so an atom can't emit a photon with more energy than the atom had.) So hot objects emit high energy photons, or short wavelength light. Since... Red light with a wavelength of 700.0 nm has a frequency of 4.283 x 1014s-1. Substituting this frequency into the Planck-Einstein equation gives the following result. A single photon of red light carries an insignificant amount of energy. these photons carries about 171,000 joules of energy, or 171 kJ/mol.
Listed below are the approximate wavelength, frequency, and energy limits of the various regions of the electromagnetic spectrum. Wavelength (m). Frequency (Hz). Energy (J).For light of 600 nm wavelength, how many photons does this correspond to? 1.) Determine the energy of 1 photon: E photon = mhc = (6.626 x 10-34 J.s)( 2.998 x 108 /s) = 3.31 x 10-19 J/ photon 600 x 10-9 nm 2.) Calculate # photons needed to produce given amount of energy:
Start studying Wavelength/Frequency/Energy Calculations Honors. Learn vocabulary, terms and more with flashcards, games and other study tools. Only RUB 79.09/month. Wavelength/Frequency/Energy Calculations Honors. STUDY. Flashcards.
- Questions on clutchesSep 14, 2020 · The formula for energy involving wavelength is = where is the energy of the system in Joules (J), is Planck's constant: 6.626 x 10-34 Joule seconds (J s), is the speed of light in a vacuum: 3.0 x 10 8 meters per second (m/s), and is the wavelength in meters (m).
- Endocrine ed biomanIn chemistry and atomic physics, an electron shell, or principal energy level, may be thought of as the orbit of one or more electrons around an atom's nucleus.The closest shell to the nucleus is called the "1 shell" (also called "K shell"), followed by the "2 shell" (or "L shell"), then the "3 shell" (or "M shell"), and so on farther and farther from the nucleus.
- Appendix interview transcript apaComment/Request. Calculate the energy in Gigawatts. Sending completion. To improve this 'Frequency and Wavelength Calculator', please fill in questionnaire. Male or Female?
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- Best bitcoin mining pool reddit(b) The wavelength of the given particle is of the same order of magnitude as which type of electromagnetic radiation? 3) Determine the frequency of a photon whose energy is 3.00 x 10-19 joule. 4) A photon has a wavelength of 9.00 x 10-10 meter. Calculate the energy of this photon in joules. [Show all work, including the
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Definition of:HiFD disk
HiFD disk
(HIgh Capacity Floppy Disk) A 3.5" diskette introduced in 1998 by Sony and Fuji Photo Film Company that held 200MB. HiFD drives could read and write standard 1.44MB floppy disks. Although the HiFD held 138 times as much as a floppy, it never caught on because Zip disks and CD-R technology became popular.
HiFD Cartridge
HiFD disks held 138 times as much data as a standard floppy, and the drives also supported the common 3.5" diskette.
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Marlin, Blue – Hawaii
Blue Marlin is a large pelagic species, found globally in both tropical and temperate waters. Blue Marlin mature early, produce many eggs, and grow fast, reaching sizes up to 450 cm and 900 kg.
They are caught commercially throughout the Pacific Ocean and are considered to comprise a single, ocean-wide population. The last population assessment for Blue Marlin in the Pacific indicated that abundance levels were moderate, but the assessment has not been updated for over a decade. There is some indication that Blue Marlin abundance around Hawaii may be declining.
This species is primarily captured with pelagic longlines, which result in minimal habitat damage and moderate bycatch rates. Around Hawaii, trolling is another common method used to catch Blue Marlin. Regulations for pelagic fisheries that capture Blue Marlin are set at both the international and national level, and include measures to effectively reduce fishery interactions with protected seabirds and sea turtles.
This fish may have high levels of mercury that could pose a health risk to adults and children. More mercury info here.


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English Reading Books: Reading Extra (Pdf)
English Reading Books: Reading Extra (Pdf) is a resource book containing photocopiable materials for supplementary classroom work. The activities provide self-contained lessons for the busy teacher. Each activity consists of a page of clear, step-by-step instructions for the teacher and a photocopiable page for the students. The material is aimed at young adult (16+) and adult learners.
However, most activities can be easily adapted for the needs of younger students. Reading Extra offers teachers an exciting collection of topic-based skills activities from elementary to upper-intermediate level
The materials in Reading Extra aim to do two things.
Firstly, to give students practice in the reading skills they need in real life, e.g. scanning a TV schedule to find out what time a specific programme is on, skimming a magazine article to identify the writer's opinion, intensive reading of instructions to find out how something works.
Secondly, and perhaps more importantly, to give students practice in dealing with unknown words – by using inference from context, general knowledge, morphology – so that they become sufficiently confident to tackle authentic texts, both inside and outside the classroom. While the material has not been written specifically for exam preparation classes, much of it will be suitable for such students.
There are two benefits from working with reading texts in the classroom. The more students read, the better they will read. Furthermore, their knowledge of the language will increase at the same time. For students who are keen to improve their English, reading is the best way forward.
Reading Extra (Pdf) Content
Unit 1 Personal information
Unit 2 The family
Unit 3 Daily activities
Unit 4 Homes
Unit 5 Town and country
Unit 6 Travel and tourism
Unit 7 Food and drink
Unit 8 Describing people
Unit 9 Describing things
Unit 10 Friends and relationships
Unit 11 Health and fitness
Unit 12 Leisure time
Unit 13 Education
Unit 14 The world of work
Unit 15 Money
Unit 16 Past experiences and stories
Unit 17 Science and technology
Unit 18 Social and environmental issues
English Reading Books: Reading Extra (Pdf) is a resource book containing photocopiable materials for supplementary classroom work. The activities provide self-contained lessons for the busy teacher


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Development of an Algorithm for Prediction of Onset of Hemodynamic Instability in Humans
Hemorrhagic shock is typically identified by the degree of hypotension that develops as a result of blood loss and remains a leading cause of death on the battlefield as well as worldwide.
Monitoring for the onset of circulatory shock in a wounded soldier on the battlefield is typically performed by measurement of arterial blood pressure (mean, systolic, diastolic), arterial oxygen saturation (oximetry), or simple auscultation of the pulse (rate and character).
Shock is typically recognized by non-specific signs and subjective symptoms such as: cold clammy skin, pallor, weak thready pulse, unstable vital signs, and diminished mentation. Unfortunately, these signs are imprecise, subjective, and inconsistent.
Therefore, a definition based on the absence or presence of hypotension can be misleading since it does not represent the underlying problem of or the solution to hemorrhagic shock.
The resulting challenge is that shock is easily diagnosed in late stages when therapy is ineffective while early diagnosis is difficult because shock is first recognized by imprecise signs and subjective symptoms.
|Study Design:||Observational Model: Case-Only
Time Perspective: Prospective
|Official Title:||Development of an Algorithm for Prediction of Onset of Hemodynamic Instability in Humans|
- provide information on physiologic status [ Time Frame: 5 to 60 seconds. ] [ Designated as safety issue: No ]
|Study Start Date:||December 2011|
|Study Completion Date:||December 2011|
|Primary Completion Date:||December 2011 (Final data collection date for primary outcome measure)|
The near-infrared diffuse optical spectroscopy (NIR-DOS) developed at the Beckman Laser Institute,UC Irvine, has ability to analyzes tissue regions deeper below the skin surface and reports on larger tissue volumes in muscle and brain.
The FDPM DOS instrument generates harmless amounts of low-level non-ionizing NIR ligh. The DOS probe will be applied to the selected sites with standard of care procedure. The measurement will be repeated several times to monitor the physiology. The monitoring will continue intermittently during the period of the experiment.
|United States, California|
|Beckman Laser Institute,University of California, Irvine|
|Irvine, California, United States, 92612|
|Principal Investigator:||Matthew Brenner, M.D||Beckman Laser Institute University of California Irvine|


The whale at Wade's Shore
My husband and I are of Shackleford Banks heritage and raised our children on Harkers Island. Early one summer in the 1970s, my husband got word that a whale had come ashore on the ocean side of Shackleford Banks. He was anxious to take our son, Jon, who was 6 or 8 at the time, over to see the whale. It had come ashore near the west end of Shackleford near Beaufort Inlet, known by the old-timers as Wade's Shore.
They took off through West Bay on the north side of Harkers Island, under the draw bridge, through the Middle Marsh and finally to Wade's Shore. They walked through winding paths of dense maritime forest, where it was spooky, because many trees made it a shadowy place, and there were wild boars, horses, sheep and raccoons. After walking with salty sand sticking to their feet and legs, plus green or yellow-head flies, ticks and mosquitoes, they reached the ocean side and the sun again.
Some island men were already there. Jon said the whale was as high as a two-story house, 40 to 60 feet long. He felt the skin, checked out the eyes, looked inside the mouth. The men determined that it was a right whale that had probably gotten sick and beached itself. Scientists arrived to cut out sections of the animal that could determine what caused it to come ashore. They stayed there with the island men and the scientists, walking from one end of the animal to the other.
I am so glad that my husband realized that it would be an experience our son could relate to his own children.
Ms. Leslie R. Rose, Harkers Island, Carteret-Craven Electric
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Electromagnetic modeling of waveguide amplifier based on Nd3+ Si-rich SiO2 layers by means of the ADE-FDTD method
CIMAP, CEA/CNRS/ENSICAEN/UCBN, 6 Boulevard Maréchal Juin, 14050 Caen Cedex 4, France
Nanoscale Research Letters 2011, 6:278 doi:10.1186/1556-276X-6-278Published: 4 April 2011
By means of ADE-FDTD method, this paper investigates the electromagnetic modelling of a rib-loaded waveguide composed of a Nd3+ doped Silicon Rich Silicon Oxide active layer sandwiched between a SiO2 bottom cladding and a SiO2 rib. The Auxilliary Differential Equations are the rate equations which govern the levels populations. The Finite Difference Time Domain (FDTD) scheme is used to solve the space and time dependent Maxwell equations which describe the electromagnetic field in a copropagating scheme of both pumping (λpump = 488 nm) and signal (λsignal = 1064 nm) waves. Such systems are characterized by extremely different specific times such as the period of electromagnetic field ~ 10-15 s and the lifetimes of the electronic levels between ~ 10-10s and ~ 10-4 s. The time scaling method is used in addition to specific initial conditions in order to decrease the computational time. We show maps of the Poynting vector along the propagation direction as a function of the silicon nanograin (Si-ng) concentrations. A threshold value of 1024 Si-ng m-3 is extracted below which the pump wave can propagate so that a signal amplication is possible.


Vicente Juan Masip
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Alfonso V of Aragon, 1557, Zaragoza Museum
Vicente Juan Masip (also Vicente Macip;Catalan: 'Vicent Joan Masip'; 1475– 1545) (also known as Joan de Joanes (La Font de la Figuera 1507 - Bocairent 1579) was a Spanish painter of the Renaissance period. He was one of the main members, and was considered the premier painter of the Valencian school of painters.
His father was Vicente Masip (Andilla 1475 - Valencia 1545), and his son was Vicente Masip Comes (c. _PHONE_), known as Vicent de Joanes, who imitated his style.[citation needed] His two daughters, Dorotea and Margarita, were also painters.[citation needed] His most prominent pupil was Nicolas Borras.[citation needed]
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It is crucial for students of Vajrayana Buddhism to find an authentic wisdom teacher and know how to properly rely upon that teacher in order to awaken to their buddha nature and thereby attain full enlightenment. Fortunately, the topic has been thoroughly explored by Jamgon Kongtrul in the tenth chapter of The Treasury of Knowledge. This essential text clearly lays out what credentials and qualities one should look for in a wisdom teacher, why a wisdom teacher is necessary, and how the relationship between this teacher and disciple best develops once it is established.
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"This is a critical teaching especially suited for our confusing times, as students in the West continue to adapt to the Buddhist conceptions of devotion, submission, trust, and acceptance."—Shambhala Sun


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|Veterinary Students get a Rare Chance to Study Green Iguanas|
STILLWATER, Okla.—Thanks to a Florida zoo, veterinary students at Oklahoma State University's Center for Veterinary Health Sciences were able to see a special dissection of the Green Iguana recently. Drs. Jim Lish and Lara Maxwell presented the class for 15 veterinary students interested in zoo and exotic medicine.
The animals were supplied by a veterinarian at the Metrozoo in Miami, Florida. The zoo was becoming overpopulated with Green Iguanas and had to thin the population. A notice was sent to veterinary schools across the country that the animals would be available for dissection.
Dr. Maxwell is an expert on Green Iguana medicine and has co-authored a book on the subject. She discussed gross anatomy of the Green Iguana, surgical approaches, common clinical procedures, neutering and many more important topics. The largest specimen was 5.5 feet in length.
"Green Iguanas are a common exotic pet sold in many pet shops nationwide," explains Dr. Lish. "This was a rare opportunity for our veterinary students to learn about these animals."
Both Drs. Lish and Maxwell are assistant professors in the Department of Physiological Sciences at the OSU Center for Veterinary Health Sciences.