Frequently Asked Questions
What is FAIR VM?
The Financial Accountability & Impact Ratio Valuation Model (FAIR VM) is a means of quantifying the environmental, social, and governance (ESG) practices of corporations so that we can determine their social capital and their adjusted, 'FAIR' stock price. It allows investors to quickly and reliably determine which companies will use their money for good as opposed to merely profit.
What is social capital?
Social capital is exactly what it sounds like. It's capital that allocated toward social efforts. In this case, we use the term broadly to refer to the financial value of a company's environmental, social, and governance activities.
What does adjusted 'FAIR' stock price mean?
We adjust the stock price of companies based on their ESG activities. A positive adjustment (i.e., undervalued) indicates that a company contributes a significant amount of social capital compared to their peers, while a negative adjustment (overvalued) indicates that a company could be doing much more.
What kind of ESG practices do you assess?
We currently assess approximately 150 activies across environmental, social, and governance concerns. A detailed list of these points will be available through our website soon. Additionally, we want our model to be comprehensive and adaptable, so we will also be providing an online form so that consumers can submit new ESG measures for consideration.
How are you different from your competitors?
First, we want our product to be accessible. Numerous large financial institutions have their own ESG assessments; however, they are often priced far out of reach of everyday, retail investors. Much of the information that we provide, however, is free to access from our website. Second, our model goes one step further by quantifying ESG practices. In other words, we are able to assess the financial value of typically qualitative efforts. This gives investors an additional means of gauging where their money is going and how it is being used.
How objective are your data?
We only source our corporate ESG data from reputable sources to ensure objectivity and accuracy, and all of the companies in our model are assessed using the same ESG criteria and scoring system.
Do you offer any services alongside trading platforms?
Not yet, but we hope to soon! We would like to offer a plug-in that would provide users with ESG information (e.g., adjusted 'FAIR' price and social capital) alongside the exchange-fed financial data that these platforms provide. This is one of the next phases in our development.
What are your next steps?
We are currently in the process of expanding our ESG dataset to include additional industries and companies. On top of plug-in development, we also plan to use artificial intelligence to automate the data collection process for public companies, scraping company websites, news articles, and financial reports to update our ESG database with minimal human intervention. We would also like to pursue additional partnerships and explore an opt-in feature for companies to self-submit ESG information, followed by the necessary verification procedures.
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What is Interprofessional Education?
"Occasions when two or more professions learn with, from and about each other to improve collaboration and the quality of care."
Why do we need Interprofessional Education?
Teamwork in health care is often referred to as Interprofessional Practice. Interprofessional practice results in the collaborative, comprehensive care that our clients/patients value and expect.
The goal of interprofessional education is to prepare health professional students with the knowledge, skills and attitudes necessary for collaborative interprofessional practice.
Health Professional Collaborator Competencies
- roles of other health professionals
- communicating with others
- reflecting upon my role and others
- mutual respect
- willingness to collaborate
- openness to trust
An educational continuum
Think of the following types of education as a continuum. Movement along the continuum is characterized by increasingly complex knowledge and appreciation of professions other than one's own. 2
1 According to the UK-based Centre for the Advancement of Interprofessional Education.
- Uniprofessional education (UPE): Students are all from the same discipline or profession. The mastery of a specific body of knowledge, types of skills and modes of conduct are emphasized.
- Multiprofessional education (MPE): Various disciplines are brought together to understand a particular problem or experience. They afford different perspectives on the issue at hand. For example, aging may be conceptualized as a physical or biological process, a psychological process or a set of characteristics.
The World Health Organization (1988) defines MPE as the process by which a group of students from the health-related occupations with different educational backgrounds learn together during certain periods of their education with interaction as an important goal. Its key objectives are the specific team competencies needed to ensure effective team functioning.
- Interprofessional education (IPE): Students from various professions learn together as a team. Their collaborative interaction is characterized by the integration and modification of different professions' contributions in light of input from other professions.
The hallmark of IPE is the type of cognitive and behavioural change that occurs: participants understand the core principles and concepts of each contributing discipline and are familiar with the basic language and mindsets of the various disciplines. Prior to participating in IPE, students must have basic knowledge and skills related to their own profession.
2 These definitions are based on Clark, P.G. (1993), Journal of Interprofessional Care, 7(3), p. 219-220.
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source: HuggingFaceFW/fineweb-edu


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Service based operations do not use the traditional retail based format for the profit and loss statement which utilizes a 'Cost of Goods Sold' section, instead the service industry uses a 'Cost of Services Rendered' segment. The presentation format is very similar though.
Cost of Goods Sold
Cost of goods sold is a variance of cost of sales commonly used in retail. Cost of goods sold is a section of the income statement or profit and loss statement. There are two prominent methods used to calculate the dollar value of cost of goods sold. These two methods are the specific identification method and the inventory adjustment method.
One of the many ratios used in business, the inventory turnover rate is often misunderstood, miscalculated and misused. The traditional business course in academia explains that ideally the inventory turnover ratio (rate) is the highest number possible. This higher value means the business operation is selling the product as fast as possible. This in turn signifies that the business is getting the best return on its financial investment into inventory.
QuickBooks does not have a seamless subroutine to transfer costs from construction in process control account to the profit in loss statement's cost of construction section. Therefore, the accountant has to export data to a spreadsheet and then sum the respective functional costs of materials, subcontractors, labor, land etc. and then make a general journal entry to complete the transfer. This article explains this process in detail.
The goal of accounting is to record the economic activity of the business. This is achieved by entering each economic transaction into a set of books. The books are formatted to reflect the balance sheet and income statement items. The chart of accounts is designed to present the information in the prescribed format.
Each industry is different in determining costs of goods sold or cost of services rendered. Retail uses two distinct methods to calculate costs of goods sold. The first is called 'Specific Identification' whereby each item sold is specifically identified to its recorded cost. The second method is referred to as 'Inventory Adjustment' format. In this method, a beginning and ending balance is recorded along with the purchases throughout the year.

source: openbmb/Ultra-FineWeb


COVID-19 affects to financial accounting and how to be prepared for another pandemic
You began your research project by reading an article from the news about a current issue or event in society. Your goal in this essay is to explain to your professor how the research and writing you have done for your research project changed your understanding of that issue or event. You will explain what changes occurred in your understanding and how those changes occurred.
Here are some questions you can consider in developing ideas for your essay:
 What changes occurred in your understanding?
 Do you know more about the issue/event now than you did before? (Probably!)
 Do you look at the issue/event from a different perspective following your research?
 Have you reconsidered opinions or assumptions that you held at the beginning of the semester?
 How did those changes occur?
 Which sources from your research had the greatest effect on your understanding?
 Did the process of writing about your topic affect the way you thought about it?
 What role did interaction with your classmates and/or professor play in your understanding of your topic?
The essays conclusion should answer the question So what? by placing the essays explanations into a larger context. To accomplish this, you can consider addressing one or more of these questions:
 Will your current understanding of your event/issue affect your future actions or decisions? If so, how?
 What lessonsabout interpreting current events, about your field of study, about the research processcan be drawn from the experience of completing the research project?
 Is research of the sort done in WRTG 112 a worthwhile activity? Why or why not?
Point of view
First person (I/me/my) is appropriate in this assignment, but second person (you/your) should be avoided.
Formatting your assignment
Incorporate these elements of APA style:
 Use one-inch margins.
 Double space.
 Use an easy-to-read font between 10-point and 12-point.
 Include a title page with the title of your paper, your name, and the name of your school.
The post COVID-19 affects to financial accounting and how to be prepared for another pandemic appeared first on Template.
Reference no: EM132069492
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Educational Psychology M.A. Program
The Educational Psychology Master of Arts program is designed to develop your understanding of student learning and development, measurement and assessment, and program evaluation in educational environments. The curriculum and research opportunities aim to prepare students for a career in educational research, a position of leadership in a school district, or to further pursue their doctoral studies. We offer students an integrative research and training program with strengths in cognitive development, quantitative, and qualitative methods. Our faculty conduct research in classrooms with teachers and students to better understand how to improve current educational practice, and are also involved in interdisciplinary efforts with faculty from other departments at UC Riverside.
This program is not designed for school counselors or school psychologists. If you are interested in becoming a school psychologist, please see our Ph.D. School Psychology program.
Some of the course you may take include:
EDUC 200: Human Differences
EDUC 211A: Cognitive Development
EDUC 214A: Introduction to Quantitative Methods
EDUC 240: Educational Psychology
EDUC 255B: Principles of Academic Behavior Intervention
Each class meets once a week Monday through Thursday 4-7pm. Visit our quarterly schedule for course times.
Students can choose from Plan I (Thesis) or Plan II (Comprehensive Examination).
Plan I (Thesis): Students complete a minimum of 36 upper-division and graduate units. At least 24 units are in graduate courses. A maximum of 12 units may be in graduate research for the thesis.
Plan II (Comprehensive Exam): Students must complete a minimum of 36 units in upper-division and graduate courses in Education and related fields as defined in existing programs. At least 18 of the 36 units must be in graduate courses, and none in graduate research for the thesis.
See our full curriculum overview
Potential career opportunities:
- Educational Researcher
- University Professor
- Educational Psychologist
- School Improvement Facilitator
- Science Content Specialist
- Assessment Technician
Where our alumni work:
- Local and State Government Agencies (U.S. Department of Education, California Department of Education, Riverside Unified School District)
- Educational Testing and Assessment Organizations (ETS, Pearson)
- Institutions of Higher Education (University of California, Riverside)
- Non-Profit Institutions (RAND, American Institutes for Research, WestEd)
All coursework from of our master of arts (M.A.) programs transfers to the Ph.D. in education. For example, if you complete the M.A. in Educational Psychology, you will have already complete one year of coursework for the Ph.D. in Educational Psychology at UCR. Shorten your time to a doctorate by completing an M.A. degree with the Graduate School of Education today.
Visit our admissions page for more information on application materials and deadlines.
Meet the Educational Psychology Faculty
We encourage prospective students to reach out to faculty whose research interests align with their own.
Faculty research areas include:
- Quantitative methods
- STEM teaching and learning
- Teacher and school evaluation and improvement


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The Fahai Temple (Chinese: 法海寺; pinyin: Fǎhǎi Sì) is Ming Dynasty Buddhist temple located at the foot of Cuiwei Mountain, about two kilometers to the north-east of Moshikou, Shijingshan District, Beijing, China.
Construction of the Fahai Temple started in the 4th year of reign of the Ming Emperor Zhengtong (1439 A.D.) and was completed in the 8th year of his reign (1443).
The most distinguishing part of Fahai Temple is the Ming Dynasty frescoes. The total area of the frescoes is 236.7 square meters. Comparing with other famous frescoes in China, such as the Yongle Palace frescoes and the Dunhuang frescoes, Fahai Temple's well-preserved frescoes are also notable in the depiction of figures, subtlety of patterns and the craft methods.
Cultural Relics
- Bronze Bell
|Wikimedia Commons has media related to: Fahai Temple|


_USER_ {Rus4892, author = {Rus, H G and Niculescu, F and Shin, M L}, title = {Sublytic complement attack induces cell cycle in oligodendrocytes.}, volume = {156}, number = {12}, pages = {4892--4900}, year = {1996}, publisher = {American Association of Immunologists}, abstract = {Sublytic complement attack on oligodendrocytes (OLG) by activation of terminal complement complexes (TCC) selectively enhances the decay of myelin protein mRNAs. We have investigated whether TCC also stimulate differentiated OLG to enter the cell cycle and whether the cell cycle induction is related to the oncogene expression. Complement activation and TCC assembly induced expression of c-jun, JunD, and c-fos mRNAs, increased AP-1 DNA-binding activity within 1 h, and increased [3H]thymidine uptake. The c-jun NH2-terminal kinase activity was increased to the maximum level 20 min after TCC assembly. The increase in thymidine uptake was inhibited by pretreatment of OLG with antisense c-jun oligonucleotides. Studies on cyclin-dependent kinase (cdk) activation revealed that complement increased cyclin-dependent cell cycle associated kinase-2 activity in G1, while cdk2 and cdk4 showed low activity during G1 progression. However, the activity of cdk4 complexed with cyclin D2 showed a marked increase in G1/S transition. Our data provide evidence that sublytic TCC stimulate OLG to enter the cell cycle by induction of c-jun through activation of the c-jun NH2-terminal kinase pathway. In addition, sublytic TCC assembly significantly reduced the number of OLG undergoing apoptotic cell death, which occurs spontaneously in defined medium. These changes together with enhanced degradation of myelin protein mRNA may represent a mechanism for differentiated primary OLG to respond to limited complement activation in inflammation.}, issn = {0022-1767}, URL = {_URL_ eprint = {_URL_ journal = {The Journal of Immunology} }


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Currently, the director of research of the legislative council (director) is required to prepare a fiscal impact statement for every initiative that is submitted to the title board. An abstract of this information is required to be included on a petition section that is circulated for signatures. The act modifies this process by:
- Requiring the director to prepare a fiscal summary that will appear on a petition section instead of an abstract;
- Specifying that the fiscal summary must include a description of the measure's fiscal impact, including a preliminary estimate of any change in state and local government revenues, expenditures, taxes, or fiscal liabilities if implemented;
- Requiring the director to provide the fiscal summary when a measure is submitted to the title board;
- Requiring the director to only prepare the fiscal impact statement, which will not include an abstract, for those initiated measures for which the secretary of state has approved a petition section; and
- Requiring the fiscal impact statement to be finished 14 days after the petition section was approved.
The act allows a proponent or registered elector to challenge a fiscal summary at a rehearing by the title board and the Colorado supreme court in the same manner as abstracts are challenged. The act requires the secretary of state to notify the director that a petition section for an initiative has been approved.
To implement the act, the general fund appropriation made in the annual legislative appropriation act for the 2020-21 state fiscal year to the legislative department for use by legislative council is decreased by $7,865, and the corresponding FTE is decreased by 0.1 FTE.
(Note: This summary applies to this bill as enacted.)


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Florida is the only state in the continental U.S. where leatherback turtles regularly nest.
With the exception of a few nests on the west coast, leatherbacks nest almost exclusively on the east coast of Florida. In fact, about 50 percent of leatherback nesting occurs in Palm Beach County.
Leatherback sea turtles are named for their rubbery shell and are the largest sea turtles. Adults can weigh between 700 and 2,000 pounds and reach 4 to 8 feet in length.
Leatherback nesting in Florida occurs from April through July. A female will nest at intervals of two to three years, laying between six to nine nests per season. They lay about 80 fertilized eggs and then cover them with a layer of about 30 unfertilized eggs. This layer serves as protection from predators like birds and raccoons and also regulates the temperature.
View Statewide Leatherback Nesting Data (68KB PDF)


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Are you what your actions make you
Shaka Senghor is a man who spent a lot of time in prison for killing a man. He was a smart kid, an honor roll student. Then, at age 17, he was shot on his street. From that moment on, he made many bad decisions and did illegal things. He was a drug dealer and he ran black markets. In prison, he went through a transformation. He started to become a better man, and did things to make him a better person, like reading literature, writing, and learned from other inmates a better way than the way he was going. He talks about how his actions don't make him a bad person nor shape his future. Now, he helps others go through the transformation he did. He helps others live better lives than what they have been living.
This relates to 12 Angry Men because Shaka grew up in a way similar to the boy who was accused of murdering his father. The difference is, Shaka did commit the crime he was accused of, but the boy in 12 Angry Men did not. The court originally blamed the boy's past for the potential murder. They thought because of his past actions, he was a bad man. Shaka's experience proves otherwise.


c. _PHONE_
Yoshihisa Yamanaka
Internees reused wood from fruit and packing crates to build furniture. To provide work opportunities for those with manual skills, the War Relocation Authority [WRA] established both a clothing and furniture factory. A homemaking and building class created a model apartment in Block 7 as part of a project they called, "How a Barracks Becomes a Home." Some people brought books but there were also several libraries in camp. The Manzanar Library expanded to include a collection of 24,000 volumes (20,000 volumes were donated by other libraries), and a periodical subscription of 157 magazines. Popular books of the time included John Steinbeck's The Grapes of Wrath (Pulitzer 1940), and The Yearling by Majorie Kinnan Rawlings (Pulitzer 1939).
Description (physical):
Wood, plastic. H 109.2 W 49.5 D 27.9 cm
5001 Hwy. 395 Independence,California 93526
MANZ 3296
Manzanar National Historic Site


Pronunciation: kān
1.(Bot.) A name given to several peculiar palms, species of Calamus and Dæmanorops, having very long, smooth flexible stems, commonly called rattans.
2.A walking stick; a staff; - so called because originally made of one of the species of cane.
Stir the fire with your master's cane.
- Swift.
3.A lance or dart made of cane.
4.A local European measure of length. See Canna.
Cane borer
Cane mill
Cane trash
v. t.1.To beat with a cane.
[imp. & p. p. Caned (kānd); p. pr. & vb. n. Caning.]
2.To make or furnish with cane or rattan; as, to cane chairs.
Noun1.Canecane - a stick that people can lean on to help them walk
2.cane - a strong slender often flexible stem as of bamboos, reeds, rattans, or sugar cane
3.cane - a stiff switch used to hit students as punishment
Verb1.cane - beat with a cane
Synonyms: lambast, lambaste, flog
To see or use a cane in your dream, suggests that you are in need of some support and advice. The cane may also represent someone you trust and can rely on.Boston type, Braille, Malacca cane, New York point, Optacon, Pathsounder, Seeing Eye dog, Visotoner, advocate, aftergrass, alpenstock, anthrophore, arm, athletic supporter, axis, back, backbone, backing, bamboo, bandeau, baste, bastinado, baton, bearer, beat, belabor, belt, birch, bole, bra, brace, bracer, bracket, brassiere, buffet, buttress, carpophore, carrier, caudex, caulicle, caulis, cereal, cereal plant, cervix, club, corn, corset, cowhide, crook, crosier, cross, cross-staff, crutch, crutch-stick, cudgel, culm, cut, drub, embosser, farinaceous plant, ferule, flagellate, flail, flog, fog, footstalk, forage grass, foundation garment, fulcrum, funicule, funiculus, fustigate, girdle, give a whipping, give the stick, grain, graminaceous plant, grass, guide dog, guy, guywire, handstaff, haulm, high-speed embosser, horsewhip, jock, jockstrap, knout, lace, lash, lawn grass, lay on, leafstalk, line letter, lituus, mainstay, maintainer, mast, neck, noctograph, optophone, ornamental grass, paddle, pandybat, pastoral staff, paterissa, pedicel, peduncle, personal sonar, petiole, petiolule, petiolus, pistol-whip, pommel, prop, pummel, quarterstaff, rattan, rawhide, reed, reinforce, reinforcement, reinforcer, rest, resting place, rigging, rod, ruler, scourge, seedstalk, sensory aid, shillelagh, shoulder, shroud, sight-saver type, smite, spank, spear, spine, spire, sprit, staff, stalk, standing rigging, stave, stay, stem, stick, stiffener, stipe, stock, strap, straw, strengthener, string alphabet, stripe, support, supporter, sustainer, swagger stick, swanking stick, swinge, switch, talking book, thrash, thump, tigella, trounce, truncheon, trunk, ultrasonic spectacles, upholder, visagraph, walking stick, wallop, whale, whip, whop, writing frame, writing stamps
Translate Cane to Spanish, Translate Cane to German, Translate Cane to French
candy apple
candy bar
candy cane
candy corn
candy egg
candy kiss
candy store
candy striper
candy thermometer
-- Cane --
cane blight
Cane borer
Cane brake
Cane mill
cane reed
cane sugar
Cane trash
canebrake rattler
canebrake rattlesnake
canella bark
canella family
Canella winterana


handling
In view of the memory capacity and performance requirement, you should import a large file and perform data manipulation in parts. This, therefore, involves the exchange of data between internal and external memory. In an effort to achieve even higher efficiency, you'd better retrieve the file by bytes using multithreaded parallel processing. By doing so, data importing doesn't necessarily cover complete rows for each part. Thus the problem of incomplete records arises. It's difficult to amend the situation involving detail work through hardcoding, but a structured data computing layer can handle this in a simple way.
Data querying
Query a large text file according to a given time period. Here's the code:
1 =file("d:\\sales.txt").cursor@t()
2>=startDate && OrderDate<=endDate)
Open the file whose size is larger than the available memory size in the form of the cursor; then use the select function to query data and return result set as a cursor. The Java main program can access the ResultSet in the JDBC stream style.
To improve the performance, use the following parallel code:
 A B
1 4
2 fork to(A1) =file("d:\\sales.txt").cursor@t(;A2:A1)
3>=startDate && OrderDate<=endDate).fetch()
4 =A2.conj()
Set 4 parallel threads. Each will retrieve one part of the file, perform the query and return result to the main program that is responsible for concatenating the returned result sets and returning the final result to Java via JDBC. Here the select function performs the query on cursor and returns cursor too. Usually the query result set is small enough that can be retrieved into the memory with fetch function.
The cursor@z function divides the file by bytes into 4 parts, which have approximately the same sizes, and retrieves only one part. By giving up the head line and complementing the tail line, esProc is capable of ensuring that each part is retrieved with complete rows.
Data sorting
To sort a large file, open it with the cursor and use sortx function to do it. The result is still a cursor: Below is the code:
The usage of sortx function is similar to that of sort function. It is capable of performing a sort in reverse direction or by multiple fields or according to both.
Grouping and aggregation
Usually the result set of grouping and aggregation is not big, so you just need to open the large file with the cursor and then use the groups function to perform the group operation. If the result set is large, use groupx function to return it as the cursor:
To have a better performance, use the following parallel code:
 A B
1 4
2 fork to(A1) =file("/files/data/sales.txt").cursor@t(;A2:A1)
3 =B2.groups(SellerId:s,year(OrderDate):y; sum(Amount):a,count(~):c)
4 =A2.conj()
5 =A4.groups(s,y;sum(a):atotal,sum(c):ctotal)
Set the number of parallel threads as 4. Each thread retrieves one segment of the large file, performs grouping and aggregation and returns result to the main program, which concatenates all the returned result sets and performs a second grouping and aggregation.
Getting unique values
To create a client list based on sales.txt, use the following code:
1 =file("D: \\sales.txt").cursor@mt(Client)
2 =A1.(Client).groups(~)
Open the file in the form of parallel cursors and retrieve only the Client field which will be grouped in the next step. _USER_ means parallel processing. When performing group operation on the grouping field, the groups function will return a set of values of the grouping field.
Here we assume that the result set is relatively small. If the result set is sufficiently large, you can use groupx function to return it as the cursor:
Intuitive multi-step computing style
It's a common practice to use several basic algorithms in a certain order for the same task. Using hardcoding, it is easy to get bogged down in detail algorithms. What's more, you have to worry about the performance and code reuse, making it difficult to design an algorithm in a natural, top-down way of thinking. A computing layer, however, already encapsulates the basic algorithms into easy to use functions. Programmers just write an algorithm intuitively by focusing on the business logic, delivering far better development efficiency.
Here's an example. The Stock.txt file holds records of warehouse management. In one day, the stock of a product may be added or removed repeatedly. Also there may be consecutive days when no product is admitted or checked out. The initial quantity of a product is 0, and its increase is In and its decrease is Out. The task is to calculate the daily inventory for every product. Below is the source data：
date name quantity flag2014-04-01 Item1 15 In
2014-04-01 Item1 4 In
2014-04-02 Item1 3 In
2014-04-02 Item1 10 Out
2014-04-03 Item1 3 In
2014-04-04 Item1 5 Out
2014-04-07 Item1 4 In
2014-04-10 Item1 2 Out
2014-04-01 Item2 20 In
2014-04-02 Item3 30 In
2014-04-03 Item3 14 Out
The code:
 A B
1 =file("D:\\stock.txt").cursor@t()
3 =periods((,t.max(),1)
4 for A3 =A4.align(B3,date)
5 >c=0
7 =@|B5
A2 calculates the daily quantities of In and Out respectively for every product. Then get the complete list of dates according to the smallest and biggest dates and store it in B3. Next, group the data by product, loop through each group and align it with B3 to calculate the inventory of the current day. Here's the result:
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13th March 2014, Cavendish Conference Centre, London
Practical, real world insights for deploying cost-effective and innovative ICT
Healthcare is changing
Rising costs, changing demographics and growing consumer expectations are changing healthcare. Providers and payers are seeking better quality care and improved outcomes whilst striving for much more efficient models of delivery. The recent reforms in the UK, the US and other countries are all part of this movement.IT facilitates a Health Information Revolution
These pressures for transformation are changing the status of IT in healthcare as it facilitates an information revolution in healthcare. Increasingly, ICT (information and communication technologies) is being used more collaboratively to support and drive substantial cultural and strategic change and provide the infrastructure, processes and tools to support this.How to leverage technology to implement effective change?
Ovum's Smart healthcare Summit has been developed to provide critical input for IT leaders in healthcare, providing objective, timely, evaluation of the different healthcare challenges and applications and solutions for tackling them.
The format of the event is discursive with roundtable discussions and case studies from leading CIO and Clinical Directors in healthcare providers, sharing their experiences on what works and what does not.


Kemptville to Kingston distance, location, road map and direction
Kemptville is located in Canada at the longitude of -75.63 and latitude of 45.02. Kingston is located in Jamaica at the longitude of -76.8 and latitude of 17.99.
Distance between Kemptville and Kingston
The total straight line distance between Kemptville and Kingston is 3008 KM (kilometers) and 411.58 meters. The miles based distance from Kemptville to Kingston is 1869.3 miles. This is a straight line distance and so most of the time the actual travel distance between Kemptville and Kingston may be higher or vary due to curvature of the road.
Time Difference between Kemptville and Kingston
Kemptville universal time is -5.042 Coordinated Universal Time(UTC) and Kingston universal time is -5.12 UTC. The time difference between Kemptville and Kingston is 0.078 decimal hours. Note: Kemptville and Kingston time calculation is based on UTC time of the particular city. It may vary from country standard time, local time etc.
Kemptville To Kingston travel time
Kemptville is located around 3008 KM away from Kingston so if you travel at the consistant speed of 50 KM per hour you can reach Kingston in 60.17 hours. Your Kingston travel time may vary due to your bus speed, train speed or depending upon the vehicle you use.
Kemptville To Kingston road map
Kemptville is located nearly north side to Kingston. The given north direction from Kemptville is only approximate. The given google map shows the direction in which the blue color line indicates road connectivity to Kingston. In the travel map towards Kingston you may find enroute hotels, tourist spots, picnic spots, petrol pumps and various religious places. The given google map is not comfortable to view all the places as per your expectation then to view street maps, local places see our detailed map here.
Kemptville To Kingston driving direction
The following diriving direction guides you to reach Kingston from Kemptville. Our straight line distance may vary from google distance.
Travel Distance from Kemptville
Travelers and visitors are welcome to write more travel information about Kemptville and Kingston.
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A warrior is a person habitually engaged in combat. In tribal societies, warriors often form a caste or class of their own. In feudalism, the vassals essentially form a military or warrior class, even if in actual warfare, peasants may be called to fight as well. In some societies, warfare may be so central that the entire people (or, more often, the male population) may be considered warriors, for example the Maori or Germanic tribes.
A pre-modern soldier is also called a warrior. The word warrior implies one who is not part of a full-time army. Without strict hierarchial discipline constantly being imposed on them, warriors in pre-modern societies were often guided by societal warrior codes.
Professional warriors are people who are paid money for engaging in military campaigns and fall into one of two categories: Soldiers; when fighting on behalf of their own state, or Mercenaries; when offering their services commercially and unrelated to their own nationality. The classification of somebody who is involved in acts of violence may be a matter of perspective, and there may be disagreement whether a given person is a hooligan, a gangster, a terrorist, a rebel, a freedom fighter, a mercenary or a soldier.


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Bird Paradise National Park
Bird Paradise National Park (Kuş Cenneti Milli Parkı) is one of the earliest national parks of Turkey, surrounding Lake Kuş (Turkish: Kuş Gölü, lit. "bird lake"). It's an important stop-over and final destination for migratory birds, which migrate to warmer places south in winter. There are 239 species inhabiting the area during summer, totalling about 3,000,000 individual birds, although whole area is only 64 hectares, tiny in world standards. What makes the area so popular with the birds is its ecosystem: at the end of winter, with the level rise of the water of the lake (which is related to the rising streams, which in turn are related with the dissolving of snowcover up in the mountains), a small willow grove and reed beds at the northwest of the lake submerge underwater, making it a perfect area to nest, and for the youngs to hatch and grow.
Bird Paradise National Park has been awarded with Class A European Diploma by the European Council for four times since 1976, because of its effective and successful protection of the wildlife.
Detailed information about the birds, and the park in general, is provided in the museum and the administrative building inside the park. The best months for bird watching are between March and July, and September and October, roughly corresponding to the migration period of the birds. There is a watchtower that commands a wide area for viewing. Scientific research in the park requires permission from the park directorate.
Southern Marmara occupies a long shoreline which is the southern coast of the Sea of Marmara, Marmara Islands off the coast, and some places more inland. It's bordered by Eastern Marmara to northeast and east, Central Anatolia to southeast, Northern Aegean to south, and Eastern Thrace to northwest and north, across the Sea of Marmara and the Dardanelles Strait. In addition to the Marmara coast, the region also has a shore on the Aegean Sea to the west.
In ancient times, eastern two-thirds of Southern Marmara, roughly between Bursa and Balıkesir was known as Mysia, while the western one-third, a peninsula today better known as Biga Yarımadası in Turkish, between Dardanelles, Aegean Sea, and the Gulf of Edremit, was known as Troad, i.e. "the plains behind Troy".
The highway D200 (which is assigned the European route number E90), starting from Çanakkale and then passing by the regional centres of Bandırma and Bursa, and then leaving the region towards east is the backbone of transportation in the region.


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Science Fair Project Encyclopedia
Electrical conductivity is a measure of how well a material accommodates the transport of electric charge. Its SI derived unit is the siemens per metre, (A2s3m-3kg-1) (named after Werner von Siemens). It is the ratio of the current density to the electric field strength. This applies also to the electrolytic conductivity of a fluid.
Conductance is an electrical phenomenon where a material contains movable particles with electric charge, which can carry electricity. When a difference of electrical potential is placed across a conductor, its movable charges flow, and an electric current appears.
A conductor such as a metal has high conductivity, and an insulator like glass or a vacuum has low conductivity. A semiconductor has a conductivity that varies widely under different conditions, such as exposure of the material to electric fields or certain frequencies of light.
SI electricity units
- electrical conduction for a discussion of the physical origin of electrical conductivity
- electrical resistance
- electrical resistivity
For the use of conductivity measurements to record pH spectra which shows the interaction between different molecules as a function of the degree of dissociation of their functional groups, see the following external links:
The contents of this article is licensed from _URL_ under the GNU Free Documentation License. Click here to see the transparent copy and copyright details


TY - JOUR AU - Formanek, Roman AU - Kysela, Bohus AU - Sulc, Radek PY - 2019/05/31 Y2 - 2021/03/04 TI - Drop Size Evolution Kinetics in a Liquid-liquid Dispersions System in a Vessel Agitated by a Rushton Turbine JF - Chemical Engineering Transactions VL - 74 SP - _PHONE_ SE - Research Articles DO - 10.3303/CET1974174 UR - _URL_ AB - Processes in which mixing plays a crucial role in increasing mass transfer, interfacial surface, and homogenization are frequently and widely used throughout the industry. Agitation of immiscible liquids or solid-liquid suspensions is a frequent operation in chemical and metallurgical industry. The aim of this contribution is to study drop size evolution kinetics in a liquid-liquid dispersion system in a vessel agitated by a Rushton turbine and to analyze the homogeneity of the dispersed system in a volume of the agitated vessel. The homogeneity of liquid-liquid dispersion in a volume of a mixed system was determined by comparison of Sauter mean diameters and drop size distribution (DSD) from different measured regions. The sizes of drops were obtained from the images captured by a camera system and were processed by the Image Analysis method. ER -


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AuthorBELL, JOHN A.
MetadataShow full item record
PublisherThe University of Arizona.
RightsCopyright © is held by the author. Digital access to this material is made possible by the University Libraries, University of Arizona. Further transmission, reproduction or presentation (such as public display or performance) of protected items is prohibited except with permission of the author.
AbstractAcoustic modes guided by thin-film metal superlattices have been investigated using Brillouin spectroscopy. Samples were grown on both single-crystal sapphire and fused silica substrates by alternately sputtering two different metals to yield a total thickness in the range 0.3 - 0.5 μm. Structural and chemical characterization of the polycrystalline films was performed using x-ray diffraction. Rutherford backscattering and optical interferometry. Thermally excited acoustic waves in the metal film create a surface ripple which weakly interacts with light incident from a single mode argon laser. A tandem Fabry-Perot consisting of two synchronized 3-pass cavities is used to measure the frequency shift of light which is inelastically scattered from acoustic waves. The contrast ratio of this interferometer exceeds 10¹⁰ and provides sufficient stray light rejection to detect the surface Rayleigh wave and as many as 13 higher order acoustic modes. The elastic stiffness constants of the anisotropic superlattices were estimated by fitting the measured acoustic mode velocities to a parameterized acoustic model. A comparison is made between these elastic constants and those predicted from the properties of the separate bulk constituents. The dependence of bilayer wavelength on the elastic properties of both Cu/Nb and Mo/Ta superlattices over the range of roughly 10 to 200 Å was determined. The unexpected softening of Cu/Nb superlattices within a range of bilayer wavelengths near 20 Å which was reported previously is qualitatively similar to the measurements reported here. It is shown that the elastic stiffness coefficient with the largest variation is c₄₄. The stiffness variations determined for the Mo/Ta samples are much smaller than for Cu/Nb. It is suggested that this is due to either structural differences (Cu/Nb is fcc-bcc and Mo/Ta is bcc-bcc) or the smaller interfacial lattice mismatch for Mo/Ta. Interfacial strain is found to be strongly correlated with the stiffness variations of the Mo/Ta samples. However, the underlying cause of these variations in stiffness remains anomalous. This dissertation also reports the first observations of Love waves and Stoneley waves by Brillouin scattering. The purely transverse Love waves guided by Cu/Nb films were detected by elasto-optic scattering from the evanescent acoustic strain in the sapphire substrate. The stiffness coefficient c₁₂ of the hexagonally symmetric metal film cannot be determined by the other guided acoustic waves which ripple the surface. Molybdenum in contact with fused silica is predicted to support a Stoneley wave which is guided by the interface. The lowest order Sezawa made guided by a molybdenum film was found to evolve to the Stoneley wave as the film becomes thicker. These measurements together with measurements of the surface Rayleigh wave show that the stiffness of the sputtered metal films is quite homogeneous and independent of film thickness.


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Research & Theory
Social scientists have conducted relatively little research on hazing among college students. Below are highlights from two key studies, including research at Cornell.
Numerous deaths have occurred from hazing, though little research has been done to assess the incidence of hazing-related fatalities (or injuries). Author Hank Nuwer has developed a website that serves as an "Unofficial Clearinghouse to Track Hazing Deaths and Incidents." The second documented hazing death on a U.S. campus was at Cornell in 1873 (Nuwer, 1999). Kappa Alpha Sigma pledge Mortimer N. Leggett fell into the Six-Mile Creek gorge in Ithaca and died after while trying to find his way home after being taken into the woods at night.
Hazing at Cornell
In 2002-2003, undergraduate honors researcher Gretchen Poulos '03 and Cornell faculty members Dr. Shelly Campo and Dr. John Sipple conducted a survey on team building, initiation and hazing among Cornell students.
- Anonymous, self-report web survey
- Sample size = 736 undergraduates completed
- Response rate of 37%
- Representative sample
- Results study were published in 2005 in the American Journal of Health Behavior, 29(2), 137-149.
Highlights of findings:
- Thirty-seven percent indicated that they had been involved in an at least one activity that the researchers identified as meeting the university's definition of hazing.
- Only 12% of students identified themselves as having been hazed. Therefore, some students either do not realize or do not agree that they have been hazed.
- Percentage of students who experienced forms of hazing at least once at Cornell:
|Participating in a drinking contest/games||17%|
|Being deprived of sleep||15%|
|Carrying around unnecessary objects or items||14 %|
|Being required to remain silent or being silenced||13%|
|Being yelled, cursed, or sworn at||10%|
|Having food thrown at you or other new members||6%|
|Being kidnapped or transported and abandoned||5%|
|Acting as a personal servant to others||5%|
|Being pressured to eat something you didn't want||5%|
|Associating with specific people, not others||4%|
|Destroying or stealing property||4%|
|Being tied, taped up or confined||3%|
|Engaging in or simulating sexual acts||2%|
|Being hit, kicked or physically assaulted in some form||1%|
|Making body alterations (branding, tattooing, piercing)||<1%|
- Males, athletes, and members of fraternities or sororities were more likely than other students to have engaged in hazing.
- Although the subset of fraternity members in the study was relatively small, it is notable that over three-fourths of them indicated that they had participated in at least one of the above activities.
In 1989-99, researchers at Alfred University in New York conducted a national survey examining hazing among student-athletes at National Collegiate Athletic Association (NCAA) schools.
Below is an edited version of the executive summary of the study and a link to the full report which includes information on the study's methodology:
Over 325,000 athletes at more than 1,000 National Collegiate Athletic Association schools participated in intercollegiate sports during 1998-99. Of these athletes:
- More than a quarter of a million (250,000+) experienced some form of hazing to join a college athletic team.
- One in five was subjected to potentially illegal hazing. They were kidnapped, beaten or tied up and abandoned. They were also forced to commit crimes destroying property, making prank phone calls or harassing others.
- Half were required to participate in drinking contests or alcohol-related hazing.
- Two in five consumed alcohol on recruitment visits even before enrolling.
- Twothirds were subjected to humiliating hazing, such as being yelled or sworn at, forced to wear embarrassing clothing or forced to deprive oneself of sleep, food or personal hygiene.
- Only one in five participated exclusively in positive initiations, such as team trips or ropes courses.
Athletes most at risk for any kind of hazing for college sports were men; non-Greek members; and either swimmers, divers, soccer players, or lacrosse players. The campuses where hazing was most likely to occur were primarily in eastern or southern states with no anti-hazing laws. The campuses were rural, residential, and had Greek systems.
- Women were more likely to be involved in alcohol-related hazing than in other forms of hazing.
- Football players were most at risk for dangerous and potentially illegal hazing.
- Non-Greeks were most at risk of being hazed for athletics, even though a Greek system on campus is a significant predictor of hazing.
- Eastern and western campuses had the most alcohol-related hazing.
- Southern and midwestern campuses had the greatest incidence of dangerous and potentially illegal hazing.
Read the full report of Alfred University's national survey: "Initiation Rites and Athletics for NCAA Sports Teams."
There are many theoretical explanations for hazing. One way to understand why hazing occurs is to ask individuals who engage to explain their motivations. To review a summary of the purported benefits of hazing reported by those who haze, go to Arguments For and Against Hazing.
Beyond the reasons given by individuals who haze, there are other influences which likely contribute to hazing. Since no single theory can adequately explain hazing entirely, it is important to consider how multiple factors may lead individuals to deviate from their own ethical standards or the norms of society.
Below is an overview of some elements that may play a role in hazing:
- Evolutionary psychology: our ancestors survived by forming groups that had strong bonds. Consequently, we are social creatures with needs for affiliation. Our innate drives for connection and preservation may contribute to practices such as hazing that are perceived to strengthen the ties between group members.
- Lack of external constraints: the social order of civilizations depends on accountability and shared agreement to conform to behavioral norms. When external security is decreased (e.g., in the aftermath of natural disasters), conformity to societal standards decreases (e.g., looting). In the absence of strong internal leadership and prosocial norms, groups that operate in secrecy, isolated from external constraints, are at greater risk of deviating from societal norms of conduct. Hazing among students, the abuse of prisoners in Iraq, and the Enron corporate scandal each reflect in part the absence of external constraints on group behavior.
- Conformity and obedience to authority: Research has demonstrated that social context has a powerful influence on people's willingness to inflict harm on others. In Milgram's classic study, subjects being pressured by interviewers delivered what they believed were highly painful (even lethal) shocks to a person screaming in another room. In Zimbardo's (1973) Stanford Prison Experiment, college students were assigned randomly to play the role of either a prisoner or prison guard for a two-week, live-in experiment. The study was stopped after five days because the "guards" became vicious toward the "prisoners."
- Cognitive dissonance: when an individual holds two opposing beliefs in tension, he or she experiences tension which may be resolved by changing one of the views. When people who view themselves as smart, reasonable people participate in degrading experiences, they may look back and minimize the extent that they experienced degradation. Otherwise they would be left saying to themselves, "I'm a smart person and I joined a group that degraded me," which would create tension. Saying to oneself, "It wasn't that bad," creates less tension. As a result, individuals in a group that is hazed may eventually feel positively about the group that subjected them to the experience.
- Groupthink: Irving Janis (1997) described a process in highly cohesive groups in which faulty decision-making arises as a result of a convergence of dynamics, including pressure for unanimity, suppression of individual moral objections, and degradation of outsiders. These dynamics result in a failure to realistically appraise alternative courses of action and may contribute to disregard for the safety of others. In Wrongs of Passage, Hank Nuwer (2001) adapted the term "groupthink" to become "Greekthink," a reference to the dangerous process in which fraternal groups engage in reckless rituals, put newcomers in danger, and demonstrate post-incident denial in the face of clear evidence that they have made a mistake.
- Beliefs about masculinity: culturally-constructed notions of what it means to be a "real man" place an emphasis on physical and mental toughness, obedience to superiors, and the value of force as a means of accountability. Such beliefs, combined with desires by heterosexual men to demonstrate that they do not possess qualities associated with gay men (e.g., vulnerability, emotionality, nurturance), contribute to the perpetuation of hazing and in some cases even requests to undergo hazing (Allen, 2004). It is notable that of the more than 60 documented hazing deaths, only three have been women (Nuwer, 1999).
- Sociopathy: some individuals within groups have personalities characterized by anti-social tendencies. Psychologically speaking, "anti-social" does not mean "doesn't like to party." It means traits such as to disregard the rights and safety of others, failure to conform to societal norms, and lack of remorse. While such individuals tend to be a small subset of groups, they can exert significant influence as hazing ringleaders.
- Shared coping: when individuals go through a highly stressful experience together (e.g., a natural disaster, a battle), they may feel closer to each other as a result. End


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Land Use Ordinances & Development Standards
Acquisition of Land & Easements
Case for Conservation
Economic Benefits of Conservation
- Economic Benefits of Conservation
The creation of riparian buffers in agricultural landscapes can improve water quality, but also take land out of productive agricultural use. However, planting and harvesting of non-timber products (fruits, nuts and ornamentals) can create both environmental and economic benefits, including a gross income of $60,934/ha/year.
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What is Verified Boot in Chrome OS?
Chrome Enterprise & Education / Chromebooks and Chrome Devices / What is Verified Boot in Chrome OS?
Verified boot in Chrome OS is a helpful way to make sure your Chromebook is as secure as possible.
Chrome OS
Before we jump into what verified boot is, let's first learn a little about Chrome OS. Chrome OS is the operating system for Chromebooks and other Chrome devices. It's designed to be fast and responsive, so your device reacts quickly even when you're streaming videos or have multiple tabs and apps open.
Chrome OS updates automatically without interruptions, so your Chromebook is always running the most up-to-date software without breaking your work flow. Chrome OS has many different features to increase speed, simplicity, and security. One of these many features is verified boot.
Verified boot in Chrome OS
So what is verified boot in Chrome OS? A verified boot is a sort of self-check, performed each time your Chromebook starts up. When a Chromebook detects foul play, meaning the system has been tampered with or corrupted in any way, the Chromebook repairs itself by reverting to a previous operating system and be good as new. So even if malware manages to escape the sandbox, your Chromebook is still protected!
There is only a small list of known executable commands a Chrome device performs. Your Chrome device verifies and signs off on each command before it's performed so your device isn't filled with tons of unneeded software and downloads.
Your Chromebook also doesn't allow any edits to its file system. With a read-only root file system, viruses or other malware don't have the ability to change the file system. This prevents any harmful edits to the Chrome OS. The only edits that do apply to Chrome OS are the automatic updates for the entirety of your device. These background updates help ensure you have the most up-to-date and secure software running on your OS. This means more time to do what you want! A verified boot in Chrome OS is just one of the many ways the Google lifestyle can help with speed, simplicity, and security.
If you would like to learn more about Chrome devices, like how to Powerwash your Chromebook or what sandboxing is in Chrome OS, check out our Knowledge Base.
Chrome and Promevo


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Traveling Luck for Katibaru Mountain, Potaro-Siparuni, Guyana
Where is Katibaru Mountain?What's around Katibaru Mountain?
Wikipedia near Katibaru Mountain
Where to stay near Katibaru Mountain
The timezone in Katibaru Mountain is America/Guyana
Sunrise at 05:54 and Sunset at 18:14. It's Dark
Latitude. 4.8500°, Longitude. -59.5167°
Satellite map around Katibaru Mountain
Loading map of Katibaru Mountain and it's surroudings
Geographic features & Photographs around Katibaru Mountain, in Potaro-Siparuni, Guyana
- a body of running water moving to a lower level in a channel on land.
- an elevation standing high above the surrounding area with small summit area, steep slopes and local relief of 300m or more.
- first-order administrative division;
- a primary administrative division of a country, such as a state in the United States.
- Potaro-Siparuni Region (30.5km)
- an area dominated by grass vegetation.
- Karisparu Savannah (20.6km)


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Special and Named Printed Collections in the National Library of Scotland
CLAN MACKAY SOCIETY
On deposit: A collection of largely non-fictional secular works, both monographs and journals, published mainly in the 19th and 20th centuries, the dominant topics covered being Scottish history on a large variety of topics and Scottish culture including Highland history, family genealogies, clan histories, regimental histories, field sports, and Scottish costume. A significant percentage of the material was written by people with the name Mackay or are about the Mackays whether in their cradlelands of north and west Sutherland or elsewhere. Of special interest are two German literary works published in Germany in the early 20th century by a Scots emigr'e John Henry Mackay. There is also present a substantial amount of literary, historical, topographical material relating to the county of Sutherland and also to neighbouring Caithness. The collection also includes a small number of Gaelic literary works where the best represented are the works of the Sutherlandshire poet, Robert Mackay ('Rob Donn'). About a dozen works in the collection were published pre-1800 including two published in the 17th century. The earliest publication, 'Monro his expedition with the worthy Scots Regiment (called MacKeyes Regiment)' by Robert Monro is dated 1637. Particularly noteworthy is a significant collection, formerly in the ownership of a person with the name 'MacKay', of pamphlets and paperbacks in Polish or relating to Poland, much of which was published during or shortly after World War II and concerns in large part its repressive occupation by the Nazis and the Polish fighting effort.
Also available is the collection inventory


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"The problem of information overload, therefore, may not be the quantity of it but our inability to know what to do with it." – Danniel Tammet
One of the most important skills I mastered early on at Microsoft, is information management. My ability to organize information directly impacts my success. For me, information management is the key to daily productivity from researching to learning faster to keeping my email inbox empty.
When I first joined Microsoft, I found myself spending four or more hours on administration and email. Then one day I decided … enough is enough. From that point on, I refused to spend more than 30 minutes a day between email and administration overhead. That day marked the start of my pursuit to find the best ways to handle and organize information. While my motivation helped, it's actually finding and creating effective techniques that really made the difference.
Here are ten of my favorite ways to manage information:
- Factor reference from action. Carve out action items, To Dos, and tasks from your incoming streams of information. if it's not an action, it's reference. I first learned this practice when I was dealing with information overload as a support engineer. I ended up cementing the idea while working on our Microsoft Knowledge Base. The Knowledge Base is a vast collection of information, where each article tends to be optimized around either action or reference.
- Create lists. Make a new To Do list each day and use it to organize your key action items for the day. Create checklists for your common routines.
- Create collections. Put things into collections or think in terms of collections. Consolidate your notes into a single collection that you access quickly, such as in a personal notebook, a Word document or etc. Consolidate your thoughts or ideas into a single collection. Consolidate reference examples of your heroes or stories you can use for inspiration. Consolidate your "ah-has" into a single collection. Note that by single collection, I don't mean you have it all in a single document, although you can. Instead, I'm thinking of collections of items, much like a photo album music collection. By stashing things of a similar type, such as "idea" or "note" … etc., you can determine the best way to arrange that collection. Maybe it's a simple A -Z list or maybe you arrange it by time. For example, when I keep a journal of my insights, and each time I get an "ah ha", I write it down under the current date. This way I can easily flip back through days and see my insights in chronological order. While I could arrange them A – Z, I like having my most recent ideas or inspirations bubbled to the top, since chances are I'm finding ways to act on them.
- Put things where you look for them. Where ever you look for it, that's where it should be. If you keep looking for something in a certain place, either just put it there when you find it or add some sort of pointer to the actual location. While you might logically think something belongs in a certain place, the real test is where you intuitively look for it.
- Keep things flat. Out of sight, out of mind holds true for information. Avoid nesting information. Keep it flat and simple where you can. Think in terms of iTunes or a playlist. A well organized playlist is easy to jump to what you need.
- Organize long lists or folders using A-Z. When you have long lists or big collections, then listing things A-Z tends to be a simple way to store things and to look things up fast. Once a list gets long, A-Z or a numbered list is the way to go.
- Archive old things. When information is no longer useful for you, consider archiving it to get it out of your way. This usually means having a separate location. I'm a pack rat and I have a hard time letting things go, so I tend to archive instead. It let's me get things out of the way, and then eventually get rid of them if I need to. Archiving has really helped me get a ton of information out of my way, since I know I can easily rehydrate it if I need to.
- Bubble up key things to the top. When you have a lot of information, rather than worry about organizing all of it, bubble up things to the top. You can effectively have a quick, simple list or key things up top, followed by more information. Keep the things up front simple. This way you get the benefits of both exhaustive or complete, as well as simple. Whenever you have a large body of information, just add a simple entry point or key take aways or summary up front.
- Know whether you're optimizing for storing or retrieving. Distinguish whether you are storing something because you will need to look it up or refer to it a lot, or if you are simply storing it because you might need it in the future. For information that I need to look up a lot, I create a view or I make it easy to get to the information fast. For example, I might use a sticky note since I can quickly put it wherever I need to. For a lot of information, you simply need a quick way to store it. What you don't want to do is have to work to hard, each time you need to file a piece of information. This I is where having a place for things, using lists, and organizing information in a meaningful way comes in handy. For most of my reference information, I organize it either by A-Z or by time. This way I don't have to think too hard. I don't create a bunch of folders for my email. Instead, I just store it all flat so it's easy to search or browse or sort. For example, if I need to find an email from somebody, I simply sort my email by their name. Just by asking the question whether you're optimizing for fast filing or for fast lookup will get you improving your information management in the right direction.
- Create views. Create views for the information that you need to frequently access. For example, you might put sticky notes of information that consolidate just the key things. As an analogy, think of your music store versus your playlists. You store might be a large collection organized A-Z, but your playlists are views that are more focused or have themes. You can apply this metaphor to any of your information collections.
Well, there you have it. Those are my top 10 favorite techniques for organizing information. I've had the privilege of learning and modeling from many great colleagues and mentors. The beauty is, I get to practice my information management skills every day while hacking my way through the information jungle. These skills save me a ton of time whether I'm reading books, taking notes, learning something new, or just about any time I'm dealing with information. It's deliberate practice with immediate results.
Two More Ways to Improve Your Information Management
As a bonus, I'm including two additional techniques that significantly changed my game:
- Periodically sweep things. No matter how well you organize things, you'll need to periodically sweep. Sweeping simply means cleaning things up after the fact. Periodically, allocating a block of time to go back through and clean up some of your messes. Things will always get out of disorder over time. Time also changes what's important. When you revisit things, after the fact, you also gain the benefit of hind sight. Make the time now and then to make a pass through your collections. Get rid of what you don't need. Archive things that you don't currently need. Restructure your information to support your usage scenarios. This is one of those vital practices that really makes the difference if you actually do it.
- Reduce friction. Whenever you find that you're working too hard to either find, organize, or use your information, pay attention to the friction. Work to reduce the friction. This might mean getting more information out of your way. It might mean bubbling more things up to where you can find them quickly. The key is to make it easy to use your information, and don't let it become a burden.


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FC: Bayle Rhodes's Epic Gladiola
2: I planned on, or was hoping my plant would sprout quickly. Although, by day 9 my plant was not quite visible. | My Hypothesis was that I thought the plants in the sun light would grow faster, and more of them will sprout than the ones in the artificial light from the building.
3: growth of gladiolus
4: The one variable that I changed in the experiment was the light. | The variables that stayed the same were the amount and type of water. Others are the type of container, how much and the type of soil. We will water and fertilize the plants the same day. Also we will have the same depth of soil, and use the same plant. The temperature will be the same in both class rooms.
5: We watered the plants 3 times a week at the most,30mL each time. Sometimes we did 25mL.
6: By day 22 my plant started to make progress and got pretty good size. I thought it would sprout quicker though. My hypothesis was incorrect.
7: I thought this was an accurate pie chart on the hight measurement of the gladiolus
8: On day 30 my plant got pretty big, I was happy with my results.
9: the plants in our room grew taller with the artificial light from the building, and seventh grade's plants grew stronger and sprouted earlier than ours. They used sunlight and artificial light.


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This unit of study aims to develop knowledge of the fundamental concepts and building blocks of electrical and electronics circuits. This is a foundation unit in circuit theory. Circuit theory is the electrical engineer's fundamental tool.
The concepts learnt in this unit will be made use of heavily in many units of study (in later years) in the areas of electronics, instrumentation, electrical machines, power systems, communication systems, and signal processing.
Topics: a) Basic electrical and electronic circuit concepts: Circuits, circuit elements, circuit laws, node and mesh analysis, circuit theorems, energy storage, capacitors and inductors, circuits with switches, transient response, sine waves and complex analysis, phasors, impedance, ac power.; b) Project management, teamwork, ethics; c) Safety issues


Re: Normal Forms and BCNF
From: Jan Hidders <>
Date: 13 Nov 2002 18:14:05 +0100
Message-ID: <3dd2885d$>
Kasp wrote:
> (Jan Hidders) wrote in message
>> Kasp wrote:
>> >Hi,
>> >I am a little confused with Normal Forms and BCNF.
>> >I have some relations and I am trying to determine it's normal form. I
>> >also need to decompose it to BCNF forms...Any help would be
>> >appreciated.
>> We don't just simply give answers here because that way you wouldn't learn
>> anything. But if you tell us what you do and do not understand of the
>> definitions of the normal forms and the procedures to obtain them, we will
>> be glad to give you some hints about what it is your instructor tried to
>> tell you.
>I have read the book. But I can't get started on even one question.
>How do I go about it?
>I find it pretty easy to understand with book examples...but Amake it cryptic. Can you please explain how to do any one?
That wouldn't be very instructive.
Here are the steps that need to be performed: 1. From the FDs you have to derive the candidate keys. 2. Then you check if given these derived candidate keys there is a
 dependency that violates the 2NF.
3. If it does then you split this dependency off into another relation. 4. You repeat 2. and 3. for all the resulting relations until there are no more
 violations of 2NF.
After this you repeat 2, 3 and 4 for subsequently the 3NF and BCNF.
Let's start with step 1. So what does the book say about deriving candidate keys? Does it tell you what they are? Does it tell you how to derive them? Received on Wed Nov 13 2002 - 18:14:05 CET
Original text of this message


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There are several ways to access and manipulate data across a database link. Each has various advantages and disadvantages:
Use SQL that directly references the database objects across the link. This is the easiest way to access remote objects. Depending on the size of the objects involved and the network between the two servers, however, it may be the slowest option from a performance point of view.
Use the OPENQUERY function in SQL statements. This function allows DML to execute on the remote server. This method performs much better than directly querying the linked server, but is not the easiest method to use from a syntax standpoint.
Execute remote stored procedures. For applications that are performing the same database operations as programs, this is the best method for both performance and code reusability.
To access linked objects directly, use a four-part naming scheme to name the object, with these parts separated by periods:
Owner of the object
For example, suppose you want to perform a SELECT statement against a table called products, owned by dbo in the database InformIT across the link named STAGING. This is how the SQL query might look:
SELECT product_id, product_name FROM STAGING.InformIT.dbo.products
Tables can be joined on either side of a database link, and various conditions can be placed on them. Let's assume that the remote product table in the previous example had to be joined locally to a local authors table with a product_id foreign key. The query might look like this:
SELECT a.product_id, a.product_name, b.author_name FROM STAGING.InformIT.dbo.products a, authors b WHERE a.product_id = b.product_id
Updates work in the same manner; just use the extended naming method to reference remote objects. Suppose that the local database has a table named imprints and the description column has been updated recently. We want that change to be moved to the linked server STAGING that also has the imprint table:
UPDATE STAGING.InformIT.dbo.imprints SET description = a.description FROM imprints a, STAGING.InformIT.dbo.imprints b WHERE a.imprint_id = b.imprint_id
Deletes also work this way.
There are some exceptions to this scheme:
Text fields cannot currently be updated across a database link. Updates have to be "faked" by doing a DELETE and then an INSERT for the text fields.
Text field pointers also don't work across links.


Friday, January 14, 2011
Learn to weave on a triangle loom
Weaving on a triangle loom or triloom is fun, creative, easy and quick. You can start weaving as soon as you sit down with the loom, there is no elaborate planning and measuring process. Triloom weaving is also a very efficient way to use yarn, so you can use the more expensive designer, or hand-spun yarns. Triangle looms are great for weaving plaid patterns and elegant lace patterns. The process is simple to learn, so triangle weaving is enjoyable for adults and children of any age.
Using a triloom, you can weave a wide variety of yarns and patterns which can be used for shawls, purses, blankets or what ever you can imagine. Smaller trilooms can be carried with you in your purse or briefcase so that you can work on projects on the bus or during breaks. You can then piece together the small triangles into squares, rectangles, circular geometric shapes or bigger triangles, allowing you to form the fabric for jackets, shawls, blankets, hand bags or what ever your imagination prompts.
Triloom weaving uses one continuous strand of yarn. There is no separate warp and weft. To make a pattern, you tie the new thread onto the old one and continue weaving. This saves an infinite amount of time, since you don't have to measure out your warp and then thread the loom. It also saves a lot of yarn, since there is no loom waste. Triweaving takes the drudgery out of the weaving process and leaves the fun!
Begin: To begin weaving on a triloom, start with a smaller loom, a 12-inch loom is ideal. Shawn makes beautiful ones. You can reach him through his Laffing Horse Crafts web site. A triloom with a wider spacing is good, so that you can understand the yarn flow without getting stuck. Look for a loom with a 1/2 to 1/3 inch nail spacing on the top row.
You also need a weaving hook. For a 12-inch triloom, a nine-inch crochet hook, known as an afghan hook is a great weaving hook. You can also use a latch hook, similar to the ones that you use for making latch hook rugs. Some of the trilooms come with their own weaving hook. The ones we make do come with their own hook.
Start with two contrasting yarns. A bulky wool hand spun is a great yarn for your first project. You need less than 50 yards, total, to make a small handbag on your triloom. You can also use bulky commercial yarns to start out. There is an incredible variety of yarn available. Search etsy or visit my Common Threads store for just a few examples.
To start weaving with your triloom, sit at a table, with your loom in front of you. Later, you can triweave with your loom on your lap, but for this first time, it is easier to have the table to set the loom on. Have your yarns, hook and scissors within arms reach.
Set the loom on the table so that the long side of the triangle is farthest away from you and the point is nearest your belly. Pick up your first color of yarn and tie a slip knot in the end.
Hook the loop of the slip knot over the nail at the top left of the triloom. Run your yarn below the nails along the top of the triloom. Loop the yarn under the nail on the far right side of the top arm, then over, around and back down to the first nail on the right arm of the triangle.
Loop it under that nail, and then back across the length of the loom to the left arm of the triangle. Loop under the first nail on the left arm of the triangle and then take your yarn up to the second nail on the left side of the long arm of the triangle. Go over that nail.
Keep your work loose, it will tighten up as you weave.
Now comes the tricky part, and this is where you start weaving. Woven fabric holds together because the threads are intermeshed by going over and under each other. As you weave on your triloom, you need to make sure that if one pass of thread was over the cross thread, the next needs to be under it.
So take your yarn, and from the second nail on the left hand side of the top arm of the triangle, go under the first long strand of yarn and over the second one. Then hook your yarn under the third nail on the left arm of the triangle. Keeping your loop of yarn below the previous strands, pull it across the loom and hook it under the third nail on the right arm of the triangle.
Now, look - the weaving that you did on the left side, is also carried through to the right side! This is the secret that makes triloom weaving go so fast. The first time my husband saw that and understood it, he said "That's cheating!"
The starting process can be confusing, but don't worry, you'll get it. After doing it a time or two, you won't even have to think about it. Read the description and then look at the pictures. If you have any questions, feel free to send me an email. I am always happy to answer questions.
Hook the yarn over the third nail on the right side of the top arm and using your weaving hook, go under the third cross yarn, over the second and under the first, pull your yarn down through the cross yarns and hook it over the fourth nail on the right arm of the loom. You can use the back of your weaving hook to push the yarn straight. Now you continue the back and forth and up and down weaving until your loom is almost full. Keep your work loose!
When you get the the center of the triangle, it will be hard to work the hook in, even if you left the tension of your yarn fairly loose as you were weaving.
As you round the last nail on the top arm, pull your loop down and around the center bottom nail. Pull the yarn out an extra two or three inches. Then snip the yarn and pull the tail back out the top.
You did it! You just wove your first piece on a triangle loom! To take your weaving off the loom, you just gently pop it off the nails. Because you wove, over and under each strand, your piece of fabric is complete and does not need any finishing to keep it together. There are fancy ways you can finish the edges, or you can use them to join two triangles together. I'll explain how to do that after you weave your next triangle.
You just did your first piece without changing colors. Now, start a second piece, and weave down to the sixth nail. As you come around the top arm nail on the left side, take your yarn and just lay it over your weaving down to the nail on the left side arm. Measure about 3 more inches and then cut your yarn. Tie on the second color. Now, take your hook and continue weaving as usual. The knot where you joined the colors should be on the outside of the nail on the left arm. When you decide to change colors again, keep the knots on the bottom edges. This way you can hide them in the fringes or in the joining.
Finish your second triangle and take it off the loom. Take time to admire your work!
To join the two triangles, lay them down, matching each other, with your beginning threads at opposite sides. Take your weaving hook and pull the beginning thread of one triangle through the beginning loop of the other triangle. Then, crossing from on triangle to the other, hook the next loop through and then the next loop. Think of binding off when you are knitting, or making pot holder edges on a pot holder loom. When you get to the opposite side, pull the end thread out through the loop.
Congratulations, you have a square!
If you make 5 triangles, join them into 2 squares and then stitch three sides of those squares together and join the fifth triangle at the top, you have a beautiful little, unique handbag. Or make triangles for the rest of the summer on your morning commute and by Christmas, you'll have enough to join together to make scarves or afghans for everyone on your gift-giving list!
Guide ID: 10000000001243078Guide created: 06/27/06 (updated 11/11/10)
Anonymous said...
very good!
Anonymous said...
Wondering if anyone has done a triangle with Lopi yarn?


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NFPA 259: Standard Test Method for Potential Heat of Building Materials, 2013 Edition
|Item # 25913|
Protect lives and property. Measure the potential heat of building materials with the up-to-date criteria in the 2013 edition of NFPA 259.
Essential for fire test labs, manufacturers, fire protection engineers, and fire researchers, the 2013 edition of NFPA 259: Standard Test Method of Potential Heat of Building Materials offers a test method that provides a means of determining -- under controlled laboratory conditions -- the potential heat of building materials subjected to a defined high-temperature exposure condition.
The method yields a property-type measurement of the amount of heat that can potentially be given off by building materials when exposed to a heat source.
Keep pace with changes in the 2013 edition, including:
- Revised limitation on specimen thickness concerning nonhomogeneous or layered material
- New requirements on wire specimen holder that improve consistency
Accurate assessments require the latest guidelines. Make sure you're up-to-date with the 2013 NFPA 259. (Softbound, Approx. 16 pp., 2013)
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A new technique has been developed by IBM that makes it possible to achieve 100,000dpi (dots per inch) printing.
The process, revealed by scientists at IBM Research in Zurich, creates dots that are 100 times smaller than a red blood cell and measure 60nm. Direct assembly is used by the printers which means every dot is extremely accurate in comparison to traditional printing methods which use a more random technique of distributing ink.
The new technique places nanoparticles on to the paper surface with a greater level of control. The research is hoped to help develop devices such as nano-wires, optical chips and medical biosensors.
The printing process was developed by Tobias Kraus, Heinz Schmid, Walter Reiss, Nicholas D. Spencer, Laurent Malaquin and Heiko Wolf and is described in further detail in a paper (_URL_ written by the IBM researchers.
The technique will not be able to be implemented commercially for several years.


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Jacam Catalyst, a subsidiary of CES Energy Solutions, was formed from the recent merger of Jacam and Catalyst. The new company is the oilfield chemical industry's leading manufacturer and service provider. Headquartered in both Kansas and Texas, with over 50 locations throughout the U.S., Jacam Catalyst's decentralized business model is key to their providing innovative solutions to local problems.
Jacam Catalyst's decentralization bred challenges relating to the training needs of their roughly 800 employees. The company was reliant on instructor-led training (ILT), often conducted by its most experienced field technicians who are the company's subject matter experts (SMEs). This training methodology had the following issues:
Jacam Catalyst turned to Orbis Technologies to reorganize, streamline, and transform its existing training system and resources into an asynchronous, on-demand model. Based on our assessment, their needs were a perfect fit for an eLearning solution.
Initially engaged to develop a set of seven eLearning courses, the Orbis project team began by reviewing a set of existing PowerPoint and Word files used in and beyond training, conducting industry research, and augmenting our understanding via focused interviews with the SMEs. Orbis conducted the following analyses which were used to design the curriculum and develop a comprehensive blueprint and storyboard for each course:
The storyboards detail the information to be conveyed in each course, including audio scripts and various elements to aid in comprehension and retention, such as interactivity and knowledge checks. Orbis also created a template to use for all of the courses in order to tie them together visually under the Jacam Catalyst brand, and to include functionality such as the ability for learners to upload video clips of themselves performing tasks for their supervisors' review. Based on Jacam Catalyst's storyboard feedback, Orbis prepared the initial set of eLearning modules.
In addition to the courses themselves, Orbis consulted with Jacam Catalyst on the selection and implementation of a learning management system (LMS) to ensure effective delivery and results tracking in order to assess the success of the curriculum.
Jacam Catalyst has expanded the curriculum that Orbis is developing from the initial seven to 55 eLearning modules. As Orbis has learned more about Jacam Catalyst's specific subject matter, the time required of the Jacam Catalyst SMEs to provide source material and review the storyboards has decreased. Jacam Catalyst management has been pleased that the stakeholders are now able to monitor employees' completion of the courses and grasp of the subject matter. The standardized content in the eLearning also has helped the integration of the Jacam and Catalyst workforces.


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Water Tongue Forms
Water Tongue is found written in four basic forms (see below right). The regular form is found in the greatest abundance and was used in all aspects of daily life. Water Tongue in formal form was used for special occasions like weddings and for decoration. The informal form was used in hurried informal writings. Oldest of all the forms is the orginal form but use of the form appears to have waned. Its style resembles a waterfall and seems to have carried some religious or spiritual value.
|Water Tongue has three form structures, also called pyes, that all words are based off of. Two are referred to as the Hope and Fear pyes but there appearded to be some controversy surrounding the third: Love, Truth or Joy.|


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Developing Enterprise Apps using Xamarin.Forms
After many years working with developers of enterprise apps, we know that they face several challenges, including:
- App requirements that can change over time
- New business opportunities and challenges
- Ongoing feedback during development that can significantly affect the scope and requirements of the app
With these in mind, it's important to build apps that are both flexible and that can be easily modified or extended over time. Designing for such flexibility can be difficult, as it requires an architecture that allows individual parts of the app to be independently developed and tested in isolation without affecting the rest of the app.
The traditional approach to designing and building an app results in what is referred to as a monolithic app, where components are tightly coupled with no clear separation between them. Typically, this monolithic approach leads to apps that are difficult and inefficient to maintain, because it can be difficult to resolve bugs without breaking other components in the app, and it can also be difficult to add new features or replace existing features.
An effective remedy for these challenges is to partition an app into discrete, loosely coupled components that can easily be integrated together into an app. Such an approach offers the following benefits:
- It allows individual functionality to be developed, tested, extended, and maintained by different individuals or teams.
- It promotes reuse and a clean separation of concerns between the app's horizontal capabilities, such as authentication and data access, and vertical capabilities, such as app specific business functionality. This allows the dependencies and interactions between app components to be more easily managed.
- It helps maintain a separation of roles by allowing different individuals or teams to focus on a specific task or piece of functionality according to their expertise. In particular, it provides a cleaner separation between the user interface and the app's business logic.
However, there are many issues that must be resolved when partitioning an app. These include:
- Deciding how to provide a clean separation of concerns between the user interface controls and their logic.
- Deciding whether to use a dependency injection container.
- Choosing how components that are inconvenient to link by object and type references can communicate.
- Deciding how to navigate between pages, including how to invoke navigation and where navigation logic should reside.
- Deciding how to validate user input for correctness. The decision must include how to validate user input and how to notify the user about validation errors.
- Deciding how to perform authentication and how to protect resources with authorization.
- Deciding how to access remote data from web services, including how to reliably retrieve data and how to cache data.
- Deciding how to unit test the app.
Introducing Enterprise Application Patterns using Xamarin.Forms
Today we're excited to introduce you to a preview version of an eBook that offers guidance on these issues (and more).
The eBook focuses on core patterns and architectural guidance for developing Xamarin.Forms enterprise apps that are easier to test, maintain, and evolve. Guidance is provided on how to implement the Model-View-ViewModel (MVVM) pattern, dependency injection, navigation, validation, and configuration management, while maintaining loose coupling. In addition, there's also guidance on performing authentication and authorization with IdentityServer, accessing remote data from containerized microservices, and unit testing.
The eBook comes with source code for the eShopOnContainers application, which is an online store that includes the following functionality:
- Authenticating and authorizing with a backend service.
- Browsing a catalog of shirts, coffee mugs, and other marketing items.
- Filtering the catalog.
- Ordering items from the catalog.
- Viewing the user's order history.
- Configuring settings.
The following diagram shows a high-level overview of the architecture of the sample application:
The sample application ships with three client apps:
- An MVC application developed with ASP.NET Core.
- A Single Page Application (SPA) developed with Angular 2 and Typescript.
- A cross-platform mobile app developed with Xamarin.Forms.
The sample application also includes the following backend services:
- An identity microservice, which uses ASP.NET Core Identity and IdentityServer.
- A catalog microservice, which is a data-driven, create, read, update, delete (CRUD) service that consumes an SQL Server database using EntityFramework Core.
- An ordering microservice, which is a domain-driven service that uses domain driven design patterns.
- A basket microservice, which is a data-driven CRUD service that uses Redis Cache.
These backend services are implemented as microservices using ASP.NET Web API, and are deployed as unique containers within a single Docker host. Client apps then communicate with the backend services through a Representational State Transfer (REST) web interface.
The eBook focuses on building cross-platform enterprise apps using Xamarin.Forms and uses the eShopOnContainers mobile app as an example. The following diagram shows the pages from the eShopOnContainers mobile app that provide the functionality outlined earlier:
The mobile app consumes the backend services provided by the containerized microservices. However, it can also be configured to consume data from mock services for those who wish to avoid deploying the backend services.
Enterprise Application Patterns using Xamarin.Forms focuses on core patterns and architectural guidance for developing Xamarin.Forms enterprise apps that are easier to test, maintain, and evolve. Guidance is provided on how to implement MVVM, dependency injection, navigation, validation, and configuration management while maintaining loose coupling. In addition, there's also guidance on performing authentication and authorization with IdentityServer, accessing remote data from containerized microservices, and unit testing.
The eBook also ships with a sample application, which can be downloaded here.
The eBook is complementary to Architecting and Developing Containerized and Microservice based.NET Applications, which focuses on developing containerized microservices and their deployment.
Other guides worth reading include Architecting and Developing Modern Web Applications with ASP.NET Core and Azure, Containerized Docker Application Lifecycle with Microsoft Platform and Tools, and Microsoft Platform and Tools for Mobile App Development.


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Science, Technology, Engineering & Math | News
Robot Set Helps Teach Math and Science
- By Dian Schaffhauser
Can robots teach math? That's what RobotsLab is promoting with the release of its latest robotics product, the Box, a kit of hardware and curriculum intended to teach Algebra 1 and 2, physics, geometry, trigonometry, and pre-calculus for grades seven through 12. The Box comes in two versions, one for $3,500, which includes four robots, a tablet computer that acts as the control station, accessories, and 50 lessons and quizzes. A "Deluxe" Box, which is $3,999, includes access to additional lessons throughout the year and an extended warranty.
Each lesson is an app on the tablet that controls the robots in the package. Every module comes with an instructional video, a touch-based lesson, a quiz, and additional teaching materials. For example, a robotic ball is used in lessons on quadratic equations, statistics, and probability; a robotic arm helps teach geometry lessons on triangles and angles as well as trig lessons on arc, length, sine, and cosine; and a "quadcopter" provides physics lessons in gravity, acceleration, and frame of reference.
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RobotsLab's Box kits enable teachers to use robots to illustrate math concepts.
According to one lesson, the robots are used to "expose scientific principles providing a bridge between the abstract topics and the real world." In order to solve quizzes, the students have to work through equations, come to an understanding of physical forces, and perform scientific investigation.
The content has been vetted by a panel of teachers who reviewed, experienced, and tested the courses before the Box was launched. "You can open the Box, turn-on the preloaded tablet, and within minutes explain quadratic equations with a Quadcopter," said reviewer Peter Stone, a professor at the University of Texas, Austin."You don't need to be experienced with robotics or have a degree in computer science--just an enthusiasm for your subject area."
According to the company, the lessons align with Common Core State Standards as well as the standards mandated by the Texas Education Agency.
Dian Schaffhauser is a writer who covers technology and business for a number of publications. Contact her at _EMAIL_.


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Bring Quantum into your classroom
Quantum Ambassador Programme
Inspire your students aged 16 to 19 and get them engaged in the latest developments in science and technology!
The Quantum Ambassador Programme will help teachers to lead quantum physics activities in the classroom, with the support of STEM Ambassadors. You'll be able to take students from the first quantum revolution (lasers, MRI scanners, GPS and semiconductors) up to the present day and into the future.
This exciting programme will enable post-16-year-olds to:
- engage in science and emerging technologies
- understand the scientific process
- enhance their understanding of quantum physics and technology concepts
- be signposted to relevant career pathways.
How the programme will work
The Quantum Ambassador programme will run for two years, from 2021 to 2023.
During the first year of the programme, teachers can access four specially-developed lesson modules covering Quantum Technologies in the UK. Each module is around 30 minutes long and will include links to the physics curriculum. Students can access these modules independently. Whilst taking these modules, students can generate questions that can be sent to a Quantum Ambassador. An online Q&A session will then take place with the Ambassador and students, which will also include a career-focussed chat.
During the second year of the programme, Quantum Ambassadors will be available to deliver free Quantum enrichment workshops in schools. These workshops will bring the world of Quantum to students, showcasing the work of the four Quantum Hubs in the UK and linking the science and technology involved to the curriculum. Careers will be signposted, hopefully raising awareness of the growing number of opportunities available in the Quantum field.
There's a limited number of spaces available for this exciting programme, so be sure to register your interest below. You can be involved in the programme throughout the full two years, or choose to just access the 2021 lesson modules - it's completely up to you!
Become a Quantum Ambassador
Our team of Quantum Ambassadors will be paired with a school to shed light on the world of quantum physics and quantum careers. Quantum Ambassadors are part of the STEM Ambassador programme, and activities can be arranged via the STEM website. To find out more and sign up as a Quantum Ambassador, click the link below:
The UK has entered a global race to develop new quantum technology. Thanks to the UK National Quantum Technology Programme, an alliance of academia, industry and government are working in collaboration to accelerate the research into quantum technologies, in order to make a difference to our everyday lives.
Through a mix of government and industry funding, the UK has now committed more than one billion pounds over ten years to this coordinated programme in quantum technology. The UK has established four hubs to maintain the technological research leadership in quantum technologies, these are:
The UK National Quantum Technologies Programme is delivered by EPSRC, Innovate UK, BEIS, National Physical Laboratory (NPL), Government Communications Headquarters (GCHQ), Defence Science and Technology Laboratory (Dstl) and the Knowledge Transfer Network (KTN).