text:
Healthcare Software Solutions for Patient Engagement in Waco, Texas
Welcome to Prescribery, a leading provider of healthcare software solutions that empower patient engagement in Waco, Texas. Our innovative technologies and user-friendly platforms are designed to enhance communication, streamline workflows, and ultimately improve the overall patient experience. With Prescribery, healthcare providers can optimize their operations and deliver high-quality care in today's digital era.
Revolutionizing Patient Engagement
Prescribery's healthcare software solutions revolutionize patient engagement by leveraging cutting-edge technologies and intuitive interfaces. Our platforms facilitate seamless communication between patients, doctors, and other healthcare professionals, ensuring that everyone is on the same page throughout the care journey.
Prescribery offers a range of advanced features such as:
- Secure Messaging: Our secure messaging system allows patients and healthcare providers to communicate easily, eliminating the need for traditional phone calls or emails. Patients can securely share their medical concerns, ask questions, and receive timely responses from their healthcare providers.
- Appointment Management: With our appointment management module, patients can schedule, reschedule, or cancel appointments at their convenience. This feature minimizes scheduling conflicts, reduces no-shows, and optimizes the utilization of healthcare resources.
- Electronic Health Records (EHR) Access: Prescribery enables patients to access their electronic health records from anywhere, anytime. This empowers patients to proactively manage their health by reviewing test results, tracking their medications, and staying informed about their overall health status.
- Medication Reminders: Our software solutions come with medication reminder functionalities, ensuring that patients never miss a dose. Automatic notifications can be set to remind patients to take their prescribed medications on time, improving medication adherence and health outcomes.
- Telehealth Integrations: In today's digital age, telehealth plays an integral role in patient care. Prescribery seamlessly integrates with telehealth platforms, allowing for virtual consultations, remote monitoring, and remote patient education. This ensures that patient-provider interactions can take place even when in-person visits are not possible.
Transforming Healthcare Workflows
In addition to facilitating patient engagement, Prescribery's software solutions transform healthcare workflows, making them more efficient and effective. Our intelligent systems help healthcare providers optimize their operations, resulting in improved productivity and enhanced patient care.
Key features of our healthcare software solutions for healthcare providers include:
- Electronic Prescriptions: Our software allows healthcare providers to generate electronic prescriptions quickly and securely. This eliminates the need for handwritten prescriptions, reduces errors, and ensures medication safety for patients.
- Billing and Claims: Prescribery simplifies billing and claims management processes, streamlining administrative tasks for healthcare providers. Our software helps generate accurate bills, submit insurance claims electronically, and track reimbursement statuses.
- Data Analytics: Our software solutions provide insightful data analytics, empowering healthcare providers to gain valuable insights into patient trends, treatment outcomes, and population health. With this information, providers can make data-driven decisions to deliver more personalized and effective care.
- Integration Capabilities: Prescribery seamlessly integrates with existing electronic health record systems and other third-party platforms. This ensures a smooth transition to our software solutions without disrupting established workflows.
Empowering Healthcare in Waco, Texas
At Prescribery, we are dedicated to empowering healthcare in Waco, Texas, at 31.56°N 97.19°W. Our healthcare software solutions are custom-tailored to meet the unique needs of healthcare providers in the area.
By implementing Prescribery's software solutions, healthcare organizations in Waco, Texas, can experience:
- Improved patient satisfaction through enhanced engagement and convenience
- Streamlined workflows, leading to increased efficiency and productivity
- Better communication and collaboration among healthcare professionals
- Reduced administrative burden, allowing more time for patient care
- Enhanced medication adherence and management
- Access to valuable data for informed decision-making
- Seamless integration with existing systems for a hassle-free transition
Ready to transform patient engagement and healthcare workflows in Waco, Texas? Contact Prescribery today at _URL_ to learn more about our comprehensive healthcare software solutions. Together, we can drive positive change and deliver exceptional patient care.


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I'm relatively new to Mathematica, and I'm trying to define a function f(k) that would do the following:
For any positive integer $k$, a finite sequence $a_i$ of fractions $\frac{x_i}{y_i}$ is defined by: $$a_1 = \frac{1}{k}\\ a_i = \frac{x_{i-1}+1}{y_{i-1}-1}$$ When $a_i$ reaches some integer $n$, the sequence stops. (That is, when $y_i=1$.) Define $f(k) = n$.
-- Project Euler
I have the following function written:
f[k_, sofar_] = Module[{num, result},
 result =
 If[sofar == 0,1/k,((num = Numerator[sofar]) + 1)/(num/sofar - 1)
f[k_] = f[k, 0]
But I get the result {ComplexInfinity,List} and I don't understand why. What am I doing wrong?
share|improve this question
Your function needs to depend on both $x_{i-1}$ and $y_{i-1}$. (This answer applies to any programming language you might choose for tackling this problem.) – whuber Mar 7 '13 at 23:08
I rephrased the format of the question from Project Euler. The fraction is reduced before the function is re-applied. – Jakob Weisblat Mar 7 '13 at 23:09
Yep, but you still need to track the numerator and denominator, so you might as well do so explicitly--at least conceptually. Your life will be much easier. (Mathematica can handle many of the details, but under the hood it will be doing exactly the same thing: carrying an ordered pair of (numerator, denominator) around.) – whuber Mar 7 '13 at 23:10
so I pass $x_i/y_i$ as $sofar$ and then determine the new numerator, then $\frac{num}{sofar}$ is $y_i$ – Jakob Weisblat Mar 7 '13 at 23:11
_USER_ After completely changing my code such that it works in the way you suggested, the problem goes away. Huh. Thanks. – Jakob Weisblat Mar 7 '13 at 23:26
show 4 more comments
marked as duplicate by Jens, rm -rf Apr 27 '13 at 20:53
1 Answer
The solution to this problem is to use := instead of = with the function definition so that it is not evaluated immediately.
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Exploring Creation With Physical Science
This course provides a detailed introduction to our physical environment and the basic laws that make it work. The broad scope of this course includes the earth's atmosphere, hydrosphere, and lithosphere as well as weather, motion, Newton's Laws, gravity, the solar system, atomic structure, radiation, nuclear reactions, stars, and galaxies. This course is intended to precede high school biology and should be taken simultaneously with pre-algebra.
Special features include:
- Engaging, easy-to-perform experiments
- High-quality, full-color illustrations
- Access to additional online resources for more advanced learners
- Appendix of review questions
This course comes in 2 volumes: a hardcover student text that contains all student materials, study questions, photos, and illustrations and a softcover volume that contains answers to module study guides, tests, and test solutions.
Author: Dr. Jay Wile
Format: Hardcover student text and softcover teacher manual with solutions and tests
$85 for Set
$65 for Text
Full Course on 2 CD-ROMs: $65
Companion CD-ROM: $15
MP3 Audio CD: $15

source: openbmb/Ultra-FineWeb


text:
When you own common stock in a company, you have a claim on the company's earnings, or profits, based on the number of shares you own. If the company also has preferred stockholders, they get their dividends before common stockholders see any money. To find out what's left after preferred stockholders get their cut, you can calculate earnings available for common stockholders. A company uses this money to pay dividends to common stockholders -- if it chooses to -- and to reinvest in its business. To gauge a company's performance, It's important to review its earnings available for common stockholders each quarter.
Download a company's quarterly report on Form 10-Q or annual report on Form 10-K for the desired accounting period from the investor relations section of its website or from the U.S. Securities and Exchange Commission's online EDGAR database.
Locate the income statement and the statement of stockholders' equity in the financial report.
Identify the amount of net income or net loss the company reports toward the bottom of the income statement. An income statement shows a net loss in parentheses. For example, assume a company generated $1 billion in net income during its most recent quarter.
Look up the amount of preferred dividends the company declared during the period on its statement of stockholders' equity. The statement shows this amount in parentheses to designate that the payments reduce stockholders' equity. In this example, assume the company declared $50 million in preferred dividends.
Subtract the company's preferred dividends from its net income or loss to determine its earnings available to common stockholders. Treat a net loss as a negative number. Concluding the example, subtract $50 million from $1 billion to get $950 million in earnings available to common stockholders.
- If a company has no preferred stock, its net income represents its earnings available for common stockholders.
- Calculate a company's earnings available for common stockholders in previous quarters to identify any positive or negative trends. Increasing earnings available for common stockholders is typically good for a company's common stock.
- You can also divide earnings available for common stockholders by the number of shares of common stock outstanding -- reported on the balance sheet -- to see how much the company earned for each share of common stock.
- Duncan Smith/Photodisc/Getty Images
- Diluted Vs. Undiluted Shares
- How to Calculate Stock Prices Using Price-to-Earnings Ratio
- How to Calculate the Book Value of a Preferred Stock
- What Happens If a Company Doesn't Pay Dividends to Stockholders?
- How to Calculate Beginning Stockholder's Equity
- How to Find the Value of Common Stock in Accounting
- How to Calculate Cash Flow From Investing Activities
- How Is Preferred Stock Classified on the Balance Sheet?


Define JavaScript Resource Types
You can get full control over returned JSON by defining JavaScript resource types.
You can get full control over returned JSON by defining JavaScript resource types. JavaScript resources are not explicitly bound to tables, such as other web services. Your JavaScript code is responsible for retrieving data and for formatting it into JSON. The most common use for this resource type is to call an outside REST service and connect to multiple servers of any type. For example, you might aggregate REST/JSON services.
You can provide options on how you want
Layer7 Live API Creator
to handle incoming requests for your JavaScript resources by defining the extended properties for the resource.
For more information about how to define extended properties for a resource, see Manage the Extended Properties for Resources.
Layer7 Live API Creator
does not understand the internals of the external content, including its mapping to underlying data, its primary keys, its logic, and its security.
Layer7 Live API Creator
cannot supply advanced automation services such as pagination or update.
In this article:
Create a JavaScript Resource
 1. With your API open, in the Create section, click
 If you have not defined any resources yet, the Welcome to Resources page appears. If you have created at least one resource, the Resource tab displays.
 2. Do one of the following options:
 - If you have not defined a resource yet, create a resource by clicking
 Create a Resource
 - If you have created at least one resource, above the list of resources, click
 New Resource
 The Add Resource window opens.
 3. Complete the following fields, and then click
 Resource Type
 Defines the type of resource you want to create. Select
 JavaScript Resource
 - Ⓣ Table-based Resource.
 Resources that are linked to existing base SQL entities (tables and views) and automate SQL handling. You can integrate other data sources and control SQL by defining the resource type.
 - Ⓢ Free SQL
 . Resources that you specify the SQL to execute.
 - Ⓙ JavaScript
 . (Advanced users) Resources that you supply the server-side JavaScript that
 Layer7 Live API Creator
 executes whenever the resource is accessed and returns JSON.
 Resource Name
 The resource name is the container name with JSON. The name must contain alphanumerics or the underscore (_) special character.
Your JavaScript resource is created and displays in the list of resources.
Define the JavaScript Resource
Top-level resources should be collections. Sub-resources are collections if there can be many rows for a single row in the containing resource. If a sub-resource is for an entity that is a parent entity of the containing resource's entity, then
With your JavaScript resource open, complete the following fields, and then click
Is a collection
Defines whether the entity (table or view) for the resource is a child of the containing resource's entity.
Defines the server-side JavaScript code that API Server executes when an API user accesses this resource. The code is responsible for retrieving data and for formatting it into JSON.
For an example of how to define the code for your JavaScript resource, see the "Example JavaScript Resource" section.
var result = {
result: "Hello, world!",
String: "rkxgohwzng",
Number: 827.3783957232455,
"Null value": null
return result;
You can access and insert JavaScript code examples into the JavaScript resource code editor. For more information about the code examples that are available for JavaScript resources, see JavaScript Code Examples.
The details of your JavaScript resource is defined.
Example JavaScript Resource
JavaScript subresource illustrates how you can deliver JSON results combining managed data (
) with external service results (
) by retrieving resource information from another REST server (line 2) as the data for the
The following code snippet shows the code for the
JavaScript subresource that is included with the
Service calls to integrate external data
code example is available from the JavaScript resource code editor.
var url = req.baseUrl;
log.debug(url); // this is the base URL for this server
url = url.replace("/demo","/sample");// compute baseURL of target system
url = url + "v1/orders"; // add version/ resource endPoint on target
var key =; // this context variable is system supplied
log.debug("..using key: " + key + ", and url: " + url);
key = JSON.stringify(key, null, 0);
var params= {
sysfilter: "equal(customer_name:" + key + ")"
//special Auth Token in this project to allow access from url (?auth=AdminKey:1)
var settings = {
headers: {
Authorization: "CALiveAPICreator AdminKey:1"
//////////// Built in utility to make REST GET call
var response = SysUtility.restGet(url, params, settings);
return JSON.parse(response);
For more information about the
API sample, see Demo API Sample.
Your returned JSON (
) is inserted into the larger result, as shown in the following code snippet:
"name": "Alpha and Sons",
"balance": 4484,
"_USER_": {
"href": "http://localhost:8080/APIServer/rest/el-local/demo/v1/CustomerJSOrdersREST/Alpha%20and%20Sons",
"checksum": "A:e86aea2e0a4e74bf"
"OrdersRest": [
"order_number": 1,
"amount_total": 1079,
"paid": false,
"notes": "This is a small order",
"customer_name": "Alpha and Sons",
"salesrep_id": 2,
"_USER_": {
"href": "http://localhost:8080/APIServer/rest/el-local/demo/v1/PurchaseOrders/1",
"checksum": "A:5c157e88a42aa592"
"LineItems": [
"lineitem_id": 12,
"product_number": 2,
"order_number": 1,
JavaScript subresource in the Demo API shows how your code includes context for:
 - The
 JavaScript context variable. You can access data from the containing row, in the previous example, a Customer row from the
 containing resource (line 3). You can parameterize the external service using locally managed data using this context variable.
 - The
 JavaScript context variable. This object is for printing to the log. You can view debugging information in the log.
 For more information about how to view logging information, see View Logging Information.
 - The
 context variable. You can use this variable to invoke REST services, such as GET.
 - The
 object. Provides access to the HTTP request, including the API key, resource name, and arguments. This object has the following useful properties:
 return {
 baseUrl: "" + req.baseUrl, // The URL of this call up to the project
 fullBaseUrl: "" + req.getFullBaseURL(),
 accountName: "" + req.account.getName(),
 accountUrl: "" + req.account.getUrlName(),
 projectName: "" + req.project.getName(),
 projectUrl: "" + req.project.getUrlName(),
 apiName: "" + req.apiVersion.getName(),
 userIdentifier: "" + req.userIdentifier, // Can be null
 params: JSON.parse("" + req.urlParameters), // Parameters from URL, e.g.?abc=123&def=foo
 userProps: JSON.parse("" + req.userProperties), // User props from authentication
 verb: "" + req.verb, // GET, POST, PUT, DELETE, etc...
 clientAddress: "" + req.clientAddress // The IP address of the caller
 For more information about the
 object, see The req Object.
For more information about the context variables that are set when
Layer7 Live API Creator
invokes JavaScript logic, see the Quick Reference Guide.
Call JavaScript Resources
You can call JavaScript resources in the following ways:
Call JavaScript Resources as Endpoints
You can invoke an endpoint from the current API using the
method in your JavaScript code. This method uses the same authentication as the original call, which is more efficient than making a full network call. If you are using different authentication or if you are invoking an endpoint from another API, make a network call using the()
var custsJson = SysUtility.getResource("Customers", {filter: {"name like '%foo%' "}); var custs = JSON.parse(custsJson); for (var i = 0; i < custs.length; i++) { log.debug("Customer: " + JSON.stringify(custs[i])); }
Calls to your usual REST URL depend on your use of a load balancer. If you are using a load balancer, ensure that your load balancer sets HTTP forwarding headers properly.
For more information about these methods, see The SysUtility Object.
Call JavaScript Resources using GET and POST Requests
You can call JavaScript resources using GET and POST requests. Access the JSON payload with a POST using the
property in your JavaScript code.
Layer7 Live API Creator
performs logic on only table-based resources.
For more information:
Call Multiple HTTP Requests in Parallel
You can have
Layer7 Live API Creator
call multiple HTTP requests in parallel using the
method in your JavaScript code. This method optimizes your API by creating separate threads to call the HTTP service requests, and then it returns and array of JSON responses. You can iterate through the responses to perform more processing or API mashups before returning the response to the client.
For more information about this method, including the syntax to use, see The SysUtility Object


Board Policy A-102.00
Board of Trustees Process
Board of Trustees Governing Style
Community college trustees are responsible for ensuring that their colleges are integral parts of their communities and serve ever-changing needs. They are accountable to the community for the performance and welfare of the institutions they govern.
Effective boards consist of people who come together to form a cohesive group to articulate and represent the public interest, establish a climate for learning, and monitor the effectiveness of the institution. Boards of trustees do not do the work of their institutions-they ensure that colleges have outstanding presidents. They establish standards for the work through the policies they set.
 1. Standards of Good Practice In support of effective community college governance, the Board of Trustees of Northwestern Michigan College believes:
 1. That it derives its authority from the community and that it must always act as an advocate on behalf of the entire community
 2. That it must clearly define and articulate its role
 3. That it is responsible for creating and maintaining a spirit of true cooperation and a mutually supportive relationship with its CEO
 4. That it always strives to differentiate between external and internal processes in the exercise of its authority
 5. That its trustee members should engage in a regular and ongoing process of in-service training and continuous improvement
 6. That its trustee members come to each meeting prepared and ready to debate issues fully and openly
 7. That its trustee members vote their conscience and support the decision or policy made
 8. That its behavior, and that of its members, exemplifies ethical behavior and conduct that is above reproach
 9. That it endeavors to remain always accountable to the community
 10. That it honestly debates the issues affecting its community and speaks with one voice once a decision or policy is made
 2. Board Roles and Responsibilities to be effective, trustees and boards must:
 1. Represent the Common Good
 1. Know community needs and trends
 2. Link with the community
 3. Seek out and consider multiple perspectives when making policy decisions
 4. Debate and discuss issues in public
 5. Serve the public good
 6. Set the Policy Direction
 7. Be proactive, visionary, and future-oriented
 8. Learn about and communicate with many different groups
 9. Focus on community needs and trends
 10. Establish the vision, mission and broad institutional goals as policy
 2. Act as a Unit
 1. Integrate multiple perspectives into board decision-making
 2. Establish and abide by rules for conducting board business
 3. Speak with one voice; support the decision of the board once it is made
 4. Recognize that power rests with the board, not individual trustees
 5. Create a Positive Climate
 6. Model a commitment to learning and to students
 7. Focus on outcomes
 8. Support professional growth
 9. Seek consultation in developing policy
 10. Be ethical and act with integrity
 3. Employ, Evaluate and Support the Chief Executive Officer
 1. Select and retain the best CEO possible
 2. Define clear parameters and expectations for performance
 3. Conduct periodic evaluations; provide honest and constructive feedback
 4. Act ethically in the relationship with the CEO
 5. Support the CEO; create an environment for success
 4. Define Policy Standards for College Operations
 1. Define expectations for high quality educational programs
 2. Define expectations for student achievement and fair treatment of students
 3. Require wise and prudent use of funds and management of assets
 4. Set parameters to attract and retain high quality personnel and ensure fair treatment of employees
 5. Monitor Performance
 1. Monitor progress toward goals
 2. Monitor adherence to operational policies
 3. Use pre-established criteria for monitoring
 4. Schedule a timetable for reports
 6. Support and Be Advocates for the College
 1. Promote the College in the community
 2. Foster partnerships with other entities in the community
 3. Advocate the needs of the College with government officials
 4. Support the foundation and fundraising efforts
 5. Protect the College from inappropriate influence
 7. Lead as a Thoughtful, Educated Team
 1. Engage in ongoing learning about board roles and responsibilities
 2. Be curious and inclusive
 3. Be positive and optimistic
 4. Support and respect each other
Revised April 17, 2000
Revised September 26, 2005
Section Navigation Academic Programs


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Despite the increasing knowledge of amphibians and reptiles in Guyana, the southern part of the country has yet to be explored. Southern Guyana has been noted as a high research priority because it harbors large, contiguous forests, and a high diversity of habitats. The reptiles and amphibians of the Acarai Mountains and the upper Essequibo River had never been surveyed before this expedition.
Sampling for reptiles and amphibians took place in the rivers and tributaries and in the nearby vegetation, with the exception of occasional findings by the other RAP team members (usually the insect team). Adult and juvenile amphibians and reptiles were captured by hand once seen, while tadpoles were collected using fine mesh nets (occasionally by the fish team).
|Blue poison dart frog |
The team also interviewed local field guides informally, who were able to provide information especially about medium-to-large reptiles.
The study area yielded 26 species of amphibians and 34 species of reptiles. Most of the amphibians were of the order Anura, of which over half were tree-frogs. Toads and poison arrow frogs were found in smaller numbers. Within reptiles, the team recorded two species of crocodilians, three turtles, 14 lizards, and 16 snakes. All of the large reptiles, including two species of crocodiles and three of turtles, are part of the Wai-Wai diet.
Most of the sampling effort was devoted to areas of importance to the Wai-Wai, or near to their village. Overall, the results showed only a fraction of the amphibians and reptiles found in the area and more work should be undertaken to determine its true richness. Many of the amphibians found were species generally associated with habitat affected by human activity.
IN DEPTH: Learn more about reptiles and amphibians of the Konashen, Guyana.
|Schneider's dwarf caiman (Paleosuchus trigonatus) young, this species |
prefers more turbid waters than other species of the genus.
This includes such species as the common cane toad Chaunus marinus
, the smooth sided toad Rhaebo guttatus
, the black spotted skink Mabuya nigropuntata
, the bridled gecko Gonatodes humeralis
, and turnip tailed gecko Thecadactylus rapicauda
These species were found in the houses, and whiptail lizards Ameiva ameiva and Kentropix calcarata were found at sites nearby.
|Worm lizard |
is legless and without
The blind snake Typhlophis ayarzaguenai
represents the first record of this species for Guyana. An aquatic lizard, the snake Helicops
sp., and the caecilian may also represent new records for Guyana, once taxonomic review is completed. The caecilian was found only in the non-flooded forest of the Acarai Mountains. Monkey frogs of the genus Phyllomedusa
were also found in this area.
In the Kamoa River area, two species were found that were unique to that area; the crested forest toad (Bufo margaritifera) and the chicken frog (Leptodactylus knudseni).
What it Means
|Emerald tree boa (Corallus caninus) coiled in a tree.|
Since the expedition was conducted only during the dry season, there are undoubtedly many more species to discover in this region. The Acarai Mountains and Sipu River area is likely the richest in the Konashen COCA for reptiles and amphibians.
The elevation ranges and unique habitats, including non-flooded forest and mountain streams, probably harbor many endemic and undescribed species, making it very important for future research.
Although the area of Konashen closest to the villages showed much less abundance of medium-to-large reptiles, many of which are part of the Wai-Wai diet, the other reptile and amphibian communities appeared to be in good shape.
| Ant Team | Dung Beetle Team | Katydid Team | Fish Team |
| Reptile and Amphibian Team | Bird Team | Mammal Team |

source: HuggingFaceFW/fineweb-edu


11 Kings Hill, Great Cornard,
Sudbury, CO10 0EH
01787 372825
Pelvic Pain
Pelvic Adjustments
Pain in the pelvis or pelvic pain is considered pain below the navel. There are once again many possible causes which needs to be considered and ruled out. If a chiropractor finds anything that is not musculoskeletal in nature he would refer.Pelvic Pain - Pelvis adjustments
The pelvis is made up of three parts. The sacrum forms the posterior aspect while the Ilia are attached on both sides via the sacroiliac joint. It's between these 3 bones and the sacroiliac joints that a twisted pelvis occurs. The pelvis is often misconstrued for being the hips but the hip joints are actually sit within the pelvis. The spaces between bones of the sacroiliac joint is made of cartilage which can become distorted and inflamed along with the ligaments of the pelvis. This can often be a source of pain.
The chiropractor will usually use three ways to analyse the pelvis for pelvic pain or misalignment. He would palpate and feel these areas for inflammation and movement and conduct orthopaedic tests to test the integrity of the sacroiliac joints. He may use x-rays to see the alignment and or use visual clues that show the probability of a pelvis misalignment. Some indicators are foot flair, straight back posture, a buttock that appears long and flat by comparison the other etc.
A twisted pelvis will also distort the spine and many misalignments and altered spinal movement originate in the pelvis. We call it the foundation principle. If a distortion occurs here the compensating distortion higher up the spine is usually more pronounced. Often when we correct the pelvis alignment other symptoms higher up the spine resolve.
Pain across the top of the pelvis and into the low back is very common. Often this is referred pain from the low back which tends to refer over one side of the low back and sometimes even into the pelvis.


text:
Word Origin & History
suffix attached to verbs to mean their action, result, product, material, etc., from O.E. -ing, -ung, from P.Gmc. *unga (cf. O.N. -ing, Du. -ing, Ger. -ung). Originally used to form nouns from verbs and to denote completed or habitual action. Its use has been greatly expanded in M.E. and Mod.Eng. The
other use of -ing is to form the prp. of verbs, and in this sense it developed from O.E. -ende (cf. Ger. -end, Goth. -and, Skt. -ant, Gk. -on, L. -ans). It evolved into -ing in 13c.-14c.


text:
Fill in the Missing Race Car Numbers
What is the fastest way to count cars? This worksheet will give your child practice counting by filling in the blanks of the race cars. To complete this worksheet your child will need to look at the different numbers and determine which ones are missing in the counting sequence. What number comes between 47 and 49? After completing this worksheet your child will have improved his counting skills.
Washington Virtual Academies
Tuition-free online school for Washington students.


desafuero in French
1. (general) excès (m)
2. (ofensa) outrage (m)
Example Sentences
And the conversation went way beyond what he called, tongue in cheek, the "small matter" of the desafuero.
pronunciation pronunciation
As Narco News reported yesterday, Mexican public opinion has turned, sharply, against the desafuero, in favor of López Obrador, and against Fox's heir apparent Santiago Creel.
pronunciation pronunciation
Fox and Creel and the other desafuero-plotters are now, stuck with a "poster boy" for "respect for institutions" that is anything but one.
pronunciation pronunciation
dictionary extension
© dictionarist.com


text:
Socially Awkward? Check Your Genes
by Michael Torrice from Science
"Some people can read your face and know you've had a bad day. Others
seem oblivious. Now, researchers have pinpointed a genetic explanation
for why some people are better empathizers than others.
Empathy is crucial for our everyday social interactions.
Neuroscientists have focused on a possible role for oxytocin, a hormone
that seems to help us get along. Human volunteers trust
others more to dole out money fairly when under the influence of the
hormone, for example. And recently, scientists have linked a variation,
or polymorphism, in the gene that codes for the oxytocin receptor to
autism, a disorder defined by impaired social interactions..."
Read the article.


The Moon Oracle
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Caroline Smith & John Astrop
This original, easy-to-use divination system and practical introduction to lunar astrology allows you to align your life with the fluctuating rhythms of the moon and do in-depth, multilayered readings using a combination of lunar cards.
The deck includes 72 powerfully illustrated oracle cards featuring dramatic figurative and symbolic imagery representing the 8 phases of the moon (in each of the 4 astrological elements), 12 moon goddesses, and 28 moon mansions.
Consult the moon tables in the book to pinpoint the exact phase of the moon and astrological sign it appears in to shed light on the present state of your question, then refer to the suggested reading methods and detailed card interpretations for guidance on the best way to proceed.
72 lunar oracle cards & 128 page guidebook including Moon Phase Tables;
Boxed Set measures - 15.2 x 5.1 x 21.6 cm


St. Tweety
6 12 2010
Someone sent me this article about the saints venerated by Mexican drug smugglers. This one was a little out of the ordinary:
Traffickers also rely on good-luck charms, such as Scarface posters and pictures of Tweety, the yellow bird from Looney Tunes. Apparently traffickers find comfort in the idea that although Sylvester chases Tweety, he never catches the wily bird, Almonte said.
Next to their pictures of St. Jude and Santa Muerte can also be found pictures of a cartoon character. This is not surprising, as even back in Mexico, people would carry and "pray to" sea beans and heads of garlic for luck in such things as games of chance.
This perhaps is another chapter in the phenomenology of the divine: how does something go from being popular image or inanimate object, to being a saint, a demi-god, or a god itself. What is the difference between luck and Providence; a local manifestation of the preternatural and the metaphysical ens causa sui of philosophy?
Perhaps the "god of philosophy" or the "god of ethics" is just as much an "idol" as Tweety, and serves almost the same purpose.


text:
When a client uses an HTTP data stream to transfer a URL resource to the server, it may need to specify the media type that is being transfered. This error will be generated if any of the following criteria are met:
- If the specified media type does not match the actual media included in the request.
- If the actual media included in the request is incompatible with the current resource data.
- If the actual media included is incompatible with the method specified by the HTTP request.
Most users should not encounter this error page. It is highly indicative of programming issues with a specific feature, and requires development to resolve.
To troubleshoot this issue you would need to identify the media type that your client is attempting to transfer via HTTP, and what type of media type the request is claiming to send, and the required media type by the software on the server.


text:
We present the results of an investigation into the morphology and dynamics of ionized gas in the bulge of the gas-rich S0 galaxy NGC 5102. We show that the bulge of NGC 5102 contains a ring of ionized gas, ∼1.3 kpc in diameter, which is centered well away from the nucleus. Through spectroscopy and [O III] λ5007 imaging, we show that the gas is excited by a low-velocity shock, which varies from ∼50 to ∼70 km s-1 along the ring. Fabry-Perot images in Hα confirm that the gas is moving slowly, and suggest that the structure is a supershell, ∼107 yr old. This age is significantly younger than the galaxy's nuclear starburst, which is ∼2×108 yr old. We also use our [O III] λ5007 images to identify planetary nebulae (PNs) in the bulge and inner disk of NGC 5102. Using the planetary nebula luminosity function, we derive a distance modulus to the galaxy of (m-M)0=27.47+0.18-0.27, or 3.1+0.3-0.4 Mpc, confirming its membership in the NGC 5128 group. Our derived value of 47.2+12.2-9.2×10-9 for the bolometric luminosity-specific PN density, α2.5, is higher than that observed for the bulge of M31 or the giant ellipticals of the Virgo Cluster, but not significantly different from that found for the small, normal ellipticals NGC 3377 or M32. The high value for α2.5 suggests that virtually all of NGC 5102's stars will someday evolve through the planetary nebula stage.
All Science Journal Classification (ASJC) codes
- Astronomy and Astrophysics
- Space and Planetary Science


Lawrence Cemeteries: Haskell Children's Cemetery
Haskell Indian Nations University opened in 1884 as a boarding school for Native Americans. Due to poor conditions, many of those in attendance died and were buried at the southeast end of campus.
There is a marker just outside the cemetery that reads: "The Haskell Cemetery has approximately 100 students buried here. The child's name, tribal affiliation, date of birth and death are engraved on their headstones. Some causes of death were listed as consumption (Tuberculosis), pneumonia, accidental death, typhoid-malaria, heart and kidney problems. The earliest burial was 1885 and the last burial was 1943. Please, be respectful of the offerings left on the headstones."
Legend has it that the cemetery at Haskell is haunted, that you can hear the children buried there cry after dark.
As for me, I went during the day.


pattr Tutorial 1: Patcher Storage
Max has a wide variety of objects for storing and managing data. Objects such as table, funbuff, coll, and umenu all store information that you can set manually or via a mechanism within a patch itself. The preset object, which also stores data, is useful for capturing and recalling the 'states' of user-interface objects within a patcher, giving you the ability to rapidly restore settings to multiple parts of your patch in one step.
What is pattr?
Often a project in Max will require a more sophisticated state management system than the basic data structures objects allow for. The pattr family of objects (pattr, pattrhub, autopattr, and pattrstorage) provides the functionality of the preset object and adds a more extensive set of state management features:
In this tutorial, we'll look at some of the basic features of pattr and pattrhub, showing how the objects can be used to communicate remotely with objects anywhere in a Max patch.
Object Binding
Open the tutorial.
Take a look at the tutorial patcher. Turn on the metro object with the toggle object box labeled 'start'. You should hear some music if you double-click the noteout object and select a valid output synthesizer. The number box attached to the metro object controls the speed of the generated pattern. Click on the colored message boxes to the right of the patch and note that they change the value of that number box even though there are no patch cords or send, forward, or receive objects in the patch.
Clicking in a colored message box changes the metro object's time value.
The pattr object to the right of the metro object is controlling the value in the number box above it. In the language of patcher storage, we say that our pattr object is bound to the number box. When we send messages to that pattr object, it will at all times refer to the data stored in the number box, allowing us to ask the pattr object what the number is currently set to, as well as tell the pattr object to set the number to a specific value remotely.
Our pattr object has a name - speed - which is set by the object's argument and allows other pattr-family objects to communicate with it. The pattrhub object at the bottom of the patch can receive messages and forward them to any pattr objects in the patch. By sending the message speed 125 to the pattrhub, we are telling the object to find the pattr with the name speed. If it finds the relevant pattr object, it will instruct the object to send the message 125 to whatever object it is bound to (in this case, our number box).
Unlock the patch and click on the number box attached to the metro object. Select Name… from the Object menu.
Our pattr object is bound to our number box because the bindto attribute of our pattr object is set to the name of our number box (temponum). The act of naming Max objects allows us easier access to them via the pattr system. Note that the pattrhub object controls our number box via the name of the pattr object to which it is bound (speed), not the name of the number box itself (temponum).
Rename the number box to something else and close the Inspector. Try changing settings for the patch by clicking on the message boxes again.
Note that if we rename our referred object, our pattr object can no longer bind to it. In order to rebind it, we need to tell pattr to bind to our number box again.
Open the Inspector for the number box and name it back to temponum. Close the inspector and recreate the pattr object binding to temponum (either delete the object and undo the deletion, or create a new pattr object). Verify that it is receiving updates from the pattrhub object by clicking on the message boxes again.
Instead of recreating the pattr object, we could have sent our newly 'unbound' pattr object a bindto message with the name of the number box, setting the bindto attribute to a valid object.
More Ways Than One
Naming a Max object and explicitly binding a pattr to it with its bindto attribute is only one way to get a pattr to refer to an object in our patch. It has the advantage of requiring no connecting patchcords between the two objects, allowing them to communicate from spatially disparate parts of the patcher.
Open the subpatch notes by double-clicking the patcher object containing it. This subpatch contains eight pattr object-bound number box objects that define the four pitches in our pattern generator, as well as the number of beats between each trigger of the pitch. This is the part of the patch that allows us to construct a polyrhythmic pattern off of a single counter object (driven by the metro object in the main patcher).
Click on the message boxes back in the main patcher with this window open and notice that the number box objects in the subpatch update correctly when you click on the different patterns. Clicking on the message box updates the subpatch values, too!
In addition to binding objects to pattr through explicit naming and the bindto attribute, pattr objects can control other Max objects through patchcord connections.
The notes subpatch shows two possible ways to do this:
1. Using the pattr object itself to store the data
2. Automatically binding a pattr object to an object using the pattr object's middle outlet.
Internal Storage
If a pattr object is unbound, it will store any messages sent in its left inlet and recall them from its left outlet. Messages sent to an unbound pattr object from a pattrhub object will echo out of the left outlet as well.
Unlock the notes subpatch and attach an slider object to the left outlet of one of the pattr objects named val_a, val_b, val_c, or val_d. Recall the pattr objects' states by clicking on the message boxes in the main patch. Scroll the number box attached to the pattr object. The slider object should move as well.
The pattr objects controlling our pitches are not bound to any single object, and are maintaining the values of the number box objects attached to them not by referring to the objects directly, but by receiving their values as messages. As a result, the number box objects attached to these pattr objects can be deleted and replaced with other objects (or more than one object). Because the pattr object outputs its values when changed (either directly or remotely) we can easily attach multiple objects to the pattr object to set and display values stored in the object.
The use of the prepend object with 'set' argument in pattr connections is to prevent the triggering of MIDI events when we recall the pattr object's state. Unlike most Max objects, pattr objects can be connected to other objects that are directly connected to them in turn without causing a stack overflow.
Automatic Binding
In the same subpatch, try to connect a slider object to the middle outlet of one of the pattr objects labeled mod_a, mod_b, mod_c, or mod_d. The Max window should print an error message and the program should prevent you from making the connection.
The middle outlet of pattr allows for the automatic binding of the pattr to a single object in the same patcher. The number box objects controlling the % objects are communicating with their respective pattr objects just as if we had named them and bound the pattr objects to them manually.
Look at the names for the number box objects by selecting Name… from the Object menu.
The bindto (middle) outlet of pattr objects automatically gives the referring object a name if it doesn't have one already. The name is based on the class of object attached, and multiple objects of the same class in a patch will be given incrementing notation to uniquely identify them (e.g. number, number[1], number[2], etc.).
Back in the main patch, open the durs subpatch of the main patch by double-clicking the patcher object containing it. Observe that the two pattr objects in there (min and max) have been bound to two number box objects through their middle outlets.
One Hub to Rule Them All
Close the subpatchers and go back to the main tutorial patch. Look at the message boxes again and notice the notation used in them to refer to pattr objects inside subpatchers.
Because most of our pattr objects are inside subpatchers, the pattrhub object refers to them using a colon-separated notation that takes the form
We can communicate to pattr objects in nested subpatchers by the same convention, e.g. a pattr named yikes in a patcher called stuff in a bpatcher called things would be accessed through pattrhub with the name:
Using the umenu object in the main tutorial patch, select one of the pattr objects in the patch.
In addition to setting the state of pattr objects through pattrhub, we can also query the state of pattr objects, which will then tell pattrhub their internal state or the value of the object to which they're bound. We do this by sending pattrhub the message get followed by the name of the pattr object we want to query, with no space in the message, e.g. getspeed will poll the state of the pattr named speed.
The number box to the right of the umenu reflects the current value of the selected pattr, output by the second outlet of pattrhub as a message beginning with the name of the queried pattr.
Change the value of the selected pattr by changing the number box next to the umenu. Check to see


a number of constraints, a particular differential resulted in a completely identical output (i.e. a hash collision). Wang called these messages "weak."
For any weak message \(m\), Wang claimed that the message \(m' \neq m\) resulted in a collision where \(m'\) is defined as:
\[ \Delta m = m' - m = (\Delta m_0, \Delta m_1, \cdots, \Delta m_{15})\] \[ \Delta m_1 = 2^{31}, \Delta m_2 = 2^{31} - 2^{28}, \Delta m_{12} = - 2^{16} \] \[ \Delta m_i = 0, 0 \le i \le 15, i \neq 1, 2, 12 \]
Here, \(m_i\) is defined as the \(i\)th 32-bit little-endian word of the message \(m\).
So, what makes a message \(m\) weak? In her paper, Wang listed 121 "constraints" that she claimed were sufficient to ensure that a message was weak. (Later research has shown that 2 additional constraints are actually required for sufficiency).
Wang's 121 constraints
Each of these constraints is a condition on a single bit of a state variable at some point after one of the 48 updates. For example, the first constraint is \(a_{1, 7} = b_{0, 7}\). This means that after \(a\)'s first update, the 7th bit of \(a\) (1-indexing) should equal the 7th bit of \(b\).
The constraints are (more-or-less) independent of each other, so if you have some way of generating random messages that satisfy \(k\) of the 121 constraints, then on average \(2^{121 - k}\) of the messages you generate should satisfy the rest of the constraints (just by chance) and be weak.
It's relatively easy to satisfy the first few constraints, but as you go on it becomes harder and harder because with each new constraint you have to ensure that you don't mess up all of the prior ones. In our attack we satisfied all but 19 of Wang's constraints and 1 out of the 2 additional constraints listed in the improved attack. This suggests that we need to generate \(2^{20}\) or around 1 million messages to find a collision. This seems to be borne out by experimental results.
But wait: how exactly did Wang produce these 100-odd constraints? Her paper doesn't say much in this regard and other accounts online indicate that they were produced mostly by staring really hard at MD4.
We don't actually need to know how Wang arrived at the right constraints to carry out our attack, but it would be nice to understand this part better. If you have a good explanation, please let me know!
First-round constraints
All constraints that deal with updates to state variables made in the first round are pretty straightforward to enforce. This is because each of the 16 first-round updates involves a different \(m[i]\) which means that we can alter each word of \(m[i]\) independently without wrecking the rest of our constraints.
Enforcing a constraint involves nothing more than adjusting the computed state variable to make the constraint true, and then using algebra to solve for the \(m[i]\) that results in the new state variable. For example, to enforce the constraint \(a_{1, 7} = b_{0, 7}\), we first compute our original \(a_1\):
\[a_1 = ((a_0 + f(b_0, c_0, d_0) + m[0]) \mod 2^{32}) \lll 3 \]
adjust it to meet the constraint:
\[a_1' = a_1 \oplus ((a_1 \oplus b_0) \wedge (1 \ll i)) \]
and then compute a new \(m[0]'\) that results in this \(a_1'\):
\[ m[0]' = (a_1' \ggg 3) - a_0 - f(b_0, c_0, d_0) \mod 2^{32}. \]
Several updates have multiple constraints on different bits that need to be enforced. For these, simply compute the new state variable that satisfies all the constraints, and follow the process above to derive the corresponding \(m[i]\).
There are really only 3 different types of constraints, so its helpful to write some helper functions to do most of the heavy lifting:
# helper methods to adjust the state variables
# to satisfy Wang's constraints
def correct_bit_equal(u, v, i):
 b = u
 u ^= ((u ^ v) & (1 << i))
 # print('EQU {} --> {} ({})'.format(b, u, 'Changed' if b!= u else 'Same'))
 return u
def correct_bit_zero(u, i):
 b = u
 u &= ~(1 << i)
 return u
def correct_bit_one(u, i):
 b = u
 u |= (1 << i)
 return u
# enforce first-round constraints
def do_op(state, j, i, s, x, constraints):
 # perform the MD4 operation
 v = lrot(state[j%4] +
 f(state[(j+1)%4], state[(j+2)%4], state[(j+3)%4]) +
 x[i], s)
 # correct the bits according to the constraints
 for constraint in constraints:
 if constraint[0] == 'equ':
 v = correct_bit_equal(v, state[(j+1)%4], constraint[1])
 elif constraint[0] == 'zer':
 v = correct_bit_zero(v, constraint[1])
 elif constraint[0] == 'one':
 v = correct_bit_one(v, constraint[1])
 # compute the correct message word using algebra
 x[i] = rrot(v, s) - state[j%4] - f(state[(j+1)%4], state[(j+2)%4], state[(j+3)%4])
 x[i] = x[i] % (1 << 32)
 # update the state
 state[j%4] = v
Then, you can just write down your constraints in an array and have your code run through and enforce all of them.
Second-round constraints
With just first-round constraints, any randomly generated message can be adjusted to be weak with probability about \(2^{-26}\). This is still too big to make generating collisions super convenient, so we should enforce some second-round constraints to speed up our script.
The first second-round constraint is \(a_{5, 19} = c_{4,19}\). If we just enforce it as we did above we might encounter a problem: in the process of enforcing it we'll have to recompute a value for \(m[0]\), however this new value might mess up our constraints from the very first operation which also involved \(m[0]\).
It turns out this isn't actually true (at least for the first few second-round constraints). Because the bits involved in the constraints for the 17th update do not overlap at all with the bits involved in the constraints for the 1st update, they also involve entirely separate bits of \(m[0]\), so we're safe.
However, there is another, more subtle problem. When we change \(m[0]\), we're also retroactively changing the value of \(a_1\), which was involved in the calculations for the 2nd, 3rd, 4th, and 5th operations. This will ruin the rest of our constraints.
Wang's solution to this involves "multi-step corrections." The principle is essentially "it's ok if \(a_1\) changes, but don't let the changes propagate any further than that". For each of the four operations that \(a_1\) was involved with, adjust the corresponding \(m[i]\) such that the updated state variable remains the same when the operation is performed with the new value of \(a_1\).
Here's what that looks like in terms of math:
This is the 17th update involving \(a_5\):
\[a_5 = ((a_4 + g(b_4, c_4, d_4) + m[0] + \text{0x5a827999}) \mod 2^{32}) \lll 3 \]
Suppose we've computed our adjusted \(a_5'\) to meet our 17th update constraints. Then we recompute \(m[0]\) as:
\[m[0]' = (a_5' \ggg 3) - a_4 - g(b_4, c_4, d_4) - \text{0x5a827999} \mod 2^{32} \]
This retroactively changes the value of \(a_1\) to:
\[a_1' = ((a_0 + f(b_0, c_0, d_0) + m[0]') \mod 2^{32}) \lll 3 \]
from the first update. Now, the second update looks like:
\[d_1 = ((d_0 + f(a_1, b_0, c_0) + m[1]) \mod


West Virginia University professors Ed Jacobs and Chris Schimmel co-authored an article published in October's edition of School Counselor magazine on their work on a progressive method of creative counseling called impact therapy.
Impact therapy is an active, multisensory, creative, theory-driven approach to counseling. By employing techniques that engage multiple senses, a therapist is able to counsel the client in a way that is clear and thought-provoking. For example, Jacobs and Schimmel might use a dollar bill to demonstrate self-worth to a client, or shake up a soda bottle to get them to visualize their anger more clearly.
School Counselor magazine goes to school counselors throughout the country.
Jacobs, an associate professor and coordinator of the master's program in the Counseling, Rehabilitation Counseling, and Counseling Psychology Department, and Schimmel, assistant professor and coordinator of the department's school counseling program, have been perfecting the method of impact therapy since its inception in the early 90s. Schimmel was Jacobs' student at the time he began to teach impact therapy as a counseling technique and has since then worked with him to develop it.
"The brain likes novelty," Jacobs said. "Using multisensory techniques like a shaken up soda bottle to represent anger, or a small chair to represent the little boy or little girl part of the client, helps to more fully engage the client."
In the article, Jacobs and Schimmel encourage school counselors, who work with students on a time constraint, to utilize impact therapy. They note that using these methods with difficult students could mean the difference between not getting through to them and helping them work through their issues in a limited period of time. They provide suggestions on the use of props, as well as writing, to create specific imagery that makes an impact.
"We are pleased that our work is now reaching school counselors throughout the country," said Jacobs and Schimmel, "because impact therapy is such a useful approach for those counseling school-aged kids."
CONTACT: Christie Zachary, WVU College of Education and Human Services
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The Summary of the Book Charlotte's Web by Elwyn Brooks White
February 11, 2021 by Essay Writer
The analysis of the novel Charlotte's Web was published in 1952. It is a children's literature novel written by Mr. Elwyn Brooks White, an American writer and essayist who has allowed us to know and deepen this great story. Elwyn White was well known for the most stupendous books in the United States. On the other hand, Charlotte's web is considered one of the most beautiful, witty, eye-catching and enjoyable novels for both adults and children. This novel obtained the highest record in sales of all time in the year 2000.
This children's novel tells the story of a friendship between a pig and a spider. The narration of this novel is super light and is totally full of passion, love and dedication to animals. Unquestionably this is a story you can't miss!
The novel called Charlotte's web begins with the participation of an eight-year-old girl and her father farmer, Mr. Arable where a normal morning in the barn of the girl's father, the birth of a very small pig with delicate health, that by intervention of the little girl it was avoided that her father will sacrifice him, so she takes care of the helpless and tender little pig who called him Wilbur. Some time later the little pig was at risk of being sacrificed where at that time he became friends with a spider named Charlotte who saved his life by writing about him on his website.
A beautiful morning that seemed very normal and just as pleasant as every day, something unexpected happened while the Arable family had breakfast.
White, E.(1952). Expressed in his book the following dialogue on page 1: "WHERE'S Papa going with that ax? Said Fern to her mother as they were setting the table for breakfast.
Out to the hoghouse, Mrs. Arable replied. Some pigs were born last night.
I don't see why he needs an ax,' continued Fern, who was only eight.
Well, said her mother, one of the pigs is a runt. It's very small and weak, and it will never amount to anything. So your father has decided to do away with it.
Do away with it? Shrieked Fern. You mean kill it? Just because it's smaller than the others?
Mrs. Arable put a pitcher of cream on the table. 'Don't yell, Fern!' She said 'Your father is right. The pig would probably die anyway. Fern pushed a chair out of the way and ran outdoors."
Fern after a long discussion with his father for opposing him to kill the pig, offers to take care of the baby pig and feed him to avoid being killed. Mr. Arable, Fern's father, agrees and gives him the little pig that with just hours of birth he will be noticed how beautiful he was with his pink ears; I must emphasize that the attitude of the mother and the father of fern was not the most appropriate for an eight-year-old girl and it is not human to take the life of a pig because of the physical condition in which it is born and for nothing in life we should to teach our children the violence or cruelty of taking the life of a human being or an animal. Time later Fern got used to the presence of the pig, included him in all her games, walked him in a car with all her doll games and fed him as if he were a real human baby. However, months later, Wilbur began to grow and Fern's dad wanted to sell it for $ 6, Fern looked very bad but sought help and made his little pig live on her uncle's farm that was near her house. When this happens, Wilbur begins to feel very lonely, a stranger has Fern because he no longer had the fence all the time and none of the animals on the farm where he was seemed friendly.
Days after the pig one night, crying after having a bad day, listening to a voice that said 'I will be your friend Wilbur'. The little pig was lying down and did not see anyone in the dark but he was very anxious waiting the next morning to see who it was that said that, then a beautiful and fine spider appeared before him, called Charlotte where to start a beautiful friendship full of adventures, challenges, skills, etc. Wilbur on his journey discovers a terrifying news and is that it will be the food of winter, Charlotte decides to save him and begins to work wonders with her web for people who create Wilbur, her new friend is a spectacular pig.
While Charlotte realizes her plan, she tells Wilbur how she feeds and through her confession Wilbur is shocked, Charlotte realizes how Wilbur's fear of her increases because it was very traumatic for him to hear that she must kill insects and drink blood to survive. The pig is very sensitive, innocent and dramatic and for him that new information was very strange and difficult to process. Wilbur got scared and failed to explain how a person as cute and delicate as Charlotte can be so cruel. He even came to believe that it was strange to be friends with someone like that, because he would never do such harm to another animal but Charlotte passively explains that it is part of her nature to have to feed on insects because if she did not eat she would starve.
Sometimes we think that people are the same as us because many times we try to judge someone's behavior or attitude without knowing what leads them to do that. For example: Wilbur thought that as he eats healthy all the animals did it and it was not so because Wilbur eats without having to move a finger but Charlotte has no one to see their needs. After Charlotte's explanations, Wilbur could understand and change his way of seeing Charlotte, breaking his prejudice about Charlotte's way of life. Days later it was noted that Charlotte's strategy worked but she needed suggestions to be able to innovate her creativity by writing words with the web and called a meeting together to receive opinions.
White, E.(1952). Expressed the following dialogue on page 89: The spider says: "All of you must have noticed what's been going on around here the last few days. The message I wrote in my web, praising Wilbur, has been received. The Zuckermans have fallen for it, and so has everybody else. Zuckerman thinks Wilbur is an unusual pig, and therefore he won't want to kill him and eat him. I will say my trick will work and Wilbur's life can be saved. Hurray! Cried everybody. Thank you very much, said Charlotte. 'Now I called this meeting in order to get suggestions. I need new ideas for the web. People are already getting sick of reading the words 'Some Pig!' If anybody can think of another message, or remark, I'll be glad to weave it into the web."
It is in this way that it is totally clear that the relationship between the pig named Wilbur and his friendship with the spider named Charlotte, has deepened greatly because she has not rested at any time because she does not want to happen nothing to Wilbur and she is doing everything possible to protect him. That is why the spider Charlotte begins to write messages on its cobwebs where she praises Wilbur, so Charlotte manages to convince the farmer not to kill Wilbur and keep it.
While the other creatures or animals slept, Charlotte worked in her network all night and began to build some lines near the center of what would be the network. Charlotte being a spider, her eight legs were very useful. She also used her teeth to make the job easier to do. Charlotte was quite entertained by working on her network. Because Charlotte was a spider, she produced several types of threads which allowed her net to be more resistant. Among the threads she produced were the 'dry thread' and the 'adhesive thread'. The adhesive used it for traps and thus capture insects. Charlotte decided to use the dry thread to write the message she would leave to Wilbur the pig. She proceeded to write the first letter of the message.
White, E.(1952). Page 93 talked about the following: 'The spider thought: And If I write the word 'Terrific' with adhesive thread, every error that appears will get caught in it and spoil the effect.'
Charlotte realized that if she used the adhesive thread, her message would surely be distorted because of the stains that could remain attached to it. She started working on the first letter of her message the letter 'T'. In her first attempt Charlotte manages to make the vertical part of the first letter but not satisfied with the result it rises to be able to slide and write the letter, this time she used double line so that the message will stand out more and be easier to read. After finishing the vertical part of the letter she proceeded to build the upper part.
Charlotte was so happy to see the work she had done which was to help a friend who was in danger. She began motivating herself as if someone else were cheating on her. After her hard work, the small but strong Charlotte felt hungry so she started eating an insect she had saved, then she felt fatigued and fell asleep. The next morning Wilbur the little pig woke up and headed for the net, it was a beautiful sunny morning.
When Lurvy came to feed the little pig he saw the letters written on the net, he was so surprised that he started calling everyone who passed by to see what he called a miracle. Mr. Zuckerman was so excited that he asked that a journalist and a photographer be called to make the news that a pig had written a message in a spider net.
White, E.1952. On page 96: 'Lurvy!' he called. 'There should be no more cow dung


text:
An AC bridge circuit can be used to measure the unknown capacitance of a sensor, such as a relative humidity sensor.
An AC bridge circuit can be used to measure the unknown capacitance of a sensor, such as a relative humidity (RH) sensor. Some RH sensors have a transfer function of capacitance vs %RH. Usually the value of the capacitance change (∆C) from 0% to 100% is quite small. Using the NCD2400 digitally programmable capacitor array with high step resolution can help determine the value of the unknown capacitance and the RH using a standard AC bridge circuit.
The NCD2400 is an I2C controlled device in a tiny DFN package that offers a wide capacitance range and non-volatile operation with 512-state digital capacitor states. Data is written to it over a standard I2C 2-wire bus. Figure 1 shows the typical circuit.
The circuit functions as a simple AC bridge circuit with matching resistor values and a stable fixed frequency source. Cbulk can be fixed at the 0% RH capacitance of the particular RH sensor that will be used. For example, in Figure 2, the 0% bulk capacitance is about 270pF. Setting a fixed capacitor in the bridge of this approximate value allows the NCD shunt capacitance to be swept from 12.5pF to 60pF in 355fF steps (133 discrete values in this example). This swept capacitance correlates to a span of 282.5pF to 330pF or 0% to 100% RH based on the graph in Figure 2.
As capacitance is swept by writing to the NDC2400 from low capacitance to high capacitance, the differential amplifier outputs the difference voltage in the bridge. When the voltage minima is detected by the ADC/µC, the capacitance value of the NCD matches the RH sensor capacitance. At this point the capacitor value can be used to determine the RH%.
Calibration of the system is critical, and the system is usually calibrated in a humidity chamber to determine the calibration curve of the sensor. Since the relationship between RH and capacitance is not necessarily linear, the calibration will more likely yield a quadratic transfer function in the form:
Replacing Cp transfer function with the capacitance value obtained using the NCD and nulling the circuit will yield the RH result. The RH result, along with the measured temperature value from the temperature sensor in Figure 1, is then used to calculate the temperature compensated RH result as this will yield the most accuracy.
RH measurement is a complex task and all measurement uncertainties should be taken into account. Fortunately, if calibration is performed at the system level, many of the stray capacitances and branch impedances cancel and repeatability is good.
- How do you measure humidity?
- Humidity sensing--Capacitive sensing controllers in non-user-interface applications
- Generate proportional feedback from a bang-bang sensor with a "take back half" controller
- Film capacitors: Characteristics and uses in power applications
- Sensor basics: Types, functions and applications
- Design Ideas submission guide


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The following steps will guide you on how to view or print weekly, monthly or termly role call reports for a class.
- Click on Form Teacher.
- Select Make Roll Call.
- Select a class.
- Choose View Role Call Reports.
- Select from the first drop-down from the left whether to view weekly, monthly or termly reports.
- Choose the week to view (week 11, for instance).
- Click on the role call.
- Click the Print Report button.


B Series Valve Coil Self Heating
Gems Sensors Solenoid Valves will self-heat when current is applied to them, like any other solenoid valve. To understand this, it's important to understand how the coil works and is constructed. The coil is constructed of magnet wire, wound around a plastic bobbin. The length of wire will create electrical resistance, which in turn creates heat. Coils will have different power ratings, in Watts. Watts is equal to the voltage times the amps. The wattage of the coil is dependent on the amount of magnet wire wound around the bobbin because resistance then affects current. Current (I) equals voltage (V) divided by Resistance (R).
I = V / R
A typical B Series Valve requires 24VDC / 7 watts to energize the coil.
 - Resistance = Voltage / Current. V=IR, R=V/I
 - Watts = VA
 - 7 = 24 x A, 7/24 =.292 Amps
 - V = IR, 24 =.292 x R
 - 24/.292 = 82.2 ohms. The coil's resistance does not change.
B Series valves can self-heat to approximately 60 C.
Once the coil is energized and the plunger is pulled up (valve is open), you can decrease the voltage to 50% of the rated coil voltage. Below shows what a 50% drop in voltage causes the amount of coil self-heating to decrease. A drop in voltage correlates to a significant drop in wattage.
 - Volts * Volts / Resistance = hold power
 - 1212 / 82.2 = 1.75 Watts to keep the valve open, versus 7 Watts initially.
 - That's a 4 X improvement on heat!
The other two main factors that contribute to heat besides power, are the plumbing and the fluid.
Metal acts as a conductor, so metal plumbing will in fact pull heat away from the valve and coil. Plastic plumbing will insulate the valve thermally from the rest of the system and hold the heat in the valve. If you're concerned about the valve getting too hot, consider metal plumbing to help pull heat away.
The media or fluid will draw heat away as it flows through the valve. Air doesn't absorb heat as well, so it doesn't draw away as much heat as a liquid. An isolation valve keeps the media in the body so there is less cooling going to the guide tube, so the coils can typically get hotter than direct acting valves. Also note, Gems BL Series latching valves generate very little heat, because the coil only needs to be pulsed with power for approximately 100ms. Since it's not being constantly supplied with power, there is no source to generate heat. Gems BL Series Latching Valves are a great solution for applications that require little to no heat from the valve being transferred to the media, like beverage dispensing.
View our Gems B Series valve in more detail HERE


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From 29 to 31 January 2013, the Agricultural Research Service of the United States Department of Agriculture (USDA-ARS), the International Livestock Research Institute (ILRI) and the United States Agency for International Development (USAID) organize a workshop on brucellosis in Africa. The workshop is sponsored by the US State Department Biosecurity Engagement Program.
Brucella infects multiple animal species, including cattle, sheep, pigs, small ruminants and other ruminant species such as camels, water buffaloes and yaks. Brucella infection in some developing countries can reach 30% of the human population making it a serious public health disease.
In response to the problem of brucellosis in Africa, this workshop aims to assist participants identify gaps in brucellosis epidemiology, diagnosis, surveillance and control programs. It provides information to assist in designing research programs and intervention strategies to aid in the control of brucellosis at national and regional levels.
The workshop therefore seeks to engage Brucella experts to work with participants from the invited countries to devise strategies to mitigate brucellosis and reduce zoonotic infections and economic costs related to animal health. It will examine the premise that research in these areas will generate ideas for an integrated approach for controlling Brucella in sub-Saharan Africa.


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I know that a certain amount of education is necessary before men can be ordained as a Catholic priest. But are all men that received the necessary education ordained as priests? If not, what is the selection process? And how are they assigned to a specific parish?
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While assigning priests, bishop's sense of humor might play a significant role. Once a man named Mrtvý (it means "Dead" in Czech) was ordained for a priest and assigned to a town called Hrob (it means "Grave"). Recently in the same diocese, Kamil Škoda was ordained and he was assigned to Mladá Boleslav, where is a Škoda car factory. – Pavel Aug 3 '13 at 10:56
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Many vocational offices explain this process in detail (the Diocese of Fall River has a good explanation, for example), but I'll try to explain it as best I know.
 1. There are two different "tracks": the diocesan track, where you are ordained as part of a diocese, and the religious track, where you are ordained as part of a religious order. You seem to be interested in the former, so this answer mostly answers to that. The processes are similar, it's just a question of where you end up.
 2. Priests are, to put it somewhat bluntly, proxies for the bishop. A bishop cannot perform all the duties required of him for everyone, so the priests act as surrogates, performing many of the functions that are needed to successfully tend to the flock. In many ways, the process is about finding suitable matches for the bishops who need more priests: this is sort of the short answer to your question (the bishop decides).
 3. One way to understand the full Ordination process and how the bishop makes his selection is to think of it like a very long, very structured introspection. Accepting the Sacrament of Holy Orders is a huge deal, one that will shape the rest of a person's life. The time in Seminary Formation and up to the Rite of Ordination into the Priesthood is basically the trial run period to see whether a person really, truly wants to commit to the life of a priest: committing one's life to the Church, taking a vow of celibacy, etc.
The process starts off something like a Ph.D. track education in academia: when you go towards getting your Ph.D., you usually find out that you're interested in it during undergraduate school, then you go through an application process, then a core education (Master's) process, then you move into the meat of actually getting a Ph.D. (doctoral thesis).
Similarly, the path to ordination starts off with talking to a priest or other members of one's parish about being interested Holy Orders. The person will then apply to the diocese office of vocations, usually answering some basic questions about why they want to begin the process (example from the Archdiocese of Portland, PDF).
The vocation director will then make contact to begin the application process. This usually consists of a series of interviews, getting letters of recommendation, background checks, and other vetting processes to make sure the person has a high likelihood of succeeding.
Once accepted, the Bishop assigns the person to a seminary (with the recommendation of the vocations director) where they begin the process of Seminary Formation: they'll learn everything they need to know to begin the transition into the clergy. Simultaneously (if they don't already have it), they'll be receive the education to get a Master's Degree in Divinity (generally a requirement to receive Holy Orders).
They'll also begin the process of introspection and guidance to determine whether or not this is something really want to do and whether or not God is calling them to Holy Orders. This is done under the guidance of the vocation director who recruited them.1
Towards the end of Seminary Formation, men are ordained to the diaconate2 as a transitional deacon: similar to a permanent deacon, but with the understanding that they will soon be ordained a priest (usually in about 6 months).
It's at this point the bishop assigns them to a parish. This is sort of a "last chance" period to change one's mind and to start helping with the Liturgy in a real-world setting. The person is still in Seminary, but it's something like a "work-study" or "student teacher" program: he'll split his time between completing Seminary and doing the duties of a deacon.
At the end of Seminary, successful candidates undergo the Rite of Ordination into the Priesthood. Amongst other activities, the bishop will ask them a series of questions to make certain they'll ready to undergo the call of Holy Orders, but this is largely a formality: the Seminary Formation process was intended to weed out the candidates who would not make a good fit long before this moment. Think of it like a "swearing in" ceremony: candidates are going to know beforehand the answer is "yes", "I do", or "I will" to every question asked.
After which, the bishop will consecrate the candidates via the Laying on of Hands and ordain them into the Priesthood.
Once Ordained, priests serve under the bishop. The bishop can work with other bishops to transfer priests between dioceses depending on the needs of the Church.
1 It's important to note here that not everyone who goes through this process becomes a priest: many are never called by the Holy Spirit to receive Holy Orders and withdraw from the process within the first couple of years of Seminary.
2 If you're not familiar with the term, a Deacon is someone who is able to perform many sacraments one usually associates with a Priest: conduct sermons, baptize, and oversee marriages. But they can't do things like confer Holy Orders themselves or consecrate the bread and the wine used in the Eucharist (but they can help administer it).
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Thank you for this very thorough and informative answer. It is fascinating for me to see the practical similarities with ministerial training in the Church of Scotland, despite the differences in philosophy. – James T Oct 16 '11 at 2:43
I had no idea that the Roman Catholic Church performed any sacraments with the laying on of hands. Is ordination the only time it is used? That's what the wiki article seems to imply, but doesn't specifically state. – user23 Oct 16 '11 at 6:17
_USER_ It's also done during Confirmation; I didn't think there was any other usage, but the Catholic Encyclopedia mentions a form of its use during baptism. On the non sacrament side, it's also used during exorcisms. – user72 Oct 16 '11 at 7:37
Mark's answer was exceptional an complete so I'll just add an anecdote I heard a few weeks ago relating to the way priests are formed and trained.
While they're going through schooling (seminary) they're consistently being tested in ways they're not used to being tested. For instance, man who doesn't do well with death is put in a hospital and a man who doesn't do well with kids is put in a school. So the positions they have later in their priesthood are probably informed by their performance in priestly formation.
Also, when a priest (diocesan priest) is starting out he's usually not the one left in charge all by himself, so more than likely he's going to go to a place where there both is a need for another priest and that need doesn't need to be filled by an experienced priest. So new priests don't usually get sent out to Podunk Ohio until they're a few years into it.
Beyond that, it's a crapshoot and only the Bishop (who is the head of quite a number of parishes generally covering a geographic area) gets to decide based on his preferences. Often times stellar priests are given the more challenging assignments (and bigger parishes) but you can't really judge a priest by the size of his congregation. If a Bishop really likes a priest he'll make him a Monsignor (which has a slightly ironic meaning). From what I can tell, and this is speculation because it can't really be documented anywhere, Bishops favor obedience, prayer and managerial skills. So, in general those factors will determine the direction and duration of a given priest's stay.
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- SEMESTER IN DIALOGUE
- SFU COMMUNITY
The Land We're On
We respectfully acknowledge the unceded, traditional territories of the xʷməθkʷəy̓əm (Musqueam), Sḵwx̱wú7mesh Úxwumixw (Squamish) and səl̓ilw̓ətaʔɬ (Tsleil-Waututh) Nations, on which the SFU Vancouver campus and the SFU Morris J. Wosk Centre for Dialogue building are located.
Our staff and students are encouraged to learn, reflect and engage in activities on an ongoing basis that honour the experiences of Indigenous peoples in Canada.
Understanding Reconciliation and Decolonization
The Truth and Reconciliation Commission of Canada notes that:
Reconciliation is about establishing and maintaining a mutually respectful relationship between Aboriginal and non-Aboriginal peoples in this country. In order for that to happen, there has to be awareness of the of the past, an acknowledgment of the harm that has been inflicted, atonement for the causes, and action to change behaviour.
The Centre's Commitment to Decolonization and Reconciliation
Dialogue is rooted in relationships. For us to do the work we do, in a good way, we must acknowledge, reflect and continuously learn about our colonial history and its ongoing impact on the conversations and spaces that make up our work. As a Centre within an educational institution with colonial roots, we must also be conscious that the atrocities committed at Indian Residential Schools across Canada were done in the name of education. This creates the foundation from which we can work together in collaboration to address harms, uphold Indigenous knowledge and reimagine more just relationships with First Nations, Inuit and Métis Peoples.
Our pledge through the participatory process for creating Beyond Inclusion, a guide to support equity in public participation, we heard from Indigenous knowledge holders and advisors on the importance of establishing respectful relationships with Indigenous Peoples, including recognizing Indigenous Peoples' ancestral ties to these lands, as well as their inherent and distinct treaty, constitutional and human rights. As engagement practitioners, we formally commit as an institution to the principles co-created through this process, including to:
- Learn how our engagement topics impact Indigenous Peoples
- Acknowledge and equitably address the impacts of past and present-day colonialism
- Honour and centre Indigenous knowledge and worldviews
- Foster reciprocal and collaborative relationships with Indigenous Peoples
- Advance reconciliation and decolonization at an organizational and systemic level
Actions to advance these principles can include:
- Familiarize yourself with the lands, history, culture, protocols and governance structure of the Indigenous communities you are engaging and/or on whose ancestral territories the engagement takes place. Keep in mind that urban settings are often home to Indigenous people from multiple Nations.
- Make time for relationship building. Building personal relationships should precede engagement planning and sustaining strong relationships should be one of the central goals of practising engagement.
- Follow the lead of Indigenous communities. Respect community decisions and cede power and space for Indigenous people to lead the engagement. Recognize that your engagement may not be the first time the community has worked on this matter.
- Prioritize reciprocity. Work with the community to ensure the engagement process supports their economic social and cultural well-being, and that outcomes address their priorities and lead to positive systems change.
- Centre Indigenous knowledge and worldviews. In consultation with Indigenous community knowledge keepers, respectfully incorporate Indigenous protocols and cultural elements, such as land acknowledgments, ceremonies, language or traditional foods. Consider how the engagement can reflect Indigenous ways of knowing or values such as holism, respect, connectivity or spirituality. However, be careful not to apply "pan-Indigenous approach" or appropriate Indigenous culture by using cultural element without full understanding, permission or due credit—always ask first.
- Provide culturally relevant health and wellness supports for participants, staff and volunteers when engaging with sensitive topics—such as spaces and materials for ceremony, or support from Indigenous Elders or healers. Build in time to meaningfully discuss issues of importance rather than rushing through something that clearly holds meaning. Providing compensation also shows consideration and respect for participants' time and well-being.
- Develop an organizational strategy to advance action for reconciliation, decolonization and anti-racism within the engagement as well as at a systemic level, such as through policy reviews and ongoing professional development.
- Build public awareness and prepare non-Indigenous participants for informed and respectful dialogue by including information about Indigenous rights, the impacts of colonialism and steps toward reconciliation (in relation to your engagement topic) in preliminary material.
As we consider how each of us are personally going to work towards decolonization, we have identified some ways to support truth and reconciliation:
- Support Indigenous community organizers and activists in their efforts to raise awareness for the National Day for Truth and Reconciliation
- Learn about the residential school system and its intergenerational impacts
- Read the TRC Calls to Action and the Calls to Action of the Missing and Murdered Women and Girls Inquiry
- Read a land acknowledgement and learn about the land you are hosted on
- Donate to the Indian Residential School Survivors Society
- Learn from The Circle about reconciliation and the decolonization of wealth
- Participate in the One Day's Pay (ODP), which was created by Canadians who want to honour the National Day for Truth and Reconciliation with action and accountability by giving one day's pay to support Indigenous communities


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We should never speak about matters unclear to us. Many people speak and give suggestions about anything even though they don't have the correct information or knowledge about the topic. They don't understand or bother about the harm it can make to the individual and community.
Table of contents
Never Speak About Things Unclear To You
Moral Story – Three Men And The Building
Three people, known as wise men of their country, started a journey to other countries. They believed visiting other countries will help to improve their knowledge by learning about the culture and people of those places.
When reached another country they saw a giant shadow standing very far.
It was a multi-storey building but because of the long distance, it was not clear to naked eyes. They were excited to see that because it was the first time they were viewing such a big thing in their life.
They did not go near because they were afraid that the giant shadow will attack them. With their knowledge and previous experiences, each one gave their own definitions about the same.
After returning home, they met the King and told about their new discovery. They requested the king to keep the army ready because they saw a giant terrible creature in the neighbouring country which may attack our country anytime.
Often the basis of the assessment we make depends on what makes us see than what we actually saw. Many times we assess people and their actions through the light of our own ideas and experiences.
Some people who do not have knowledge and experience about the small problems related to their own family or place, try to make suggestions and solutions of others and society. Those wrong suggestions make them fall and also become an obstacle for others' success.
Never make negative comments or spread
rumorsabout anyone. It depreciates their reputation and yours.
Without knowing the fact and the real picture, never try to speak on anything. We should never try to explain what is unclear to us. Before making suggestions and comments about a matter, try to learn at least the basics of the topic and if possible a little deeper. Remember, your one word can make someone happy or sad, reward or insult.Your one word can make someone happy or sad, reward or insult. Click To Tweet
Open your eyes and see, study and understand well about the matter before trying to make comments and suggestions.
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Feel free to share your thoughts in the comment box below.
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Meeting with students to discuss the Message of the President of RK N.A. Nazarbayev
On 9 February 2017, Research Institute of Patriotic education held a meeting on explanation of the main provisions of the Message of the President of the Republic of Kazakhstan N.A. Nazarbayev to people of Kazakhstan "Third modernization of Kazakhstan: global competitiveness".
Director of SRI of Patriotic education D.E. Jakupova noted that on 31 January 2017, President of the Republic of Kazakhstan N.A. Nazarbayev addressed the nation with another message. Each message is a policy document and strategy to action – the current message is not an exception.
 In his message, President sees five main priorities. They are designed to provide growth of economy above the global average and sustainable progress into 30 most developed countries.
 1. The first priority is the accelerated technological modernization of the economy.
 2. The second priority is essential improvement and enhancing the business environment.
 3. The third priority is macroeconomic stability.
 4. The fourth priority is the improvement of the human capital quality.
 5. The fifth priority are institutional reforms, security and the fight against corruption.
After reading, the group held a discussion on the President's address to people of Kazakhstan. The important moments of contemporary realities and the directions of further development of our country were considered.
Overall, students took an active part in the discussion of the Message and constitutional reforms. The meeting was held in warm friendly atmosphere.


SciELO - Scientific Electronic Library Online
vol.21 issue4Platelet-rich plasma in rabbits: introduction of one experimental animal modelBinge eating before and after bariatric surgery author indexsubject indexarticles search
Home Pagealphabetic serial listing
ABCD. Arquivos Brasileiros de Cirurgia Digestiva (São Paulo)
Print version ISSN 0102-6720
SILVA, Paulo Henrique Freitas Farias et al. CD34 and caspase-3: expression, quantification comparison and correlation in gastric adenocarcinoma. ABCD, arq. bras. cir. dig. [online]. 2008, vol.21, n.4, pp. 180-184. ISSN 0102-6720.
BACKGROUND: Gastric cancer continues to defy the modern medicine in the understanding of its biological behavior and surgical cure. AIM: To determine, compare and correlate the expression of caspase-3 and CD34 in gastric adenocarcinoma with clinical and pathological factors and proximal/distal gastric tumors. METHODS: Imunohistochemistry quantitative analysis of the antibodies anti-caspase-3 polyclonal of rabbit and CD43 mouse's monoclonal, to mark adenocarcinoma cells in 26 CD34's cases and 22 caspase-3 paraffined blocks were used. The parameters were: labeling index in percentage and optic density. RESULTS: Caspase-3 and CD34 expression were elevated; the average and the deviation standard for labeling index were respectively 87,72% ±7,89 and 84,86% ±9,17; for optic desity 60,75±7,46 and 49,84±8.48. When markers were compared with optic density it was found significant differences between caspase-3 (60,94) and CD34 (50,27). Caspase-3 average (60,94) was higher than CD34 (50,27), P<0.001. The correlation among markers was positive for CD34's optic density versus labeling index of CD34 (P=0.006, r=0,520) and for optic density of caspase-3 versus caspase-3 labeling index (P=0.015, r=0.512). The markers had no correlation in the comparison of labeling index and optic densities with the gastric curvature, tumor differentiation, Borrmann classification and lymphatic invasion. Gender and age also did not correlate with the markers. The correlation with the tumor location had differences favoring the ones on distal part. CONCLUSION: Caspase-3 and CD34 expressions are elevated in gastric adenocarcinoma. Caspase-3 optic density is higher than CD34's optic density. There is no expression and quantification correlation between markers and the clinical and pathological factors, but there are evidences that they have biological differences when in different gastric anatomical parts.
Keywords : CD34; Caspase-3; Cytophotometry.


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Buy It Right Money Game
Grades 1 - 3. Students learn the importance of money recognition, adding, and making correct change through interactive play. Students can set prices, buy and sell items, and learn the value of money. Includes calculator, game pieces, 40 play bills, and 100 coins. For 2-4 players.
Copyright © 2013 Kaplan Early Learning Company. All rights reserved.


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Why use an Earth system science approach in the classroom?
Earth system science offers compelling and relevant examples of the application of science, technology, engineering and mathematics in the world around us, a course of study that students can relate to as part of their lives. Weather, climate and natural hazards, all controlled by the Earth system, play key roles in everyone's day to day life. ESS provides an excellent opportunity to consider broad interrelationships among disciplines, and between the natural and social sciences, humanities and the arts.
Earth system science offers natural avenues for combining research and education, and promotes inquiry into the complex world around us. The broad perspective that Earth system science offers promotes an inclusive approach to student interest - there is something for everyone, especially in general and non-major courses.
Earth imagery collected by orbiting spacecraft or the astronauts can often be used to explain the context and extent of Earth processes and phenomena, disciplinary and interdisciplinary. The view from space reveals the San Andreas and Garlock fault system, or the stark contrasts in vegetation based on land use related to demographics, or the complexities of air/water interaction around the Hawaiian Islands. No part of the Earth's surface is hidden, offering limitless opportunity for questions that may lead the student to seek deeper understanding.
For more information, see the report "Why Use an Earth System Science Approach to Education" within Shaping the Future of Undergraduate Earth Science Education