text:
|A3 = (||S1 · 4||)|
expresses that S1 · 4 is subjected to the restriction B3.6
Zuse calls object Angaben which pretty closely corresponds
Figure 1 shows an illustrative section [Z59].
Finally, programs and subroutines have their own identifiers like
|(0 i < l)|
|(0 j < m)|
|(0 k < n)|
Furthermore, variable component subscripts can be used [Z70, p. 123], for example by the help of an intermediate value in the form
[? Der Operator jux hat grosse Vortelle bet
der systematischen Untersuchung einer
sich evrl. In threm Umfang kiufend ünderzden
Liste auf Glieder einer bestimmien
Eigenschaft und Verarbdung derseiben.?]
7. Further Operational Features
Apart from the possibility of selecting record and
array components by (component) subscripts, certain
operations from the predicate calculus are used to test
components with respect to a specified property, with
the result of selecting them or of obtaining a Boolean
value. In this respect the Plankalkül surpasses
the potentialities in today's programming languages,
including ALGOL 68.
Zuse uses both the "existence" and the "all" operator, and in particular the operator µ:
means "The next component of V0, for which the
property R holds."
V ^ R(x))
The property R, in the notation R(x), is expressed by means of a computational rule which gives a Boolean values (Ja-Nein-Wert), or of a result parameter of a suitable subroutine (see Section 8).
It is clear, that procedures can be defined in, say, ALGOL 68, which have the above effect. But it may be worthwhile to see whether Zuse's constructions could be introduced as original concepts in high level languages. See also [BG72].
8. Statements and Subroutine Calls
Statements are what Zuse calls Planteile.
In particular, assignments are statements. Other statements,
which we shall discuss, are conditional statements and
repetitive statements. There is also a compound statement,
formed with the help of parenthesis. In order to
seperate statements, as well as the line marks (see Section
5), a vertical bar is used.
Conditional statements are formed with the help of the Bedingt-Zeichen (or ) in the following form
-- K. Zuse (1970)
The program (Figure 3) checks these conditions:
(2) serves for the special case of condition 1.
(3) and (4) are initializations for the repetitive statement which checks
condition 2 and the count 5. Condition 3 for the
final case is then checked in (11) and the count 4 in (12).
The program, by the way, contains mistakes: for example,
a count corresponding to (7) is missing for the first symbol.
More seriously, the condition x V0 in (5) should be
read as x = V0[i] ^ i 0.
For a direct transliteration of Zuse's (corrected) procedure,
we assume first that suitable Boolean
procedures Va(x), Op(x), etc., are declared. Using these predicates,
we obtain in ALGOL 68 (the encircled numbers refer to Figure 3):
[? Troszdern glaube ichm dass der... Plankalkül noch einmel praktische Bedeutung bekommen wird.? ]
K. Zuse (1970)
a. Syntax Checking for Boolean Expressions
A typical application of the Plankalkül [Z49, p. 446] contains
a procedure for the syntax check of Boolean expressions. Zuse
starts from the observation:
Such expressions contain the following symbols: variable symbols,
negation symbol, operation symbols, parentheses symbols, and
space symbol that is needed for the separation of expressions.
The symbols in question are coded in bit sequences.
Sa(x): <>.
This predicate is introduced recursively by:
(i) A variable symbol is a meaningful expression.
To transform this definition into an algorithm, Zuse defines, now for symbols
x, the auxilliary predicates:
(ii) A meaningful expression, prefixed by a negation symbol, yields a meaningful expression.
(iii) Two meaningful expressions, connected by an operation symbol, yield a meaningful expression.
(iv) A meaningful expression, put in parentheses, yields a meaningful expression.
Va(x): <>
and furthermore the predicates:
Op(x): <>
Neg(x): <>
Kla(x): <>
Klz(x): <>
Az(x): Va(x) V Neg(x) V Kla(x)
He then postulates:
Sz(x): Va(x) V Klz(x)
Sq(x,y): (Sz(x) ^ ¬ Az(y)) V (¬Sz(x) ^ Az(y))
1. The first symbol x has to fulfill Az(x)
Moreover, he uses the two parentheses counts:
2. Two symbols x, y following each other have to fulfill Sq(x, y)
3. The last symbol x has to fulfill Sz(x).
4. The number of opening parenthesis has to be equal to the number of
5. For any segment of the symbol sequences, the number of opening parentheses must not be smaller than the number of closing parentheses.
(1) proc Sa = ([0 : either] bits V0) bool : begin
(Of course, in ALGOL 68 there exist possibilities for a more
(2) bits Z0 := V0;
(3) bool R := Az(Z0);
(4) int eps := 0; if Kla(Z0) then eps := 1 fi;
(5) for i to upb V0 while R do begin
bits Z1 := V0[i];
(6) R := R ^ Sq(Z0, Z1);
(7) if Kla(Z1) then eps +:= 1 fi; (8) if Klz(Z1) then eps -:= 1 fi; (9) R := R ^ eps >= 0;
(10) Z0 := Z1 end;
(11), (12) R ^ Sz(Z0) ^ eps = 0 end
b. Checking a Move of the White King
mode A1 = int
co coordinates 1,..., 8
instead of 0,..., 7 corresponding to [0:2] bool
co, \ A2 = [1:2] A1 co point co, A3 = int co occupation by 1,..., 6 (9,..., 14)
for white (black) Q, K, R, B, S, P; instead of 0 for unoccupied co, A4 = struct (A2 point, A3 occ) co occupation of the point co, A5 = [1:64] A4 co occupation of the board co; proc R17 co adjacent co = (A2 V0, V1) bool :
abs (V0 - V1) <= 1 ^ abs (V0 - V1) <= 1; proc R128 co move permissible co = (A5 V0, A2 V1, V2) bool :
<> ^ <>; 1) proc R148 co move 2 (wK) permissible co = (A5 V0, ref A2 px) bool :
co additional result parameter px for reference to target co
begin bool c co if already checked, px refers to permissible target co := false;
int i := 1; while occ of V0[i] 2 do i +:= 1; A4 Z0 = V0[i];
for j to 64 while ¬c do
begin A4 x = V0[i]; px := point of x;
c := R17 (point of Z0, px) ^ occ of x >= 8;
for k to 64 while c do
begin A4 y = V0[k];
if occ of y > 8 then c := ¬R128 (V0, point of y, px) fi
Altogether the Plankalkül turns out to be a highly
developed programming languag with structured objects that are
built from a single primitive mode of objects - the two Boolean
values (Ja-Nein-Werte) 0, L.
Conceptually, this is certainly advantageous, but the existing
plurality of modes in some predominant programming languages
indicates the practical weakness of this approach. Apart from
this, the Plankalkül show many of the features of the
programming languages of the sixties, sometimes obscured by an
unorthodox notation, which disregarded some requirements of
mechanical processing as well as some of the common notational
habits. Some features - for example the structuring of objects -
have only recently come into existing programming languages;
others have yet to come. In particular, consideration of the
features mentioned in Section 7 could be rewarding.
To assess the Plankalkül historically, one has to compare it


text:
What to choose and why to use – a critical review on the clinical relevance of rASRM, EFI and Enzian classifications of endometriosis
Deep endometriosis (DE), classification systems, rASRM, EFI, _TAG_ classification
Published online: Jan 12 2022
Background: Endometriosis is a common benign gynaecological disease that affects pelvic structures and causes adhesions. Endometriosis outside the pelvis exists but is rarer. Deep endometriosis may affect organs such as the urinary bladder, ureters, bowel and sacral roots. Adenomyosis (growth of endometrium in the myometrium, sometimes explained by disruption of the uterine junctional zone) frequently co-exists with deep endometriosis. Over the past decades, multiple attempts have been made to describe the anatomical extent of endometriosis. Out of approximately 20 classification systems suggested and published so far, three have gained widespread acceptance. These are the rASRM (American Society of Reproductive Medicine) classification, the Endometriosis Fertility Index (EFI) and the Enzian classification. Ideally, a classification system should be useful both for describing disease extent based on surgical findings and results of imaging methods (ultrasound, magnetic resonance imaging).
Objectives: To highlight the advantages and disadvantages of the three classification systems.
Methods: This is a narrative review based on selected publications and experience of the authors. We discuss the current literature on the use of the rASRM, EFI and Enzian classification systems for describing disease extent with imaging methods and for prediction of fertility, surgical complexity, and risk of surgical complications. We underline the need for one universally acceptable terminology to describe the extent of endometriosis.
Conclusions: A useful classification system for endometriosis should describe the sites and extent of the disease, be related to surgical complexity and to disease-associated symptoms, including subfertility and should satisfy needs of both, imaging specialists for pre-operative classification and surgeons. The need for such a system is obvious and is provided by the _TAG_ classification. Future research is necessary to test its validity.

source: openbmb/Ultra-FineWeb


1. Parenting
"March of the Penguins" Movie Review
About.com Rating 5 Star Rating
MPAA Rating: G
Genre: Documentary
Runtime: 80 minutes
"March of the Penguins" Plot Summary:
Presented by Warner Independent Pictures and National Geographic Feature Films, the independent film "March of the Penguins" won enough acclaim from moviegoers to crossover to mainstream theaters. The film was directed by French filmmaker Luc Jacquet, and his powerful documentary has touched the hearts of audiences all over the world. For good reason, the film has become especially popular with children and families.
Morgan Freeman narrates this real-life story about the Emperor Penguin's journey to create and sustain new life. The cameras follow the arduous trek the penguins make to their breeding grounds each year (as far as 70 miles) in order to find a mate and create a child. Enduring exhausting travel, starvation, and danger from predators, the male and female take turns guarding the egg and baby chick for a period of several months. The film beautifully captures the funny, sad, scary, and endearing moments that occur in the remote Arctic, where we would never otherwise be able to travel.
Note to Parents on "March of the Penguins":
The narration of the documentary is as much a work of art as the story itself. Especially good for children, the prose of the documentary generally employs phrases like, "fade away" and "disappear" in place of harsher phrases regarding death. The narrator also points out specific examples of the penguins' devotion to their children, and the bond that is created between mother, father, and child.
The film does contain some scenes that may be disturbing to children, though. As in real life, the endings are not always happy. Some penguin chicks die despite the parents' best efforts to protect them. Also, moments of peril are briefly shown which may scare children. When I saw the movie, I could hear a few children in the theater begging predators to leave the penguins alone.
The subtitle of the film, "Love Finds a Way," characterizes the approach taken in telling this amazing story. The photographers capture tender moments between penguin parents and their offspring that are so beautiful and full of emotion, it is hard to believe they are real. This stunning documentary provides a rare opportunity for children and adults alike to learn about these amazing creatures, and it is impossible not to fall in love with them.
"March of the Penguins" Content Overview:
The following lists some of the most prominent examples of possibly offensive content in the movie:
Violence (Medium)
-A seal grabs a mother penguin in its jaws and swims away.
-A predator bird is shown biting at baby penguins.
-A mother penguin's baby dies, and she tries to steal another penguin's chick.
Sex/Nudity (Very Low)
-Two penguins are shown mating, but younger children will not be able to tell anything is going on.
Profanity (None)
Alcohol/Drugs (None)
Bad/Disrespectful Behavior (None)
Scary Scenes (Medium)
-The scenes involving predators may be scary or disturbing to young children.
Sad/Distressing Scenes (Medium)
-Some penguins' eggs freeze and don't survive.
-One frozen baby chick is shown briefly.
-A mother penguin pecks at her lifeless baby, and the narrator talks about her sorrow.
Discuss "March of the Penguins" with Your Family:
 - The penguin parents endure many hardships and make difficult sacrifices for their chicks. Why do they make these sacrifices? Do human parents make sacrifices for their children? Why is the film subtitled "Love Finds a Way"?
 - What lessons can we learn from the penguins' perseverance?
 - What was it like for the filmmakers and crew to document the penguins' trek in Antarctica?
 - After watching the movie, children may have questions about animals mating, death, predators, or animals' feelings.
 - Learn more about Antarctica and the animals that inhabit the South Pole. See coolantarctica.com for fun facts and pictures.
 - Related Video
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 3. Kids' Movies & TV
 4. Movie Reviews
 5. Live Action Movies
 6. "March of the Penguins" Movie Review
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Article Content
Amultidisciplinary team of researchers from the National University of Singapore (NUS) has developed an artificial intelligence (AI) technology platform that could potentially change the way drug combinations are being designed, hence enabling clinicians to quickly determine the most effective drug combination for a patient.
National University... - Click to enlarge in new windowNational University of Singapore; myeloma. A multidisciplinary team of researchers from the National University of Singapore developed an artificial intelligence technology platform that could enable clinicians to prescribe personalized treatments for myeloma patients.
Applying the platform towards drug-resistant multiple myeloma, the researchers were able to establish new effective drug combinations, as well as identify the patients who may be more responsive to these treatments in under a week.
Existing methods for designing drug combinations typically involve testing arbitrary combinations of commonly used drugs or incorporating new targeted therapies into established drug combinations. Bortezomib-containing drug combinations are currently used as the firstand second-line treatment for multiple myeloma. However, most patients inevitably become resistant to these drugs and new combinations need to be established. While some newer combinations have shown to be effective for some patients, rapid identification of an optimal personalized treatment for a specific patient from an infinite span of possible drug combinations remains a challenge.
An Optimal Drug Combo
The research team comprising clinicians, engineers, and molecular biologists from NUS have developed an AI technology platform, quadratic phenotypic optimization platform (QPOP), to speed up drug combination design and identify the most effective drug combinations targeted at individual patients using small experimental datasets. With just a small amount of blood or bone marrow sample from patients, the platform is able to map the drug response that a set of drug combinations will have on the specific patient's cancer cells.
From an initial pool of 114 FDA-approved drugs, QPOP was able to identify a series of effective drug combinations, including a completely novel and unexpected combination that outperformed the standard of care regimen for relapsed myeloma. The performance of the novel combination was validated against 13 patient samples. QPOP was also used to fine-tune dosage ratios of the novel combination for optimal effectiveness.
Using four other patient samples, the research team further demonstrated that QPOP was able to evaluate and rank the novel combination against the other two current clinically used drug combinations. The novel combination was found to be the most effective treatment option for two of the myeloma patient samples tested. While the novel combination was not the most effective for all four patient samples, QPOP was able to match the best drug combination to each patient, hence demonstrating proof-of-concept for personalized medicine.
The ability of QPOP to simultaneously incorporate optimization and personalization of drug combinations with unprecedented speed opens the door to improving patient accessibility to personalized medicine. New combination therapies can also significantly broaden the spectrum of effective treatments for patients.
"QPOP revolutionizes the way in which drug combinations are designed and represents a key area in health care that can be transformed with AI," noted Edward Kai-Hua Chow, PhD, Principal Investigator at the Cancer Science Institute of Singapore, NUS, who led the study. "The efficiency of this platform in utilizing small experimental datasets enables the identification of optimal drug combinations in a timely and cost-efficient manner, which marks a big leap forward in the field of personalized medicine."
The team is now working towards translating this work into the clinic. They will look into recruiting patients for prospective clinical trials related to QPOP and other AI platforms in 2019, as well as expand the application of the platform into other disease areas.


text:
International Journal of Physics. 2013, 1(5), 115-120DOI:
Abstract: Basic for the definition of "time" are clocks operating under stationary conditions. In this manuscript synchronized clocks and time on a disc rotating with constant angular velocity are investigated independent of relativity theory. The periods of two clocks can be compared with each other via two return experiments. The central clock mediates between the rotating and the inertial frame. Dimensional arguments and a detailed deduction show that the period of a rotating clock, measured externally in the inertial system, is the same as the internally defined one. There is a common synchron-time, especially "absolute" simultaneity and invariance of flight times hold. This allows a new discussion of the twin problem. The invariance of a rotating circle allows the transference of the inertial polar coordinates to the rotating plane. The flight time of a light pulse obeys a generalized Fermat's principle. If rays are well defined, this time of flight determines the phase shift of the wave and the result of interference experiments. All general considerations and proofs are independent of the relativity theory, especially of the concept of local inertial systems and differential-geometrical techniques.


What does a real diamond look like under a magnifying glass?
How do you tell if a diamond is real with a magnifying glass?
To determine if your diamond is real, hold a magnifying glass up and look at the diamond through the glass. Look for imperfections within the stone. If you're unable to find any, then the diamond is most likely fake. the majority of real diamonds have imperfections referred to as inclusions.
Do real diamonds magnify?
Because real diamonds are naturally occurring, they often have internal imperfections. … Natural diamonds may be flawless but, bear in mind that, lab-grown diamonds (diamonds that are synthetically produced in controlled environments) may look flawless under the magnifying glass as well.
How can you tell that a diamond is real?
THIS IS INTERESTING: Frequent question: How do you get the colored gems in crash 4?
How can you tell if a diamond is under a microscope?
If it is clear and smooth like a clean window pane under magnification, it is likely as fake as the window pane! Genuine diamonds contain imperfections that should be visible under a microscope (think of the vintage image of a professional jeweler scrutinizing diamonds under an eyepiece!)
Can you tell if a diamond is real by scratching glass?
Scratch Test
Because diamonds are ranked hardest on the Mohs scale, a real diamond should scratch glass. If your stone does not leave a scratch on the glass, it is most likely a fake.
How can you tell difference between diamond and cubic zirconia?
The best way to tell a cubic zirconia from a diamond is to look at the stones under natural light: a diamond gives off more white light (brilliance) while a cubic zirconia gives off a noticeable rainbow of colored light (excessive light dispersion).
Can you break a diamond with a hammer?
As an example, you can scratch steel with a diamond, but you can easily shatter a diamond with a hammer. The diamond is hard, the hammer is strong. … This makes the diamond incredibly hard and is why it is able to scratch any other material. Steel, on the other hand, has an ionic structure.
Where is the Hope Diamond kept?
The Hope Diamond has been in the possession of the Smithsonian Institute since it was gifted by Harry Winston. It's kept on display in the Smithsonian National Museum of Natural History in Washington, D.C., at the forefront of the gem collection.
Can fake diamonds pass diamond tester?
Pass or Fail
THIS IS INTERESTING: How can I make a necklace at home?
Because lab grown diamonds do have all the same properties of natural, mined diamonds, they will test as real on a diamond tester. I mean, after all…they are real. And a diamond tester is meant to help you sniff out fakes.
How much is a 1 carat diamond worth?
Does a real diamond sparkle rainbow?
A fake diamond will have rainbow colors that you can see inside the diamond. … "They do sparkle, but it's more of a gray color. If you see something with rainbow colors [inside the stone], it could be a sign that it's not a diamond."
Do real diamonds shine in the dark?
Diamonds are Cut in such a way to maximize light, draw it in, and reflect it out so it sparkles like a billion stars in the sky. … So the answer to the question is "No, Diamonds do NOT Sparkle in the dark! " They need light (which is why Jewelry Stores have tons of it) and they need a Good Cut to really bring it out.
Do real diamonds have coating back?
Surface coating is a way of enhancing a diamond's color and is the oldest diamond treatment known, dating back to the Georgian period. The original method of surface coating entailed applying colored tinfoil to the back surfaces of gemstones and diamonds that were mounted in closed-back settings.
THIS IS INTERESTING: Quick Answer: What color are VVS diamonds?
Will a fake diamond sink in water?
Drop the diamond into the water. True diamonds have high density and should quickly sink to the bottom of the glass. Fake diamonds are not as thick, and therefore, more likely to float in water. … Some materials that make up fake diamonds, such as cubic zirconia and moissanite, can sink if they are heavy enough.
Will sandpaper scratch a real diamond?
No, sandpaper cannot scratch a diamond. The hardness of sand paper grit ranges between 7 and 9 on the Mohs scale, which makes sand paper softer than a diamond.
Shine precious stones


text:
that it is pairing up with an existing electron.
Students sometimes wonder why the next ionisation energies don't fall because of the repulsion caused by the electrons pairing up, in the same way it falls between, say, nitrogen and oxygen.
Between nitrogen and oxygen, the pairing up is a new factor, and the repulsion outweighs the effect of the extra proton. But between oxygen and fluorine the pairing up isn't a new factor, and the only difference in this case is the extra proton. So relative to oxygen, the ionisation energy of fluorine is greater. And, similarly, the ionisation energy of neon is greater still.
Trends in ionisation energy down a group
As you go down a group in the Periodic Table ionisation energies generally fall. You have already seen evidence of this in the fact that the ionisation energies in period 3 are all less than those in period 2.
Taking Group 1 as a typical example:
Why is the sodium value less than that of lithium?
There are 11 protons in a sodium atom but only 3 in a lithium atom, so the nuclear charge is much greater. You might have expected a much larger ionisation energy in sodium, but offsetting the nuclear charge is a greater distance from the nucleus and more screening.
Lithium's outer electron is in the second level, and only has the 1s2 electrons to screen it. The 2s1 electron feels the pull of 3 protons screened by 2 electrons - a net pull from the centre of 1+.
The sodium's outer electron is in the third level, and is screened from the 11 protons in the nucleus by a total of 10 inner electrons. The 3s1 electron also feels a net pull of 1+ from the centre of the atom. In other words, the effect of the extra protons is compensated for by the effect of the extra screening electrons. The only factor left is the extra distance between the outer electron and the nucleus in sodium's case. That lowers the ionisation energy.
Similar explanations hold as you go down the rest of this group - or, indeed, any other group.
Trends in ionisation energy in a transition series
Apart from zinc at the end, the other ionisation energies are all much the same.
All of these elements have an electronic structure [Ar]3dn4s2 (or 4s1 in the cases of chromium and copper). The electron being lost always comes from the 4s orbital.
Note: The 4s orbital has a higher energy than the 3d in the transition elements. That means that it is a 4s electron which is lost from the atom when it forms an ion. It also means that the 3d orbitals are slightly closer to the nucleus than the 4s - and so offer some screening.
Confusingly, this is inconsistent with what we say when we use the Aufbau Principle to work out the electronic structures of atoms.
I have discussed this in detail in the page about the order of filling 3d and 4s orbitals.
If you are a teacher or a very confident student then you might like to follow this link.
If you aren't so confident, or are coming at this for the first time, I suggest that you ignore it. Remember that the Aufbau Principle (which uses the assumption that the 3d orbitals fill after the 4s) is just a useful way of working out the structures of atoms, but that in real transition metal atoms the 4s is actually the outer, higher energy orbital.
As you go from one atom to the next in the series, the number of protons in the nucleus increases, but so also does the number of 3d electrons. The 3d electrons have some screening effect, and the extra proton and the extra 3d electron more or less cancel each other out as far as attraction from the centre of the atom is concerned.
The rise at zinc is easy to explain.
In each case, the electron is coming from the same orbital, with identical screening, but the zinc has one extra proton in the nucleus and so the attraction is greater. There will be a degree of repulsion between the paired up electrons in the 4s orbital, but in this case it obviously isn't enough to outweigh the effect of the extra proton.
Note: This is actually very similar to the increase from, say, sodium to magnesium in the third period. In that case, the outer electronic structure is going from 3s1 to 3s2. Despite the pairing-up of the electrons, the ionisation energy increases because of the extra proton in the nucleus. The repulsion between the 3s electrons obviously isn't enough to outweigh this either.
I don't know why the repulsion between the paired electrons matters less for electrons in s orbitals than in p orbitals (I don't even know whether you can make that generalisation!). I suspect that it has to do with orbital shape and possibly the greater penetration of s electrons towards the nucleus, but I haven't been able to find any reference to this anywhere. In fact, I haven't been able to find anyone who even mentions repulsion in the context of paired s electrons!
If you have any hard information on this, could you contact me via the address on the about this site page.
Ionisation energies and reactivity
The lower the ionisation energy, the more easily this change happens:
You can explain the increase in reactivity of the Group 1 metals (Li, Na, K, Rb, Cs) as you go down the group in terms of the fall in ionisation energy. Whatever these metals react with, they have to form positive ions in the process, and so the lower the ionisation energy, the more easily those ions will form.
The danger with this approach is that the formation of the positive ion is only one stage in a multi-step process.
For example, you wouldn't be starting with gaseous atoms; nor would you end up with gaseous positive ions - you would end up with ions in a solid or in solution. The energy changes in these processes also vary from element to element. Ideally you need to consider the whole picture and not just one small part of it.
However, the ionisation energies of the elements are going to be major contributing factors towards the activation energy of the reactions. Remember that activation energy is the minimum energy needed before a reaction will take place. The lower the activation energy, the faster the reaction will be - irrespective of what the overall energy changes in the reaction are.
The fall in ionisation energy as you go down a group will lead to lower activation energies and therefore faster reactions.
Note: You will find a page discussing this in more detail in the inorganic section of this site dealing with the reactions of Group 2 metals with water.
© Jim Clark 2000 (last modified August 2016)


copy = concatenate?
This is a discussion on copy = concatenate? within the C Programming forums, part of the General Programming Boards category; As a newbye, I've justed started writing some code. Instead of writing 2 different functions for COPY and CONCATENATE string,...
 1. #1
 Registered User
 Join Date
 Oct 2006
 Question copy = concatenate?
 As a newbye, I've justed started writing some code.
 Instead of writing 2 different functions for COPY and CONCATENATE string, I'm trying one that will do both:
 a) if destination is empty then it will be a simple copy from original string to destination,
 b) if destination is not empty, then a concatenation applies.
 So, my code is as follows:
 _TAG_
 // a CONCATENATE function is similar to a COPY function, with the only
 // difference that the copy to destination starts on first empty index
 char *f_strcpy(char *v_string)
 int length = 0; // determines what is actual length of destination string
 int i;
 char dest[100];
 // check for length, ignoring termination character
 for(i=0; dest[i]!='\0'; i++)
 length = i; //
 // starts concatenation (or simple copy if destination is empty)
 for(i=0; v_string[i]!='\0'; i++)
 dest[length+i]=v_string[i]; // leaves cycle as soon as ='\0'
 dest[length+i] = '\0'; // assigns terminator after leaving cycle - otherwise
 return dest;
 Now, if i run this code, it returns some strange characters.
 Any ideas?
 2. #2
 Registered User SKeane's Avatar
 Join Date
 Sep 2006
 You are returning a pointer to variable (dest) that is local to your function. If you insist on using a fixed length character array, make it static, otherwise use malloc to create a dynamically allocated character array which you can safely return.
 You are also scanning though dest when it isn't initialised.
 3. #3
 CSharpener vart's Avatar
 Join Date
 Oct 2006
 Rishon LeZion, Israel
 1. dest is not initialized - undefined behavior of the loop checking for the length
 2. returning pointer to the local variable - memory is destroyed on function exit, pointer is dan
 3. You don't check the destination buffer length (possible memory overrun).
 4. #4
 ATH0 quzah's Avatar
 Join Date
 Oct 2001
 You are using dest uninitialized. Aren't you supposed to be counting v_string's length instead?
 You can't return local variables. You'll need to use something like malloc.
 Curses, foiled again!
 Your problem is the concept of your function, really. What exactly are you trying to copy / fill? If "it's" empty... What's "it"? You imply that you have some kind of pointer that you need to be adding to. If you already have a string you want to add to, why aren't you passing both the one you want to add to and the one you are adding from?
 You really need two arguments. If the first is NULL, duplicate the second. If it's not, then stick the two together.
 Last edited by quzah; 11-03-2006 at 04:04 PM.
 Hope is the first step on the road to disappointment.
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Glossary of billing terms
To help you understand your bills and statements, Children's Minnesota has put together this short glossary.
Admission diagnosis
The diagnosis code provided at the time of admission as stated by the physician.
Admission certification
Certification to ensure that criteria are met for admission. It is a more precise term than "admission review" or "concurrent review."
Ambulatory Surgery Center (ASC) – Minnetonka
The ambulatory surgery center, also called same-day surgery center, performs surgeries of an uncomplicated nature. These surgeries were traditionally done in more expensive inpatient (hospital) settings, but can be done with equal efficiency without hospital admission.
Assignment of benefits
The insured's signature authorizing a third-party payment to be made to the provider directly for medical services. The assignment of benefits is normally obtained at the time of registration or admission. It is not essential that the assignment be obtained prior to treatment being rendered, but it is imperative that it be obtained prior to discharge.
Birthday rule
The birthday rule is related to the coordination of benefits and determination of the primary payer when a child is covered by both parents' health insurance plans. The insurer of the parent whose birthday month falls first in the year is the primary payer. This applies to non-divorced parents.
In certain third-party payer plans, co-insurance is the percentage of the allowed amount that the patient must pay after meeting any applicable deductible amount. In some instances, the co-payment is effective only for certain services or after full payment for certain services has ended. (see also Deductible)
Commercial carrier
Commercial carriers offer contracts to individuals and groups, mostly groups under which payments are made to the beneficiary (or to the providers if they have accepted assignments of benefits) according to an indemnity table or schedule of benefits for specified medical services. If payment is made to the beneficiary, the guarantor is responsible for the bill.
Contractual allowance
An allowance for the difference between charges and the amount of money actually paid by a third party. Contractual allowances include any agreements made regarding discounts for third-party payers.
A percentage or proportion of a bill that is paid directly by the patient. The type of co-payment depends on the cost-sharing arrangements adopted by the health plan.
Coordination of Benefits (COB)
A case where a patient has more than one form of health insurance coverage or a request from the insurance company in order to validate additional coverage. A request may be sent to the policy holder, failure to respond to this type of request will result in the balance being owed by the guarantor.
Covered charges
The charges that the insurance will consider payment on.
CPT code
The code used to identify procedures performed; required by most insurance companies. CPT (Current Procedures Terminology) is developed and approved by the American Medical Association.
A fixed amount of money that an individual must pay before the insurance company will begin to reimburse for services.
Identification of a disease from which an individual patient suffers or condition for which a patient needs or receives medical care.
Explanation of Benefits (EOB)
A form from the insurance carrier that explains the benefits that were paid and/or charges that were rejected.
Federal tax number
The number assigned to the provider by the federal government for tax reporting purposes. Also known as the Tax Identification Number (TIN) or Employer Identification Number (EIN).
Financial class
The classification assigned to a patient account by a health care provider, reflecting expected method of payment (e.g., self-pay, Blue Cross, Medicaid, Commercial insurance, etc.)
HCFA-1500 form
A professional health insurance claim form. It is most commonly used when billing includes physician charges, independent laboratory charges, independent ambulance charges, durable medical equipment, CRNA/AA charges and independent dialysis charges.
The patient is not covered by the insurance, the insurance does not cover certain treatments, the patient's insurance has expired and/or the hospital stay was not approved.
Insurance group number
The identification number, control number or code assigned by the carrier or plan administrator to identify the group under which an individual is covered.
Interim billing
Insurance billing during an admission.
The term used to designate the person who represented the family unit in relation to the insurance program. This may be the employee whose employment makes this coverage possible. This person may also be known as the enrollee, certificate holder, policyholder or subscriber.
Medical record
A patient's file containing sufficient information to clearly identify the patient; justify the patient's diagnosis, and treatment; and to accurately document the results. The record also serves as a basis for planning and the continuity of patient care. It provides a means of communication among physicians and any other professionals involved in the patient's care. The record also serves as a basis for review, study, evaluations on services and protecting the legal interests of the patient, hospital and responsible practitioner.
A health insurance program for low income families and certain children with disabilities. States share in financing the program with the federal government and determine eligibility and benefits consistent with federal standards.
Non-covered charges
Charges the patient will be responsible for, such as services or retail items that insurance will not pay for.
Non-covered days
Days of care not covered by the primary payer.
Hospital care or other provider services that are not in your insurance carrier's network. Please check with your insurance carrier to understand which providers are eligible for insurance coverage.
The amount the patient/guarantor owes after insurance or for any non-covered services.
Third party that is to make payment on a bill (insurance company).
Per diem
Payment to a provider (normally an acute care facility) at an established or negotiated rate per day rather than reimbursement of all hospital charges as billed.
The procedure of obtaining permission to perform a service from the insurance carrier before the service is performed.
Pre-existing condition
An illness or disability that existed as a diagnosed illness before the insurance policy went into effect. Depending on the policy, coverage for treatment of pre-existing conditions may be excluded or limited. Sometimes referred to as a "Pre-X."
Preferred Provider Organization (PPO)
A managed care arrangement that offers enrollees a larger choice of primary care and specialty providers to choose from with fewer utilization restrictions than an HMO offers.
Primary carrier
The insurance carrier which has first responsibility for payment under Coordination of Benefits.
Principle diagnosis code
The condition established after study to be chiefly responsible for causing the admission for a patient for care.
The provider is the person or entity that provides services and supplies to the beneficiaries. The provider may be a physician, chiropractor, physical therapist or other health care professional who treats the patient. In a medical office, when the nurse or in-house laboratory provides services under the physician's supervision, the physician is still considered the provider.
Provider number
The unique identifying number assigned to the provider by the payer.
The request for additional care, usually of a specialty nature, by a primary care physician or by a specialist who needs additional medical information on behalf of the patient.
Secondary insurance
Whenever there is more than one insurance plan involved, the plan that is required to pay second and after the primary insurance has paid is called the secondary insurance.
The portion of a bill that is to be paid in part or in full by the responsible party (usually the patient or patient's family member) or use patient/guarantor instead (and define guarantor) from their own resources as it is not payable by a third party.
Third-party liability
Liability of an entity that pays the medical cost of a patient's hospital bill.
Treatment authorization code
A number that indicates that the treatment provided has been authorized by the payer.
This is a form signed by the patient/guarantor accepting financial responsibility for the specified services not covered by insurance.
Financial assistance
Children's Minnesota offers financial assistance for eligible patients and support from our financial counselors.
Financial assistance calculator
Find out if you qualify for our financial assistance program.


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Logo: Socialweb Socialwork
LMK-Study "Travelling with children on the net"
Published on: 24.01.14
Source: LMK-Landeszentrale für Medien und Kommunikation
First time results about childrens exposure with online advertising
The results of the research project "travelling with children on the net: observations on the behaviour of surfing the web - challenges for the media supervision" ("Mit Kindern unterwegs im Internet: Beobachtungen zum Surfverhalten - Herausforderungen für die Medienaufsicht") which the Landesanstalt für Medien und Kommunikation (LMK) initiated in addition to an analysis of the media authorities are available now.
In the more-method-design the following was analysed:
 1. how the advertisement on the internet is presented and how it can be differentiated from editorial content,
 2. if children recognize advertisement as such and how they react on advertising offers,
 3. if children possess adequate skills for advertisement,
 4. if any need for action given the media regulatory imbalance between television and internet use exists.
In order to read the complete article (in German language) and for further information on the study (pdf), please follow the links.
view all current news


ChronoFlo Timeline Maker
Featured timeline: Ancient History Timeline
22nd Feb 2021 | ChronoFlo Editorial
Learn about ancient history with this spectacular interactive timeline highlighting the key events that took place in the ancient world. Ever wondered how long the Persian empire lasted, or who was the first Roman emperor, then this is the history timeline for you.
Packed full of fascinating facts and figures, this timeline will take you on a journey through the ancient world, starting with the rise of civilisations in Iran and Greece, stopping off in Asia for the emergence of the early Chinese dynasties, before returning to Greece and Persia to witness the legendary battles between these two ancient superpowers. And finally onto the rise and fall of the Roman empire.
Along the way, you will also get to learn about important ancient civilisations in Africa, Asia and the Americas. No part of the world is left out. And you will also get to read about the development of writing and mathematics, and find out about the legendary Greek philosophers whose theories about the world remain relevant even today, more than 2,000 years later.
The timeline serves not only as a great educational tool for teachers and students wanting to learn about the far past but also as a showcase of the kind of rich media interactive experiences you can create using ChronoFlo Timeline Maker.
The fascinating historical facts are brought to life through the use of ChronoFlo's multimedia capabilities. Key events are accompanied by photography or illustrations. The events are also categorised on the basis of the continent or location where they took place, and each category has been given a different color, helping viewers to distinguish between them.
Viewers can filter the timeline events by each category, so if you are particularly interested in ancient Africa, you can choose to just display key events that took place in Africa.
The timeline is fun to explore. You can animate to any point in time by clicking on the navigational area at the bottom. Or you can drag the navigational dragger to whiz through the timeline.
The timeline uses ChronoFlo Timeline Maker's Snake template, one of several timeline templates available. This template plots events along a snake-like wiggly date line and is a great way of displaying complicated chronological information in a simple and easy-to-grok manner.
We hope you like this timeline. If you are a teacher or researcher and would like to create something similar to this timeline for your students, please do get in touch for some advice.
To keep up to date with the latest ChronoFlo Timeline Maker news and developments, you can follow us on Twitter and Facebook. If you have any questions about our software, please email us at


What makes a good escape room?
Owners and game masters want their customers to have a great time. But what does it take to make the experience great?
The best rooms have a variety of different types of puzzles. People have different skills and enjoy being able to bring them into play.
Escape rooms can encourage teamwork. Getting players to find parts of puzzles is the first stage. Then they must work with each others finds to solve the clue.
It's important that everything in the room works. You really look forward to the aha moment when everything comes together. Struggling with a lock for ages, only to find its the equipment and not your deductive skills that is the problem, is depressing. Instant positive feedback is needed when you get the right answer to a puzzle.
Some puzzles also include the team working together physically. In this instance, if a puzzle requires a certain number of people to solve it, that should be the minimum number allowed to book. We have played as a couple and managed to solve two player physical challenges, but some room's include challenges that require 3 or more players. Not having enough people to complete a puzzle would be a problem.
Just as there needs to be enough players for the puzzles, there needs to be enough puzzles for the players. Otherwise people can get frustrated at having nothing to do. (You know who you are) Similarly, there should be an adequate number of tools for the number of players. Five players to one torch – unless its to guide you to a light switch, just add more torches, please.
There is a lot of debate about the theme of the room and making sure the puzzles fit the theme. Following on from the torch idea, we played a room with windup torches. Not only did we have a torch each, the idea of having to keep winding them up was in keeping with the room. Great idea.
A nice surprise is a "secret"room that is discovered during the game. OK so sometimes you are expecting another room and there isn't one, and other times there are extra secret rooms. It keeps the players guessing how many rooms they actually need to escape from.
It helps to know in advance that there is a way out of the space in an emergency. Not something I considered for a long time, but, as the games now include things such as being chained to a wall, it helps to know someone has considered the safety aspects.
Game masters are there to make sure you are safe, the room is safe (including safe from players trying to wreck it) and to ensure the equipment operates. They are also there to offer hints when you need them. I've escaped from all but one room so far but never without hints.
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text: Yes. "Equilibrium" solutions are "constant" solutionssolutions such that dx/dt= 0 and dy/dt= 0. Since dy/dt= -2x= 0, x= 0 which makes the second equation so that y= 0 or y= 1. There are a number of different ways of determining what "type" of equilibrium solution each of those is. I don't know which you are expected to use.


When you begin exploring the world of fermentations, you'll hear people talking about sourdough, sourdough starters, and wild yeasts. A sourdough starter is really just another name for any fermented grain. It's a grain that starts to predigest during the fermentation process, which ultimately makes the flavor more sour.
Here are just a few great reasons to make your very own sourdough:
 - Sourdough is delicious.
 - Sourdough helps improve your digestion.
 - Sourdough predigests gluten and phytic acid.
 - Sourdough saves you the cost of buying commercial yeasts.
 - Making the sourdough starter and keeping it alive is fun.
You can use anything from spelt flour to whole wheat to kamut to other ancient grains to experiment with sourdough. You'll be surprised just how many recipes you can make, from muffins to pancakes to breads... anything goes!
Feeding your sourdough starter
If you care about your sourdough starter, you'll feed it. Just like your body, sourdough requires food. The fermentation process feeds off of the sugars and carbohydrates in the flour. To keep the sourdough alive, consistent and regular feeding of flour is required. As long as you keep feeding your sourdough and store it in a good environment, it will stay alive, and you can keep making more recipes with it.
Sometimes you'll even hear people call the sourdough starter the mother because it creates other sourdough babies. Sourdough starter is very different from commercial yeasts, which require you to continue buying them and have a strong need for a stable environment. Sourdough is unique because it predigests the gluten and phytic acids in the grain.
Choosing the type of sourdough starter to use
All sourdoughs require a sourdough starter, the essential life force that makes your amazing breads and other recipes. The interesting thing about these starters is that they take on the flavor of the naturally occurring yeast and bacteria in your environment and the flour you use. From one batch to the next, each sourdough is a bit unique and different from the last!
You can purchase dry sourdough starters or find a friend who has a wet sourdough starter. Starting your own is possible but can take up to one week.
A dry sourdough starter may come as a dehydrated formula that contains sourdough yeast. (Look out for more traditional starters rather than manufactured yeasts for better flavor.) A wet sourdough starter is a more traditional culture that has been started from scratch, fed continuously with flour, and is now bubbling and alive. It's actually wet and sticky. When such a wet starter is fully thriving, it should be fed with water and flour at least once a week.


Best ways to fix a white screen on Mac
Your Mac stuck on white screen and you desperately grab your phone to google solutions? As it mostly happens abruptly, you need to find the fast way to bring your Mac back to life. So, let's get down to work right away!
Why my Mac stuck on white screen?
Macs are reliable computers, but on the rare occasions they may encounter trouble and won't load. When this happens, you see a blank white screen, your Mac becomes pretty much unusable, and you keep asking yourself, "Why won't my MacBook turn on?"
Usually, this happens after updating your operating system to a new version, when dealing with incompatible drivers, or if some applications fail to upgrade. This results in a blank screen on Mac until some steps are taken to bring your computer back to its normal state.
How to fix the MacBook white screen
Before you do anything to solve the Mac frozen screen, try an easy fix: check your peripherals. Try to disconnect all of them (printers, scanners, USB devices, etc.) with the exception of the keyboard and mouse. Then reboot your Mac. If it boots up now, one of those peripherals is the source of the plain white screen problem. However, if it fails and your MacBook won't load, check out other possible ways to wake up your Mac.
1. Boot into safe mode
A safe boot feature in macOS and Mac OS X was designed for troubleshooting purposes. It allows to check the disk for all possible file system errors and if needed, a repair would be run. Starting your Mac in safe mode is the first thing you should do when your Mac won't turn on.
To start up in safe mode:
 1. Press the power button, then immediately press and hold the Shift key.
 2. When you see the Apple logo, release the Shift key.
Once you boot using safe mode, the very first thing is deleting cache files. A cache is a place where data is stored temporarily to help things load faster. But eventually, files in a cache become outdated and start to pile up on your Mac, resulting in a white screen problem. Here's a comprehensive guide "How to clear cache on a Mac."
After you've deleted the cache files, you should also remove recently installed applications. But note that dragging them to the Trash is not the right way to remove apps as it leaves behind tons of associated files on your Mac. But don't worry, there is a utility that will help you — CleanMyMac X. Its Uninstaller module is designed to uninstall apps completely, with no leftover parts and pieces behind.
Simply download the app (it's free to try), launch it, choose Uninstaller and select the app you want to delete. Click Uninstall and the application will be removed completely. As simple as that!
As you've removed all the clutter, restart as normal without pressing any keys during startup. Probably you won't see that MacBook white screen anymore.
PRAM/NVRAM is a small amount of memory that your Mac uses to store certain settings and access them quickly. These settings include sound volume, time zone, startup disk selection, and more. If you experience some issues related to these settings, resetting PRAM might fix your MacBook stuck on white screen.
Here's how to reset PRAM/NVRAM:
 1. Shut down your Mac.
 2. Immediately press these four keys together: Command+Option+P+R.
 3. Hold down the keys until you hear the startup sound.
 4. Release the keys.
When your Mac finishes starting up, you should go to System Preferences and adjust some settings that were reset, such as time zone, display resolution, etc.
3. Use Disk Utility to verify or repair disks
Disk Utility can fix several disk problems, including the white screen on Mac. That's why use it to your advantage if the above steps didn't work.
 1. Restart your Mac holding the Command and R keys.
 2. Release the keys when you see the Apple logo.
 3. Click Disk Utility and then click Continue.
 4. Choose the disk you want to repair.
 5. Click the First Aid button.
If Disk Utility says the disk is about to fail, there's nothing you can do — you have to replace it. If it reports that the disk has been repaired, you're done. You can click Show Details to get more information about the repairs.
4. Reinstall macOS
If all the approaches are failing and you still see that white screen on your Mac, you may need to reinstall your operating system. Don't worry, it won't affect your files, apps, user setting, etc. Only a fresh version of the macOS will be installed on your Mac again. Here's how to do that for macOS SierramacOS High SierramacOS MojavemacOS Catalina and macOS Big Sur
Note that sometimes the standard reinstall methods won't work due to the issues with the drive. In this case, you'll need to use the internet recovery to reinstall the operating system.
Follow these steps to reinstall macOS from the internet:
 1. Turn on or restart your Mac.
 2. Hold down the Command+Option+R keys until you see the Apple logo or a spinning globe.
 3. When startup is complete, you'll see the Utilities window.
 4. Choose Reinstall macOS and click Continue.
Follow the onscreen instruction to complete the process.
Once you've brought your Mac to life, make sure to do some maintenance to prevent such unpleasant issues in future. A utility we've mentioned above — CleanMyMac X — will help you keep your Mac in shape for years. Apart from cleaning your Mac from all the junk, it gives you access to all maintenance scripts that allow to quickly optimize the system performance and never worry about the health of your Mac.
With the solutions above, you'll fix the white screen problem on Mac, so that it can function as a new one. Cheers!
Laptop with CleanMyMac
CleanMyMac X
Your Mac. As good as new.


text:
Intercultural Leadership Training | Paeora 2016
In the cooperation with St Heliers Centre Auckland and Carehouse Paeroa we organised from 6-8 May 2016 in Paeroa an Intercultural Leadership Training for young people. Our aim was to encourage and empower youth by providing training that promote and enhance the quality of life for themselves, their communities and our world. With the input from the Māori Community and great workshops (form communication training to music session and basketball coaching) led by young people, we created an open space, seen as an opportunity for young people from various cultures, faiths and no-faith to get to know each other, share their vision, hopes and dreams for New Zealand and for the world. Read more
Talk To Me Intercultural Youth for Peace | Auckland 2015
Our most basic aim here was to create an opportunity for people from various cultures to get to know each other and share their visions, hopes and dreams for the future. Our intercultural training opened a dialogue between us and discussed what our future and living in peace might look like. The dialogue was challenging, disagreements were arise, but new perspectives were born as well.
When we think of cultural differences – we often mean obvious things like differences in language as well as traditional beliefs and customs. However, when we look at a business setting – it's useful to consider culture in more than one dimension. We could be different in terms of regional culture, but we have a lot in common in terms of corporate and professional culture. When we look at cultural difference purely on the basis of country and language – and pander only to this dimension of culture in our business dealings – we can obsess about nuances that make little difference when it comes to getting business done. The aim of this intercultural training is to enable you to better understand cultural diversity and how to manage it effectively to improve workplace performance. This includes relationships, teamwork, productivity, country knowledge, community relationships etc
Teaching and Learning for the Future | Berlin 2013
Educational neuroscience is an emerging scientific field that brings together researchers in cognitive neuroscience, developmental cognitive neuroscience, educational psychology, educational technology, education theory and other related disciplines to explore the interactions between biological processes and education. The participants learned implications for education and lifelong learning coming from the recent neuroscience research.
FLYING UNIVERSITY of Institute for Global Integral Competence | Berlin 2012
YOUTH FOR HUMAN RIGHTS AND DEMOCRACY | Workshop for Polish-German Students in Wroclaw, Poland
In the cooperation with the Angelus Silesius Meeting House we provide a workshop: Youth for Human Rights and Democracy. We learn and teach together human rights education in nontraditional educational settings. We aim to reach people from diverse backgrounds, with materials which appeal across cultures. By teaching human rights through all means—from conferences and workshops to hip-hop and dancing—this message has spread around the world.
26 participants from 20 countries catered together to learn the strategies and techniques you need to offer in-depth and culture-specific cross-cultural orientations and take advantage of the opportunity to be trained in the cross-cultural field by Dr. Anna Storck. What did they get at our intercultural trainings?
- Understanding of intercultural learning concepts
- Ability to apply adult, experiential learning principles
- Ability to implement the development of concepts and behavioral strategies via scenarios, specific events, and prior experiences of the participants.
- Ability to facilitate a participant-focused coaching approach to materials and information


text:
It is known that türküs have performance styles that form their own character in terms of their style and are expressed as ağız. After the establishment of Republic, since the years they were founded the performing institutions gave education as a school. These institutions transformed the traditional transfer process of folk songs into a new form and provided the training of professional urban performers. Turkey's first Turkish Music conservatory was established by the second generation actors who were trained with the first generation actors at these institutions thus this transfer process was carried to academies. During this period, the second generation actors, who interacted with many of source people, shared their experiences not only with the notes but also with the living process of the türküs. The second generation actors retreated from the transmission process by many reasons over time. Therefore; the first period compilation notes used in the teaching of türküs, in which the ağız elements were not expressed in detail, became almost the only source. In transferring the ağız features of türküs, there is a need for new teaching approaches that include both local and contemporary styles, without breaking with the essence and also the change over time. The teaching approach envisaged in the article; It was tested on three volunteer subjects who participated in the study online, had basic music knowledge, did not get any voice education before, and were selected from conservatory students. One türkü for per subject selected from the Central Anatolian region repertoire was studied with the subjects, with the proposed teaching approach, and thus, it was aimed to give the subjects the characteristics of the ağız that includes the local and the contemporary. This is a descriptive and experimental research and was conducted with a mixed research model. In the research, a single group pretest-posttest experimental design was used. The data obtained from the experiment process were evaluated by a jury members who are experts in their field, according to the ten-categorize performance scale, developed by us; thus, the effectiveness and validity of the proposed education-teaching approach were proven and the results were shared.
Keywords: Turkish Folk Music, Türkü, Central Anatolian dialect, online education


text:
An expense that is incurred, but not yet paid for, during a given accounting period.
An expense that has been incurred, sometimes accumulating over time, but has not been paid. On balance day treated as a liability.
An expense that has been incurred, but not yet paid in cash. Similar to accounts payable, but usually associated with nontrade vendors. For example, an electric bill.
An expense incurred during an accounting period for which payment is not due until a later accounting period. This results from the purchase of services which at the time of accounting have only been partly performed, and are not yet billable, and have not been paid for.
An expense that has occurred but the transaction has not been entered in the accounting records. Accordingly an adjusting entry is made to debit the appropriate expense account and to credit a liability account such as Accrued Expenses Payable or Accounts Payable. To learn more, see Explanation of Adjusting Entries. To Top

source: HuggingFaceFW/fineweb-edu


text:
Bezalel Academy of Art and Design
|Bezalel Academy of Arts and Design|
|בצלאל, אקדמיה לאמנות ועיצוב|
Bezalel's emblem, with the Ark of the Covenant
|Established||1906, by Boris Schatz|
|Religious affiliation||International Association of Universities|
Bezalel Academy of Arts and Design is Israel's national school of art, founded in 1906 by Boris Schatz. It is named for the Biblical figure Bezalel, son of Uri (Hebrew: בְּצַלְאֵל בֶּן־אוּרִי), who was appointed by Moses to oversee the design and construction of the Tabernacle (Exodus 35:30).
The Bezalel School was founded in 1906 by Boris Schatz. Theodor Herzl and the early Zionists believed in the creation of a national style of art blending classical Jewish/Middle Eastern and European traditions. The teachers of Bezalel developed a distinctive school of art, known as the Bezalel school, which portrayed Biblical and Zionist subjects in a style influenced by the European jugendstil (art nouveau) and traditional Persian and Syrian art. The artists blended "varied strands of surroundings, tradition and innovation," in paintings and craft objects that invokes "biblical themes, Islamic design and European traditions," in their effort to "carve out a distinctive style of Jewish art" for the new nation they intended to build in the ancient Jewish homeland.
The Bezalel School produced decorative art objects in a wide range of media: silver, leather, wood, brass and fabric. While the artists and designers were Western-trained, the craftsmen were often members of the Yemenite Jewish community, which has a long tradition of working in precious metals. Silver and goldsmithing had been traditional Jewish occupations in Yemen. Yemenite immigrants were also frequent subjects of Bezalel school artists.
Leading artists of the school include Meir Gur Aryeh, Ze'ev Raban, Shmuel Ben David, Ya'ackov Ben-Dov, Ze'ev Ben-Tzvi, Jacob Eisenberg, Jacob Pins, Jacob Steinhardt, and Hermann Struck. In 1912, the school had only one female student, Marousia (Miriam) Nissenholtz, who used the pseudonym Chad Gadya. The school closed down in 1929 in the wake of economic difficulties, but reopened in 1935, attracting many teachers and students from Germany, many of them from the Bauhaus school shut down by the Nazis.
In 1969, Bezalel became a state-supported institution. In 1975 it was recognized by the Council for Higher Education in Israel as an institute of higher education. It completed its relocation to Mount Scopus in 1990.
Bezalel Pavilion
Bezalel pavilion was a tin-plated wooden structure with a crenelated roof and tower built outside Jaffa Gate in 1912. It was a shop and showroom for Bezalel souvenirs. The pavilion was demolished six years later.
In 2006, the Bezalel Academy of Arts and Design celebrated its 100th anniversary. Today, it is located on Mount Scopus in Jerusalem and has 1,500 students. Faculties include Fine Arts, Architecture, Ceramic Design, Industrial Design, Jewelry, Photography, Visual Communication, Animation, Film, and Art History & Theory. The architecture campus is in downtown Jerusalem, in the historic Bezalel building. Bezalel offers Bachelor of Fine Arts (B.F.A.), Bachelor of Architecture (B.Arch.), Bachelor of Design (B.Des.) degrees, a Master of Fine Arts in conjunction with Hebrew University, and two different Master of Design (M.des) degrees.
The academy has plans to move back to the city center.
Notable alumni
- Baruch Agadati (1895–1976), Russian-Palestinian-Israeli classical ballet dancer, choreographer, painter, film producer and director
- Yaacov Agam (born 1928), sculptor and experimental artist
- Ron Arad (born 1951), industrial designer
- Netiva Ben-Yehuda (1928–2011), author, editor, Palmach commander
- Moti Bodek (born 1961), Architect, Lecturer
- Yitzhak Danziger (1916–1977), sculptor
- Nachum Gutman (1898–1980), painter, sculptor, author
- Yaron London (born 1940), media personality, journalist, actor, songwriter
- Avigdor Stematsky (1908–1989), painter
- Yehezkel Streichman (1906–1993), painter
- Gideon Amichay (born 1963), Communication Artist, Cartoonist, Writer and Ad Man
- Elisha Ben Yitzhak (born 1943), painter, songwriter
- Zvi Raphaeli (_PHONE_), painter and Rabbi
Notable faculty
- Siona Shimshi (born 1939), Israeli painter, sculptor, ceramist, textile designer
See also
- List of universities and colleges in Israel
- List of Israel Prize recipients
- List of Israeli visual artists
- Jewish ceremonial art
- MUSEUM REVIEW | DERFNER JUDAICA MUSEUM, Jewish Art, the Hudson and Bingo in the Bronx, Edward Rothstein, New York Times, June 10, 2009,
- Ze'ev Raban, A Hebrew Symbolist, by Batsheva Goldman Ida, Tel Aviv Museum of Art, 2001
- I lived life to the fullest, Haaretz
- "Israel Prize recipients in 1958 (in Hebrew)". Israel Prize Official Site. Archived from the original on January 17, 2010 by WebCite.
- "המועצה להשכלה גבוהה - מאגר מוסדות" [Council for Higher Education Registry of Institutes]. che.org.il (in Hebrew). Retrieved August 4, 2010.
- Zohar, Gil (November 2, 2006). "Artful move". Jerusalem Post. Retrieved September 19, 2011.
- Milan's Furniture Whirlwind
Further reading
- Gil Goldfine, "Zeev Raban and the Bezalel style," Jerusalem Post, 12-14-2001
- Dalia Manor, "Biblical Zionism in Bezalel Art," Israel Studies 6.1 (2001) 55-75
- The "Hebrew Style" of Bezalel, 1906–1929, Nurit Shilo Cohen, The Journal of Decorative and Propaganda Arts, Vol. 20. (1994), pp. 140–163
- Manor, Dalia, Art in Zion: The Genesis of National Art in Jewish Palestine, published by Routledge Curzon (2005)
- "Crafting a Jewish Style: The Art of the Bezalel Academy, 1906–1996", 2000-08-26 until 2000-10-22, Montgomery Museum of Fine Arts
External sources
- Bezalel Academy web site
- Bezalel Catalogue of Student Works
- Timeline of Bezalel Academy history
- Zionism and Art: Bezalel Narkiss Speaks in 'Israel at 50' Series


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Bailouts, Time Inconsistency, and Optimal Regulation
We develop a model in which, in order to provide managerial incentives, it is optimal to have costly bankruptcy. If benevolent governments can commit to their policies, it is optimal not to interfere with private contracts. Such policies are time inconsistent in the sense that, without commitment, governments have incentives to bail out firms by buying up the debt of distressed firms and renegotiating their contracts with managers. From an ex ante perspective, however, such bailouts are costly because they worsen incentives and thereby reduce welfare. We show that regulation in the form of limits on the debt-to-value ratio of firms mitigates the time-inconsistency problem by eliminating the incentives of governments to undertake bailouts. In terms of the cyclical properties of regulation, we show that regulation should be tightest in aggregate states in which resources lost to bankruptcy in the equilibrium without a government are largest.
You may purchase this paper on-line in.pdf format from SSRN.com ($5) for electronic delivery.
Document Object Identifier (DOI): 10.3386/w19192
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The seeds should be collected from healthy, mature plants which are prolific producers of fruits with desirable characteristics. Only large seeds are used. Immediately after extraction from the fruit, the seeds are washed in water to remove the slimy coating around the seeds. The horny part of the pericarp is also removed to hasten germination. As a general rule, the seeds are sown immediately without drying because they are recalcitrant (click to read Sexual Propagation: Orthodox vs. Recalcitrant Seeds). If not possible, however, the seeds can be stored in air-tight plastic containers at 20 C to maintain their viability for about 3 months. In sowing, the seeds are laid flat or with their hilum facing downward. Germination should begin within 10 days. It is expected that 80-100% of the seeds will have germinated within 35 to 40 days after sowing.
Bukit Goh Agriculture Station,
)27 Ramadan 1434H)


Going off of Vigil's thread, I have some ponderings of my own when it comes to getting childre to a magical school.
We know Hogwarts children take the train, and in GoF, we saw Beauxbatons with flying carriages and Durmstrang with their ship. Granted, we don't know if these are the ways they bring their students to their schools at the beginning of the year, but it does offer some insight.
What are some other ways that other wizarding schools around the world could transport their students to and from the academies?


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By Linda Harris, Center City District Philadelphia
Janet Echelman determined to create moving columns of atomized water for her public sculpture Pulse after delving into the history of Philadelphia's Centre Square, one of William Penn's original five squares. Echelman's unique work, to be showcased in the $50 million transformation of Dilworth Plaza adjacent to City Hall, is a direct reference to the site's long-standing association with water, especially the history-making pump house of the Centre Square Water Works, which began operating in 1801on the site where City Hall now stands. Echelman's atomized water, illuminated by colorful LED light, mimics steam mist, a tribute to the steam engines used to pump the water and, later, the steam-driven trains arriving at and departing from the Pennsylvania Railroad station located directly across the street.
In the late 18th century, Philadelphians were struggling with recurring bouts of Yellow Fever, especially the epidemic of 1793, which killed about 10% of the city's population. The disease and filth of the city caused the citizens to demand a solution, and leaders formed a "watering committee." Clean water for drinking and for cleaning had become a top priority.
British-born architect Benjamin Henry Latrobe was commissioned to create a way to distribute water to the city. Latrobe designed a handsome neoclassical pump house, to be built in Centre Square. The water pumps used steam engine technology, cutting-edge science at the time. The first pump moved water out of the Schuylkill River via a tunnel and the second helped distribute it throughout the city. Latrobe also created a network of wooden pipes that followed the street patterns so that residents could connect to the pipes to access the water. Philadelphia thus became the first city in the country to establish a comprehensive water-delivery system.
The steam engines proved expensive, temperamental and unreliable, often breaking down and disrupting the water supply. The Centre Square Water Works lasted only about a decade, but it was an important first step in the wholesale distribution of fresh water to the citizenry and was the forerunner of the more enduring Fairmount Water Works, still in existence, now as a museum, on the Schuylkill River. Latrobe went on to help engineer the building of the Chesapeake and Delaware Canal.
Janet Echelman's sculpture, with its reference to this historic turning point in the management of water to improve people's daily lives, will establish Dilworth Plaza among the great public places in the country. Well known for reshaping urban space with large suspended woven structures that respond to environmental forces, Echelman was inspired by Centre Square's historic narrative and charted a new path of expression.
Commissioned by the Center City District, Echelman's first work using moving curtains of illuminated atomized water will be integrated into Dilworth Plaza's new, 11,600-square-foot fountain. The moving five-foot-tall curtains of mist will trace above ground the real-time movement of the three transit lines that run beneath City Hall (more on this in the next blog), will create both a playful and animated embellishment on the fountain and highlight the existence of a transit system that brings 300,000 passengers into Center City each day. The installation of Pulse will ensure that the $50 million transformation of Dilworth Plaza will become a uniquely memorable public space, thanks to support from the John S. and James L. Knight Foundation.
The $400,000 grant to the Center City District, which will enable the installation of Echelman's sculpture, is part of the John S. and James L. Knight Foundation's Knight Arts Challenge, a $9 million initiative funding innovative projects that engage and enrich Philadelphia's communities.
Construction on Dilworth Plaza began in January 2012, and will be completed in spring 2014. The plaza will be transformed from an inaccessible, multi-level, unattractive, hard-surface plaza into a sustainable, well-maintained, green public space with no stairs or barriers from the street. The new plaza will have a large lawn, tree groves, a programmable fountain showcasing Echelman's artwork, and a café with outdoor seating.
The Center City District, a private-sector organization dedicated to making Center City Philadelphia clean, safe and attractive, is committed to maintaining Center City's competitive edge as a regional employment center, a quality place to live, and a premier regional destination for dining, shopping and cultural attractions.
Find us at _URL_, Facebook, and Twitter _USER_. For photos, videos, and more information about Dilworth Plaza and Janet Echelman's artwork, please click here.


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In cases of military divorce in Texas and child custody, a number of unique challenges can arise due to the nature of military service itself. The possibility of future deployments, a dangerous occupation and other unpredictable elements of military service can all complicate matters – particularly for the service member.
If you or your spouse are a member of the military and divorce is on the horizon, it's important to be aware of the issues that might crop up. Here are the most common challenges we've seen regarding military divorce and child custody:
- Parenting/care plans – Military or not, all divorcing parents must create a plan describing how they'll arrange for their child's care. Military parents should get even more detailed with these plans, stipulating how children will be cared for in the event of a future deployment or transfer.
- Child relocation laws – In traditional divorces, custody agreements stipulate that a spouse can't move the child out of state, as this would bar the other parent from seeing them. As military members are often transferred out of state or even out of the country, it's important their custody agreements include additional provisions addressing these what-if situations.
- Child support – Child support gets complicated when one parent is a military member. In most divorces, courts need only look at the parent's annual salary to determine how much they should pay, but military payments aren't so simple. Courts will factor in base pay, special pay, basic housing and subsistence allowances and more, using all these income streams to determine exactly how much the member should pay. Sometimes, child support will even change as the member's pay and deployments fluctuate.
When it comes to military divorce in Texas and child custody, things can often get muddy. To ensure your children's best interests are always protected, it's important to engage a divorce attorney who has experience with these nuanced cases. Contact military divorce lawyer Jennifer Espronceda today to learn more.


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The Academy of St. Louis provides a unique environment for students with special needs.
The faculty and staff of the Academy believe the quality of life for many children with special needs could be improved by changes in their educational environment. Historically, many children with cognitive learning disabilities and developmental delays have not had their learning differences addressed to teach them how to accept, appreciate and identify themselves in the world. The Academy provides a comfortable and safe environment for these students to understand their strengths, abilities, and disabilities.
Traditionally, this can be a difficult situation for students with Autism Spectrum Disorder (ASD), Asperger's, ADD, ADHD, and Dyslexia who are placed in mainstream schools. These students and others with Non-verbal Learning Disorder, Executive Functioning Disorder, and Auditory Processing Disorder face the harsh reality of crowded classrooms and resource rooms that cannot provide an environment to properly support them. Feeling overwhelmed, students with multiple special needs are negatively affected by peers and educational systems who misunderstand their differences. Many children with special needs drop out of school at age sixteen, lose their sense of self-esteem, or just simply give up on school and go down a path of destruction. Families struggle, longing for a "perfect academic/social fit" for their child.
The Academy of St. Louis was begun to support these children and their families.
The Academy of St. Louis addresses each student's cognitive strengths and deficits. Each student goes through testing and observation to establish over-all intellectual scales. The Academy faculty utilizes this information to create individual learning plans for each subject to support each student's unique needs. Each student works on reasoning abilities and emotional functioning components in a positive and supportive environment. This formation involves pursuing academics to the best of each student's abilities thus increasing self-esteem. The students build character by learning self-control and self-awareness of their capabilities along with recognition of their learning disabilities.


Remaining Krishna Conscious
We read about all the devotees and the dedication and sincerity that Srila Prabhupada brought out of them during the initial stages of our movement. The question was raised that if some of the most advanced devotees who rendered so much service quit at a later time, what chance do we have? How we can still have hope that we can stick to our commitments to initiation and service if those people who received the association of Srila Prabhupada couldn't?
H.D. Goswami Profile Picture
Several relevant points come to mind…
 1. Reliable social science tells us that after a major conversion experience, people often experience a few years of high idealism and selfless dedication. That was certainly the case with Prabhupada's disciples. Of course there is eternal benefit for all the great service they did, but shastra speaks of bhakti-abhasa, the reflection of bhakti; or rasa-abhasa, the reflection of rasa. The idea is that one may exhibit symptoms like great enthusiasm, austerity, devotion etc, but it may not be a mature stage of bhakti. Hence one may fall.
 2. Prabhupada always emphasized that association with the external form of the guru is not as important as service in separation. Prabhupada also wrote that "you are not seeing the actual form of the guru," in the sense that we see the external form. My experience is that those devotees who were primarily attached to Prabhupada's external manifestation often had more trouble in his absence than those who were firmly attached to serving in separation. Distance can enhance our view of an object. Example: standing on a high mountain, it may appear just like a hill. But if you go a few miles away, you begin to see the majestic dimensions of the mountain. I have often said that some of my disciples, and their disciples, and of course all
 devotees in their generations, may see Prabhupada more clearly than I do because they have that advantage of distance in time.
 3. Ultimately Krishna is equal to all and everybody has a fighting chance to become a pure devotee. Prabhupada used to say, "Don't think that you cannot achieve the same understanding of the Gita as Arjuna, because you are not personally with Krishna. Spiritually we are with Krishna." Similarly, spiritually you are with Prabhupada as much as anyone if you love him.


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Background: Although both men and women use e-cigarettes, most preclinical nicotine research has focused on its effects in male rodents following injection. The goals of the present study were to develop an effective e-cigarette nicotine delivery system, to compare results to those obtained after subcutaneous (s.c.) injection, and to examine sex differences in the model.
Methods: Hypothermia and locomotor suppression were assessed following aerosol exposure or s.c. injection with nicotine in female and male mice. Subsequently, plasma and brain concentrations of nicotine and cotinine were measured.
Results: Passive exposure to nicotine aerosol produced concentration-dependent and mecamylamine reversible hypothermic and locomotor suppressant effects in female and male mice, as did s.c. nicotine injection. In plasma and brain, nicotine and cotinine concentrations showed dose/concentration-dependent increases in both sexes following each route of administration. Sex differences in nicotine-induced hypothermia were dependent upon route of administration, with females showing greater hypothermia following aerosol exposure and males showing greater hypothermia following injection. In contrast, when they occurred, sex differences in nicotine and cotinine levels in brain and plasma consistently showed greater concentrations in females than males, regardless of route of administration.
Discussion: In summary, the e-cigarette exposure device described herein was used successfully to deliver pharmacologically active doses of nicotine to female and male mice. Further, plasma nicotine concentrations following exposure were similar to those after s.c. injection with nicotine and within the range observed in human smokers. Future research on vaped products can be strengthened by inclusion of translationally relevant routes of administration. (C) 2017 Elsevier B.V. All rights reserved.


TELLING vs SHOWING Part 3 of 3
When Telling is All Right
Excerpt from A Strategic Path to Writing Mastery
Showing presents evidence to the readers allowing them to live the experiences of the characters and draw their own conclusions.
Showing respects the reader's intelligence to come to their own conclusions.
Showing evokes emotions in the reader.
Telling dictates conclusions without providing any evidence. The reader must listen to the authority of the writer and take their word for it.
Telling assumes that the reader is not smart enough and must be led by the hand step-by-step through the process of discovery. The telling author is literally like your annoying movie-goer friend who saw the movie already and jabs you in the ribs every few minutes and lets you know what's happening next.
With telling, all you get is a news report of what's happening.
When is Telling All Right?
When you want an unimportant fact to be known:
Let's say your female starship captain (Janeway?) is set to go down to an alien planet to meet with its leader. She wants to inform the ship's cook about the planetary leader she's bringing back for a dinner and his special food preferences. It's not necessary to play out a scene with the cook, so telling is all right here, but tell it with as much brevity as possible. Perhaps a single sentence: I dropped by to let Bernard know what the leader of the Denebians likes to eat. I'm sure our sophisticated chef will love sautéing cockroaches and slug worms. That's it. It's telling, it's fast, and I threw in a little humor to make it more palatable.
When transitioning:
Sending a character from one place to another does not require presenting an entire scene. Simply put, "tell" it and "tell" it briefly. Like, The next day, Captain Janeway beamed down to the planet again. We don't need to witness a process we've all seen a hundred times—unless something very unusual and interesting happens in the transporter room. In this case, it is routine. "Tell" the routine and "tell" it quickly.
Two hours later, the Denebian hovercraft arrived with Captain Janeway at the mining site. If nothing significant happened on the way, and there was no real substantive dialogue either, then "tell" it. There's no need to show two hours aboard a craft that is taking the principal characters from point A to point B.
When compressing time:
If a character is doing something repeatedly without success, there is no need to show it many times. Let's say Midas Welby (brother of Marcus) has been trying to see his no-good lawyer for over a month. You wouldn't want to show every failing attempt Midas made when he showed up at the law offices, so "tell" it like this, After a month of being offered every reason ever concocted that Gavel Docket was never in his office, I conducted a little research on where he liked to hang out. That is brief and you can move on to "showing" again.
When one character recounts something that the reader has already witnessed:
Let's say Katina was accosted and roughed up by a bunch of tough kids from her high school as she was in my book, The Last Days of Camelot: The Legend of the Black Satin Knickers. When she meets with her boyfriend, she wants to tell him about it. It would bore the tears out of the reader because they already lived it through her. It's okay to explain it like this: Katina related the whole scene with Ricky Mason and his gang. That's it. The reader already witnessed it, so you "tell" the reader she told her boyfriend. Short (maybe not so sweet) and it gets it out of the way so you can move on to show the boyfriend's reaction.
Opening sentence of a chapter to evoke questions (setting a hook):
"Telling" can be used as a hook by setting a question in the mind of the reader—a question they must keep reading to find the answer. Here are some examples:
My mother was eight years old when I turned fourteen. It even has a was in it making it passive—yet it sets a question in your mind. How is it possible to be six years older than your mother? In science fiction, anything is possible.
I was as nervous as a mouse that hears a cat through the wall—but the time had come.
 My life nearly ended the day someone forced me to wear it in front of Miss Kornbaugh's last period class.
 Opening sentence of a chapter that restates the last scene:
When modern-day readers finish a chapter, they may not get back to the book for a week or more. It's the sad truth about our super-busy lives. Sometimes they will stop at a scene break and do the same thing. At any rate, the author must have an opening line in a new scene or chapter that contextually clues the reader in on what happened just before they quit reading on their last visit to your book.
In my book General Samantha Lee: A Tiger's Heart the first chapter is about Samantha riding her horse hard, frustrated over her family owning slaves in 1862. She rides up to her plantation house and sees the overseer whipping a slave. She physically thrashes the man and the slaves thank her. Here is the opening paragraph of chapter two, the next chapter:
The Negroes broke up and left Mr. Jarvis to recover from the beating I had given him. Lucas and Annie walked toward the slave quarters. I reached the stables, led Katie inside, and then into her stall. I had removed the saddle and started brushing her when a noise caught my attention—a faint, muffled moaning.
The first sentence is pure "telling" and puts the last moments in the chapter before it in context so the reader will remember the entire chapter.
Here's another example from the same book: In another chapter where Samantha has it out one-on-one with her father over abolitionist philosophy, it ends with him slapping her. Here is the opening paragraph of the following chapter:
My eyes opened to Esmeralda staring at me; and I remembered that I still lay sprawled on the parlor floor, my face burning with the sting of Papa's hand.
 It's pure "telling," but the reader's memory has been jogged, and we're ready to move on.
Between scene beats: (See Beats: under SCENES.) Each beat stands alone as having a beginning, middle, and end. "Telling" between scene beats insures that the flow of each beat will not be interrupted.
Setting a hook: At the end of a chapter or scene "telling" the reader information that hints of action to come will set a hook and act as a page turner encouraging the reader to keep reading. Make it a single sentence, like this last sentence in the following example:
"You may climb aboard." Raygun said.
"Do I have a choice?"
He aimed his blaster at me. "I suppose not."
I climbed aboard thinking what would happen when I told Karmak what Raygun had done.
Something that will happen in the future is being "told" to the reader, but it sets a hook and makes us turn the page to find out how Karmak will react to the news.
How Do You Know If You're Telling?: When your narrative creates images in the heads of the readers, you are "showing". When it creates none, you are "telling."
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The water footprint of modern consumer society
Arjen Ysbert Hoekstra
Research output: Book/ReportBookAcademic
Water is not only used in the domestic context, but also in agriculture and industry in the production of commercial goods, from food to paper. The water footprint is an indicator of freshwater use that looks at both direct and indirect use of water by a consumer or producer. The water footprint of an individual, community or business is defined as the total volume of freshwater that is used to produce the goods and services consumed by the individual or community or produced by the business. This book shows how the water footprint concept can be used to quantify and map the water use behind consumption and how it can guide reduction of water use to a sustainable level. With a number of case studies, it illustrates water use along supply chains and that water consumption at one place is often linked to water use at another. For example, it is calculated that it takes 15,000 litres of water to produce 1 kg of beef, or 8,000 litres of water to produce a pair of jeans. The book shows that imports of water-intensive products can highly benefit water-scarce countries, but also that this creates a dependency on foreign water resources. The book demonstrates how water-scarce regions sometimes, nevertheless, use lots of water for making export products. It raises the issue of sustainable consumption: how can consumers, businesses and governments get involved in reducing the water footprints of final consumer goods?
Original languageEnglish
Place of PublicationLondon, UK
Number of pages224
ISBN (Print)9781849714273
Publication statusPublished - 2013
Publication series
 - METIS-296606
 - IR-91183
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Bringing Small Mammals and Non-African Rodents into the United States
photo of a ferret
Unless they are included in a specific embargo, such as Civets and African Rodents, or known to carry disease transmissible to humans, these animals are not covered under CDC regulations.
However, state or local regulations may apply. Pet ferrets, for example, are prohibited in California. Any animal known to carry a disease that can be transmitted to people (zoonotic disease) is subject to regulation 42CFR71.54External.
Additionally, animals carrying diseases of risk to domestic or wild animals are subject to regulations from the U.S. Fish and Wildlife ServiceExternal, as they may be considered injurious speciesExternal.


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March 12, 2020: We all accept that if you drive downtown during rush hour there will be high traffic and it can take you longer to get there. Similarly, health systems have just come to accept hinders and clogs which slow down the rate at which patients can be assisted. Our guest today is CEO of LeanTaaS, Mohan Giridharadas, and he joins us on the show to have a great chat about how machine learning can help alleviate this problem. LeanTaaS helps patients get improved access to health systems while simultaneously allowing those systems to reduce the cost of healthcare delivery. It does this through a fleet of AI-driven products designed to assess statistics around patient behavior and hospital support capacity to schedule appointments based on a supremely superior mode than the simple person-to-person calendar check we are all used to. Essentially, LeanTaaS make tools for optimizing the utilization of expensive and constrained hospital resources. In our conversation today, Mohan weighs in on how the constraint-based algorithms in his products work, the amazing sales package they offer which completely removes any risk on the client side, and the specifics of how each of their iQueue products assist both providers and patients. Make sure you catch this interview because Mohan is doing some revolutionary things with AI that should help healthcare centers run to previously unfathomed levels of efficiency.
Key Points From This Episode:
- What Mohan does at LeanTaaS to make healthcare cheaper and more accessible through AI.
- The LeanTaas iQueue product range which optimizes patient flow through health centers.
- How healthcare institutions are clogged and what map models can do to streamline admin.
- Having one code base and how LeanTaaS can be used across health systems.
- How LeanTaas calculates when to suggest appointments through constraint algorithms.
- Robust algorithms and how LeanTaaS is able to allow for a level of wrong predictions.
- The unique LeanTaaS sales pitch which offers money back and opting out at any time.
- Many clients in the academic health provision space who use LeanTaaS.
- How scalability limits LeanTaaS's ability to optimize maintenance or resource scheduling.
- What the OR application of LeanTaas gains: a liquid marketplace of block times.
- Optimizations that LeanTaaS is developing to increase bed availability in hospitals.
- How iQueue integrates with the EHR and modifies the Epic cadence template.
- The turnaround time it takes to get iQueue up and running: eight to 10 weeks.