Angela Wanhalla
Lecture theatre
Angela WanhallaDr Angela Wanhalla
Raised in a house full of books and aware of her whakapapa, lecturer Angela Wanhalla knew she'd follow a history path.
"Dad was always interested in history and I knew where I came from, so history became part of the trajectory."
Of Ngāi Tahu descent (Taumutu and Otakou), Angela grew up in the small Canterbury town of Rolleston.
While the subject history was dead certain, Angela took time to fine-tune her specific fields of interest. For her first degree - a BA(Hons) from the University Canterbury - she took papers in Māori history, education, sociology and anthropology, before choosing feminist history for her honours project and MA.
Today, Angela specialises in the histories of cultural encounter in New Zealand's colonial past, with a focus on the history of interracial relationships and intermarriage in New Zealand. She's writing a book based on her PhD, which explored the history of interracial marriage between 1830 and 1940 in a community based at the Taieri Native Reserve.
With postdoctoral studies under her belt (she researched intermarriage in the Canadian prairies at the University of Saskatchewan), Angela's teaching focus at Otago is comparative indigenous histories. This includes teaching papers that introduce students to New Zealand history from a comparative perspective, and take a biographical approach to Māori history.
Dry facts it's not - history is about people's interaction with the world around them, she says.
"It's about reviving and reconstructing communities and looking at personal experiences."


text:
Pallet sorting automation based on shuttle and flow rack systems
Our client is among the top 5 largest meat processing companies in Ukraine. A wide range of quality meat delicacies, numbering more than 250 varieties of products, and constantly growing demand for meat products, prompts the company to improve and automate storage processes in order to provide consumers with quality products in a timely manner.
The logistics of a meat processing plant face many challenges: From non-standard premises to GDP standards, from peculiarities in packaging, weight and pallet type to demanding distribution and retail chains with strict delivery deadlines. Consequently, the supply chain from the production line to the shipping area must be as fast and error-free as possible.
In order to solve this task together with the customer, the KAPELOU team developed an automated warehouse conveyor system based on shuttles, a driven roller conveyor, pallet flow system and a vertical elevator designed for vertical pallet handling and sorting in the conveyor system.
This combination proved to be the most efficient and effective process: an increase in productivity in handling and sorting as well as a 2.7-fold increase in pallet quantity in the same storage area. Since the human factor is not involved in the decision-making process when sorting the pallets, the error rate tends towards zero. Furthermore, the processing of returns is automated so that the logistical flows in the warehouse do not cross.
The conveyor system used in this project is suitable for automating individual sections and the entire warehouse. Furthermore, it consists of individual modules, so that it can be easily adapted to the warehouse operation and scaled as the company grows. The conveyor system connects the different storage areas with each other and ensures a fast transfer of goods between the storage levels. For example, the conveyor system facilitates the organisation of goods sortation, which was one of the main goals of this project.
The KAPELOU driven roller conveyor was used for the automatic transportation of pallets. By using only those areas with pallets, the conveyor system is energy-efficient. A sturdy pallet conveyor with a speed of 0.2m/s lifts pallets weighing up to 900 kg vertically.
Pallets are sorted into 68 directions by two shuttles. At a speed of 1 m/s, the shuttle system transports the pallet to the appropriate two-level gravity channel. Unloading takes place at an angle equal to the angle of inclination of the gravity pallet storage conveyor.
Safety comes first
The safety of the employees is the top priority. Mechanical and electrical protection systems: noise protection, transport safety, emergency stop of the vertical conveyor, warning light system and display – the automation system fulfills the technical requirements and recognised rules of safety in the warehouse.
The automated pallet sorting system consists of:
- Driven pallet conveyor;
- Shuttle conveyor system;
- Pallet flow system;
- Vertical pallet conveyor;
- Safety system;
- Control system;
- Integration of equipment with WMS (warehouse management system).
Results of automation
The proposed solution for transporting and sorting pallets in the warehouse with an automated shuttle-based conveyor system has given the customer the following advantages:
- Thanks to a complete solution from KAPELOU, pallet transportation and sorting in production is fully automated.
- Storage efficiency in the forwarding area, i.e. the number of pallets that can be in the area at the same time, has been increased from 126 to 340 pallets.
- The number of staff in the warehouse has been reduced by 2.3 times.
- The number of errors was reduced to almost zero, because a person is not involved in the decision-making process when sorting pallets.
- There has been a 3.8-fold increase in the number of routes by which pallets can be accumulated in the forwarding area in advance – from 18 to 69.
- Full warehouse automation and separation of shipment and return transport processes has been ensured.
- The speed of loading the vehicle has been increased to 90 pallets per hour. The system thus makes it possible to store the end products in the forwarding area sorted by direction over a long period of time and to make shipping as productive as possible during peak times.
- The automated sorting system operates 24/7.
- Guaranteed payback period of the sorting system is about 4 years.
Comparison of automatic sorting process with manual sorting
Here you can see a comparison between an automated and a manual sorting system for a warehouse. The automated system is based on the shuttle system described above. The manual sorting of pallets was used before automation and was done with the help of forklifts and loading by a hydraulic trolley:
As a result, the conveyor system transports almost 2.7 times as many pallets on the same floor space. To achieve the same number of pallets in the manual version as with the automated system, the conveyor area has to be increased by 465 m2 or 270 %.
Unloading the pallets from the accumulator and loading the truck now takes only 80 seconds instead of 150. The number of sorting directions has increased from 18 to 69, almost quadrupling. At the same time, the number of staff has decreased and the monthly costs have halved.
In summary, we have increased the speed of loading the trolley with pallets to 90 p/hour. In this way, the system makes it possible to store the final products in the shipping area sorted by direction for a long period of time and to make shipping as productive as possible during peak hours. In this way, the speed and continuity of the production process and the customers' need for delivery can be balanced almost simultaneously, reducing labour costs and shortening product delivery times to the end customer.
Given the uncertain situation and limited resources, it is even more important to find and implement the most efficient solution for your warehouse. This is the main advantage of working with KAPELOU – developing solutions based on 9 years of experience in implementing automation systems in warehouses, thorough analysis of business processes, know-how of modern intralogistics technologies and manufacturing high-quality equipment.
Leave your request here and the KAPELOU team will present you with the best solution for your warehouse.

source: openbmb/Ultra-FineWeb


rooted in
be rooted in (something)
To originate in or stem from something. The decline of this city is rooted in the move away from local steel in the 1980s. Their form of government is rooted in socialism, though it also has elements of capitalism.
See also: root
root (something) in (something)
To place something, especially a plant, into something else in order for it to grow roots. I couldn't root any of the vegetables in my back yard because the soil was fool of rocks. You should root the flowers in pots before attempting to plant them in the ground.
See also: root
rooted in something
based on something; connected to a source or cause. The civil war was rooted in old cultural hatred. This fictional book was rooted in actual events.
See also: root
See also:
References in periodicals archive?
Such an alliance was neither democratic nor rooted in principles of humanity.
(SEE MER 28/2/2011) Lebanon's system of government is rooted in a 1943 power-sharing agreement adopted along confessional lines after the country won its independence from France.
Some organizations rooted in African-American communities are making the connections between their struggles and the struggles that immigrant communities are facing.
Many reggae songs incorporate proverbs in the lyrics--proverbs that are deeply rooted in Rastafarian culture.
They saw America's "race problem" as rooted in its culture, environment, and disorganized families; and racial differences were social and psychological, not biological or innate.
But the ownership of the GSBCA to hear contract's protests was not rooted in the Brooks Law.
So much of Canadian cinema is rooted in a sense of place, and Sweeney's films, to a degree, continue this tradition.
His methodology is rooted in interrogation and analysis, and his impulse is to deconstruct language, treating it as concrete, pliable material.
Lewis' answer to that question is rooted in his childhood.
In contrast, the emerging view during the scientific revolution was more clearly rooted in the underlying forces or laws that can be expressed mathematically.
For these young people, doing anti-war work does not mean simply protesting a distant war in another country; it means challenging a war machine and industry whose workings are firmly rooted in the U.S., within their own communities.
Giesselmann is also critical of "ethno-cultural" analyses rooted in E.


text:
Pass those peaches — a new study finds that eating more fruits and vegetables may lead to a rosier complexion.
Researchers tracked the fruit and vegetable consumption of 35 people over a six-week period and found that higher intake was associated with perceptible changes to skin color. As participants ate more fruits and veggies, their skin tone looked healthier — and were judged to be more attractive.
Specifically, participants eating more fruits and vegetables saw increases in red and yellow tones in their skin. The researchers attribute the color change to the carotenoids in produce, the compounds that give plants their pigmentation. The study looked at two carotenoids in particular: beta-carotene, which gives carrots their orange color and is also found in yams, peaches, pumpkin, apricots and spinach; and lycopene, which adds a reddish hue to peppers, tomatoes, watermelon, apricots and pink grapefruits.
During the six-week study, participants filled out three dietary questionnaires to gauge what they ate and how their consumption changed, while researchers recorded their skin coloring. In a second part of the study, 24 observers were shown pictures of four Caucasian faces whose coloring was modified to correspond to varying levels of fruit and veggie intake. The observers were asked to rate the faces based on perceived health and attractiveness, with the goal being to figure out how many servings of produce a day was associated with a noticeable bump in beauty.
"Our study suggests that an increase in fruit and veggie consumption of around three portions, sustained over a six-week period, is sufficient to convey perceptible improvements in the apparent healthiness and attractiveness of facial skin," lead researcher Dr. Ross Whitehead of the University of St. Andrews school of psychology told HealthDay. "Conversely, those [participants] that worsened their diet became paler."
The color changes, while perceptible, were slight — so no one looked like a blazing pumpkin. But while veg-heads have reason to rejoice, it's important to note that the study shows only an association between produce consumption and better skin, and not a cause and effect. The researchers acknowledge that the study was also very small, with nearly all white participants. More research is needed to see if the findings hold for other ethnic and racial groups.
Still, results like these may give people another good reason to load up on fruits and vegetables — nothing motivates people like vanity. The authors write:
The literature reviewed here suggests potential utility in forming novel dietary intervention strategies. Fruit and vegetable consumption affects skin carotenoid levels; this may lead to skin-color change in a fashion that is known to contribute to the appearance of health. It follows that dietary change may be motivated by illustrating to individuals these beneficial effects on appearance.
To get the most from your greens, go for whole fruits and veggies instead of juices. Whole produce has a lot of other healthful compounds, including fiber, which will not only help boost your complexion, but also contribute to an overall healthier diet. And keep in mind that carotenoids are present in many fruits and vegetables, even those that don't outwardly appear to be red or yellow — like leafy greens.
The U.S. Department of Agriculture (USDA) recommends filling half your plate with fruit and vegetables at every meal. For women, the USDA recommends 1.5 to 2 cups of fruit daily and 2.5 to 3 cups of veggies. Men should aim for 2 to 2.5 cups of fruit daily and 3.5 to 4 cups of veggies.
"[O]nce the word gets out that eating fruits and vegetables can make you sexy, attractive and maybe even look younger, hopefully, the carrots, kale and cantaloupe will be flying off the shelves and into people's meals," Samantha Heller, a dietitian and nutritionist at the Center for Cancer Care at Griffin Hospital in Derby, Conn., told HealthDay.
The new study was published in the online journal PLoS ONE.

source: HuggingFaceFW/fineweb-edu


[F&O] IBM-FO-035: Problems with fn:number
From: Don Chamberlin
Date: Thu, 4 Mar 2004 05:57:40 -0800
To: _EMAIL_
Message-ID:
(IBM-FO-035): Section 14.1.4 (fn:number): The summary paragraph says that
if the context item is not a node, NaN is returned. The third paragraph
seems to contradict this by saying that if the context node is atomic, its
value is converted to xs:double. On closer reading the confusion only
increases: how can a node be atomic? Then the fourth paragraph says that
in the case of a node with an atomic type, its "value" is converted to
xs:double. Does this refer to the node's typed value or its string value?
--Don Chamberlin
Received on Thursday, 4 March 2004 08:58:13 UTC


Take the 2-minute tour ×
I'm wondering if there's a simple proof that solutions to non-linear differential equations do not satisfy the superposition principle?
Some explicit examples would also be great.
share|improve this question
It depends what your definition of linear is in this case. I think it wouldn't be unreasonable to say "a DE is linear if linear combinations of solutions are solutions" which is pretty much "a DE is linear if it satisfies superposition" – Ben Millwood May 24 '12 at 13:52
1 Answer 1
up vote 4 down vote accepted
For such cases the simplest example that comes to mind usually works. Consider d.e. $y'=y^2$. It has solutions $y_c(x)=\frac 1{c-x}\,$ for $c\in \mathbb R$. But functions $y_1+y_2$ and $2y_1$ are not solutions.
But it cannot be said that all solutions of any nonlinear equation do not satisfy the superposition principle. Consider, for example, equation $(y'')^2=0$.
share|improve this answer
Is there some general proof (barring trivial solutions), or am I looking for something that can't be found? – trolle3000 May 24 '12 at 17:36
_USER_ Proof of that exactly? An example is given in the answer. Also given an example of a non-linear equation all solutions of which satisfy the superposition principle. – Andrew May 24 '12 at 17:44
Your Answer


(a,b) */
x = randfun(N, "Poisson", lambda); /* X ~ Poisson(lambda) */
If you want to nest the calls to the RANDFUN function, you can simulate the data with a single statement:
x = randfun(N, "Poisson", randfun(N, "Gamma", a, b)); /* compound distribution */
If you are simulating data inside a DO loop, I strongly suggest that you continue to use the more efficient RANDGEN subroutine. However, in applications where performance is not a factor, you can enjoy the convenience of simulating data with a function call by using the new RANDFUN function.
Post a Comment
Geometry, sensitivity, and parameters of the lognormal distribution
Today is my 500th blog post for The DO Loop. I decided to celebrate by doing what I always do: discuss a statistical problem and show how to solve it by writing a program in SAS.
Two ways to parameterize the lognormal distribution
I recently blogged about the relationship between the parameters in the lognormal family and the underlying normal family. This inspired me to look closer into how the mean and standard deviation of the normal distribution are related to the mean and standard deviation of the lognormal distribution.
Recall that if X ~ N(μ, σ) is normally distributed with parameters μ and σ, then Y = exp(X) is lognormally distributed with the same parameters. The mean of Y is m = exp(μ + σ2/2) and the variance is v = (exp(σ2) -1) exp(2μ + σ2). As usual, the standard deviation of Y is sqrt(v).
These formulas establish a one-to-one (and therefore invertible) relationship between the central moments (means and standard deviations) of the normal and lognormal distributions. If you have the lognormal parameters (m, sqrt(v)), you can compute the corresponding normal parameters, and vice versa. The formulas for μ and σ as functions of m and v are μ = ln(m2 / φ) and σ = sqrt( ln(φ2 / m2) ) where φ = sqrt(v + m2). You can think of these formulas as defining a function, F, that maps (m, sqrt(v)) values into (μ, σ) values.
What does this mapping tell us about the relationship between the central moments of the normal and lognormal distributions? What is the geometry of the transformation that maps one set of means and standard deviations to the other?
If F is the function that gives (μ, σ) as a function of (m, sqrt(v), you can visualize F by using the graphic to the left. (Click to enlarge.) The grid in the upper part of the picture represents a uniform mesh [1,30] x [1,30] in the domain of F. These are means and standard deviations for lognormal distributions. Vertical lines (m is constant) are drawn in red; horizontal lines (v is constant) are drawn in blue. The corresponding (μ, σ) values (the image of the grid under F) are shown in the bottom part of the picture. The bottom picture shows the mean and standard deviation of the corresponding normal distributions.
By looking at the scale of the graphs, you can see that the transformation is highly contractive on this domain. The function maps a huge rectangle (841 square units) into a little wing-shaped region whose area is about 11 square units. The contraction is especially strong when the lognormal parameters m and v are large. For example the entire right half of the grid in the domain of F (where m ≥ 15) is mapped into a tiny area near (μ,σ)=(3,0.5) in the range.
This fact is not too surprising because the inverse mapping (F–1) is exponential, and therefore highly expansive. Nevertheless, it is illuminating to see the strength of the contraction. For example, the following graphic "zooms in" on an area of the domain that is centered near the point (m, sqrt(v)) = (22.5, 11.5), which is the approximate pre-image of (μ, σ) = (3, 0.5). The parallelogram in the domain of F is mapped to a tiny square that is centered near (μ, σ) = (3, 0.5). On this scale, the mapping is well-approximated by its linearization, which is the Jacobian matrix of first derivatives. The determinant of the Jacobian matrix at the point (m, sqrt(v) = (22.5, 11.5) is about 1/600, which means that the big parallelogram on the left has about 600 times the area of the tiny square on the right. (In the illustration, the square is not drawn to scale.)
Implications for data analysis
These pictures and computations tell us a lot about the relationship between the central moments of the normal and the lognormal distribution. The main result is that small changes in the parameters of the normal distribution cause large changes in the mean and standard deviation of the lognormal distribution. This leads to the following corollaries:
 - Small variations in normal data can lead to big difference in the lognormal data. If you simulate a small sample of data from an N(3, 0.5) distribution, you will get a sample moments that vary slightly from the parameter values. For example, the sample mean might range between 2.9 and 3.1, and the sample standard deviation might range between 0.4 and 0.6. However, if you exponentiate the simulated values to form a lognormal distribution, the mean and standard deviation of the lognormal data will vary widely from sample to sample. In short, the mean and standard deviation of lognormal data are very sensitive to variation in the normal samples.
 - For lognormal data with a large mean, the parameter estimates are not sensitive to variation in the data. Suppose you have a small data set with mean 22.5 and the standard deviation 11.5, and you think it lognormally distributed. If you use PROC UNIVARIATE to estimate the parameters for a lognormal fit, you will get estimates that are close to μ=3 and σ=0.5. Because of the small sample size, you might be worried that the parameter estimates aren't very good. But look at it this way: if you draw a different sample whose mean and standard deviation are several units away from those values, the parameter estimates will still be close to μ=3 and σ=0.5! Variations in the lognormal data are not very important when you estimate the parameters of the underlying normal data.
For simplicity, this discussion focused on parameter values near (μ, σ)=(3, 0.5), but you can use the same ideas and pictures to study other regions of parameter space. Moreover, the same ideas apply to other data transformations.
Computational details
The SAS/IML language is an excellent way to compute the quantities and to create the pictures in this article. In particular, I used the dynamically linked graphics in SAS/IML Studio to explore this problem because of the highly flexible graphics in IMLPlus. You can download the complete SAS/IML Studio program that I used to create the images.
The grids in the graphs were created by using the EXPANDGRID function that I discussed in the article how to generate a grid of points in SAS. It is easy to apply the transformation to the grid:
proc iml;
/* lognormal to normal transformation (m, sqrt(v)) --> (mu, sigma) */
start LN2N(p);
 m = p[,1]; v = p[,2]##2;
 phi = sqrt(v + m##2);
 mu = log(m##2 / phi);
 sigma = sqrt(log(phi##2/m##2));
 return( mu || sigma );
m = 1:30; /* horizontal grid points */
sqrtV = 1:30; /* vertical grid points */
grid = expandgrid(m, sqrtV); /* make grid (SAS/IML 12.3) */
Fgrid = LN2N(grid); /* compute image of grid */
You can easily compute a numerical Jacobian matrix (the matrix of first derivatives) by using the NLPFDD function, which computes finite-difference derivatives. You can compute the determinant of the Jacobian matrix by using the DET function. The following statements compute the Jacobian matrix and determinant at the point (22.5, 11.5). The determinant is approximately 1/600.
/* NLPFDD wants a function that returns a column vector */
start LN2Ncol(x);
 return( T(LN2N(x)) );
/* linearization of lognormal-->normal transformation */
x0 = {22.5 11.5}; /* approximate pre-image of (3, 0.5) */
call nlpfdd(f, J, JpJ, "LN2Ncol", x0, {2..});
detJ = det(J); /* det(J) shows strong local contraction */
print J[c={"dx1" "dx2"} r={"dF1" "dF2"}], detJ;
This article—my 500th blog post—provides a good example of what I try to accomplish with my blog. The problem was inspired by a question from a SAS customer. I analyzed it by writing a SAS/IML program. The analysis requires applications of statistics, multivariate analysis, geometry, and matrix computations. I created some cool graphs. Thanks for reading.


the same number of working hours. For the purposes of this research, a working year consisted of working 40 hours per week, 50 weeks per year. As project managers rarely work a 40 hour week, holidays and sick days were assumed to be offset by the overtime hours.
Standardized Value of a Bachelors Degree (BDEG)- Because there is little or no apparent consistency in how different professional organizations equate the value of a degree to the equivalent work experience, a web based research was conducted and using undergraduate degrees in construction project management from Purdue, University of Houston and University of Florida and the general Project Management degree from Colorado Technical University yielded an AVERAGE of 130 credit hours required to earn a Bachelors degree. BDEG was broken down further into two components:
Actual Time Spent In ClassTo calculate this value, it was assumed that for each 3 credit hours awarded, that 40 hours of face to face classroom time was required. Thus for a 130 hour degree program: 125/3 = 41.67 individual courses X 40 hours per 3 credit course = 1,668 hours spent in a classroom.
Level of Effort expected by the student OUTSIDE of class timeFollowing the same approach, it was generally agreed that at the undergraduate level, for each hour spent in the classroom, a MINIMUM of 2 hours needed to be spent by a student in doing homework, writing research papers and taking exams: 1,668 classroom hours X 2 = 3,334 hours of student effort outside of class.
Thus to calculate the BDEG (Standardized Value of a Bachelors Degree) we add the class time plus the out of class time 1,667 + 3,333 = 5,000 hours of learning experience.
Standardized Value of a Masters Degree (MDEG)- Despite a clear trend by other professional organizations (representing Nursing, Civil Engineering, Social Work) in requiring a Masters degree, at least for their top level credentials, this too was a consideration. Worth noting that of all the credentials evaluated, only AACE?s Certified Portfolio, Program and Project Manager (C3PM) required a Masters Degree or equivalent educational credits to earn that certification.
As was done with the BDEG, a web based research was conducted and using Master of Science degree in project management from George Washington University, Boston College, Western Carolina and Stevens Institute of Technology, yielded an AVERAGE of 36 credit hours required to earn the Master of Science degree. MDEG was broken down further into two components:
Actual Time Spent In ClassTo calculate this value, it was assumed that for each 3 credit hours awarded, that 40 hours of face to face classroom time was required. Thus for a 36 hour degree program: 36/3 = 12 individual courses X 40 hours per 3 credit course = 480 hours spent in a classroom.
Level of Effort expected by the student OUTSIDE of class timeFollowing the same approach, it was generally agreed that at the graduate level, for each hour spent in the classroom, a MINIMUM of 3 hours needed to be spent by a student in doing homework, writing research papers, working on group projects and taking exams: 480 classroom hours X 3 = 1,440 hours of effort outside of class.
Thus to calculate the MDEG (Standardized Value of a Bachelors Degree) we add the class time plus the out of class time 480 + 1,440 = 1,920
The next category was any additional hours of REQUIRED training in order to sit for the Exam (ARTH)- As PMI is the only organization to REQUIRE training precedent to taking the exam, considerable debate ensued about how best to score this. Because the 35 hours of training can be fulfilled by studying books of sample exam questions or listening to podcasts and does NOT require the rigor equivalent to an undergraduate degree course, those hours were counted at face value, (35 hours required, 35 hours counted under ARTH) with no additional hours to cover outside or additional study. (See EXAM calculations below for more)
The next component of the scoring model was how to score the exams (EXAM)- As done previously, there are two components to thisTime spent actually taking the exam, which came from the information published on each organizations web pages and/or downloads for their respective exam and;
Level of Effort spent by the individual in studying for and preparing to sit for the exam. To calculate this value, a general consensus was reached that for each hour of exam, 30 hours of preparatory time was required. (Admittedly, this was based almost entirely on PMP and CCC/E experiences) Using the PMP exam as an example, the exam itself is 4 hours long therefore, 4 X 30 = 120 hours of total effort to prepare for and passing the exam. HOWEVER, at least in the case of PMI?s PMP, part of that level of effort is the 35 hours of required course work, so to avoid double counting those hours; we deduct 35 from 120, yielding an EXAM score of 85 for the PMP.
The final challenge was how to weight the Total Level of Effort required for the Assessment processes (ATCA)- Following the processes developed previously, we broke the ATCA score into two elementsHow many PAID/VOLUNTEER person hours were required to CONDUCT the Assessmentsthis information was readily available on most of the sites. While nearly all assessments required between 2-5 hours of assessor time, the key variable was how many people were required to conduct an assessment. To calculate this value, we multiplied the number of PAID/VOLUNTEER assessors required X the average time it takes to conduct an assessment. Using the asapm (roughly equivalent to the IPMA Level B) they use 2 assessors conducting an interview for 2 hours. 2 people X 2 hours = 4 person hours of effort.
How many hours of PREPARATION time did it take a person being assessed to prepare the required documentation, submit it to the assessors then participate in the assessment process? Lacking any empirical evidence, an ASSUMPTION was made that for every man hour of assessment that is required, the person being assessed would need to spend 10 hours preparing.
Worth noting is that while all the competency based credentials required assessments, only twoAACE?s C3PM and PMI?s PgMPrequired that the applicant being assessed submit 360 degree evaluations from supervisors, peers, subordinates and customers. AACE accomplished this by requiring a log book, similar to those maintained by commercial pilots or SCUBA divers while PMI required that the applicant submit signed copies of the assessment surveys.
To summarize the scoring model let:
Total Hours of Work Experience for a person WITH a 4 year degree = WEXP[7]
Standardized Value of a 4 year Degree = BDEG[8]
Standardized Value of a Masters Degree = MDEG[9]
Additional REQUIRED Training Hours = ARTH[10]
Total Level of Effort to prepare for and take the exams = EXAM[11]
Total Level of Effort required to prepare for and be assessed = ATCA [12]
Total Level of Effort and Degree Requirements Professional Score = PSCOR
Then the WEXP + BDEG+ MDEG + ARTH + EXAM + ATCA = PSCOR, where the PSCOR is equal to the cumulative calculated value of all the variables.
To help readers understand the scoring model; I will illustrate using how two of the credentials were scored. PMI?s PMP as it is the most ubiquitous and the top ranked C3PM by AACE, with the understanding that exactly the same set of calculations was performed for the other credentials as well.
PMI?s PMP Relative Professional Score Calculations (See attached Excel spreadsheet[16], Sheet 2, Column R)
WEXP = 4500
BDEG = 5000
MDEG = 0
ARTH = 35
EXAM = 89
ATCA = 0
PSCOR = 9624
AACE?s C3PM Relative Professional Score Calculations (See Excel spreadsheet[16], Sheet 2, Column B)
WEXP = 16000
BDEG = 5000
MDEG = 1920
ARTH = 0
EXAM = 434
ATCA = 132
PSCOR = 23486
This same formula was applied equally to all the credentials. (see attached Excel spreadsheet[16], sheet 2)
Now, is this model perfect? No, of course not, nor was it expected to be. To reiterate, it represents a first attempt to create an independent scoring model that enables consumers and organizations alike to evaluate the various credentials vis a vis alternatives and for those organizations wishing to add new credentials, be able to make decisions about how to position them to fill niches and to aid in continually improving existing credentials.
Having tried to be realistic in defining the expectations of what this model can or does show and what it does not or cannot show, the graph below illustrates the rank ordered results of this research.
As can be seen in the graph, due to NO work experience or educational requirements combined with what appears to be a relatively weak testing/assessment process, the PRINCE2 credentials are significantly lower than all other credentials, while at the other extreme, AACE?s top credentials, the C3PM and the CFCC scored very high, based on the requirements of high levels of demonstrated experience, a Master?s degree or equivalency in terms of education


Services Departments Government
Subdivisions and Condominium Naming Policy
To clarify the statutes, the following policies are adopted:
 1. No tentative subdivision plan or subdivision plat or condominium shall be approved which bears a name similar to or pronounced the same as the name of any other subdivision or condominium in the same county, unless the land platted is contiguous to and platted by the same party that platted the subdivision or condominium bearing that name or unless the party files and records the consent (notarized) of the party that platted the contiguous plat bearing that name. A copy of the consent must be provided to the County Surveyor prior to name approval.
 2. Geographical Names - Names that are indicative of a specific area such as a region or a city may be used a maximum of ten (10) times. A portion of the plat name must be significantly different. Examples of allowable names are: "Bull Mountain Estates", "Bull Mountain Park", and "Bull Mountain Woods." Once there are ten plat names that begin with "Bull Mountain", no further use will be allowed.
 3. Similarly, the use of other words such as "Fir", "Oak", "Green", "Sun", "Eagle", "North", "South", "East", "West"", etc. will be governed by the same rule. Examples of allowable names are: "Sundown", "Sun Gate", "Sun Ridge." The use of "Sun Ridge Estates" would not be allowed when a plat has previously been recorded as "Sun Ridge." Once there are ten plat names that begin with "Oak", "North", "Sun", etc., no further use will be allowed.
 4. No subdivision plat name shall begin with "A", "The" or other similar words, or use the words "Subdivision" or "Plat" in the name of the subdivision.
 5. No condominium plat name shall begin with "A", "The" or other similar words. Condominium plats are required to have the word "condominium", "condominiums", or "a condominium" in the plat name. ORS 100.105(5).
 6. Phases in subdivisions shall be named as follows:
 For the first phase "Oak Hills"
 For the second phase "Oak Hills No. 2"
 For the third phase "Oak Hills No. 3"
 7. Supplemental condominiums shall meet the requirements of ORS 100.115(4).
 8. Initials will not be allowed in plat names.
 9. Plat names shall not begin with a number (i.e.: 78th, 102nd) unless the number is spelled out. (i.e.: ONE ROSA PLACE).
 10. Use of roman numerals in a plat name is not allowed.
Since the planning process is generally very lengthy, approved plat names may be reserved with the County Surveyor for a period of two (2) years.
 1. The Clackamas County Surveyor approves all condominium and subdivision names.
 2. Check the List of Existing and Approved Plat Names at our office for availability, and then contact the County Surveyor's Office to confirm that a specific name is allowable.
 Download Request to Reserve Subdivision / Condominium Name
 3. Fill out and submit the "Request to Reserve Subdivision/Condominium Name" prior to submittal of your plat. Names are not approved until you receive notice.
Share this page
Development Services Building
Contact Us
Clackamas County Surveyor
150 Beavercreek Rd.
Oregon City, OR 97045
_PHONE_
Fax _PHONE_
Email the Surveyor
Office Hours:
M–F 7:30 a.m.–4:30 p.m.
Lobby Hours:
M–F 8 a.m.–3 p.m.
M–F 7:30 a.m.–4 p.m.


Layered rendering part 2, it helps solve many problems… :-)
As part of Qt 4.5, we added QGraphicsItem::opacity. Which is great! But it doesn't work as well as it could. We're receiving a few comments about how this implementation could work better. Trouble is, in Qt 4.5 we only have two ways of rendering: direct, and indirect ("cached", e.g., ItemCoordinateCache). And in order to apply opacity, you really need full composition support... :-/
Here's a rundown of the trouble with today's opacity support:
 - The current behavior modifies the input opacity of the painter
 - you can override this opacity on a per-item basis (intentionally or not!)
 -...and each primitive (line, rect, pixmap) you draw with QPainter will be composed one at a time inside the item (which is bad!)
 - The behavior is slightly different depending on whether you cache an item or not.
 -...if you use caching, the offscreen pixmap is rendered with an opacity, whereas the item itself doesn't have any opacity set on its painter.
 - Each item applies opacity locally, and even though opacity propagates to children, each item is still rendered by itself, cause each item to be transparent (as opposed to rendering one subtree as a whole with an opacity)
All these problems could have been solved if we treated opacity as an effect that you can apply to one layer as a whole, instead of on each item. I think this is how opacity should work in the first place... but that's how it goes sometimes. But fear not, we can fix this in a later release! :-)
To illustrate the current behavior, here's what you get if you construct a scene with four items, each a child of the previous item, in colors red, then green, then blue, then yellow. Logical structure in hypothetical markup:
Rect {
 color: red;
 rect: QRectF(0, 0, 100, 100);
 child : Rect {
 color : green;
 pos: QPointF(25, 25);
 opacity: 0.5;
 child : Rect {
 color : blue;
 pos: QPointF(25, 25);
 rotation: 45;
 child : Rect {
 color : yellow;
 pos: QPointF(25, 25);
 scale: 2x2;
This will in Qt 4.5 render the following output:
Opacity, in Qt 4.5
What's important to notice here is how all elements are transparent; so you can see the blue through the yellow item, the green through the blue item, and the red item through the green item. But the yellow item doesn't actually have any opacity assigned. It inherits opacity from the green item (opacity: 0.5).
By rendering the "green sub-tree" into a separate layer, we can combine all items and apply one uniform opacity as part of composing these items together. In my last blog I wrote about off-screen rendering. This work has progressed and is in quite a usable state (although the code is really ugly). It works! The rendering output for the same application as the above looks like this:
Opacity, in Qt 4.6
The essential difference is how the "green sub-tree" is treated as if it had one _combined_ opacity. The yellow item, for example, isn't transparent by itself at all. You can't see the blue through the yellow. By "collapsing" the subtree into a single layer we can both avoid unnecessary rerendering of items (i.e., if you move the green item around, the children are not repainted, not even from cache). Which is pretty cool!
(We get this at the cost of allocating and spending an extra pixmap, and the first time we render there's an extra level of indirection.)
But there's even more applications to this technique... :-) With code for handling explicit composition of layers, we can now use pixmap filters and shaders to compose one layer onto another. And this is very useful for any future effects API we might add to Qt in general. Imagine applying a gaussian blur effect to the layer represented by the green item. The result is below:
Opacity w/blur, in Qt 4.6
The result is very neat; the whole layer is blurred before it's rendered. You don't get funny artifacts that might have occurred in overlapping regions if each of the items was blurred individually.
Now none of this gives any mind-blowing screenshots (at least not yet), but it's an important step that provides faster rendering of subtrees (as sliding and transforming a complex graph of items ends up just being matrix operations on a single pixmap/texture, and in software this prevents overdrawing), a more accurate processing of the opacity property of QGraphicsItem, and it makes it very easy to apply fancy composition effects to groups of items.
Questions: Should layers be explicitly defined, or implicitly handled by logics inside Graphics View? In the example above, I've used the opacity property to detect whether an item's subtree should be rendered into a separate layer or not. This is easy to do and very clear/unsurprising. But what if you want to collapse a subtree for performance reasons? An alternative, or possibly an additional approach would be to add an explicit setting: QGraphicsItem::setLayer(true) or setCacheMode(QGraphicsItem::DeepItemCoordinateCache). I'm torn. Experimentation and feedback will show (yes I know I need to push this code out, once our SCM goes public this will be much easier!).
There's also the problem with these darn flags QGraphicsItem::ItemIgnoresParentOpacity and QGraphicsItem::ItemDoesntPropagateOpacityToChildren. There's no way to make these flags work with a layered rendering approach. But are these flags very important, or could we just (*cough* *cough*) disable/deprecate them? ;-)
Finally I still haven't found out how to handle ItemIgnoresTransformations. The most probable solution is that these items are automatically rendered into a separate layer.
Happy hacking! :-)
Blog Topics:


text:
I'm new to VTK and I'm struggling to understand what setOrigin and setPosition mean in vtk3DProp. I'm trying to display multiple cubes ( with specific x, y, z lengths and x, y, z co-ordinates with labels) using vtkAnnotatedCubeActor. Unlike vtkCubeSource, I cannot specify a center or x, y, z lengths for vtkAnnotatedCubeActor. As I understand I can use SetOrigin, SetPosition and SetScale to achieve the result I want but I'm failing to understand how these map to each other. Can anybody explain these to me? Any help is greatly appreciated!
My two cents: setOrigin() sets the object's origin with respect to the world whose origin is 0,0,0. setPosition() sets the postion of the actor with respect to its origin. setOrigin() is very useful if your model has local coordinate systems.
For example, suppose you're modeling the Solar System. You place the Sun actor at origin=0,0,0 and position=0,0,0 so it occupies the center of the Solar System. Then you place the Earth actor 150 million km away from the Sun, but you make Earth's origin at the Sun because the former orbits the latter: origin=0,0,0 and position=150000000,0,0. Then you place the Moon actor with respect to the Earth, not the Sun and 400,000km away from the Earth: origin=150000000,0,0 and position=300000,0,0. This way, you don't need to make complicated computations to make the Moon orbit the Earth while it orbits the Sun with only global heliocentric coordinates.
setScale() will scale the XYZ values of the actor with respect to its origin. In the example above, if you apply a 2x,2x,2x scale to the Moon actor, it will double in size and end up twice further away from the Earth.
I hope this helps casting some light on the subject.


7.6. Column
Column is a data store object or an index object for fast search.
A column belongs to a table. Table has zero or more columns.
Both data store column and index column have type. Type of data store column specifies data range. In other words, it is "value type". Type of index column specifies set of documents to be indexed. A set of documents is a table in Groonga. In other words, type of index column must be a table.
Here are data store columns:
Here is an index column:


Update: Are General Sectioning Guidelines Still Applicable?
Because an OEM procedure exists general sectioning guidelines would not apply.
Because an OEM procedure exists general sectioning guidelines would not apply.
Sectioning: the process of cutting a portion of a part based on the location of collision damage and vehicle maker recommendations, removing the part, and installing a portion of the undamaged service part. Additionally, sectioning is a process that is done away from a factory seam.
A lot has changed over the past several years and the I-CAR position on general sectioning guidelines has changed significantly over those years. Current I-CAR courses suggest that:
If there are no published sectioning procedures available from the vehicle maker, do not section.
Why don't general sectioning guidelines apply to today's late-model vehicles? The general sectioning guidelines that were developed in the late 1980s were done on mild steel vehicles. Those vehicles are not representative of today's vehicles that are built with a significant amount of highand ultra-high-strength steel (HSS and UHSS). General sectioning guidelines have never been tested on HSS/UHSS rich vehicles and I-CAR does not, currently, have any plans to do so.
Additionally, the general sectioning guidelines warned about sectioning near reinforcements or collapse zones. With the increased use of HSS and UHSS, and new part designs, it is nearly impossible to concretely identify which areas are designed to transfer collision energy (a reinforcement), and which areas are designed to absorb collision energy (collapse or crush zones). Because of these two focal points of the general sectioning guidelines, today's vehicles wouldn't even qualify for the application of general sectioning guidelines.
Fortunately, many vehicle makers offer a significant number of published sectioning procedures (or provide optional locations/zones) for sectioning, or provide warnings against sectioning; this should take any guesswork out of the equation.
Related I-CAR Courses


CALGARY -- Fewer Albertans intend to turn down vaccination against COVID-19 compared to stated intentions tabulated prior to the arrival of vaccines in the province.
Saskatchewan now has the highest level of vaccine hesitancy in Canada at 24 per cent. The other provinces range between 10 and 12 per cent according to the poll.
"Measles, you probably need 90-95 per cent coverage," says Dr. Jia Hu with the University of Calgary's Cumming School of Medicine.
"You can still have breakthroughs, little outbreaks every once in a while, but it doesn't rule our lives. We will have the supply, if people get immunized we will reach herd immunity.
"Our trajectory is not there yet, but that's why we need to do as much as we can to try and get it higher."
Hu says the two most common reasons for reluctance is either a lack of concern for the virus' ability to hurt them, or a lack of trust in government regulators and the speed of vaccine development.
While many cases of COVID-19 are indeed mild, each case is like a lottery ticket, with some people experiencing severe, lingering illness.
Even young healthy Albertans have died. There are no sure predictors who will become severely ill.
More than 2.2 million doses of vaccine have been given in the province with less than 350 of those experiencing adverse reactions.
Hu says despite clear data that COVID-19 has a vastly greater chance of hurting a person, that's often not enough to overcome a person's resistance.
"We still need to have those conversations in sort of gentle, accepting way," he said.
The Angus Reid Institute's online survey of 1,594 Canadian adults was conducted over three days beginning April 20. The margin of error for a survey of a similar sample size is considered to be +/- 2.5 percentage points.


informal stump up
 North American informal ante up, pony up
 - lay waste
 the army laid waste to hundreds of villages
 devastate, wipe out, destroy, demolish, annihilate, raze, ruin, leave in ruins, wreck, level, flatten, gut, consume, ravage, pillage, sack, wreak havoc on
 literary despoil
 rare depredate
 Definition of lay in:
 Share this entry
 Synonyms of lay in English:
 Share this entry
 lay 2
 - 1 a lay preacher
 [Antonyms] ordained
 - 2 I cannot explain to a lay audience the techniques I used to study these genes
 [Antonyms] qualified, professional
 - Definition of lay in:
 Share this entry
 What do you find interesting about this word or phrase?
 Subscribe to remove ads and access premium resources


text:
In PyQt5, when we create more than one label at same position they overlap each other such that the label which was made at last should be shown at top. Although, we can set the opaque level but sometimes some label have lower priority and that's why they should be at below level therefore,
lower() method is used.
Syntax : label.lower()
Argument : It takes no argument.
Action performed : It sets lower priority to the label.
Attention geek! Strengthen your foundations with the Python Programming Foundation Course and learn the basics.
To begin with, your interview preparations Enhance your Data Structures concepts with the Python DS Course.


Take the 2-minute tour ×
Is there a way to scale a figure drawn in TikZ that scales the node sizes and not simply the coordinate system?
I have tried using \scalebox, but beamerposter (I assume) redefines the font sizes, so the labels in the figure get scaled up as well. One could, of course, force TikZ to make the nodes larger. I'm a little resistant to this, as I'm not very good at manipulating node sizes in general and I seem to have no sense of scale for the poster.
Is there some sort of canonical simple method of taking TikZ figures written for a typically sized document and adapting them to a poster?
share|improve this question
2 Answers 2
Design your TikZ picture using only em, ex or relative distances like \linewidth for all distances and coordinates. So your picture will fit automagically to the current size of the surrounding text.
share|improve this answer
I think this is the answer for the future, at least for things that are liable to become posters. Right now, I'd rather avoid having to redo the figures. – hoyland Jul 19 '12 at 13:21
I have my beginning LaTeX students do the following. 1) Create the graphic as a pdf or png file. 2) Then use the \includegraphics options to scale the diagram.
Example with a graphic called tikzpic created with the standalone class and then used in the main LaTeX file.
Check the documentation for \includegraphics for other options such as rotation and clipping.
share|improve this answer
As irritating a solution as that is to execute, it's probably the easiest. Plus, you've told me that the standalone class exists, which is surely useful. – hoyland Jul 18 '12 at 23:18
If you go into the Tikz Manual you will find you can get your diagrams saved as pdf/png file without any document output and then you use\includegraphics to put at desired location and scale/rotate/clip it. I along with my students usually work with a folder of commonly used diagrams (purpose is efficient and quick completion of homework). See tex.stackexchange.com/questions/55628/…. – R. Schumacher Jul 19 '12 at 1:00
The method in the TikZ manual works. Curiously, none of the examples of the external library given in other posts work. Something fails in tikzexternalshared.code.tex, but I haven't got the time or the patience to sort it out now. – hoyland Jul 19 '12 at 2:02
_USER_.Schumacher: a scaled glyph is not always the same that a glyph with a scaled font size... In other terms, font scaling are not always a simple homothetic transformation. – Paul Gaborit Jul 19 '12 at 9:29
Your Answer


Pill Identifier App
Medical Term:
state-dependent learning
Definition: learning during a specific state of sleep or wakefulness, or during a chemically altered state, where retrieval of learned information (as measured by performance of a learned response) cannot be demonstrated unless the subject is restored to the state that originally existed during learning.


text:
Tokaj Wine Region is a testimony of an unique land-use culture that has been existing for centuries and the related cultural traditions, too. With centuries - old experience of grape cultivation and viticulture evolved the unique geographical, geological, geomorphologic, hydrological and climatic condition of. Tokaj Wine Region. This region is characteristic to a large extent to the weathered rocks that were produced by a great diversity of volcanic and post volcanic activity. Tokaj is a uniquely located growing area, which is warmer than those situated to further north. Tokaj wine is made by unique technology from botrytised grapes.
The grapes ripen are more fully, ideally, when they are overriped, the botrytis sets in. The inside of well-ripened grapes with a higher sugar contend is not the best habitat for botrytis to survive. Long and dry autumn is optimum for botrytisation, the noble mold penetrates the flesh of the fruit, where it transforms the aromas. The famous Tokaj is, therefore, a wine crafted with the use of selected botrytis grapes.
The history of Tokaj Wine Region goes back to the pre-historic time. The first archaeological approval of this tradition is 17 centuries old knife of wine, found in archaeological locality Alamenev in Nizná Mysla. The oldest is the settlement of Vinicky, dated 3- 5 thousand B. C.
The traditions of wine -cellar to the posterity from those time more than 2 thousand years ago. Wines of this region have gained a European respect and rank very early.
The presently known beautiful and culturally rich environment of Tokaj Wine Region has been created and preserved for us by humankind in association with, and response to, the natural environment.


text:
This article explains the recent staging system which has been advocated by a number of diabetes organisations and experts, which acknowledges that we can now identify those at risk of type 1 diabetes years before the development of symptoms. Whilst this can still only practically used on a research basis in families with type 1 diabetes, it opens up the potential for targeting new treatments earlier to prevent overt diabetes and also to treat people before they present with severe symptoms such as with diabetes ketoacidosis. With her own daughter diagnosed at age 6, the author, Katie Bacon explains how she, her partner and their son have taken part in screening via a research network called TrialNet.
Blog identifying how research is suggesting that the auto-immune process leading to a T1 diagnosis can start in infancy and explaining the importance of early diagnosis. Interesting as recognises speed of auto-immune process can be influenced by age at diagnosis. The frustrations, as pointed out in the blog, are that we are not yet at a stage where this knowledge can be used to intervene earlier.


Regulatory governance
Is regulatory stewardship sufficient to bolster our social license to regulate in the 21st century?
I am an architect by training and became interested in regulatory governance when I worked for a consultancy firm in the early 2000s. It struck me that, whenever a building-related incident occurred, it was not the contractor, the engineer or the architect who was blamed by the media and the general public, but the (often municipal) building inspector.
Seeking an answer to why that is the case, and considering how regulatory practice and regulatory governance could be improved, I embarked on a PhD project to study the privatization of regulatory enforcement. This was the start of a further academic career in public governance, with a focus on regulation, enforcement and compliance. This ultimately led me to my current quest to understand how governments and others can uphold and strengthen their 'social license to regulate' and whether regulatory stewardship is a promising means for doing this.
I have a broad interest in regulatory philosophy, regulatory theory and regulatory practice. My current research in this area can best be described as a generaly genealogy of regulatory governance. To better understand how we can improve regulatory governance, it is relevant to understand where we come from considering regulation, enforcement and compliance motivations.
Within the Victoria University of Wellington, I work closely with the Government Regulatory Practice Initiative (G-REG) to improve regulatory practice and regulatory stewardship in Aotearoa/New Zealand and elsewhere.


text:
How can teachers determine whether students are making appropriate progress?
Page 3: Select a Measure
The first step in the progress monitoring process is to select a measure. Recall that these measures should include sample items for all skills across the entire academic year. Often, the mathematics program selected by the school or district will include grade-level progress monitoring measures. In other instances, specific GOM measures might be chosen by school, district, or state administrators. This is typically the case when a school is using an MTSS or RTI framework for instruction. Teachers can also decide independently to use GOM measures to monitor student progress and make instructional decisions. Regardless of who is making the choice, it's important to keep several factors in mind when selecting a GOM measure:
- Does it align with the grade-level mathematics skills?
- Is the measure reliable and valid?
- Does the measure have sufficient alternate versions?
- Is the measure relatively quick (e.g., two to ten minutes) and easy to administer?
- Is the measure designed to be administered to individual students or to groups? (Group-administered tests are often more convenient than individually administered ones.)
- Are versions of the test available in languages other than English?
For the earlier grade levels (e.g., kindergarten, 1st grade), teachers will most likely need to assess early numeracy skills, such as number identification. However, for students who have mastered these basic skills, the teacher should administer two types of mathematics probes: computation probes and concepts and applications probes. Click on the links below to view samples of each.
|Computation Probe||Concepts and Applications Probe*|
|Measures students' procedural knowledge (e.g., ability to add fractions).||Assesses conceptual understanding of mathematics or students' ability to apply mathematics knowledge (e.g., to make change from a purchase).|
The sample secondary computation probe below is designed to assess students' basic algebraic skills. Note that a normal probe would contain 60 questions and allow students five minutes to complete them.This 30-item example, which is the first of a two-page probe, is presented here for the sake of brevity and illustrative purposes.
Project AAIMS. (2014). Project AAIMS algebra progress monitoring measures [Algebra Basic Skills, Algebra Foundations]. Ames, IA: Iowa State University, College of Human Sciences, School of Education, Project AAIMS.
* No valid middle or high school concepts and applications probes are available at this time.
For Your Information
Though a variety of GOM measures are commercially available in mathematics for grades K through 12, tests for secondary students are limited. These standardized measures typically include the tests, administration procedures, and scoring guides that have been developed to produce reliable and valid scores. Additionally, student benchmarks and expected rate of improvement (ROI) are often provided by the developer.
The National Center on Intensive Intervention (NCII) provides a tools chart that presents information about commercially available progress monitoring probes that have been reviewed by a panel of experts and rated on key features. Click here to use this tools chart.
For information specifically about algebra measures see the project AAIMS Website:
There is a lack of available validated measures to assess the mathematics skills of high school students. This is especially true of measures that assess students' conceptual understanding. David Allsopp discusses an option for assessing this type of understanding (time: 1:56).
David Allsopp, PhD
Assistant Dean for Education and Partnerships
University of South Florida
Selecting Measures for Struggling Students
Sam is a 4th-grade student.
- Sam was performing at the 2nd-grade level at the end of last year.
- The teacher administers a 2nd-grade math probe. Sam's average on the two probes is 12.
- The teacher will administer 2nd-grade probes for the year.
Grade-level GOM measures are appropriate for typically achieving students as well as for many who are struggling. However, these measures might not be appropriate for students who are consistently not performing at grade level. These students might require a measure designed for a different grade level. Sometimes, commercially available measures include directions on selecting an appropriate grade-level probe for these students. If they do not, however, teachers can use the following procedure:
- Identify the grade level at which the student was performing at the end of the prior academic year.
- On two separate days, administer a GOM test at the grade level at which the student was performing at the end of the previous year.
- If the average of the two scores is less than 10, then use probes one grade level below where the student was performing at the end of the prior year.
- If the average of the two scores is between 10 and 15, use probes at this grade level.
- If the average of the two scores is greater than 15, use probes one grade level above where the student was performing at the end of the previous year.
- Maintain the appropriate grade-level probes for the entire year.


text: Gas lift is one of the most commonly used artificial lift method in oil-producing wells. However, the technique requires constant optimization of gas allocation to maximize profit. The Gas Lift Performance Curves (GLPC) are the main design element that is used for optimized injection. Several authors have proposed models to fit the GLPC. These curves are generated by modeling wells in a multiphase steady-state simulator. Once the model is built, a sensitivity analysis is run, and the curves are generated. In this work, The common workflow to generate GLPC was followed. Then, a new correlation for GLPC was suggested. The correlation outperforms all the models in the literature in terms of R-score and root mean square error. The correlation was then used to formulate a case study for four wells located in North Africa. First, the wells and PVT models were used to create a simulation. Once the simulation was calibrated, a sensitivity analysis of the gas lift injection rate was run. The new correlation was used to fit the GLPC. The optimization problem was mathematically formulated, and stochastic optimization techniques were used, noting Grey Wolf Optimization (GWO) Algorithm and Genetic Algorithm (GA) to obtain the global optimum of the distribution of a limited gas lift quantity. Both algorithms' results were compared. GWO slightly outperformed GA. The advantages of GWO over GA were discussed, and the optimum gas allocation was obtained.


text:
Allen, Q. (2013). "They think minority means lesser than": Black middle-class sons and fathers resisting microaggressions in the school. Urban Education, 48(2), 171-197.
The current literature on Black middle-class men is sparse, leaving little to be known about the raced, classed, and gendered experiences for many Black middle-class male students and their families. Employing qualitative methodology, this study uses critical race theory (CRT) to examine the educational experiences of Black middle-class high school male students through the counterstories of Black students and their fathers. This study highlights various microaggression events experienced by the male students as well as the forms of cultural wealth drawn upon by the fathers to divert the potential negative outcomes of school racism.
Full article can be found here:


Space Shuttle Debris
DebrisI had my kids watch the space shuttle takeoff today. It was fun for them. Then later the news started to talk about "debris" spotted on shuttle video during the launch.
All day something rubbed me the wrong way, and I'm not sure if I'm right on this or not. But is "debris" the right word for spotting something falling off the shuttle or fuel tank or whatever? I looked it up in and Merriam-Webster and neither gave a definition of "debris" that seemed to fit the context. At best it's a piece of something that's been destroyed, not something that has one piece fall off. Thoughts?


text:
Manner is a noun. It means a way of doing something.
When used in the plural, manners often refers to etiquette or the prevailing customs, norms, or social conduct of a given culture.
Manor is also a noun. It refers to houses or land and can mean
Link to exercises on manner / manor.


text:
Training Apparatus for Spiking and Blocking Skills in Volleyball
Ziyad Tarik Hatim/Ministry of education
Assist. Prof. Dr. Alaa Abdul Allah Falah/
College of physical education and sport science, University of Baghdad
Using up to date devices and apparatuses in developing the technical performance level of volleyball players is one of the most important fundamentals that have great and effective role in the development of the sport and rising achievement. Being a former player in Junior and Youth volleyball teams for Al-Quwwat Al-Jawwia -Air ForceClub and having the chance to follow up matches among volleyball teams, the researcher notices a weakness in the accuracy of spiking and blocking skills decreasing by that the chance of scoring. This weakness specifically appears among junior and youth players who are the main pillar of the development process. However, the lack of enough tools and apparatuses to fix this problem has inspired the researcher to design a proposed aiding apparatus to improve the accuracy of the skillful performance. The limited efficiency of the available apparatuses used in the development of this skill as they only allow vertical adjustment for the ball make them beneficial in the beginning of the learning process. Hence, the researcher gets the motivation to solve the problem and designing an aiding apparatus with game-like moving ball; to move vertically and horizontally or in an arch aiming at developing the accuracy of spiking and blocking skills in volleyball.


text:
Swan Lake Refuge is managed as "a refuge and breeding ground for migratory birds and other wildlife". The purposes of the refuge are:
(1) to act as a refuge and breeding ground for migratory birds and other wildlife
(2) for use as an inviolate sanctuary, or for any other management purpose, for migratory birds
(3) to carry out the national migratory bird management program.
The U.S. Fish and Wildlife Service began purchasing the 10,795 acres in 1937. Following purchase of the land, the Civilian Conservation Corps began work on the refuge, creating wetlands, constructing roads and buildings, and initiating the refuge farming program.
Since establishment of the refuge, the primary emphasis on waterfowl species has changed from ducks to the eastern prairie population of Canada geese. Canada geese were first observed on the refuge in the early 1940s, and numbers increased gradually to peak populations of 150,000 to 200,000 annually during the early 1970s. Today, Canada geese are commonly seen on the refuge but not in the large concentrations that they were in years past. Currently, the refuge is managed for migratory birds including waterfowl, geese, and shorebirds. It also provides natural habitat for many neo-tropical migrating species of birds. Swan Lake National Wildlife Refuge is designated as an Important Birding Area for Missouri.
Swan Lake National Wildlife Refuge
16194 Swan Lake Ave.
Sumner, MO 64681


text:
Grade Range: K-4
Resource Type(s): Lessons & Activities, Worksheets
Date Posted: 6/10/2008
Genealogy is the study of family ancestries and histories, and a great way to learn women's history. In this activity, students will learn about the methods and tools needed to conduct a genealogical interview. It is included in an OurStory module entitled Great Women of Our Pasts. OurStory is a series of modules designed to help children and adults enjoy exploring history together through the use of objects from the Museum's vast collections, quality children's literature, and engaging hands-on activities. Ideal for afterschool use, OurStory resources allow students to think critically, to be creative, and to achieve academic standards both in and out of the classroom.
Historical Thinking Standards (Grades K-4)
Standards in History (Grades K-4)


_USER_{NBERw7682, title = "The Power of Suggestion: Inertia in 401(k) Participation and Savings Behavior", author = "Brigitte C. Madrian and Dennis F. Shea", institution = "National Bureau of Economic Research", type = "Working Paper", series = "Working Paper Series", number = "7682", year = "2000", month = "May", doi = {10.3386/w7682}, URL = "_URL_ abstract = {In this paper, we analyze the 401(k) savings behavior of employees in a large U.S. corporation before and after an interesting change in the company 401(k) plan. Before the plan change, employees were required to affirmatively elect participation in the 401(k) plan. After the plan change, employees were automatically and immediately enrolled in the 401(k) plan unless they made a negative election to opt out of the plan. Although none of the economic features of the plan changed, this switch to automatic enrollment dramatically changed the savings behavior of employees. We have two key findings. First, 401(k) participation is significantly higher under automatic enrollment. Second, the default contribution rate and investment allocation chosen by the company under automatic enrollment has a strong influence on the savings behavior of 401(k) participants. A substantial fraction of 401(k) participants hired under automatic enrollment exhibit what we call default' behavior--sticking to both the default contribution rate and the default fund allocation even though very few employees hired before automatic enrollment picked this particular outcome. This default' behavior appears to result both from participant inertia and from many employees taking the default as investment advice on the part of the company. Overall, these results are consistent with the notion that large changes in savings behavior can be motivated simply by the power of suggestion.' These findings have important implications for the optimal design of 401(k) savings plans as well as for any type of Social Security reform that includes personal accounts over which individuals have some amount of control. They also shed light more generally on the importance of both economic and non-economic factors in the determination of individual savings behavior.}, }


text:
This step by step article explains how to calculate Km and Vmax using Microsoft Excel.
Solver add-in is available as a part of optional component in Excel. With Solver, you can find an optimal value for a formula in one cell — called the target cell — on a worksheet. Solver works with a group of cells that are related, either directly or indirectly, to the formula in the target cell. Solver adjusts the values in the changing cells you specify — called the adjustable cells — to produce the result you specify from the target cell formula. Your target formula of course will be the Michaelis-Menten formula. You will use it to calculate the "calculated rates". You will need the values of Km and Vmax which will be your adjustable cells and since we don't know the values we will use random numbers. The target cell will be the sum of the square differences between experimental and calculated rates. When the target cell will be minimized it will minimize the difference between the experimental and the calculate rate and adjust the values of Km and Vmax thus fitting the calculated rates curve to your experimental data.
Select cell A1 and type Km= and press enter. Type Vmax= and then select cell B1. The B1 will contain the value for Km as mentioned above we will use a random number so type 1 and press enter. Type 1 again and this will be your Vmax. If you fill your data similar to the next picture then you can follow the step by step instructions.
To calculate the Calculated velocity select the C5 and type "=" then select the value of Vmax (cell B2), type *, select the corresponding substrate (cell A5), type /, open parenthesis, select the value of Km (B1), add the substrate concentration and close the parenthesis. To keep the position of the Km and Vmax values constant add the $ sign before the column and the row number so instead of B2 you will have $B$2. Hit enter. Select the calculated cell and move the mouse pointer to the right bottom corner, when the pointer turns into a cross push the mouse left button and pull it down to calculate the rates for the rest of the substrate concentrations.
To visualize the data you will plot both series on one plot
Select the date columns A to C and corresponding rows depending on how many substrate concentrations you have and hit the plot button on your toolbar,select chart type scattered and click next. Follow the rest of the chart wizard steps to finish the plot if you wish to rename the series you may do so. Once the plot is ready double click the data series that corresponds to calculated velocity (when you click on the data series the corresponding columns and rows are highlighted) and change the marker format to none and line format to custom. Your plot should look similar to the plot below.
Calculate the difference between the measured and
experimental velocities. You can use the excel formula POWER to calculate the
square of the difference. Your screen will look similar to the following
Since the Solver can minimize one value at a time you will calculate the sum of the square of differences.
Select the cell which contains the sum of the square differences and choose solver from the Tools menu.
Your screen will look similar to the following picture.
As you can see the Target cell is set to the sum of the square difference and it will be minimized by changing the cells which contain the random values of Km and Vmax.
Select Solve, solver will pose after first approximation and you will need to click on continue button. When the last iteration is done you will note that the calculated curve if fit to your measured velocities and the Km and Vmax are changed.
To test the goodness of the fit as an additional exercise you can calculate the correlation coefficient or R-square.


Common Desktop Environment: Help System Author's and Programmer's Guide
The entity for the copyright symbol (©) is a built-in special character, so all you have to do to display it is use this entity:
To display the uppercase greek letter sigma, you must first include the helpchar.ent file (at the top of your help volume with your other entity declarations) as shown here:

Then you can place the following entity reference where the sigma character is to appear:
As with any entity, case is not significant in the entity names for special characters.


text:
Submerged Aquatic Vegetation Monitoring Protocol Delivered to North Carolina Resource Managers
A recent assessment of submerged aquatic vegetation (SAV) monitoring programs revealed a global decline in the underwater plants' abundance even though they are recognized worldwide for their many important ecological functions such as providing essential habitat for many commercially important species of fish, shellfish, and invertebrates. North Carolina has the third largest total area of SAV between Maine and Texas, but the status and trends of this resource are largely unknown.
Researchers from the National Centers for Coastal Ocean Science–along with their counterparts from North Carolina State University, East Carolina University, and the state's Department of Natural Resources–evaluated the feasibility of video, diver, remote sensing, and acoustic techniques. They pulled their findings into a comprehensive recommendation for a statewide SAV monitoring program.
In late September, the group will submit a final report to the state's Division of Marine Fisheries summarizing the three-year-long study, including details of their recommendation: a monitoring program using a multi-tool, sentinel site approach. These recommendations will be evaluated by state resource managers and implemented, based on funding availability.


text:
Hello, Frank Indiviglio here. Genetic research has revealed that a fairly well-studied frog has been hiding an astonishing secret – pairs form lifelong pair bonds and remain faithful to one another. Equally surprising is the fact that pool size alone (and not morality!) seems responsible for the fidelity shown by Mimic Poison Frog (Ranitomeya imitator) couples. These findings, to be published in an upcoming issue of The American Naturalist, illustrate the second "first" for this species (please see below).
Teamwork in Raising the Young
Inhabiting wet forests in the foothills of the Peruvian Andes, male and female Mimic Poison Frogs must cooperate very closely if their young are to survive. Males transport up to 6 tadpoles to individual pools at the bases of bromeliads (like all Dendrobatids, their eggs are deposited on land) and call to their mates when feeding time arrives. The female then visits the pool and deposits an unfertilized egg, which is consumed by the tadpole.
The Effect of Pool Size
Interestingly, a close relative, the Variable Poison Frog (R. variabilis), does not exhibit mate fidelity despite dwelling in the same habitat and having a seemingly similar lifestyle (and appearance – Mimic Poison Frogs imitate the warning colors of this species).
However, the Variable Poison Frog deposits its tadpoles in large, nutrient-rich pools, where they mature without additional food from the female. Without the unfertilized eggs supplied by the female, Mimic Poison Frog tadpoles would perish in the tiny pools that they inhabit…it seems that the strong bonds exhibited by the parents are essential to the tadpoles' survival.
Another First – Imitating 3 Species
Monogamy is not the only surprise that this tiny frog has in store for us. It is also the only amphibian known to exhibit "mimetic radiation". In all other amphibians that mimic the warning colors of other species, only 1 species is copied. However, different populations of Mimic Poison Frogs imitate the warning colors of 3 distinct Poison Frog species.
With the array of complicated breeding strategies exhibited by frogs of the family Dendrobatidae, it's save to assume that there are more interesting discoveries on the way…please write in with your own observations and theories.
You can learn more about this frog and its relatives on the website of the American Museum of Natural History.
Please see my article Begging in Poison Frog Tadpoles for info on yet another amazing reproductive strategy.
Thanks, until next time,
R. ventrimaculata image referenced from wikipedia and originally posted by Thomas Ruedas


text:
African lungfish live in freshwater swamps, backwaters and small rivers in West and South Africa. These prehistoric animals have survived unchanged for nearly 400 million years and are sometimes referred to as "living fossils."
Life of an African lungfish
African lungfish have some fascinating adaptations. They have two lungs, and can breathe air. This is a vital feature, since they live in flood plains in waterways that often dry up. To manage this life-threatening situation, the lungfish secretes a thin layer of mucus around itself that dries into a cocoon. It can live out of water in this cocoon for up to a year, breathing through its lungs until rains refill its waterway.
The African lungfish also hibernates in water. It digs 1-9 inches into the soil and debris at the bottom of its waterway, then wiggles in the mud to create a bulb-shaped chamber and rests there with its nose pointing upward. Its metabolic rate slows down, and the nutrients it needs to survive come from breakdown of its muscle tissue. It can remain up to 4 years in this state.
African Lungfish can use their thin hind limbs to lift themselves off the bottom surface and propel themselves forward. This is probably possible because they can fill their lungs with air, adding to the buoyancy of their bodies in water. Scientists believe that lungfish may be closely related to the animals that were able to evolve and come of the water and onto land.
African lungfish are omnivorous, eating a varied diet that includes frogs, fish and mollusks as well as tree roots and seeds. They grow between 6 ½ and 40 inches long, and can weigh up to nearly 8 pounds.
The female African lungfish lays its eggs in a nest in a weedy area of its habitat. Once the eggs hatch, the males guard the young for up to two months. The larvae have external gills that are reabsorbed during their metamorphosis into fully developed lungfish. As the African lungfish develops from juvenile to adult, its teeth fuse together to form tooth plates, which are used to chew its food.
African lungfish conservation
The African lungfish has a large range, and there are no widespread threats to the species. It is listed as of Least Concern with the International Union for Conservation of Nature (IUCN).
How you can help African lungfish
Help expand the Oregon Zoo's local and global conservation efforts by becoming a Wildlife Partner. Your donation will help build on the successes of the Future for Wildlife program, which has provided funding for conservation projects around the world since 1998.
African lungfish at the Oregon Zoo
The zoo's lungfish is a female named "Siti," which means "lady" in Swahili. She lives in the Africa Rainforest exhibit and eats a daily diet of smelt, small mice and earthworms, along with the occasional live crayfish for enrichment.


text:
[en] Numerous works are related to the use of unconventional feed resources, and particularly to Mucuna Spp., in poultry diet. This review aims at describing the context of their use, their nutritional values and the constraints related to their upgrading, before considering the effects of the various methods of treatment on the reduction of the toxic substances that they could contain and on their chemical compositions. The methods of treatment are very variable and their standardisation should allow using them in rural area. Those feed could thus constitute an alternative to costly conventional feed usually used in poultry production.
Administration générale de la Coopération au Développement - AGCD


text:
product description page
Critical Race Theory / Bamboozled (Hardcover) (Alessandra Raengo)
About this item
The Film Theory in Practice series fills a gaping hole in the world of film theory. By marrying the explanation of film theory with interpretation of a film, the volumes provide discrete examples of how film theory can serve as the basis for textual analysis. The third book in the series, Critical Race Theory and Bamboozled, offers a concise introduction to Critical Race Theory in jargon-free language and shows how this theory can be deployed to interpret Spike Lee's critically acclaimed 2000 filmBamboozled.
The most common approach to issues of "race" and "otherness" continues to focus primarily on questions of positive vs. negative representations and stereotype analysis. Critical Race Theory, instead, designates a much deeper reflection on the constitutive role of race in the legal, social, and aesthetic formations of US culture, including the cinema, whereBamboozled provides endless examples for discussion and analysis. Alessandra Raengo'sCritical Race Theory and Bamboozled is the first to connect usually specialized considerations of race to established fields of inquiry in the humanities, particularly those concerned with issues of representation, capital, power, affect, and desire.


text:
Journal or Book Title
The US egg industry is exploring alternative housing systems for laying hens. However, limited published research related to cage-free aviary systems and enriched colony cages exists related to production, egg quality, and hen nutrition. The laying hen's nutritional requirements and resulting productivity are well established with the conventional cage system, but diminutive research is available in regards to alternative housing systems. The restrictions exist with limited availability of alternative housing systems in research settings and the considerable expense for increased bird numbers in a replicate due to alternative housing system design. Therefore, the objective of the current study was to evaluate the impact of nutrient and energy intake on production and egg quality parameters from laying hens housed at a commercial facility. Lohmann LSL laying hens were housed in three systems: enriched colony cage, cage-free aviary, and conventional cage at a single commercial facility. Daily production records were collected along with dietary changes during 15 production periods (28-d each). Eggs were analyzed for shell strength, shell thickness, Haugh unit, vitelline membrane properties, and egg solids each period. An analysis of covariance (ANCOVA) coupled with a principal components analysis (PCA) approach was utilized to assess the impact of nutritional changes on production parameters and monitored egg quality factors. The traits of hen-day production and mortality had a response only in the PCA 2 direction. This finds that as house temperature and Met intake increases, there is an inflection point at which hen-day egg production is negatively effected. Dietary changes more directly influenced shell parameters, vitelline membrane parameters, and egg total solids as opposed to laying hen housing system. Therefore, further research needs to be conducted in controlled research settings on laying hen nutrient and energy intake in the alternative housing systems and resulting impact on egg quality measures.
Works produced by employees of the U.S. Government as part of their official duties are not copyrighted within the U.S. The content of this document is not copyrighted.
Karcher, D. M.; Jones, D. R.; Abdo, Z.; Zhao, Yang; Shepherd, Timothy A.; and Xin, Hongwei, "Impact of commercial housing systems and nutrient and energy intake on laying hen performance and egg quality parameters" (2015). Agricultural and Biosystems Engineering Publications. 622.


A psycholinguistic analysis on a dyslexic character in the novel "Fish in a Tree" by Lynda Mullaly Hunt Asmah Dien Amaliah Primary Author mixed material bibliography Makassar Fak. Adab & Humaniora UIN Alauddin 2020 continuing Weekly en English
xi, 72 hlm.: 21cm.
the result of this research showed that; 1) the symptoms of dyslexia portrayed in the main character of the novel includes reading difficulty, writing difficulty and spelling difficulty. Basides, the researcher also found that the dyslexic character also showed strength in cognitive are such as critical thinking, good comprehension, good observation, and good at arts. 2) in the process of overcoming the dyslexia, the character used several learning method which are multisensory method, structured method, sequence method, over-learning method, playing chess and motivation. BSI 2020 _PHONE_-23 10:16:06 2021-02-23 10:16:06 machine generated


10 Powerful Psychology Tricks You Can Use To Influence People
Psychology Tricks You Use Influence People
Before you start forming ideas reading the word 'tricks', let me tell you that the methods discussed here aren't wrongful ways of influencing peopledon't think them to be related to the "dark arts"! Nothing included here is harmful in any way or damaging to a person's self-esteem. These are just a few methods and tricks based on psychology to win people over through positive influence, and not by hurting someone or being a jerk!
Here are 10 Psychology Tricks You Can Use To Influence People:
10. Get A Favor Done
Psychology Tricks You Use Influence People offer refuse
Powerful Psychology Tricks You Can Use To Influence People
Trick: Get the person you want to win over to do you a favor— this is called the Benjamin Franklin effect.
As the story goes, Benjamin Franklin intended to befriend a man who disliked him. He asked the man if he could borrow a rare book and when he agreed to lend the book to Franklin, he offered his heartfelt thanks. Following this, the person who never even wanted to talk with Franklin, formed a friendship with him. According to Benjamin Franklin, a person who has done an act of kindness for you once, will be more willing to do it another time, compared to a person you have obliged in some way.
Researchers decided to put this theory to test. Scientists discovered that a researcher who asked people for a personal favor was rated favorably by them in comparison to other groups of people. Although it seems counter intuitiveit's a well-established theory. When someone helps you, they consider you as a person worthy of doing the favor for, and conclude that you are likeable.
9. Aim Higher Than Your Real Goal
Psychology Tricks You Use Influence People real goal
Powerful Psychology Tricks You Can Use To Influence People
Trick: In your first attempt, ask for a lot more than you actually want, and scale it down the next time.
Known as the door-in-the-face (DITF) technique, this psychological trick to influence people works by making a ridiculous and impossible request in your first attempt, which obviously the person being asked will reject. Then after a while, you again make a request, this time much more feasible, basically ask for the thing you actually wanted. This trick may feel counter-intuitive, but the way this works in your favor is that the person being requested most likely feels bad that they had to refuse your first request, even though it was an impossible one to keep; so the next time you request for something that's doable, they feel compelled to help you.
Scientists found that this trick worked pretty well provided the same person asks for the favor both the times. The person who refused to agree to the bigger favor feels obliged to agree to the smaller one only when the same person they refused approaches them the next time.
Read 12 Useful Psychological Tricks That'll Give You An Edge When Dealing With People
8. Use Their Name
Psychology Tricks You Use Influence People use their name
Powerful Psychology Tricks You Can Use To Influence People
Trick: Use a person's name, or a particular address, depending on the situation.
According to writer Dale Carnegie, famous for his book How to Win Friends and Influence People, using the person's name you want to win over is crucial. He explains that a person's name is the best sounding word to him/her in any language. Our names are the key part of who we are, and hearing it spoken out loud validates our identity. Hence, we are more likely to have positive feelings about the person who validated our existence.
According to the As If Principle, using a particular address or a title can have a strong influence on the concerned person. The idea behind the As If Principle is that by continuously acting like a particular type of person, you eventually become that personality. Think of it like a self-fulfilling prophecy– where you expect something and it comes true simply because you believe that it will and your behavior aligns with what you want. This principle can be used to influence others too. When you start referring to someone by a particular name, with time, they start thinking of themselves to be that. Simple applications of this principle include addressing an acquaintance you wish to be more friendly with as "friend" whenever you interact with them, or calling someone you wish to work under "boss". However, be careful because this approach can come across as very cheesy.
25 thoughts on "10 Powerful Psychology Tricks You Can Use To Influence People"
 1. stupid page.
 my name starts with a B and there's nothing wrong with me, im not greedy!
 stop finding things wrong with people and get a life!!
 2. Pretty lame and we'll known. I agree with BF effect to an extent. When it says to first ask for something that is asking way too much of someone. Then follow up by asking a reasonable favor from someone and they are more likely to give it to you.That wld annoy me.
 1. There are 3 pages. Click the red blocks with the numbers in them. Or the right and left arrows to advance to the next page.
Comments are closed.
Scroll to Top


text:
Reducing agents are commonly used during sample preparation to cleave disulfide bond crosslinks within proteins and between protein subunits. Disulfide bond formation is particularly problematic for basic proteins because of the increased rate of their formation in an alkaline environment. Disulfide bond formation limits protein solubility, which can interfere with resolution.
Bio-Rad offers the following reducing and alkylating reagents:
- Dithiothreitol (DTT), a commonly used general sulfhydryl reducing agent. DTT has a pI of about 8 and may not remain effective throughout IEF. It may become negatively charged during IEF and migrate off the IPG strip, thus allowing disulfide bonds to re-form (Görg 2000, Hoving 2002)
- Tributylphosphine (TBP), a phosphine reductant that can be used at lower concentrations than DTT and is active over a wider pH range. TBP remains with proteins throughout focusing
- Iodoacetamide, an alkylating agent that can be used following treatment with a reducing agent to permanently modify protein sulfhydryls, preventing proteins from aggregating and precipitating due to oxidative crosslinking. This ensures that proteins remain soluble throughout electrophoresis and produces a spot pattern with more spots, fewer streaks, and greater reproducibility, particularly in the basic regions of 2-D gels
TBP and iodoacetamide are provided as components of the ReadyPrep reduction-alkylation kit, which also provides a complete protocol for performing irreversible reduction and alkylation reactions.