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LightWave: Using the Zbrush for UV Maps
LightWave and Zbrush are some of the most important tools in a 3D artist's arsenal, and do an amazing job at trimming down the number of technical decisions that one has to make during the creation process. Immediately after modeling the object, you can start painting textures and creating UV maps. You will need: Zbrush and LightWave.
Note: If you are a Mac user, please note that Zbrush works with LightWave 9.0 on the Mac. It will not work with or support earlier versions on the Mac platform.
Step 1: Create a UV Map
Assuming that you have a 3D object model loaded into the modeler, you will click the Texture menu in the Tool palette and click the GUVTiles button. This will apply advanced Group UV to your model. Once done, you will notice that an automatic UV map has been created.
Step 2: Subdivide Your Object
You will now proceed to subdivide your object. You will navigate to the Tool menu, and then select the Display Properties. Once more properties are available, you will change the DSmooth slider values from 0 to 1. This will smoothen the surface. You will now move to the Geometry submenu, select the Suv option, and then click on the Divide button. You can subdivide the object a number of times and each time new polygons are added to the object.
Step 3: Use LightWave UVs
Generally, it is found that using the GUV Tile is one of the quickest ways to generate good UVs. But, you might want to use LightWave UVs to achieve different results. The Zbrush UVs make it very difficult to use the actual UV as a reference for painting. LightWave UVs are also much better at painting on inorganic objects. LightWave presents an easier course by the way of its Atlas UV map.
One of the chief advantages that LightWave UVs offer is that you can use multiple UV maps. The Zbrush OBJ format can only handle a single UV. While using LightWave UVs you will make sure of the following:
- Apply each UV map to a separate surface.
- Make sure that you don't have any overlapping UVs. This causes Zbrush to crash.
Also, make sure that after sculpting and painting in Zbrush, you save your object. This will allow you to draw the object again onto the canvas and make changes incrementally. Please bear in mind that if you have used the MakeAlpha option under the texture menu options, you can convert your bump to an alpha. This will allow you to save both maps with your object.
Another important point to pay attention to is that the Zbrush files are much larger when compared to LightWave files. You can save quite a lot of space by lowering the Subdivision Level of your object to 1 before saving.


pumpkin seeds in a glass bowl
Pumpkins are great for pies and curries—and of jack-o'-lanterns, of course—but don't forget that the seeds are super nutritious, too. Here's how to store pumpkin seeds all season long.
Harvest the Seeds
Once you've carved out the pumpkin, use a strainer to rinse the pumpkin seeds and remove any residual pumpkin fibers.
Roast the Seeds
If you want to keep the seeds from spoiling quickly, make sure any excess moisture is toasted out of them. You can use spices like salt, nutmeg, cayenne pepper and chili powder to add flavor.
Let Them Cool
Cool the pumpkin seeds before storing to avoid trapping moisture in the container. Pumpkin seeds go rancid more quickly if exposed to moisture.
Store the Seeds
Store in an airtight container. A hard or disposable storage container is ideal because it creates an airtight seal to keep the seeds fresh. If you live in an arid climate, you can store the seeds in a plastic ziplock bag.
Refrigerate or Freeze
Pumpkin seeds can turn rancid even after you roast them if left at room temperature. They stay fresh for up to two months if refrigerated.


Mis-Manufactured Goods Celebrates Ineffectual Items
By: Amelia Roblin - Published: Jul 7, 2011 • References: jeremyhutchison and core77
Most factories have their production methods down to an art, but Mis-Manufactured Goods shows what happens when the assembly process goes awry. But instead of sifting through industrial dumpsters to find these unique objects, artist Jeremy Hutchison actually requested that these be fabricated with incapacitating errors.
There has, however, been left room for some creativity, as the man behind this 'Err' Exhibition instructed his commissioned factory workers from Spain, Poland, India and China to give their products whatever fault they saw fit. The result is a collection of incredibly useless objects that have a utterly unexpected charm. The Mis-Manufactured Goods artifact miscellany comprises a shovel with a misplaced handle, a comb with no teeth and a pipe with no hole.
Photo Credits: Creative Review


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SRC - How to Get Started
The following is a quick guide to understand Scientific Review Committee (SRC) guidelines:
In order to prepare for the SRC paperwork you need to realize that the SRC's goal is to protect you, your work, those affected by your work, and the integrity of the science community. Although there may seem to be a mountain of paperwork and rules to abide by, breaking the work down can make it a pretty painless process. I have heard SRC paperwork compared to filing taxes, but I promise that if you take your time and read the rules, it is possible to get through the forms.
I recommend that students seek the assistance of a science teacher, mentor, or school administrator in order to complete all of the forms. Also, this will make sure that the student as well as the adult sponsor are completing the forms correctly. The worst thing is that a student is disqualified for making a silly mistake and not filling out an important form. Students conducting research at a registered research institution or in an industrial setting (university, medical center, NIH, CDC, etc.), social science research, research involving hazardous material or vertebrates should pay particularly close attention to the forms as in my experience, the closest attention is focused on these areas.
NOTE: The SRC does thoroughly look over EVERY project so if your project does not fit into these categories, you are not off the hook.
What is the SRC?
Science Service describes the SRC as the following:
"A Scientific Review Committee (SRC) is a group of adults knowledgeable about regulations concerning experimentation especially in the following areas: vertebrate animals and potentially hazardous biological agents. The SRC must evaluate all projects in these areas before experimentation may begin. The Fair SRC will also review the documentation for ALL projects shortly before competition to ensure that students have followed all applicable rules and that the project is eligible to compete."
SRC is found at both the regional and international level so it is important to have all paperwork completed properly before entering the regional fair.
Preparing the Forms
TEACHERS AND STUDENTS SHOULD BECOME VERY FAMILIAR WITH THE SCIENCE SERVICE DOCUMENT LIBRARY: _URL_
The best way to tackle these forms is to start at number 1 and work your way to form 7. Not every project requires that every form is filled out. Separate the forms that the student needs to fill out, the adult sponsor must fill out, and the forms for the qualified scientist.
Begin to understand how the SRC works early on in your research as it will help you later on.
Following all of the rules and filling out all of the paperwork can be at times stressful and overwhelming for both teachers and students. Take it slowly and make sure you understand all of the rules before you begin experimentation.
Fill out Form 1 before you begin experimentation. This is also a great way to make sure your on the right track with your research and that you are not conducting research that could in any way harm you.
The first step in this process is getting approval to conduct the study. This should be done before the research is conducted. Think of this as your research proposal. In fact the form you need to complete (Form 1A) is called the Student Checklist/Research Plan. After completing the simple checklist, fill out the research plan. This is convenient as research plans are needed with any study. The SRC really is out to help you!!!
The next step is only for students working at a registered research institution or in an industrial setting. If this applies to you, then you need to fill out form 1C and the best part is you don't have to fill it out. Your mentor or supervisor (whoever directly supervises your work) needs to fill out this form. Based on horror stories I have heard over the years and in consideration of them, make sure your mentor has these forms before you conduct your research and that you give them ample time to fill it out. It is imperative to have this form as you MUST display it at your regional fair.
Form 2 is also for your mentor. It basically makes sure that you are being supervised by someone who knows what they are talking about. This point is magnified by the fact that if that qualified scientist cannot supervise you directly, then the person assigned to assist you has proper training. The best scenario and most common is that students who often work at a registered research institution such as a University have an undergraduate or graduate student supervise the student scientist as they have classes or other obligations during the period of research. The undergrad or grad student would need to be included on Form 2. As with Form 1C, make sure you have this form returned. It is for your own safety.
Form 3 is pretty much the same as form 1C and 2; it's for the qualified scientist to fill out.
Form 4 is possibly the form that requires the most attention. Out of all of the forms, students get in the most trouble with this form. The form requires Institutional Review Board (IRB) approval.
This form MUST be completed prior to experimentation. Depending on the specifics of your study, you will probably have to present the human subject with this form. Also depending on age and risk, they may need consent from a parent or guardian. This form is important as it needs to follow federal guidelines. Also it is imperative that the risk level is assessed correctly. It is better to be safe than sorry. Also make sure all of your human subjects are presented with this form before experimentation begins. Keep all documentation even after the study ends.
Forms 5, 6A, and 6B are pretty much self-explanatory. Make sure you take your time and include everything relevant. Seek the advice of your mentor to make sure everything is completed correctly.
Form 7 is the project continuation form; make sure you specify the differences between the new and old materials. The SRC wants to see that you made a significant improvement to your research.
The abstract form listed in the Science Service document library should be used for the regional fair. Abstracts submitted to the regional fair should be no more than 250 words.
More information on writing abstracts can be found on the Science Buddies website.
The Abstract Form, Form 1C, and Form 7 (if applicable) need to be presented vertically at your board.
Good luck and remember Science Buddies is here to help!!!
Many fairs follow the Intel International Science and Engineering Fair (ISEF) rules: ISEF Rules and Guidelines

source: HuggingFaceFW/fineweb-edu


text: This European Standard defines a set of reference masses for specifying the requirements for the design, testing, acceptance, marking, delivery and operation of rail vehicles. The reference masses defined in this document are as follows: dead mass; design mass in working order; design mass under normal payload; design mass under exceptional payload; operational mass in working order; operational mass under normal payload; These reference masses are defined with respect to the whole vehicle, but they can also apply to a specific system or component. The specification of values for tolerances applicable to reference masses is not in the scope of this standard. Tolerances can be required by an application standard. Additional loadings due to environmental factors, for example snow and retained or absorbed rainwater, are not in the scope of this European Standard.

source: openbmb/Ultra-FineWeb


December 2016 Issue
Ask the Expert: Ugly Fruits and Vegetables
By Toby Amidor, MS, RD, CDN
Today's Dietitian
Vol. 18, No. 12, P. 10
Q: What is ugly produce, and does it have the same nutrient profile as its mainstream counterpart?
A: Imperfect fruits and vegetables are known as "ugly produce." Despite their cosmetic flaws, these fruits and vegetables provide as much nourishment as—and sometimes more than—supermarket-stocked blemish-free produce.
Why Ugly Produce?
At the retail level, supermarkets have specifications when purchasing fruits and vegetables to meet consumer demand for perfectly shaped produce. Supermarket distributors will purchase only produce without blemishes or scabs and even insist on how they're laid out in the crate, both of which are practices that lead to waste. Produce that doesn't meet size, shape, or color specifications retailers expect will remain unsold and discarded. These include cucumbers with "weird curves," blemished tomatoes, bruised peaches, and apples that are "too small." These fruits and vegetables, however, are tasty and healthful, and provide the same (and in some cases more) nutrients than their cosmetically perfect cousins.
Food waste occurs at each stage of food production and distribution, from farmers to packers and shippers to manufacturers and retailers. An estimated 70 billion lbs of food are wasted in America each year, which includes 6 billion lbs of fresh produce.1 That's enough food waste to fill four football stadiums. According to the Environmental Protection Agency, 96% of wasted food in the United States ends up in landfills or combustion facilities.2 Once in landfills, the produce begins to break down and emit methane, a greenhouse gas that contributes to climate change.
Nutrient Profile
Infections or microbial intrusions can cause physical blemishes to produce but not necessarily make it unsafe to eat. In fact, several studies have shown that some imperfect fruit and vegetables that fall victim to infection have higher amounts of phytochemicals. A study published in the June 2010 issue of The Journal of Horticultural Science & Biotechnology found that apples covered in scabs in response to an infection had higher amounts of phenolic compounds.3 A second study found that harvested Golden Delicious apple leaves that were infected with fungus contained higher amounts of the phenolic compounds hydroxycinnamic acid, flavanols, and phloridzin, while they contained lower amounts of procyanidins, quercetins, and phloretin.4 However, there are many factors that contribute to the varying phytochemical levels in fruits and vegetables. Consuming both ugly and conventional produce can help the US population meet the USDA's recommended daily amount for fruit and vegetable consumption, a challenge for most people.
Minimizing Waste
Inform clients that ugly fruits and vegetables are tasty and nutritious. RDs and clients alike can do the following to reduce produce waste:
Purchase and consume imperfect fruits and vegetables from farmers' markets or when picking your own. Some supermarkets like Giant Eagle ( offer consumers reduced prices for imperfect fruits and vegetables in some locations.
Order recovered (aka ugly) produce from organizations like Hungry Harvest (, which recovers farm-fresh fruits and vegetables and delivers to areas on the East Coast. Imperfect Foods ( is a similar organization on the West coast that also has teamed up with Whole Foods to sell imperfect produce in select stores.
Sell or share your homegrown excess produce, perfect or not, through Ripe Near Me (, an organization whose mission is to reduce food waste, improve global food security, and increase urban and sustainably grown foods.
1. Securing and distributing meals. Feeding America website. Accessed October 5, 2016.
2. Reducing wasted food at home. Environmental Protection Agency website. Updated August 24, 2016. Accessed October 5, 2016.
3. Slatnar A, Petkovsek MM, Halbwirth H, Stampar F, Stich K, Veberic R. Response of the phenylpropanoid pathway to Venturia inaequalis infection in maturing fruit of 'Braeburn' apple. J Hortic Sci Biotechnol. 2010;85(6):465-472.
4. Petkovsek MM, Slatnar A, Stampar F, Veberic R. Phenolic compounds in apple leaves after infection with apple scab. Biol Plant. 2011;55(4):725-730.


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The kilometre (American spelling: kilometer), symbol km is a unit of length in the metric system, equal to one thousand metres and is therefore exactly equal to the distance travelled by light in free space in 1⁄ 299,792.458 of a second. It is the conventionally used measurement unit for expressing distances between geographical places in most of the world; notable exceptions are the United States and the United Kingdom where the statute mile is used.
There are two pronunciations for the word:
The former pronunciation follows the general pattern in English whereby metric units of measurement are pronounced with the stress on the first syllable, and preserves the pronunciation of metre. It is generally preferred by the BBC, while most scientists use the pronunciation with stress on the second syllable. The latter pronunciation, which follows the stress pattern used for the names of measuring instruments (such as micrometer, barometer, thermometer, tachometer and speedometer), is in common usage as well. Kingsley Amis has suggested that this pronunciation (and the American spelling) be reserved for the thousand-measurer, the wall which Herodotus says Xerxes built around a thousand troops so he could count his army.
When Australia introduced the metric system, the first pronunciation was declared official by the government's Metric Conversion Board. However, the Australian Prime Minister at the time, Gough Whitlam, insisted that the second pronunciation was the correct one because of the Greek origins of the two parts of the word.
|1 kilometre||= 1000 metres|
|≈ 0.621 statute miles|
|≈ 1094 yards|
|≈ 3,281 feet|
|≈ 0.540 nautical miles|
|≈ 6.68 × 10−9 astronomical units|
|≈ 1.057 × 10−13 light-years|
|≈ 3.24 × 10−14 parsecs|
Since the kilometre is a comparatively large unit of measure, it is best visualised in terms of prominent landmarks.
The distance between the American extremity of the Niagara Falls and the Canadian extremity is 1039 m, or fractionally over a kilometre. Although the length of the rim of the Canadian extremity (Horseshoe Falls is quoted as being 790 m and the rim of the American extremity American Falls as being 320 m which add up to more than 1110 m, the rim of the Horseshoe falls is far from straight, so the direct distance between the end-points is 304 m.
NE extremity of American Falls
SW extremity of the Horseshoe Falls
The Mall, which leads up to Buckingham Palace, is one of London's main tourist attractions. Immediately in front of the palace is the Victoria Memorial, erected in memory of Queen Victoria. At the opposite end is the Admiralty Arch which links The Mall to Trafalgar Square. The distance from the entrance to the Admiralty Arch to the centre of the Victoria Memorial is 987 m. The picture on the right is taken from about halfway down The Mall.
Centre of the Victoria Memorial
Entrance to the Admiralty Arch
Hong Kong Harbour boasts one of the busiest waterways in the world. Until 1970 the only way to cross the harbour was the Star Ferry which had terminals on the Kowloon peninsular and the island of Hong Kong itself. The distance that the ferry travels, as measured from passenger entrance to passenger entrance is 1007 m.
Hong Kong (Central Star Ferry Pier)
Kowloon (Tsim Sha Tsui Star Ferry Pier)
The United Kingdom and the United States are the only two developed countries which continue to use miles on road signs.
Although road signs in the United Kingdom show distances in miles, location marker posts that are used for reference purposes by road engineers and emergency services are kilometre-based. The advent of the mobile phone has been instrumental in the English Department for Transport authorising the use of driver location signs to convey the [kilometre-based] information of location marker posts to road users should they need to contact the emergency services.
In the US, the National Highway System Designation Act of 1995 prohibits the use of federal-aid highway funds to convert existing signs or purchase new signs with metric units. However, the Manual on Uniform Traffic Control Devices since 2000 is published in both metric and American Customary Units. (See also Metrication in the United States.)


terminals, negative at the bottom edge of the board. Please note that this is different from the beta version. The polarity is marked on the silkscreen on the back of the board (there was no room on the front).
Warning: Do not make or break any connections while the board or the Arduino are powered. There is a high risk of destroying the drivers and/or the Arduino.
GAUPS 1.1 Example Configuration
This image (click on it to enlarge) shows an example configuration:
 - Four drivers and four motors
 - Dual-Y (two Y motors, each with its own driver)
 - Pololu DRV8825 purple high-current drivers (note that other driver modules may have the trimpot in a different location, so do not use it to decide the driver module orientation. Always check the pin labels).
 - Heatsinks
Note that the microstepping is not configured: the DIP switch is in its factory default configuration, corresponding to full stepping on all axes (not recommended).
Bottom of GAUPS 1.1 PCB, showing supply polarity
Also, when using GRBL 0.8 or 0.9 with the "invert mask" set to 0, any Pololu drivers, and the motors we carry in our store, wired as shown, for a move in the positive direction of each axis, the motors turn as follows (as viewed looking into the shaft):
Axis Motor Axis Positive Direction Motor Direction
X Right Counter-clockwise
Y Left (Y driver) Toward the back Counter-clockwise
Right (A driver) Clockwise
Z Up Clockwise
This is the standard direction of travel for a dual-motor dual-Y drive eShapeoko with any of the standard eShapeoko belt configurations (teeth down, belt going under the idler wheels and over the belt pulley). This is also valid for a Shapeoko with any of the belt mods that have the belt facing teeth down. For the original Shapeoko configuration (belt teeth up, going over the idler wheels and under the belt pulley) and any other teeth up configuration, reverse the direction of X and Y motors (by reversing the connections, black–green–blue–red instead of red–blue–green–black).
Note that not all motors from all manufacturers turn in the same direction when wired the same, although this seems to be the most common case. If your motor has different color wires, always determine the correct pairing before wiring the motors, to avoid damage to the drivers. Any configuration will work, as long as the wires in each pair are next to each other (pins 1 and 2 one pair, pins 3 and 4 another pair).
Also note that driver modules other than Pololu A4988 and DRV8825 may turn the motors in the opposite direction, too, and the direction can also be changed in firmware.
Power Supply
The choice of voltage depends on the driver modules. The kit of parts, as supplied, has capacitors rated at 35 V, so that's the maximum voltage. However, an alternative is supplied, with capacitors rated for 50 V. To keep the same form factor, these capacitors are smaller (22 µF instead of 47 µF).
With A4988 drivers, the maximum voltage is 35 V, but EMF induced in the motor during braking can raise the supply voltage, so we do not recommend using more than 30 V. The DRV8825 drivers are rated to 45 V, but, for the same reason, we do not recommend more than 40 V (provided that you are using capacitors rated 50 V or more).
A4988 and DRV8825 both work from 12 V, but the most popular voltage for them is 24 V. 19 V is also popular, because it's the typical voltage of a laptop power supply, and many people have one of those lying around.
The DRV8834 driver operates from 2.5 V to 10.8 V, so it's ideal for low-voltage applications.
Part List
Part Count Description Manufacturer Part Number
PCB 1 GAUPS 1.1 PCB, dual-side 1.6 mm FR4, 2 oz copper, through-plated, ENIG, RoHS Amber Spyglass Ltd
R1 1 Resistor, 10 kΩ 0.125 W, metal film Multicomp MF12 10K
C1–C4 4 Aluminium electrolytic capacitor, 47 µF 35 V, long life (5000 hours @ 105°C),
radial, 2.5 mm lead spacing, ∅ 8 mm, 5 mm tall
Rubycon 35ML47MEFC8X5
C5–C8 4 Ceramic capacitor, 100 nF 50 V, X7R dielectric, 0.2" lead spacing Multicomp MCRR50104X7RK0050
SW1 1 Low-profile 12-way DIP switch, 0.1" pitch, 0.3" wide Multicomp * MCEI-12
SW2 1 Tactile switch, 6 mm Panasonic EVQPVG05K
U1–U4 8 8-way single-row female 0.1" pitch header, straight Multicomp * 2212S-08SG-85
J1, J3 2 8-way single-row long pin (15 mm) female 0.1" pitch headers, straight Samtec * SSQ-108-04-F-S
J2 1 6-way single-row long pin (15 mm) female 0.1" pitch headers, straight Samtec * SSQ-106-04-F-S
J4 1 10-way single-row long pin (15 mm) female 0.1" pitch headers, straight Samtec * SSQ-110-04-F-S
P1–P4 4 4-way side-entry PCB screw terminal, 5 mm pitch Camden Boss CTB5202/4
P5 1 2-way side-entry PCB screw terminal, 5 mm pitch Camden Boss CTB5202/2
For most components, numerous equivalent parts exist from various manufacturers. The given manufacturers and part numbers are just examples of compatible parts. However, except where marked with an asterisk, the supplied parts in our kit are exactly those listed here (those with an asterisk are generic equivalents). This is especially important for the long-life electrolytic capacitors of the correct form factor, and for the good quality screw terminals. Also important are the long (15 mm pins) Arduino headers; the typical Arduino headers with 10–12 mm pins are not tall enough for the solder joints on the back of the shield to clear the Arduino USB connector, and insulation is required.
We reserve the right to substitute parts without notice.
GAUPS 1.1 schematic.png


Archive for September 25th, 2014|Daily archive page
In Uncategorized on September 25, 2014 at 12:15 pm
US History
Bell Ringer:
Answer the following question about the WWII propaganda poster:
What did the government hope the audience of this poster would do?
Whole Group
1. WWII Minority Web Ch 11 Sec 2
2. Discuss findings
Small Groups
3. Minority Docs and Analysis sheets
4. Reader's Theater Assign
World History
Bell Ringer:
Complete Ch 3 VOC with terms Phoenicians, alphabet and colony.
1. Work on VOC
2. Phoenician Notes
3. Mind Your C's and Q's "Sugar Love"


text:
Driven by improvements in technology, market expectations, and accessibility, the integration of video into interactive course solutions is increasingly important. Users expect and demand high-quality video resources and it's up to solution providers to close the gap by understanding how to create compelling and pedagogically valuable video content that integrates well into a blended digital learning solution.
Video in Education: Company Assessment and Future Outlook examines the providers of video-based solutions and the activities of players using video as an integral and integrated element of their digital offerings. It provides a market map plus case studies that contain valuable learnings for other players considering or developing their own video resources. Top players in the market to watch include: Alexander Street, SAGE, IET, Khan Academy, Lynda.com, and BBC Worldwide.
How can you embark on video production that enhances your solutions or improve upon existing offerings to boost end-user engagement? Read more to understand the current and future role of video for the edtech market and what you can do to stay ahead of the curve.
- Why This Topic
- Market Definition
- Key Market Drivers
- Competitive Landscape
- Market Map
- Opportunities and Threats
- 10 to Watch
- Essential Actions
- Related Research
Table of Contents for Figures & Tables
- Table 1. Creating Bespoke Video Content vs. Licensing Video Content
- Figure 1. Video in Education: Use Cases
- Figure 2. Video in Education: Key Player Types
- Table 2. Market Map of Key Providers of Video-Based Educational Resources


Localization and function of KLF4 in cytoplasm of vascular smooth muscle cell.
TitleLocalization and function of KLF4 in cytoplasm of vascular smooth muscle cell.
Publication TypeJournal Article
Year of Publication2013
AuthorsLiu Y, Zheng B, Zhang X-H, Nie C-J, Li Y-H, Wen J-K
JournalBiochemical and biophysical research communications
Date Published2013 Jun 28
The Krüppel-like factor 4 is a DNA-binding transcriptional regulator that regulates a diverse array of cellular processes, including development, differentiation, proliferation, and apoptosis. The previous studies about KLF4 functions mainly focused on its role as a transcription factor, its functions in the cytoplasm are still unknown. In this study, we found that PDGF-BB could prompt the translocation of KLF4 to the cytoplasm through CRM1-mediated nuclear export pathway in vascular smooth muscle cells (VSMCs) and increased the interaction of KLF4 with actin in the cytoplasm. Further study showed that both KLF4 phosphorylation and SUMOylation induced by PDGF-BB participates in regulation of cytoskeletal organization by stabilizing the actin cytoskeleton in VSMCs. In conclusion, these results identify that KLF4 participates in the cytoskeletal organization by stabilizing cytoskeleton in the cytoplasm of VSMCs.
Alternate JournalBiochem. Biophys. Res. Commun.


text:
||This article's lead section may not adequately summarize key points of its contents. (May 2013)|
Norse religion is a subset of Germanic paganism, which was practiced in the lands inhabited by the Germanic tribes across most of Northern and Central Europe.
Knowledge of Norse religion is mostly drawn from the results of archaeological field work, etymology and early written materials.
Norse religion was a cultural phenomenon, and — like most pre-literate folk beliefs — the practitioners probably did not have a name for their religion until they came into contact with outsiders or competitors. Therefore, the only titles bestowed upon Norse religion are the ones which were used to describe the religion in a competitive manner, usually in a very antagonistic context. Some of these terms were hedendom (Scandinavian), Heidentum (German), Heathenry (English) or Pagan (Latin). A more romanticized name for Norse religion is the medieval Icelandic term Forn Siðr or "Old Custom".
The literary sources that reference Norse paganism were written after the religion had declined and Christianity had taken hold. The vast majority of this came from 13th century Iceland, where Christianity had taken longest to gain hold because of its remote location. The key literary texts for the study of Norse paganism are the Prose Edda by Snorri Sturluson, the Gesta Danorum by Saxo Grammaticus and the Poetic Edda, by an unknown writer or writers.
Saga literature informs us of the mentalities not only of the literate elite, but also to some extent it gives insight to the mentalities of the illiterate laymen. Sagas are categorized on the basis of when events described in the saga took place. Though Sagas are often mythical in nature the authors' ambitions are to give a realistic description of past events. Snorri Sturluson in Heimskringla outlines why these sagas are to be taken as being accurate, in reference to given inaccuracies in the literature on his own part, he states: "that would be mockery and not praise". The issue with the saga is that for the most part the stories have been passed down orally, and when reciting from memory there is the possibility for error.
Many sites in Scandinavia have yielded valuable information about early Scandinavian culture. The oldest extant cultural examples are petroglyphs or helleristninger/hällristningar. These are usually divided into two categories according to age: "hunting-glyphs" and "agricultural-glyphs". The hunting glyphs are the oldest (ca. 9,000–6,000 BCE) and are predominantly found in Northern Scandinavia (Jämtland, Nord-Trøndelag and Nordland). These finds seem to indicate an existence primarily based on hunting and fishing. These motifs were gradually subsumed (ca. 4,000–2,000 BCE) by glyphs with more zoomorphic, or perhaps religious, themes.
The glyphs from the region of Bohuslän are later complemented with younger agricultural glyphs (ca. 2,300–500 BCE), which seem to depict an existence based more heavily on agriculture. These later motifs primarily depict ships, solar and lunar motifs, geometrical spirals and anthropomorphic beings, which seem to ideographically indicate the beginning of Norse religion.
Other noteworthy archaeological finds which may depict early Norse religion are the Iron Age bog bodies such as the Tollund Man, who may have been ritually sacrificed in a seemingly religious context.
Later, in the pre-Viking and Viking age, there is material evidence which seems to indicate a growing sophistication in Norse religion, such as artifacts portraying the gripdjur (gripping-beast) motifs, interlacing art and jewelry, Mjolnir pendants and numerous weapons and bracteates with runic characters scratched or cast into them. The runes seem to have evolved from the earlier helleristninger, since they initially seemed to have a wholly ideographic usage. Runes later evolved into a script which was perhaps derived from a combination of Proto-Germanic language and Etruscan or Gothic writing. However, this origin has not been proven, and many runic origin theories have been advocated.
Many other ideographic and iconographic motifs which may portray the religious beliefs of the Pre-Viking and Viking Norse are depicted on runestones, which were usually erected as markers or memorial stones. These memorial stones usually were not placed in proximity to a body, and many times there is an epitaph written in runes to memorialize a deceased relative. This practice continued well into the process of Christianization.
Like most pre-modern peoples, Norse society was divided into several classes and the early Norse practiced slavery in earnest. The majority of interments from the pagan period seem to derive primarily from the upper classes, however many recent excavations in medieval church yards have given a broader glimpse into the life of the common people.
Centres of worship
The Germanic tribes rarely or never had temples in a modern sense. The blót, the form of worship practiced by the ancient Germanic and Scandinavian people, resembled that of the Celts and Balts; it could occur in sacred groves. It could also take place at home and/or at a simple altar of piled stones known as a hörgr.
However, there seems to have been a few more important centres, such as Skiringsal, Lejre and Uppsala. Adam of Bremen claims that there was a temple in Uppsala with three wooden statues of Thor, Odin and Freyr, although no archaeological evidence to date has been able to verify this.
This nation has a very famous temple called Uppsala, situated not far from the city of Sigtuna. In this temple, which is completely furnished in gold, the images of three gods are worshipped by the people. As the mightiest of them, Thor has his throne in the middle of the room; the places on either side of him are taken by Wodan and Fricco... Gesta Hammaburgenis ecclesia pontificum, Bk 4 ch.26
Devotion to deceased relatives was a mainstay in Norse religion. Ancestors constituted one of the most ancient and widespread types of deity worshipped in the Nordic region. Although most scholarship focuses on the larger community's dedication to more fantastic gods and myths of the Vikings, it is understood that some sort of ancestor worship was probably an element of the private religious practices of the farmstead and village. Oftentimes in addition to showing adoration to the standard Nordic gods, warriors would toast to "their kinsmen who lay in barrows".
Some kind of shamanistic priesthood seems to have existed, focusing especially on magical women known as völur. There seem also to have been chieftain-priests called goðar who arranged religious festivals at their own estates for their followers. Reference to priests (goðar) appear throughout the sagas, and are often depicted as canny and empowered figures (Particularly in the Icelandic Sagas). The role of the 'priest' can be likened to the role of the head of the household. The priest looks over the spiritual community, and is sought out for advice and wisdom. A unique aspect of the priest in Norse religion is that the priest did not represent the Divine to the people, but rather the priest was a representation of the people to the Divine.
In shamanistic traditions, when crises of health need drove a community toward the limits of its capacity to negotiate with guardian spirits, the spirits of animals, the dead, or deities, of other kings, it would turn to the greater expertise of a religious specialist, whose relations with such spirits had become regularized and frequent. These priests in the context of the Shamanistic ritual would advocate for human clients and act to restore or assure productive relations between the human community as a whole and the supernatural community, mainly through supernatural soul travel and quests.
It is often said that the Germanic kingship evolved out of a priestly office. This priestly role of the king was in line with the general role of goði, who was the head of a kindred group of families (for this social structure, see Norse clans), and who administered the sacrifices.
Sacrifice could comprise inanimate objects, animals or humans. Amongst the Norse, there were two types of human sacrifice; that performed for the gods at religious festivals, and retainer sacrifice that was performed at a funeral. An eye-witness account of retainer sacrifice survives in Ibn Fadlan's account of a Rus ship burial, where a slave-girl had volunteered to accompany her lord to the next world. Reports of religious sacrifice are given by Tacitus, Saxo Grammaticus and Adam of Bremen.
The Heimskringla tells of Swedish King Aun who sacrificed nine of his sons in an effort to prolong his life until his subjects stopped him from killing his last son Egil. According to Adam of Bremen, the Swedish kings sacrificed males every ninth year during the Yule sacrifices at the Temple at Uppsala. The Swedes had the right not only to elect kings but also to depose them, and both king Domalde and king Olof Trätälja are said to have been sacrificed after years of famine.
Odin, the chief god of the Norse, was associated with death by hanging, and a possible practice of Odinic sacrifice by strangling has some archeological support in the existence of bodies perfectly preserved by the acid of the Jutland (later taken over by the Daner people) peatbogs, into which they were cast after having been strangled. One of the most notable examples


text:
An ancient source of human wisdom, the Vedas give us teachings about life, death, love, and – yes – MATH!
Turns out math and yoga philosophy have a lot in common. Through simple and surprisingly efficient math techniques, you can learn to write answers to complex multiplication and division problems in as little as one line, while simultaneously gain insight into solving complex life concerns as well.
Susan will guide you through some Vedic Math techniques and the reasons why they work as well as sharing resources for further study if you are so inclined!
Susan Lauffer has 20+ years experience teaching mathematics, most recently at Washington Lee High School in Arlington (since 2002). She has been practicing yoga at Sun & Moon since its inception, and completed the In-Depth Foundations Teacher Training program.


November 22, 2008
How To Give Directions and Way Find
How Far to Wall Drug?
This post came about after reading about a study out of the Illinois State University that tested different methods of giving directions; either by "birds-eye" perspective with cardinal directions (go north 2 kilometers, turn east) or by route perspective (Mettent deux blocs à la Rue Voltaire, tournez à gauche). There is also a post here full of comments and suggestions for giving directions.
In the days before mobile telephones, it was necessary to give better directions, since communication was impossible en route (I'm at the east entrance, where are you?). Back when I threw (delivered) the LA Times, the route perspective was used. This got me to think of an ideal way to give directions, and a couple of issues that aren't fully addressed in either link. One has to do with the syntax of direction giving, and the other has to do with the details of the circumstances.
When thinking about the syntax, I'm assuming that the way finder has a starting location that runs the gamut from familiar (home, work) to unfamiliar (a hotel, airport) and an unknown destination. The two points can be rural to urban and involve movements on foot, in a car, or public transportation. In almost all circumstances, directions will break into two parts that I'm calling The Funnel and The Route.
The Funnel
The funnel would move the person from their starting location to a densely traveled feeder route like a highway or train. The syntax would be:
Take (highway, train) (designation) (direction and distance if necessary) to (exit, stop).
In the case where it's necessary to give more than one highway or train, the last exit or stop would be replaced by a transfer or highway change, with each leg of the directions on a separate line. Some examples:
- Take the A train to 72nd Street/Central Park West
- Take the 405 north about 20 miles to Roscoe Boulevard
- Take the 435 south about 11 miles to the 70 West,
take the 70 west about 225 miles to Russell
- Take the Narita Express to Tokyo Station
These directions assume that airports have signs pointing out rail or highway access, hotel clerks can point the way to the highway, or a person knows how to get from their home to a highway or train. It's helpful to remember that highways have signage with number designations, so "Take the 5 south to the 710 south," would be preferable to, "Take the Sadao Munemori Memorial Interchange to the Rosa Parks Freeway."
For the most part, the less that is said, the better, then ad in qualifiers if necessary. In most cities, once a person is in a subway (or freeway) system, there are maps and signs that will help them find their stop or exit. By looking about (rather than at a piece of paper) one will more easily become familiar with landmarks and signs, thus build a better sense of direction. The same holds true for distances. Going "about 20 miles" will keep the way finder's eyes peeled for the exit sign, not glued to the odometer and miss the exit. So an example of a paired down set of directions might be, "From the airport, take the subway to the Zócalo." Yes, there may be better, more efficient routes than others, but nobody like a control freak.
The Nexus
The nexus between The Funnel and The Route, is probably the most justifiable place to include idiosyncratic landmarks. It may be cloudy, nighttime, or streets may run at odd angles, so cardinal directions may confuse more than help. Coming out of a subway (with multiple exits that are blocks apart and facing many possible directions) calls for a bit of landmark orientation. "When you get out of the subway, walk towards the big cathedral on the plaza with the huge Mexican flag." Highways may have multiple exits for each direction on the surface street, "Take the second Anaheim Street exit going east.
The Route
Once the way finder is on surface streets either by car or on foot, directions should follow a similar syntax using streets, distance and direction:
Go (distance in miles or blocks) (direction if necessary) to (cross street or intersection); (course change).
Take (street name) (direction if necessary) (distance) to (cross street or intersection)
[line break] (course change)(next street).
Some examples:
- Take Wilshire Boulevard east about a mile to Westwood; turn left
- Walk on the right side of Avenida Armendariz until it curves left;
take the first footpath on the right
- Go 2 blocks;
turn left on 11th Avenue
Directions are easier to follow if the same syntax is maintained; by separating course changes on a different line, it makes it easier for a driver to keep their place on the paper while navigating traffic.
Descriptive qualifiers may be necessary when encountering roundabouts, "T" intersections, or streets that bifurcate at odd angles. Some examples:
 - Take PCH south to the traffic circle; take the second exit Los Coyotes Diagonal
 - Counting blocks on the right side, go 2 blocks to Minerva Park; turn right
 - Keeping in the left lane, drive about 2 kilometers to Rue Danton; veer left
 - Go about 2 miles to Walnut Avenue which has a traffic light; turn right
There are those cities with inconsistent or hard-to-read signage and streets that run at odd angles. Tokyo, Venice, and the medina quarter in north African cities come to mind. In these instances, landmarks become more necessary.
It's best to leave out relative or ambiguous terms like up or down, and stick to left, right, and straight (or gaily forward). If you find it necessary to give cardinal directions (Lakewood Boulevard exit east) it's better to not capitalize them, so as not to confuse streets with cardinal directions in the names (go right on East 1st Street might be misread as go right (east) on 1st Street).
Mitigating Circumstances
There are situations when other systems of way finding are relied upon. If the person is in possession of and uses paper maps or GPS technologies, then information that relates to their tools—such as map coordinates, destination address with postal code, etc.—can be provided.
When approached by lost folks asking for directions, it's probably better not to overwhelm them with detailed directions, but rather help them get a little closer—or back to some familiar landmarks. Too many changes of direction can be easily misremembered (was it left-left-right-left-right-left, or left-left-left-right-right-left?).
If you're unable to find your destination, it may be better to first ask for more general directions to a neighborhood (Can you point me to Colonia Centro?), then a street (Where is Calle Allende?), and finally a specific location (Donde estas Café Tacuba?).
Opportunities like the next may only happen one in a lifetime, so it's best to be prepared. While out walking my dog in Westwood, a car—presumably full of UCLA music students and their instruments—pulled over and asked how to get to Royce Hall. What could I say but, "Practice, practice?"
Sphere: Related Content
 1. I was just going to write something about routes being the more natural way of way finding until is struck me that I don't even ask for directions to places anymore, I just ask for addresses and find maps online.
 Though when I give directions the detail of the route tends to get a sharp upsweep toward the end: "it's the white house on the right side of the street, and there's a big maple tree in the front yard, and the house entrance is on the right" etc. etc.
 2. you should look aqt the Financial Times weekend magazine for this weekend. It discusses GPS navigation and how it can get people lost/almost killed.


[19] Although a geographical indication for specialty food or drink may be generic, it is not a trademark because it does not serve to identify exclusively a specific commercial enterprise and therefore cannot constitute a genericized trademark.
The extension of protection for geographical indications is somewhat controversial because a geographical indication may have been registered as a trademark elsewhere. For example, if "Parma Ham" were part of a trademark registered in Canada by a Canadian manufacturer, ham manufacturers in Parma, Italy might be unable to use this name in Canada. Wines, such as Bordeaux, Port and Champagne, cheeses such as Roquefort, Parmesan, and Feta, Pisco liquor, and Scotch whisky are examples of geographical indications.
In the 1990s, the Parma consortium successfully sued the Asda supermarket chain to prevent it using the description "Parma ham" on prosciutto produced in Parma but sliced outside the Parma region.[20]
Scale of distinctiveness[edit]
A trademark is said to fall somewhere along a scale from being "distinctive" to "generic" (used primarily as a common name for the product or service rather than an indication of source). Among distinctive trademarks the scale goes from strong to weak:[citation needed]
 - "Arbitrary"
having no meaning as to the nature of the product
 - "Fanciful" or "coined"
original and having little if any reference to the nature of the product or service
 - "Suggestive"
having primarily trademark significance but with suggestion as to nature of product
 - "Descriptive"
not just suggesting, but actually describing the product or service yet still understood as indicating source
 - "Merely descriptive"
having almost entirely reference to the product or service but capable of becoming "distinctive".
See also[edit]
 1. ^ "Genericised trademark". Nowsell.
 2. ^ "Overview of Trademark Law". Harvard Law School. "Under some circumstances, terms that are not originally generic can become generic over time (a process called "genericity"), and thus become unprotected."
 3. ^ "How Long Does a Trademark Last?". Patents 101 (Hyra IP).
 4. ^ Source: David S. Moskowitz - pharmaceutical industry analyst.
 5. ^ Littré
 6. ^ "The Word "Escalator, The Elevator Museum". Retrieved 2011-02-14.
 7. ^ "Answers to the most frequently asked kids' questions about patents, trademarks and copyrights and the U.S. Patent and Trademark Office.". United States Patent & Trademark Office. Retrieved 2010-07-18.
 8. ^ a b c Bosworth, Derek L.; Webster, Elizabeth (2006). The management of intellectual property. Cheltenham. p. 35. ISBN 978-1-84542-112-0. OCLC 237052368.
 9. ^ "Online Etymology Dictionary". Retrieved 2012-10-12.
 10. ^ U.S. Patent 2,046,837
 11. ^ a b "Google calls in the 'language police'", BBC, June 20, 2003
 12. ^ "Zipper - Definitions from". Retrieved 2010-03-28.
 13. ^ "Summary of Trademark Law".
 14. ^ "3Com Legal: Trademarks and Brands". Retrieved 2010-03-28.
 15. ^ Microsoft Oy (2011-11-10). "Nokia Lumia 800 ensiesittelyssä Microsoftin Hello Helsinki! -tapahtumassa - Microsoft Oy - Uutisia - Site Home - TechNet Blogs". Retrieved 2013-01-02.
 16. ^ "Google". Merriam-Webster.
 17. ^ "Xerox Ad Pretends We Care About Its Trademark Rights to Term Xerox". June 30, 2010.
 18. ^ "Adobe Systems Incorporated Permissions and Trademark Guidelines". Retrieved 2013-01-02.
 19. ^ "Monopolising Names? The Protection of Geographical Indications in the European Community" (PDF). Retrieved 2010-03-28.
 20. ^ Richard Owen, Valerie Elliott (2003-05-21). "'Barmy' ruling bans Asda from undercutting its Parma ham". The Times. Retrieved 2009-10-05.
Further reading[edit]
 - Room, Adrian (1983). Dictionary of Trade Name Origins. Routledge. ISBN 0-7102-0174-5.
External links[edit]


Explore BrainMass
Explore BrainMass
 conditional probability and joint probability
 2. For the following table, what is the value of :
 a) P(A1)
 b) P(B1│A2)
 c) P(B2 and A3). Compute this as P(B2)*P(A3│ B2). In what row and column will you find this answer? Rows are B1 & B2: columns are A1, A2 & A3.
 Second Event
 First Event
 A1 A2 A3 Total
 B1 2 1 3 6
 B2 1 2 1 4
 Total 3 3 4 10
 © BrainMass Inc. brainmass.com October 1, 2020, 10:12 pm ad1c9bdddf
 Solution Summary
 Conditional probability and joint probability are caculated using the data from the table.


Eq a => a -> [a] -> Maybe Int
 find :: Foldable t => (a -> Bool) -> t a -> Maybe a
You might notice that the Maybe type has constructors Just and Nothing so you should use pattern matching when dealing with them.
import Data.List
capitals :: [(String, String)]
capitals =
 [ ("CA", "Sacramento")
 , ("HI", "Honolulu")
 , ("WA", "Olympia")
tellMeAbout :: String -> String
tellMeAbout state =
 case (lookup state capitals) of
 Just city -> "The capital of " ++ state ++ " is " ++ city
 Nothing -> "I don't know anything about " ++ state
main :: IO ()
main = do
 putStrLn $ tellMeAbout "HI"
 putStrLn $ tellMeAbout "MA"
Maybes are a solution to the Billion Dollar Mistake
In Haskell, the only instances of type String are strings; there is no "null" or "nil" value of the type. In cases where a string value would be "optional," you have the type Maybe String.
If you would like to create a computation that might fail (instead of just not finding anything), you can use the Either a b type. In general, Either is used for a sum type, a type containing all values of two types. For example, the type Either String Int contains all the strings and all the ints, but only sort of, because all the values are tagged: sample values are Left "dog" and Right 5. Eithers are conventionally used for failable functions, with the left containing and error object or error message (your choice), and the right containing the successful result. Use pattern matching when dealing with these things.
Difference between Maybe and Either:
 - Use Maybe a when you might have an a or you might not.
 - Use Either a b for the type containing all a values and all b values. Good for when you expect a result of type b but errors can occur, which are indicated by values of type a.
Data Types
It is time to move from the built-in types to defining our own.... So, how do we create our own types? Let's start simply, in the REPL:
Prelude> data Light = RED | AMBER | GREEN
Prelude> :t AMBER
Prelude> show RED
error: No instance for (Show Light) arising from a use of 'show'
Prelude> RED == RED
error: No instance for (Eq Light) arising from a use of '=='
At this point we probably want to put our mark our new type into the typeclasses Eq and Show. We ould then have to implement all the functions from that typeclass. Fortunately, we can use the deriving clause, which puts them in the typeclass and creates all right functions automatically.
Prelude> data Light = RED | AMBER | GREEN deriving (Eq, Show)
Prelude> show RED
Prelude> RED == RED
The deriving clause only works for Eq, Ord, Enum, Bounded, Show, and Read.
Exercise: Reimplement the Light datatype above to also belong to Ord, Bounded, and Enum. Validate your work by evaluating the expressions maxBound::Light, succ(RED), fromEnum GREEN, succ GREEN. What other expressions can you try?
Here's another example:
data Shape
 = Circle Double
 | Rectangle Double Double
 deriving (Eq, Show)
area :: Shape -> Double
area (Circle r) = pi * r * r
area (Rectangle h w) = h * w
perimeter :: Shape -> Double
perimeter (Circle r) = 2 * pi * r
perimeter (Rectangle h w) = 2 * (h + w)
main :: IO ()
main =
 shapes = [Circle 10, Circle 1, Rectangle 7 2]
 putStr $ unlines [show [area s, perimeter s] | s <- shapes]
From the command line:
$ ghc shapes.hs &&./shapes
Let's experiment in the REPL:
Prelude> :load shapes.hs
Ok, one module loaded.
*Main> c = Circle 20
*Main> area c
*Main> area (Rectangle 20 30)
*Main> :t Circle -- Circle is a "constructor"
Double -> Shape
*Main> :t Rectangle -- Rectangle is a "constructor"
Double -> Double -> Shape
*Main> Rectangle 3 5 == Rectangle 3 5
True -- Yes we are an instance of Eq
*Main> show (Rectangle 3 5)
"Rectangle 3.0 5.0" -- Yes we are an instance of Show
Now it's TREE TIME! 😛
Here's a hacked together Binary Tree datatype, just to illustrate the use of a type variable in a data type. The code can use a bit of work. Later we'll show how to put the type in its own module, and write a custom show function.
data Tree a = Empty | Node (Tree a) a (Tree a) deriving (Eq, Show)
size :: Tree a -> Int
size Empty = 0
size (Node left _ right) = size left + 1 + size right
preorder :: Tree a -> [a]
preorder Empty = []
preorder (Node left x right) = [x] ++ preorder left ++ preorder right
inorder :: Tree a -> [a]
inorder Empty = []
inorder (Node left x right) = inorder left ++ [x] ++ inorder right
main =
 emptyTree = Empty::(Tree Int)
 smallTree = Node Empty 8 (Node (Node Empty 7 Empty) 3 (Node Empty 5 Empty))
 bigTree = Node smallTree 10 (Node smallTree 8 smallTree)
 in do
 print emptyTree
 print smallTree
 print bigTree
 print $ size bigTree
 print $ preorder smallTree
 print $ inorder smallTree
.exericse Compile and run on the commandline: ghc BinaryTree.hs &&./BinaryTree (or the equivalent on your operating system). Verify the output is as you expect.
We've used the built-in modules Data.List and Data.Tuple in the simplest way. We just imported them and were good to go; all of the exported entities in the module became available to our code. But certainly there is much to wonder about?
 1. If we are importing lots of modules, how might we avoid name clashes? Is there any way to mention the module name when referencing an entity? That might also add some readability, too.
 2. How do we create our own modules? We'd like to know both the syntax as well as where the modules go in the file system so they can be found on import.
The first question is easy: use import qualified:
Prelude> import qualified Data.List
Prelude Data.List> permutations "abc"
- Variable not in scope: permutations :: [Char] -> t
- Perhaps you meant 'Data.List.permutations' (imported from Data.List)
Prelude Data.List> Data.List.permutations "abc"
Prelude Data.List> import qualified Data.List as L
Prelude Data.List L> L.permutations "abc"
Perhaps it is good to point out that the module Prelude is automatically imported into every Haskell source code file. Makes sense, right?
Exercise: Explain the prompts in the ghci session above.
To answer the second question, let's make a module for Binary Search Trees!
And while we're at it, we'll show how to add our new type to a typeclass using the instance keyword rather than the deriving keyword.
module BST
 ( Tree
 , newTree
 , insert
 , size
 ) where
newTree :: Tree a
newTree = Empty
size :: Tree a -> Int
size Empty = 0
insert x Empty = Node Empty x Empty
insert x (Node left y right)
 | x == y = (Node left y right)
 | x < y = (Node (insert x left) y right)
 | otherwise = (Node left y (insert x right))
 show Empty = "•"
 show (Node left x right) =
 "(" ++ (show left) ++ (show x) ++ (show right) ++ ")"
Since the module is called BST, it has to go in the file BST.hs. If the module were called Homework.MyCollections.BST then it would go in the file Homework/MyCollections/BST.hs.
Now let's use the module:
import BST
main =
 t1 = insert 3 $ insert 2 $ insert 13 $ insert 5 $ insert 8 newTree
 t2 = insert 3 $ insert 2 $ insert 5 $ insert 13 $ insert 8 newTree
 in do
 print t1
 print (size t1)
 print (t1 == t2)
$ ghc test_BST.hs &&./test_BST
[1 of 2] Compiling BST ( BST.hs, BST.o )
[2 of 2] Compiling Main ( test_BST.hs, test_BST.o )
Linking test_BST...
Check out the documentation for the basic libraries in GHC, containing all the standard modules.
Exercise: Familiarize yourself with the library documentation above.
Persistent Data Structures
You probably noticed that Haskell has no updating assignments. You can't really mutate anything. Those let-expressions seem like they "assign


text:
Definition of Indigo bird
1. Noun. Small deep blue North American bunting.
Generic synonyms: Bunting
Group relationships: Genus Passerina, Passerina
Indigo Bird Pictures
Click the following link to bring up a new window with an automated collection of images related to the term: Indigo Bird Images
Lexicographical Neighbors of Indigo Bird
Literary usage of Indigo bird
Below you will find example usage of this term as found in modern and/or classical literature:
1. Ornithological Biography by John James Audubon (1832)
"The indigo bird arrives in the southern States from the direction of Mexico, along with its relative the Painted Finch, and is caught in trapcages,..."
2. The American Cyclopaedia: A Popular Dictionary of General Knowledge by Charles Anderson Dana (1874)
"Indican has occasionally been found in tho urine when no indigo has been taken. The dose is from 30 to 120 grains. indigo bird..."
3. The New England Farmer by Samuel W. Cole (1854)
"The beautiful and cheerful songster known to our ornithologists as the Purple linen or American Linnet, is now frequently seen with the indigo bird,..."
4. The United States of America: Their History from the Earliest Period; Their by Hugh Murray, James Nicol (1844)
"... Oriole — Rice-birds — Indigo-bird — Nonpareil — Carolina Parrot—Woodpecker—Cuckoo—Passenger Pigeon —Turtle-dove—Turkey—Quail— Ruffed Grouse — Crane—..."
5. The Review of Education (1902)
"... printed the following, size 7x10, suitable for framing. Two cents each; the twelve for 20 cents. 1001 Gold-finch Tanager, indigo bird. 1007 Red Fox...."
Other Resources Relating to: Indigo bird


text:
Course Code: TRAV 224
Academic Year: 2020-2021
This course examines the development and marketing of specialty tourism products, often referred to as niche tourism products. These are tourism experiences and products that appeal to a small but often dedicated market. The growth and development of niche tourism is examined in the context of evolving tourist motivations, behaviours, and experiences. Students research, identify and assess the niche markets, key destinations, and leading tour companies that specialize in this market segment. Using both Canadian and International case studies, students explore the benefits, motivators, product design, marketing, and sales of various niche products and experiences. Students participate in experiential learning through an adventure/eco field trip in Ontario, coupled with a special guest speaker committed to adventure tourism.


By Richard Robinson, Farmer at Hopestill Farm
weed large garden bed
Soil test results are the key to planning your soil fertility program. Adding the right amendments in the right amount can dramatically improve your plants' health and your garden's productivity. But once you have your test results, it can sometimes feel daunting to figure out how much of a particular amendment you need to add to get to your goal–and I say that as a former math and chemistry teacher!
In this article, I will try to greatly simplify that process with a few conversion factors and formulas. With these, you should be able to use your results to easily figure out what you need to order—from the NOFA bulk order or elsewhere—and apply your findings to fine tune your garden's fertility.
Step 1: Determine your garden's area in square feet. If it's rectangular, multiply the length times width.
Example: 100' long x 40' wide = 4000 square feet (sf)
Step 2: Convert your garden's area to acres. Divide your square feet by 43,560 sf/acre.
Example: 4000/43,560=0.092 acres.
Now that you know your garden's area, it's time to look at the soil test results. Many of the results you get will be in either parts per million (ppm) or pounds per acre (lbs./acre). The most useful form is usually lbs./acre, so it's best to convert any ppm results before going any further.
Step 3: Convert any soil test results reported in ppm to lbs./acre
The math gods were smiling on us when they cooked up this conversion factor: ppm x2 = lbs./acre. If your potassium test indicates you have 100 ppm in your soil, multiply by 2 to get the equivalent in lbs./acre.
Example: 100 ppm x 2= 200 lbs./acre.
(It is rare you would need to work backwards from lbs./acre to ppm, but of you do, take your lbs./acre and divide by 2. 200 lbs./acre /2 = 100 ppm.)
Step 4: Determine how much of the ELEMENT you want to add per acre.
This amount is the difference between what you want and what you have. Your soil test will probably indicate the "desired value" (in the words of Logan Labs) or the "optimum range" (from UMass). Following my K example from above, let's say that the desired value is 380 lbs./acre. So the amount of the element I need to add is:
Example: 380 – 200 = 180 lbs./acre.
If you are beginning with an optimum range given in ppm, be sure to convert it to lbs./acre before doing your subtraction.
Step 5: Determine how much of the ELEMENT you want to add for your garden. To do this, multiply the pounds of ELEMENT per acre by the area of your garden in acres determined in Step 2.
Example: 180 lbs./acre K x 0.092 acres = 16.6 lbs. K
Person spreading amendments in a large garden
Spread amendments evenly over your garden, then mix it in or cover it with mulch.
Step 6: Determine how much of the AMENDMENT you want to add for your garden. This step is slightly more involved than previous steps, but is not really any more complicated. If you could get pure K for your garden, you'd just add 16.6 pounds of it, and you'd be done (though you'd want to stand back, as it would quickly explode upon hitting the moist soil…). But your amendment is not pure K; it's a compound that is only part K. Most commonly, it is in the form of potassium sulfate (K2SO4) or "K-Mag," potassium-magnesium sulfate (K2SO4-2MGSO4).
Intuitively, you can see you need to add more than 16.6 lbs. of amendment to get 16.6 lbs. of K into your garden. Equally intuitively, you can see that if your amendment was 1/4 K by weight, you'd need to add 4×16.6 lbs. The actual fraction of K in the various amendments isn't quite that neat and tidy, but the principle is the same. We find out how much K is in the amendment, and then flip that to use as our multiplier.
Finding those multipliers involves consulting the periodic table of the elements and adding up the elements in each compound, but there is no need for every member of NOFA to do that on their own. A simple table of multipliers (below) can be used as long as you are using the amendment shown. Use the K2SO4 multiplier for K2SO4, but not for K-Mag!
Element Compound Formula Weight Percent Element Multiplier
B Borax Na2B4O7-10H2O 382 11% B 9.1
Ca Gypsum CaSO4-2H2O 172 23% Ca 4.3
Ca Calcium carbonate CaCO3 100 40% Ca 2.5
Cu Copper sulfate CuSO4-5H2O 250 25% Cu 4
K Potassium sulfate K2SO4 174 45% K 2.2
K K-mag K2SO4-2MgSO4 319 24% K 4.2
Mg K-mag K2SO4-2MgSO4 319 15% Mg 6.67
Mg Epsom salts MgSO4-7H20 246 10% Mg 10
Mn Manganese sulfate MnSO4-H2O 168 33% Mn 3
Zn Zinc sulfate ZnSO4/7H2O 287 23% Zn 4.3
So, if we want to add 16.6 lbs. of K to our garden, how much K2SO4 do we need? We use the multiplier 2.2.
Example: 16.6 lbs. K x 2.2 = 36.5 lbs. K2SO4.
If instead we were using K-Mag, the multiplier for K is 4.17.
Example: 16.6 lbs. K x 4.17 = 69.2 lbs. K-Mag.
And that's it—spread that evenly over your garden, mix it in or cover it with mulch, and your plants will thank you.
This same process can be used for any other element on your soil test: Find your desired amount of ELEMENT to add per acre, multiply by your garden's acreage, then multiply by your AMENDMENT's multiplier.


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IOM Domains of Quality
This tool is designed to help clinical practices improve their approach to hypertension care. The tool provides guidelines for evaluating current systems, making changes that support accurate blood pressure measurement, and improving hypertension screening, prevention, and management.
This tool has the following sections:
- How to use this implementation tool
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- Hypertension change...
This Web site provides access to the annual County Health Rankings, which ranks each county within the 50 States according to its health outcomes and the multiple health factors that determine a county's health. Each county receives a summary rank for its health outcomes and health factors and also for the four different types of health factors: health behaviors, clinical care, social and economic factors, and the physical environment. Each county can also see specific county-level data (as...
The POWER Program is an innovative project designed to help participating veterans manage high blood pressure and other chronic conditions. This Web site provides training materials for the peer health leaders who are the centerpiece of the program.
The POWER Curriculum contains everything the POWER team used to plan, conduct, and evaluate a community-level training program that taught a group of volunteers to effectively lead health education sessions and activities at their...
The Self-Management Support Resource Library was developed to help primary care team members learn about self-management support and develop their self-management support skills in working with chronically ill patients. The Resource Library contains multimedia and action-oriented educational materials from various sources.
The resources include the following:
- Materials for patients
- Training...
Go4Life is an exercise and physical activity campaign from the National Institute on Aging. It is designed to help adults 50 and older fit exercise and physical activity into their daily lives. The Go4Life Web site provides materials that health care professionals can share with their patients.
The materials include the following:
- Tip sheets
- Success stories
- Exercise guide
- Bookmarks and posters
- Motivational flyers
The Integrating Primary Care Practices and Community-Based Resources To Manage Obesity toolkit was developed to help primary care practices manage obesity. It provides tools and concepts informed by the real-world experience of six practices in three rural Oregon communities.
The toolkit includes the following materials:
- Staff meeting discussion guide
- Chart audit form and instructions
- Clinical care observation guide
- Patient waiting room survey...
The Mobile Health Roadmap provides guidance to professionals, organizations, corporations, and health systems on the adoption of mobile and mHealth (mobile health) devices. Mobile devices are becoming increasingly present in the health community for providers and patients alike. The roadmap gives background information on each topic, followed by the current state of adoption and possible future improvements.
This roadmap has the following sections:
- New care models...
This toolkit was developed by the Centers for Disease Control and Prevention (CDC) to help health care facilities protect patients from carbapenem-resistant Enterobacteriaceae (CRE) and to prevent transmission of CRE. Expanding on 2009 CDC recommendations, the toolkit offers prevention strategies for acute and long-term care facilities, as well as regional prevention strategies for health departments. It includes measures based on history of identified CRE (none, rare, or common).
The Wisconsin Quality of Life Index (W-QLI) is a multidimensional model for measuring patients' quality of life. It takes into account the different perspectives of the patient, the patient's family, and the clinician, both currently and over time. The W-QLI Web site provides five instruments, an assessment manual, coding and scoring books, and validation papers.
The following instruments are available to download:
- Caregiver questionnaire
This online tool from the U.S. Department of Health and Human Services is designed to help small and medium-sized health care provider organizations conduct information security risk assessments required under the Health Insurance Portability and Accountability Act (HIPAA) Security Rule. Risk assessment helps an organization ensure it is complying with HIPAA'S administrative, physical, and technical safeguards. Assessment also helps reveal areas where an organization's protected health...


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Circled Dot, likewise called quadratic equations, are an important tool for mathematicians to assist resolve issues. Resolving such issues includes fixing numerous more intricate equations, which are in turn extremely time consuming and discouraging.
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Marilyn Hawes
As a teacher Marilyn attended many courses on Child Protection and asks why none of them gave information on how to recognise "grooming" to protect children. Her three sons were victims of grooming and abuse by the Head teacher who was both Marilyn's boss for 10 years and best friend for 17 years, therefore she has LIVED EXPERIENCE. Marilyn was also suffered domestic abuse in her first marriage, and understands coercive
control and gaslighting.
Marilyn regularly speaks to the Media, public, organisations, schools, conferences, parents and children across the UK to break the culture of silence and resistance educating people with correct, relevant and vital information to prevent child sexual abuse and tune into their
Unafraid of speaking out, Marilyn is well known for her strong, pragmatic views. Even so, he has empathy and friendly approach which reaches out encouraging people to address the issues by raising their understanding which makes for a safer future for children and their families.
Marilyn has been involved in many TV programs such as Chrissy B Show, 'Judges in the Dock' with Mark Easton from BBC. She has appeared on BBC " Songs of Praise " and is regularly involved with BBC News, Radio 5 Live, SKY news, Press and others. Marilyn was alsoawarded "Most inspirational Woman of the year 2017 " Marilyn passionately believes victims need not make their childhood abuse a life sentence –with appropriate therapy and support systems they can thrive - not merely survive!
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Khaled M Elsabawy
Articles written in Bulletin of Materials Science
Volume 34 Issue 4 July 2011 pp 873-881
Infrared spectra, Raman laser, XRD, DSC/TGA and SEM investigations on the preparations of selenium metal, (Sb2O3, Ga2O3, SnO and HgO) oxides and lead carbonate with pure grade using acetamide precursors
Ga2O3, Se metal, SnO, Sb2O3, HgO and PbCO3 are formed upon the reaction of acetamide aqueous solutions with Ga(NO3)3, SeO2, SnCl2, SbCl3, HgCl2 and Pb(NO3)2, respectively, at 90°C. Different amorphous or crystalline phases can be obtained depending upon the experimental conditions (molar ratios, metal salts and temperature). The chemical mechanisms for the formations of this metal, oxides or carbonate are discussed and the X-ray diffraction, scanning electron microscopy (SEM) and atomic force microscope (AFM) are described. The type of metal ions plays an important role in the decomposition of acetamide, leading to the formation of solid stable (metal, oxides or carbonate), soluble and gases species. These new precursors are more stable preventing the rapid precipitation of metal, oxides or carbonate. Furthermore, this route allows the formation of pure compounds in solutions.
Volume 42 | Issue 6
Click here for Editorial Note on CAP Mode


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Alternative Dispute Resolution (Mediation Services)
The Maine Judicial Branch was an early pioneer in providing alternative dispute resolution (ADR) in the courts, starting in the late 1970s. We continue to support the use of ADR in many different types of cases. Today, ADR is available through the Maine courts in Family Matters, Small Claims, evictions, civil and commercial cases, and in land use and environmental disputes. In some types of cases, the parties must participate in some form of ADR before they can proceed to a contested hearing. The Office of Court ADR maintains statewide rosters of neutrals who can provide mediation, arbitration, or early neutral evaluation in court cases.
To find out who is on the statewide Superior Court ADR rosters for mediation, arbitration and early neutral evaluation in civil cases, go to the Directory of ADR Neutrals on Superior Court Rosters.
To find mediators on the District Court Civil Litigation Mediation Roster for civil cases, go to the Directory of District Court Civil Litigation Mediation Roster.
To find mediators on the Land Use/Environmental Mediation Roster, go to the Land Use/Environmental Mediation Roster.
More information about ADR in the Maine courts:
- What is alternative dispute resolution?
- In what types of cases is ADR available?
- What happens in mediation?
- How do I prepare for mediation in my Family Matters case?
- How do I select a mediator, arbitrator or early neutral evaluator for my Superior Court case?
- How do I become a mediator, arbitrator or early neutral evaluator for the court?
- How do I find out about the Land Use Mediation Program? (Click here to view the Land Use Mediation brochure).
- How do I find an exit survey? (Word) Requires either Microsoft Word or the free Word Viewer.
- How do I make a complaint about a mediator on the court rosters? (PDF) This file requires the free Adobe Reader.
- Where do I find the court rules that govern ADR in the Maine courts?
- What is the Office of Court ADR?
- Learn about the Foreclosure Diversion Program for foreclosure cases.
- Contact the alternative dispute resolution (ADR) staff.


History Timeline Template
Document Sample
History Timeline Template Powered By Docstoc
 Computer History Timeline
Purpose: To produce a timeline of computer history that identifies the evolution of computers
 1. Click on the PowerPoint template provided on the calendar. Choose to SAVE the
 powerpoint to your folder. Save as Timeline. REMEMBER…SAVE not OPEN.
 2. Using the Internet, research the history of computers. Locate a minimum of 20 events
 in the evolution of computers.
 3. Use the provided PowerPoint template, create a timeline of events that display the
 evolution of computers. Begin with Charles Babbage in 1823 and continue until
 present day.
 4. Identify each date with the date and a description of the event tied to that date.
 5. Include 10 pictures on your timeline.
 6. Add a textbox in the upper right corner of your timeline that includes your name, date,
 and period.
 7. Add a title using Word Art!
 8. Additional elements may be added to your timeline to add visual appeal and originality.
 9. Save your project as timeline. Print Preview to make sure that all information fits on the
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Description: History Timeline Template document sample


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"I've heard that cutting through the roots around the drip line of a tree or shrub with a shovel can encourage it to flower. Is that true?" -Ben
The technique you're referring to is a rejuvenation practice known as "root pruning," in which roots are cut in order to control growth. While it can work, it wouldn't be my first choice. I'd start by making sure the plant is getting adequate light, water, and nutrients before resorting to such extreme measures.
Think of it this way: when you cut the roots of a shrub or tree, the plant draws in upon itself and puts its resources toward its own survival and continuation of the species. It does this by increasing flowering and fruiting and by compacting both its root ball and its growth.
Root pruning is normally used to strengthen and prepare trees and shrubs for the shock of transplanting, and for training container plants (well-timed root pruning is an integral part of the practice of bonsai).
If a tree or shrub is overgrown and no longer blooming, root pruning may indeed rejuvenate it. Using a sharp shovel, make deep cuts into the soil around the plant in a circle at least 2-3 feet in diameter. Some gardeners cut the entire circle; others make cuts with spaces in between.
Remember that the more roots you cut, the more stressed your plant will be, so compensate with regular watering for several weeks until new roots form. Prune roots in late fall or early spring when the plant is dormant.


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About this paper-presentations : (Witricity)
The Transfer of Electricity from one place to another without wires is known as "WiTricity".
Samples of the main paper:
through a wire, it generates a magnetic field perpendicular to the wire. This effect can be magnified through coiling the wire.When a wire is in proximity to a magnetic field, it generates a current in that wire. Transferring energy between wires through magnetic fields is inductive coupling. Magnetic fields decay quickly, making inductive coupling effective only at very short ranges.


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SummaryIn 2003, Los Angeles County required the Los Angeles County Emergency Medical Services Agency paramedics to use an established tool (known as the Broselow® tape) to measure the weight of children aged 12 years and younger to determine correct drug dosing for resuscitation. Although the tape is a well-known tool for determining pediatric medication doses, it is not commonly used by paramedics in out-of-hospital emergency situations. After the change, paramedics who used the tape delivered correct epinephrine (adrenaline) doses to children experiencing cardiac arrest 57 percent of the time, more than twice the previous rate of 28-percent accuracy.Moderate: The evidence consists of preand post-implementation comparisons of dosing accuracy, which shows a clear link between the program and improved results. The retrospective nature of the review limited the analysis to data that had actually been recorded; these data did not document the degree of communication between paramedics and hospital ED personnel.
Developing OrganizationsHarbor-UCLA Medical Center, Department of Emergency Medicine; Los Angeles Biomedical Research Institute; Los Angeles County Emergency Medical Services Agency
Date First Implemented2003
Age > Child (6-12 years); Vulnerable Populations > Children; Age > Infant (1-23 months); Newborn (0-1 month); Preschooler (2-5 years)
Problem AddressedIncorrect recording or estimates of a child's weight frequently leads to incorrect medication dosing, one of the most frequently reported errors in pediatric emergency departments (ED)1 and in medical emergency situations outside hospitals.2 In Los Angeles County in 2003, the medication dosing error rate exceeded 70 percent.2
- Drug dosing critical in pediatric emergency cases: Epinephrine (adrenaline) is the most frequently used resuscitation medication in infants and children experiencing cardiac arrest or anaphylaxis (a severe, whole-body allergic reaction). Although there is little variation in epinephrine doses administered to adults in cardiac arrest, the appropriate pediatric dosage is based almost entirely on weight. If too little is administered, the drug is ineffective and the resuscitation effort fails, if too much is administered, there is a risk of intracranial hemorrhage and hypertension.3
- Lack of experience among paramedics: Because paramedics infrequently care for critically ill children, they lack experience in determining a child's weight and his or her appropriate dosage, which is compounded by the high-stress nature of emergency situations such as cardiac arrest. In one study, only 7 percent of all paramedic calls involved patients aged 14 years or younger.4
- Proven tool to help, but rarely used by paramedics: Since the 1980s, the Broselow® tape has been used to help clinicians rapidly estimate body weight and correct drug doses in children, but it is rarely used by emergency medical services providers nationwide. However, when paramedics estimated pediatric weights using the tool in a classroom setting, they were able to determine epinephrine doses accurately 95 percent of the time.2
Description of the Innovative ActivityIn 2003, Los Angeles County required the Los Angeles County Emergency Medical Services Agency paramedics to use the Broselow® tape on children up to age 12 to determine correct drug dosing in pediatric resuscitation. Although the tape is a well-known tool for determining pediatric medication doses, it is not commonly used by paramedics in out-of-hospital emergency situations. Key elements of the program are described below:
- Training: Paramedics and hospital ED personnel are trained to use the tape and to communicate about dosing decisions during pediatric resuscitations. (See the Planning and Development section for more information about training.)
- Communication and coordination: The paramedic in the field uses the tape to measure the child and determine which "color zone" applies. The paramedic then routinely confers with hospital ED personnel by radio.
- Dosing decisions: The ED determines the correct epinephrine dose; each color zone corresponds to a color-coded drug-dosing and resuscitation equipment chart. References at each color bar on the tape indicate what emergency resuscitation equipment size to use, and references at each weight zone on the tape show correct, precalculated medication dosages. Designated resuscitation equipment and medications are often contained in corresponding, color-coded containers in each ambulance.
- Review: Emergency medical services and hospital officials regularly review dosages and use of the tape after pediatric medical emergencies to assess performance and improve delivery of care in the field.
References/Related ArticlesKaji A, Gausche-Hill M, Conrad H, et al. Emergency medical services system changes reduce pediatric epinephrine dosing errors in the prehospital setting. Pediatrics. 2006;118(4):_PHONE_. [PubMed] Available at: _URL_
Frush K, Hohenhaus S. Study packet for the correct use of the Broselow® Pediatric Emergency Tape: enhancing pediatric patient safety, Duke University Medical Center. Department of Health and Human Services, Health Resources and Services Administration Maternal Child Health Bureau Grant # 5 H70 MC 00002-01-03. Available at: _URL_ (If you don't have the software to open this PDF, download free Adobe Acrobat Reader® software.)
Hashikawa A, Juhn Y, Homme J, et al. Does length-based resuscitation tape accurately place pediatric patients into appropriate color-coded zones? Pediatr Emerg Care. 2007;23(12): 856-61. [PubMed] Available at: _URL_
Contact the InnovatorAmy H. Kaji, MD, PhD, MPH
Department of Emergency Medicine
Harbor-UCLA Medical Center
1000 W Carson St. Box 21
Torrance, CA 90509
Innovator DisclosuresDr. Kaji has not indicated whether she has financial interests or business/professional affiliations relevant to the work described in this profile; however, information on funders is available in the Funding Sources section.
ResultsMandated use of the tool increased dosing accuracy significantly.
Moderate: The evidence consists of preand post-implementation comparisons of dosing accuracy, which shows a clear link between the program and improved results. The retrospective nature of the review limited the analysis to data that had actually been recorded; these data did not document the degree of communication between paramedics and hospital ED personnel.
- Dosing accuracy more than doubles: Before mandating use of the tape, only 28 percent of children (29 of 104 cases) who experienced cardiopulmonary arrest received the correct first dose of epinephrine from Los Angeles Emergency Medical Services Agency paramedics. After the mandate went into place, 57 percent (21 of 37 children) received the appropriate dose. Similar results are seen when comparing the frequency of dosing within 20 percent of the correct level. Before the mandate, 44 percent (46 of 104) of children received a dose that was within 20 percent of the correct dose. After the mandate, the corresponding figure was 65 percent (24 of 37 children).
- Accuracy expected to improve for use of other drugs and equipment in pediatric emergencies: Although no hard data are available, mandated use of the tape should also lead to improvements in dosing of other emergency drugs administered to children, including antiseizure and sedation medication. The mandate should also improve selection of appropriately sized resuscitation equipment for children, such as tubes and ventilators.
Context of the InnovationLos Angeles County officials were concerned about the low accuracy of dosing by paramedics during high-stress pediatric resuscitation efforts and hoped that tools that reduce reliance on memory and error-prone calculations would have the potential to decrease medication errors and increase survival.
In the past, Los Angeles County paramedics had received some training in use of the Broselow® tape and were encouraged to use it for children up to age 12 years, but in practice relatively few paramedics used the tool. Nor did paramedics have the tools to accurately determine a child's weight even when they consulted with hospital personnel before administering epinephrine in the field.
To address this issue, Los Angeles County adopted a tool in 2001 for drug dosing in pediatric resuscitations called LA Kids. This program was aimed at simplifying and standardizing prehospital pediatric drug administration through use of the Broselow® tape. By 2003, all emergency medical services paramedics had received training, after which time use of the tape was made mandatory.
Los Angeles County officials decided to track the accuracy of epinephrine dosing by paramedics before and after the mandate and enlisted research assistance from the Department of Emergency Medicine at Harbor-UCLA Medical Center, the Los Angeles Biomedical Research Institute, and the Departments of Medicine and Pediatrics of the David Geffen School of Medicine at University of California Los Angeles. Approval for this study was obtained from the institutional review board at Harbor-UCLA Medical Center and from the Western Regional Institutional Review Board, which reviews research protocols for the Los Angeles County Emergency Medical Services Agency.
If the study showed improvement in the accuracy of epinephrine dosing, officials hoped use of the tape


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