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Dr. Mine Çetinkaya-Rundel's Statistics 101 course, "Data Analysis and Statistical Inference," began at Duke, spread throughout the world via Coursera (a MOOC provider) and is now finding more ways to reach students at Duke and beyond.
Dr. Çetinkaya-Rundel taught "Data Analysis and Statistical Inference" to Duke undergraduates for several years before developing her teaching materials into an online Coursera course. The standards for the online course, massive audience and deadlines motivated her to create and complete comprehensive learning objectives, polished videos and assessments that were greatly appreciated by students across the world. Now, the materials from the MOOC have come back to campus, where they are having multiple impacts.
The learning materials
The materials developed for the Coursera course include:
- A complete set of learning objectives for each course unit, mapped to readings and "test yourself" questions.
- Lecture videos with downloadable slides and questions to check student understanding throughout the videos.
- Suggested exercises for each unit.
- Links to an online textbook and extensive supplementary resources including videos, tutorials, blogs, and web tools.
Campus Impact: Face-to-face, for-credit courses at Duke
In Fall 2014 and Spring 2015, the two sections of Duke's on-campus "Data Analysis and Statistical Inference" course each enrolled over 100 students. One section was taught by Dr. Çetinkaya-Rundel and the other by Dr. Jesse Windle. Each instructor assigned materials in the Coursera course to help students prepare for their face-toface course.
Dr. Çetinkaya-Rundel assigned the online course material to her students to help them learn basic content so they could apply it during her flipped class. Students are given the learning objectives and can use the text or video to meet these objectives. Explicit learning objectives help students focus on what they need to learn, so they don't get lost in the videos. In addition, there are questions both within the videos and in the learning objectives so that students can test their own comprehension before they come to class.
She found that her students reacted more favorably to preparing for her flipped class using videos than in previous years when she flipped her course using only the text. The content available for her students in Coursera has allowed her to spend more time helping her students apply the content in class. She thinks that delivering the course content online has increased student engagement during class as they work on applying the materials together, and students are spending more time studying outside of class.
Some comments from her students:
This class has been extremely helpful and is an excellent example of how a flipped classroom should work. I enjoy the balance of in-class lecture material and applications. The videos outside of class also really address how I learn and have reinforced the material immensely.
Professor Cetinkaya-Rundel does an amazing job teaching the class. Clickers are a unique way to engage students and to make lectures interesting. The videos, though at times a bit repetitive, are thorough and very helpful. The professor's willingness to gather new data sets and incorporate real-world events into lectures is much appreciated– the associations help make the material much more interesting. I was very worried about getting through this class, but I literally do not think the subject could be taught any better than Professor Cetinkaya-Rundel teaches it.
I just like the idea of the group and the videos because I feel like it helped a lot, especially in explaining difficult concepts. I also like the idea of using the clicker and doing the application question in class because I think it's a better way for me to learn about the information and retain it in my head by putting it into practice.
She noted that it is very time consuming to make good videos, and credited her work with Coursera with motivating her to complete high quality videos.
In Dr. Windle's Fall 2014 Statistics 101 course, materials from the Coursera course supplemented his lectures. He complemented the video examples with examples of his own, to help students apply the course content to different data sets and case studies. He also used clickers in class to check on student comprehension. He is grateful to be able to share the videos with his students to help them learn Statistics.
In his Spring 2015 course, he used the materials to incorporate more active learning in his face to face class. This spring, he has placed more emphasis on in-class exercises and group work to align his course more closely with Dr. Çetinkaya-Rundel's. He agrees that flipping the class leads to a more engaged audience but warns that it also requires a lot of work, noting that the course he is teaching this semester would be infeasible without the help of Dr. Çetinkaya-Rundel and her materials.
Campus Impact: Duke for-credit, summer online course
Dr. Çetinkaya-Rundel uses her Coursera material to teach a hybrid synchronous online course during the summer for Duke students. Students prepare for their online meetings using the Coursera materials, then apply the concepts when they talk with each other during their online meetings.
Campus Impact: Interdisciplinary research project
Dr. Çetinkaya-Rundel has teamed up with Dr. Dorian Canelas and several Duke students on a Bass Connections Project, a new university-wide initiative that links faculty and students to respond to complex challenges through problem-focused educational pathways and project teams. Their team "Coursera and the Future of MOOCs" investigates alternative means of conveying information and probes the future of online education through mixed-methods research, examining characteristics and behavior of the participants in the Coursera course.
Campus Impact: Duke Continuing Studies online course
Duke Continuing Studies is using the MOOC materials to offer an online course, "Data, Statistical Inference, and Modeling" for professionals who need to understand and analyze data. The course is available as either a full 10-week course supplemented by a private learning community or as several independent, short modules. Successful students can earn a noncredit Certificate of Completion from Duke University Continuing Studies with Continuing Education Units (CEUs). This continuing studies course also contributes to graduate education, as the student teaching assistant is a Bass Online Apprentice fellow developing skills for online teaching.
Bonus Impact: Courses across the world
Dr. Çetinkaya-Rundel has received many inquiries about using her course material to supplement other courses, from individuals in organizations ranging from a Russian law school to Dell employee training as well as faculty at various high schools and higher education institutions.
The impact of this Massive Open Online Course continues to ripple both within and outside of Duke! The next offering of Coursera's "Data Analysis and Statistical Inference" starts in March. Join the fun!


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Three Apple patents involving cables -- and apparently Thunderbolt technology -- have appeared at the U.S. Patent & Trademark Office.
Thunderbolt is an interface for connecting peripheral devices to a computer via an expansion bus. Thunderbolt was developed by Intel and brought to market with technical collaboration from Apple.
Patent number 20120005496 involves power distribution inside a cable. The invention -- shown in the first graphic -- involves circuits, methods, and apparatus that provide for the powering of active components in connector inserts at each end of a cable may in various ways. For example, where a host is coupled to a device that is not self-powered, the host may provide power for circuitry at each end of the cable.
In various embodiments of the present invention, the device may request higher voltage from the host, such that more power can be delivered. In these cases, the device may regulate the voltage received from the host to a lower voltage, and then provide the lower voltage to circuitry at one or both ends of the cable. Where the host is connected to a device that is self-powered, the host and the self-powered device may power their respective connector insert circuits. The inventors are Paul A. Baker, William O. Ferry and James Orr.
Patent number _PHONE_ is for circuitry for an active cable. Circuits, methods, and apparatus that allow signals that are compliant with multiple standards to share a common connector on an electronic device are provided. An exemplary embodiment of the present invention -- shown in the second graphic -- provides a connector that provides signals compatible with a legacy standard in one mode and a newer standard in another mode.
Apple says "what is needed are circuits, methods, and apparatus that allow various standards to share a common connector."The inventors are William P. Cornelius, William O. Ferry and James E. Orr.
Patent number _PHONE_ involves high-speed connector inserts and cables. Per the patent -- shown in the third graphic -- high speed connector inserts and cables having improved heat conduction, high strength, and may be manufactured in a reliable manner. One example may provide a connector insert having several paths by which heat may be removed from circuitry in the cable insert. In one example, heat may be removed from one or more circuits by forming a thermal path between a circuit and a shield of the connector insert.
Another path may include one or more pads on a side of an integrated circuit board that are soldered directly to the shield. A braiding surrounding a cable may be soldered or otherwise thermally connected to the shield. Another example may provide a cable having a braiding that includes one or more types of fibers, such as aramid fibers. Another example may provide for increased manufacturability by using a wire comb and a solder bar.
Apple says what is needed are circuits, methods, and apparatus for high-speed cables that can reliably convey signals in high-speed communications. The cable inserts may be able to transfer heat in a way to improve user experience and cable reliability. The cables may have increased strength. The cables and connector inserts may be arranged in such a way as to provide improved manufacturability. The inventors are Min Chul Kim, Paul Yuan, Josh Pong and Joseph Tang.
Also appearing at the U.S. Patent & Trademark Office today is a patent (number 20120001933) for computations of power functions using polynomial approximations. Per the patent a power function is approximated over an applicable data interval with polynomials determined by means of a Chebyshev minimax approximation technique. In some cases, multiple polynomials may be used to approximate the function over respective ranges of the desirable interval, in a piecewise manner.
The appropriate polynomial that approximates the power function over the range of interest is derived and stored. When the power function is to be applied to a particular data value, the data value is first evaluated to determine where it lies within the applicable interval. The constants for the polynomial associated with that range of the interval are then retrieved and used to calculate the power of that data value. Ali Sazegari and Ian Ollmann are the inventors.

source: openbmb/Ultra-FineWeb


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Business Growth Mindset
Why Adaptability is A Superpower
Hi Kristian Livolsi and welcome. Today I want to share with you…
Why adaptability is a superpower and the traits you need to develop in order to take advantage of its power.
Charles Darwin said,
Adaptability refers to one's ability to quickly respond to changing trends, innovation, destabilization, industry shifts, and so forth. This ability to adjust or shift makes a business owner and CEO agile and that is important because most industries today are in some state of unrest.
For example,
Let's consider a company whose business model has become disrupted by covid and thus revenues dip. One business owner clings onto the standard way of doing business, resists change, and subsequently drags the company and its employees towards catastrophic failure. Conversely, another business owner adapts by cutting costs, thinking differently, empowers their team, and most importantly looks to the future and carves a new path that carries the company forward through those tough times. In fact, companies lead this way generally become more profitable and more connected than previously.
From my experience of working with hundreds of CEOs and business owners' adaptable leaders demonstrate thirteen traits and they are;
 1. They don't complain
 2. They don't blame others or the circumstances they are dealt
 3. They have a growth mindset
 4. They experiment
 5. They see opportunity through failure
 6. They are resourceful
 7. The think ahead
 8. They are strategic
 9. They are curious
 10. They have open minds
 11. They focus on systems and process
 12. They stay relevant
 13. They thirst for learning
Remember that all skills can be taught, and you can develop these traits by practice and repetition. The best part about these traits is that you can teach your team and great leaders focus on their team, empowering them with education and meaning.
Where focus goes energy flows. Invest in you and your team and grow and flourish through change and reduce resistance by being adaptable.
I specialize in developing this superpower for my clients and their companies. If you want to become more adaptable or would like to review your companies ability to become more agile and adaptable please book a meet and greet call with me and let's have a chat about your needs and wants and see if I can help you unlock this superpower.
The link is in the post, until then live with purpose.
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EOL CD Review
CD cover
Hungary and Romania: Descendants of the Itinerant Gypsies: Melodies of Sorrow and Joy
Produced by Yuji Ichihashi, Aki Soto, and Stephen McArthur. Recorded by Kazuyuki Tanimoto and Norio Inagaki. Multicultural Media: Music of the Earth MCM3009. 1997. Compact Disc. Liner notes by Kazuyuki Tanimoto and Norio Inagaki.
Melodies of Sorrow and Joy is a re-release of field recordings of songs and instrumental pieces performed by Gypsy (Rom) musicians from Hungary and Romania and originally released in Japan. The disc is divided into two halves, each recorded by a different researcher, with the pieces in each half grouped together on the recording by geographical region. As a result, the CD and its accompanying notes seem like two separate projects, which they originally were.
AU sound iconAudio 1: "Khelimaski dyili," opening (152 KB.au)
RealAudio iconAudio 1: "Khelimaski dyili," opening
Download RealAudio Player
AU sound iconAudio 2: "Meselaki dyili," opening (381 KB.au)
RealAudio iconAudio 2: "Meselaki dyili," opening
The first half of the disc, recorded in Hungary, consists of sixteen tracks of vocal music. All of the songs are examples of either thekhelimaski dyili, a rhythmic, sung dance, (Audio 1) or the meselaki dyli, a slow song with free rhythm (Audio 2). Brief, paraphrased translations are provided for each of the slow songs, while no translations are provided for the dance songs.
The generous number of examples of both song types provides a good introduction to these genres, and a welcome opportunity for comparison of styles between various singers and different villages. The meselaki dyli selections recorded in Gyngys Village, for example, are sung in heterophonic style by a group of men's and women's voices, and provide an important contrast to the meselaki dyli examples of Piricise Village, which are performed by solo voices.
AU audio iconAudio 3: Men's Dance, opening (188 KB.au)
RealAudio iconAudio 3: Men's Dance, opening
AU audio iconAudio 4: Wedding March, opening (141 KB.au)
RealAudio iconAudio 4: Wedding March, opening
The second half of the disc provides a more diverse sampling of instrumental styles from the Carpathian Mountain region, including a Csardas, a funeral piece, several varieties of men's dances, (Audio 3) a wedding march, (Audio 4) and couples' dances. With the exception of one piece played by a violin/gardon (cello-like stringed instrument) duo, the instruments playing on each track are not listed.
Multicultural Media is to be commended for releasing these valuable recordings and for translating the original notes. The notes however, and the format in which they are presented, are confusing and perhaps require more editorial comment than the brief disclaimer at the back of the booklet which describes both the difficulties of transliteration as well as the diverse professional backgrounds of the researchers. Several problems are apparent. Some tracks include no annotation other than the name of the genre. None of the songs or instrumental pieces are given a title, and none of the performers appearing in the recording or the accompanying photographs are identified or credited.
The editors state that they wanted to preserve the tone of the original Japanese notes, but the original commentary seems to need some additional context and frame, particularly for the notes which accompany the first half of the disc. While the romantic travelogue-type narration employed here can perhaps be forgiven for its exuberant enthusiasm, at other times the notes are dangerously misleading as when, for example, the first annotator proclaims that in general, Gypsy dancing has no fixed gestures or organized movements.
Although these recordings were originally released in 1992, with the songs from the first half recorded in the 1980s, the photographs in the accompanying booklet are from 1963, leaving some question as to when the rest of the field recordings were made. Again, some historical context for the recordings and the notes would be a welcome addition.
Difficulties in presentation aside, the recordings and the notes too, contain much that should delight and interest many listeners, especially newcomers to Rom music of this region. The song selections are compelling performances representing a variety of individual and regional styles, and the instrumental tracks provide documentation of some fine examples of solo violin and ensemble playing from the Carpathian Mountains. Although the annotations to the individual selections are somewhat incomplete, the notes provide a fine history of Gypsy instrumental music in Hungary, and good, informative general descriptions of the song genres.
Suzanne Camino
Suzanne Camino is a doctoral candidate in the ethnomusicology program at the University of Michigan. She is currently researching songs of emigration and exile among Albanian communities in the United States. Her past research has focused on Albanian polyphonic singing and Bektashi Sufi chanting.
Thanks to Aaron A. Fox for web design assistance


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In this tutorial, you will learn how to reduce your Memory (RAM) usage of your computer. Memory usage (RAM) can grow significantly depending on the number of users and the type of applications they use. When a Cloud computer reaches 95% memory usage, it will become slow and might refuse remote connections. We will send you a friendly notification at that time and you have 2 options in your V2 Cloud environment:
- Upgrade your plan to increase the total memory
- Reduce memory usage (see below)
To see which user is using the most memory, right click on the Windows start menu icon at the bottom left and click Task manager
Then click on the Users tab
Even if a user is not connected or working, all the applications that are open in his/her desktop are using memory (RAM). You can logoff the user by right clicking on it and click Sign off.
Attention, this will close all their application and they might lose data if they have unsaved documents.
Alternatively, you can automatically sign off users after they have been disconnected for some time.
Google Chrome is known to be very intensive on memory. A user having multiple tabs of Chrome open for a long time will increase significantly the memory usage of your Cloud hosted desktop.
Keep in mind that sometimes the memory (RAM) is consumed by a system process (e.g. SQL server) rather than by a user session. You can see the memory usage of all processes under the Process tab.
Manually rebooting the computer will clear the memory of all processes and all users and Cloud Computers can also be automatically rebooted on schedule (e.g. every Saturday night when no one is working) to clear all the memory.


WQED changes Lives
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Discussion and activities
Use these activities before, during, or after your video-based lesson on Having Fun.
If you haven't read our Tips for using video in the classroom, we suggest you take a look there first, then come back here to choose materials to construct your lesson.
Having Fun
While we work
Soup's on!
Sporting life
Related video
Discussion & activities <
Learning Activities
Everyday fun
bullet Fun Across the Generations Museum or Web Exhibit
After discussing what today's kids like to do for fun, interview someone in your parents and grandparents' generation to find out what kinds of things they did for fun when they were kids. You can use one of these two approaches:
 1. Use the Family Fun Interview (below) to get information on the same topics from everyone.
 2. Use this Oral History Interview process to learn how to conduct your own more open-ended interview.
 - During your interview borrow old family photographs, artifacts (like an old ball mitt, board games, collections, etc.), records, or magazines that show how your family members like to have fun. Take very good care to pack and move these family treasures gently.
 - Organize the information and materials you've collected to help you discover the story they are telling: How having fun stayed the same over the years? How has it changed? What activities cost money? What don't? What fun stuff does everyone in your family enjoy? How is everyone different in what they enjoy?
 - Make a museum-style exhibit--in real life or on the web--from the material you've collected showing how your family has had fun over the years.
For a more complete picture, combine you story with everyone in your class to make one large museum or web exhibit. Discuss:
 - What does the whole class exhibit tell you that your family exhibit doesn't? [are some families sports fans, others like collecting or making things, etc.].
 - How do different cultures have fun in different ways? How is everyone similar?
 - How do these questions suggest different ways of organizing your exhibit?
Good exhibits combine different types of materials to tell their stories. Start with the artifacts and photographs you've collected, then write text to tell your story and labels to tie your materials into the story. You might even use edited portions of your interviews on audio or video tape in your exhibit.
bullet Family Fun Interview
Next time your family gets together, ask several generations to tell you their stories about having fun growing up:
 - What did your family do for entertainment? What sports were played or enjoyed as spectators?
 - Who visited your family often? Who did you visit? What did family or friends do during visits?
 - What pets were kept? What are the funniest stories about pets in your family?
 - Tell me about the children's favorite outdoor games? Tell me about the children's favorite indoor games?
 - What outside games and sports were played at school? What inside games were played at school?
 - What were some favorite rhymes, chants, jokes, or songs you remember?
 - What kinds of collections did you have when you were growing up?
 - What kinds of music did you listen to? What were your favorite radio or TV programs?
 - What were children's duties at home? What traditions did the family have for making chores fun, if any? How did the kids invent ways to have fun doing chores?
 - How did the adults in the family invent ways to have fun on their jobs or during their chores? Or didn't they?
 - What trips did your family take? What form of transportation did you use? Why? What family trip do you remember best?
 - What holidays or festivals did your family celebrate? What holidays were most important? Why?
 - How were these holidays celebrated? What was "traditional" about these celebrations? What new ways did your family "invent" to celebrate the holiday?
 - How were special times like birthdays, anniversaries, new jobs, etc. celebrated?
 - How and where were marriages, funerals, christenings, bar mitzvahs and other "once-in-a-lifetime" celebrations held?
 - What were the "fun spots" in your community? What events did the community hold for fun?
Adapted from Family Folklife Interview by Susan Donley originally for Toward a Better Balance, Pennsylvania Ethnic Heritage Center, 1988.
Amusement park excursions
bullet Kennywood Yesterday and Today: 100th Anniversary Map
Rick Sebak shows you around the grounds, right here online in our interactive map of Kennywood, illustrated by David Coulson and originally published in Pittsburgh Magazine. How many of these rides and attractions do you recognize? Ask parents, grandparents, aunts and uncles to share their memories of this grand old trolley park!
 - Visit the interactive map (255k graphic) and click on a numbered park feature to get more information.
 - Listen to Rick's WQED-FM Sunday Arts Magazine interview about Kennywood.
bullet Kennywood Cards
While you're strolling from ride to ride, watching people and savoring snacks, be on the look out for those photogenic details that distinguish Kennywood's historic buildings and landscaped grounds.
Preparation: Print out the paper versions of the 36 cards included here preferrably with a color printer on stiff paper and cut them apart. Or teachers may request a free deck of printed cards by emailing PHLF's Education Coordinator (include teacher name, school name, address, and daytime phone number).
 - Deal one or more Kennywood Cards to each member of your group or class.
 - While going through the park, encourage them to find the building details pictured on their cards.
 - Write where the photo was found on the back of each card and return all 36 to Kennywood or to Pittsburgh History & Landmarks Foundation (One Station Square, Suite 450, Pittsburgh, PA 15219-1134)
 An activity from Pittsburgh History & Landmarks Foundation.
bullet Amusement Park Physics
Annenburg/CPB Exhibit Amusement Park Physics: What are the forces behind the fun?
Those old amusement parks, which trolley companies started a hundred years ago to drum up weekend business, are a great place to watch the laws of physics showing off right in the open!
The Pittsburgh History Series features several old amusement parks:
Use one or more of these video stories and a great web site by Annenburg/CPB called "Amusement Park Physics: What are the Forces behind the Fun?" to prepare for a field trip or class picnic at an amusement park! (NOTE: These are off-list links, so use your browser's "back" button to return to this page.)
The online exhibit includes explanations, a physics glossary, and experiments about:
Roller Coaster
Fast as roller coasters go, you might assume that a powerful engine is propelling them. But after they are hauled up the first hill, 'coasters move entirely on their own power, converting potential energy to kinetic energy all the way around the track. Design a roller coaster and have it evaluated for both fun and safety. Go straight to the roller coaster page.
Those almost out-of-control carousels! A combination of centrifugal force and acceleration makes carousels a fun, feel-safe first ride. Maybe that's why they never lose their popularity! Adding the motion of horses makes a carousel a much more intricate balance of forces than you might think. Go straight to the carousel page.
Bumper Cars
The colliding, jolting fun of bumper cars is brought to us by Newton's third law of motion, the law of interaction or action-reaction: When one object exerts a force on a second object, the second object exerts an equal force on the first object in the opposite direction. Predict the outcomes of bumper car collisions based on mass, acceleration, and the law of interaction. Go straight to the bumper cards page.
Free Fall
Many amusement use free fall, which is what happens when an object in moving under the force of gravity alone. Galileo introduced the idea in his famous experiments of dropping balls of different mass of the Tower of Pisa. Newton later formalized Galileo's ideas about mechanics into his laws of motion. Play with the law of acceleration with the Weightless Water Trick. Go straight to the free fall page.
 - Which amusement park rides rely on free fall for their thrill?
Pendulum rides, like a simple swing, let you feel what it's like to fly! The height of the arc of the pendulum increases the velocity of the downward swing. Learn about weightlessness motion sickness and try a pendulum simulation with variable variables! Go straight to the pendulum page.
 - What supplies the swing-like "pumping" action for your favorite pendulum ride?
[Previous] Kennywood
Teachers' Guide Home


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Green coin experiment
Science experiments are fun to do and great for children to learn. Try this easy science experiment that will teach your children about oxidisation and its effects.
What you need:
- Copper coin
- Paper towels
Get a few paper towels and stack them on each other to create some thickness.
Pour out some vinegar in the middle of the paper towels so that it is soaked up.
Place a coin on the vinegar area of the paper towel and leave it there.
Leave it for a full day to get the best results.
You will find that the coin has turned green.
- The copper in the coin reacts with the oxygen in the air to form a coating of green copper oxide.

source: HuggingFaceFW/fineweb-edu


text:
1. What does rate enhancement means?
2. Describe the energetic of catalysis in simplest terms?
3. How do enzymes affect forward and reverse reaction rate & what does this means?
1. What does rate enhancement means? (in simplest term and in detail please )
Rate enhancement refers to increasing rate of given reaction by some means like changing physical conditions(temperature, pressure, concentration etc) or by adding...
The solution defines and explains rate enhancement, energetic of catalysis, and forward and reverse reactions in the context of enzymes.


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In accordance with the work plan of the school, in order to control the quality of knowledge of students, the level of formation of the class collective, the level of adaptation of students, improvement of pedagogical activities, a general class monitoring was done in the 5th grades.
Any transitional period in a person's life is always associated with problems. The transition of students from primary school is a difficult and responsible period; the rest of their school life depends on how the adaptation process goes. Our task is to find out what is going on with our children, what worries and concerns they have and what problems they face, and to decide what real help we can give them.
This was the topic of discussion at the meeting on the results of class monitoring in the 5th grades. Class teachers and psychologist presented detailed psychological and pedagogical characteristics of class collectives. Deputy Head of the School conducted monitoring of the progress and quality of knowledge in classes, separate subjects, compared to previous years, analyzed the results of administrative inspections of the main subjects. Subject teachers reported on results of inspecting student's reading technique and exercise books. Deputy Head for Educational Work analyzed the work of the class teachers with parents and the state of educational work in the class.
The result of the pedagogical council was the adoption of a resolution and recommendations to improve the pedagogical activities of the school.


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In our post about caring for your guitars, we shared some simple storage and maintenance techniques to ensure that your guitars stay up-to-snuff and playable. However, that's only part of the battle when it comes to studio equipment. In fact, perhaps the most prevalent pieces of equipment are your electronics. These include the audio interface, the speakers, the monitors, your rack gear, your effects processors, your amps, etc. Needless to say, that is a lot of equipment to worry about it. This week, we'll give you some general storage, cleaning and maintenance rules for some of this equipment. You can also check out this article for some general electronics tips.
Much like our discussion on humidity and guitars, the environment is an important consideration for your home studio. In terms of electronics (in any room, not just studios), humidity is often neglected as an important concept. So what are the concerns here? Well, if your humidity is too high, that means that there is a significant amount of water/moisture in the air. Therefore, you run the risk of corrosion on the circuit boards or moving electronic parts. While the risk obviously isn't as extreme as, say, dumping a bottle of water onto your computer, why would you want to leave your electronics in a room with a lot of moisture 24 hours a day?
Of course, keeping the humidity extremely low isn't the answer either. At low humidity levels, the risk of strong static charges increases substantially. This could actually cause certain components in your computer, speakers or rack units to short out or wear more quickly. So, the name of the game here is prevention. Make sure you keep your studio within an ideal humidity range (roughly 30"60% humidity) at all times. While you should be fine within this range, it's often better to be closer to the lower end (30"40%), simply because the risk of static charge is a little less likely/damaging than extended humidity exposure. Keep in mind when using humidifiers or dehumidifiers that humidity levels fluctuate with the seasons (and depending on your location). Keep things within this range, and you'll have a decently safe place to store your gadgets.
Maintenance and Cleaning
We'll close this article with some simple tips to keep your music electronics clean and maintained. In general, it's fairly obvious to make sure your electronics are dust-free as often as you can. While this may seem obvious, it's often neglected. Simply dusting your electronics each day (using a cloth or dust pad), will eliminate a lot of the dust that might get inside of the electronics. If the enclosures are easy to open, you could dust the insides as well, but be wary as there is risk of breakage.
Disclaimer: Don't attempt to open up electronics unless you understand how they work, as there is always a risk of shock. Please follow the manufacturers' warnings.
Finally, a few emergency tips are in order. If you are cleaning your monitors or surfaces with cleaners, be cautious about which ones you use. Many computer monitors can be sensitive to many household cleaners (as can most electronics). Also, be aware of how much pressure you are using to clean monitors, as pressing down too hard can cause indents or even cracking (particularly in LCD screens).
Beyond this, if you've reached the point of no return by either spilling a liquid on your device or you begin to notice an electrical burning smell, turn the device off immediately. While a burning smell can indicate many different things, and we recommend seeking a trained technician, many guitar amps will smell like this if a fuse or tube is overheating. Therefore, turning off the device and letting it cool down may solve the problem. Shutting off a device and letting it dry after spillage can also solve the problem, as water will only cause short-outs if the device is on (in most cases).
Disclaimer (again): Don't open the device and try to fix it if you don't know how to as there as a huge risk of dangerous electric shock. The bottom line: if you are worried, seek a technician's opinion.
Overall, your studio contains a lot of electronics (even the heart of most home studios, the computer itself). So, neglecting to care for these crucial machines can cost you a lot and even prevent usage of your studio.


Which of my OCs are you like?
I have several OCs that I would like to use in 3 different web comics. Once I get better at drawing and acquire the right software I'll create them all.
But before I do I wish to see if other people will like them and relate to them. So see which of the OCs you most relate to. You might be surprised by what you get.
Created by: Roboticlus Prime
 1. What is your age?
 2. What is your gender?
 1. Pick one.
 2. If you had one of these powers, which one would you want?
 3. Which quality best describes you?
 4. Which pet would you rather have?
 5. Which of these foods do you like?
 6. Which of these would be your greatest enemy?
 7. Which would be your preferred weapon in combat?
 8. Which is your favorite genre of music?
 9. What do you think of the quiz?
 10. Are you a nature lover?
Remember to rate this quiz on the next page!
Quiz topic: Which of my OCs am I like?


text:
Akari is a girl's name. With these kanji, its meaning is "red plum." There are other ways to write it, and it could even be spelled phonetically with hiragana or katakana.
Junya, a name for boys, combines the kanji for "purity" with ya, a character often used for phonetic purposes in given names.
Saeko includes the kanji for "gossamer," and the diminutive suffix -ko, which is commonly seen with feminine names.
Itsuki is a name for boys. With these characters, it means "first joy" or "one happiness." Written differently, it's also a surname.
Sora is a given name for both males and females. Its meaning is "sky."
Hana is a female given name. Written this way, it means "early summer."
This Japanese name for boys combines the kanji for "ocean" and "person," but there are countless other ways to write the name.
Sayo is a simple and pretty feminine given name. It combines the kanji for "sand" and "world."
Takashi is a masculine name that has been around for a long time. Spelled with this kanji, it means "prosperity," but there are many other combinations. Takashi can also be written in kana.
Chiha is a name for girls. In this case, the meaning is "a thousand wings."
Like the pink and white blossoms that are its namesake, Sakura is a beautiful Japanese female given name. The name can be spelled with kanji, hiragana, or even katakana.


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Date: 13 Feb 2006
I need to find if IF5 is polar or non-polar. Now if start with drawing lewis structure and calculating the partial charge to find the net dipole-moment, is that a good way to look at the problem. And even if I have to draw the lewis structure, do I have to know the bond shape (i.e. trigonal, tetrahedral, ect.). If no, then how im gonna calculate the magnitude of the vector??


Duct designform >
Fan, AHU calculation
If calculating to ACH:
If calculating to recommended fresh air to occupants:
FAN DUTY SELECTION (ventilation only) Free to download and use! Importantly select either Metric or Imperial units,
 Enter dimensions of area, amount of air changes required, select "Enter" the tool will return the necessary VOLUME of air required.
If the user requires VOLUME of air per person, simply enter required Volume M3/m / CFM then number of occupants, select "Enter" the tool will return necessary VOLUME.
Also included the conversion of the most used units to cubic Meters per Hour.
Please support this site
 Having determined the VOLUME the calculation of the Duct size requires the VELOCITY, The Velocity is obtained with either experience or recommendations by HVAC organisations. Depending on the application the VELOCITY can vary between as little as 200 FPM/60 MPM (low pressure) to above 5,800CFM/ 1800 MPM (high pressure). For the same VOLUME of air the smaller the Duct will result in higher VELOCITY creating more FRICTION loss through the Duct.


text:
Given recent and forthcoming rises in the global population, and average global income, the demand for animal protein will continue to grow even higher, say the international team of scientists, led by Dr Mike Boland of the Riddet Institute, New Zealand.
"The combined effects of population increase and increasing standards of living in developing countries are expected to create a high demand for animal-derived protein by 2050," the team claims.
They argue that although continued growth in consumption and production of livestock products can be expected, future demand growth may be faster than some official projections indicate.
"We explore a range of initiatives that will help to close this gap," they add, noting that their new studies propose three simultaneous changes that are needed to meet future animal-derived protein demand. "These are: shifting protein sources up the supply chain; use of plant-based substitutes or extenders for animal-derived protein foods; and use of novel sources for both animal and human nutrition.
"Globally, FAO [Food and Agriculture Organisation of the United Nations) projects total consumption of meat and dairy products to increase by 102% and 82% respectively between 2000 and 2050. This translates to an additional 233m tonnes of meat and 466m tonnes of milk. But the projected consumption growth rates are even faster for the developing countries as a whole, being 164% and 172%, respectively," note Boland and his colleagues.
Over the shorter time horizon to 2019, the Organisation for Economic Co-operation and Development (OECD) and FAO expect consumption growth in developing countries to continue to outstrip that in OECD countries, they say.
"In response to the projected demand growth, production of meat and dairy products in the developing world is projected to increase substantially by 2050."
The team looked at different options to aid the required increase in protein supply, including improving the efficiency of protein production in animals via dietary modifications.
"An important contribution to future protein nutrition of man and animals will have to come from novel proteins, i.e. proteins that are not currently used as animal feed, and proteins that are currently used as animal feed modified and improved for human consumption," say the researchers.
"Likely sources include co-products from the biofuel and vegetable oil industries (currently used in animal feeds, but often inefficiently) and the food ingredients industry, as well as totally new sources of protein, such as from plants, algae and insects. Prototype products from some of these exist today, but these are still in their infancy."
They add that optimising the quality of animal protein is also an "important means of improving animal production efficiency as it enables the equivalent animal production using diets that contain less protein".
"This is particularly relevant for intensively farmed animals as they compete with humans for many of the same protein sources," One possible solution would be to increase the quality of animal feed by supplementation with synthetic amino acids such as lysine, threonine, methionine and tryptophan, they note.
Another important, and 'often forgotten' resource for protein is food waste. "Food waste, depending on quality, can be used for human consumption (distribution to the poor) or as animal feed," they say. 'Waste' occurs at different points in the food supply chain including harvesting, processing, marketing, and post-consumption and could be utilised as a source of protein or other ingredients for the production of foods or livestock, they add.
Boland and his colleagues outline a range of possible approaches to meeting humankind's future requirements for animal-derived protein. "This begs the question of which of these approaches is likely to be most successful and which will be needed to meet future needs.
"While attempts have been made by ourselves and others to estimate the potential of some of these approaches, available data are too sparse to make any estimate that inspires confidence.
"It is likely that future animal protein needs will only be met by a combination of all the approaches … and a reduction in animal protein consumption."
Source: Trends in Food Science & Technology
Published online ahead of print, doi: 10.1016/j.tifs.2012.07.002
"The future supply of animal-derived protein for human consumption"
Authors: M.J. Boland, A.N. Rae, J.M. Vereijken, M.P.M. Meuwissen, A.R.H. Fischer, et al


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CHRISTMAS BIBLE QUIZ
Tricky Questions Based on the Bible and Our Carols
Test your knowledge with this Christmas Bible Quiz that includes question about our Christmas carols. Some questions are definitely easier than others! (A Hint: In the carol questions, if you can hum the tune that fits the words, you will often guess right!)
1) What baby was born to a relative of Mary's, about six months before the birth of Jesus?
2) What Old Testament prophet predicted the miraculous virgin birth of Christ?
3) Which two of the four Gospels make no mention of the birth of Christ?
4) Which Christmas carol has been voted the most popular one of all?
5) What is the meaning of the name "Jesus"?
6) Joseph and Mary lived in the town of Nazareth, far to the north of Bethlehem. What was it that brought them to Bethlehem, just before Christ was born?
7) Where does the Bible tell us that Jesus was born on December 25th?
8) What carol began in the ancient church as one single word? And what was that word?
9) Was the Lord Jesus born in a stable?
10) When hosts of angels appear to them, announcing Jesus' birth, a carol says the "shepherds quake at the sight." In what carol is the quoted line found?
11) One of our carols begins, "Angels we have heard on high, / Sweetly singing o'er the plains." What did the angels sing at Jesus' birth?
12) Since there were likely other babies in Bethlehem at the time what sign did the angel give the shepherds that would enable them to identify the baby Jesus?
13) Mary laid her newborn Son in a manger. A carol says Jesus had "no crib for a bed." What is the carol?
14) What carol contains the line, "Word of the Father, now in flesh appearing"?
15) What carol quotes the angels saying to the shepherds, "All glory be to God on high, / And to the earth be peace"?
16) What carol fancifully describes "angels bending near the earth / To touch their harps of gold"?
17) What carol says of Jesus' birth, "While mortals sleep, the angels keep / Their watch of wondering love"?
18) What carol says of Christ's coming to earth, "Mild He lays His glory by, / Born that man no more may die"?
19) What carol begins, "Hark, how all the welkin rings!"
20) What carol says to the wise men, "Sages, leave your contemplations, / Brighter visions beam afar"?
21) When the wise men arrived in the Holy Land, where did they go first?
22) Herod ruled that area for the Romans. What was his reaction when he heard that a new King had been born?
23) Who was it that told Herod about an Old Testament prophecy that Israel's Messiah-King would be born in Bethlehem?
24) Herod sent the wise men in search of the Baby. He told them to let him know where to find Him, so he could worship Him too (Matt. 2:8). But what was his real reason for wanting to know where Jesus was?
25) What carol tells us, "Then entered in those wise men three, / Full reverently upon the knee"?
26) Where did Joseph take Mary and the Baby to protect them from Herod's murderous intentions?
27) What is the meaning of the word "Noel," as in the carol line, "Noel, Noel, / Born is the King of Israel"?
28) According to the Bible, how many wise men were there?
29) As well as being a gift from the wise men, at what other time was "myrrh" associated with Christ?
30) Referring to the English custom of ringing church bells on Christmas morning, what carol says, "Then pealed the bells more loud and deep" / 'God is not dead: nor doth He sleep'"?
Add up your score. If you got 25-30 correct, you may be a genius! If you got 15-24 correct, you did well. After you have tested your knowledge with this Christmas Bible Quiz and the questions about our carols, you can read the Christmas story in Luke 2:1-20, and Matthew 2:1-11.
For ANSWERS to the Quiz, click on
Answers Christmas Bible Quiz.


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Slow Cooker Food-Safety Guide
9 Tips for using your crockpot the right way every time.
Slow cookers are certainly convenient, but if used incorrectly they can be hazardous. Temperatures between 40° and 140°F fall into the "Danger Zone" since bacteria thrive in these temperatures, so try to keep food from being in the Danger Zone for too long. Armed with our safety guide, you'll be making safe, delicious meals in no time.
1. Choose dishes with high moisture contents, such as soups and stews, for slow cooking. The moisture generates steam, which facilitates cooking and helps raise the temperature above the danger zone quickly.
2. Do not put frozen ingredients in the slow cooker; defrost meat and poultry thoroughly in the refrigerator before slow cooking.
3. Refrigerate any prepped ingredients in separate storage containers prior to cooking. Do not refrigerate uncooked ingredients in the slow cooker insert because the cold insert will take too long to reach cooking temperature.
4. Cut meat and poultry into chunks or small pieces to ensure thorough cooking. Do not attempt to cook a whole chicken or large roast in a slow cooker. The slow cooker cannot heat the large piece of meat quickly enough to avoid a food-safety risk.
5. Don't overfill your slow cooker. Fill it no less than half full and no more than two-thirds full.
6. If you're cooking meat and poultry on low, the USDA suggests that you start the dish on high for the first hour, then switch to low for the remainder of the cooking time. However, since this may not always be practical, we advise you to bring liquids to a simmer before adding them to the slow cooker on low, thereby jump-starting the creation of heat.
7. Avoid lifting the lid during cooking because it can cause the slow cooker to lose heat and will also affect cooking time. Do so only toward the end of cooking to check doneness.
8. Do not reheat food in the slow cooker—it takes too long to reach a safe temperature. Use the stovetop or microwave for reheating. However, you can use a slow cooker to keep food hot up to 2 hours before serving.
9. Follow everyday food-safety procedures: Start with clean equipment. Keep all perishables refrigerated until preparation time. Place leftovers in shallow containers, so they will cool quickly, and then refrigerate within 2 hours.


From Wikipedia, the free encyclopedia
 (Redirected from Shear thickening fluid)
Jump to: navigation, search
A dilatant (also termed shear thickening) material is one in which viscosity increases with the rate of shear strain. Such a shear thickening fluid, also known by the acronym STF, is an example of a non-Newtonian fluid.
Comparison of the behavior of four types of fluids with shear rate as a function of applied shear stress
A dilatant is a Non-Newtonian fluid where the shear viscosity increases with applied shear stress. This behavior is only one type of deviation from Newton's Law, and it is controlled by such factors as particle size, shape, and distribution. The properties of these suspensions depend on Hamaker theory and Van der Waals forces and can be stabilized electrostatically or sterically. Shear thickening behavior occurs when a colloidal suspension transitions from a stable state to a state of flocculation. Such behavior is currently being researched for use in body armor applications by companies like Dow Corning with their Active Protection System.[1] A large portion of the properties of these systems are due to the surface chemistry of particles in dispersion, known as colloids.
This can readily be seen with a mixture of cornstarch and water[2] (sometimes called oobleck), which acts in counterintuitive ways when struck or thrown against a surface. Sand that is completely soaked with water also behaves as a dilatant material. This is the reason why when walking on wet sand, a dry area appears underneath your foot.[3]
Rheopecty is a similar property in which viscosity increases with cumulative stress or agitation over time. The opposite of a dilatant material is a pseudoplastic.
There are two types of deviation from Newton's Law that are observed in real systems. The most common deviation is shear thinning behavior, where the viscosity of the system decreases as the shear rate is increased. The second deviation is shear thickening behavior where, as the shear rate is increased, the viscosity of the system also increases. This behavior is observed because the system crystallizes under stress and behaves more like a solid than a solution.[4] Thus, the viscosity of a shear-thickening fluid is dependent on the shear rate. The presence of suspended particles often affects the viscosity of a solution. In fact, with the right particles, even a Newtonian fluid can exhibit non-Newtonian behavior. An example of this is cornstarch in water and is included in the Examples section below.
The parameters that control shear thickening behavior are: particle size and particle size distribution, particle volume fraction, particle shape, particle-particle interaction, continuous phase viscosity, and the type, rate, and time of deformation. In addition to these parameters, all shear thickening fluids are stabilized suspensions and have a volume fraction of solid that is relatively high.[5]
Viscosity of a solution as a function of shear rate is given via the Power Law equation,[6] where η is the viscosity, K is a material-based constant, and γ̇ is the applied shear rate.
\eta = K\dot{\gamma}^{n - 1}
Dilatant behavior occurs when n is greater than 1.[7]
Below is a table of viscosity values for some common materials.[8][9][10]
Material Viscosity (cP)
Benzene 0.60
Carbon Tetrachloride 0.88
Ethanol 1.06
Water 1 to 5
Mercury 1.55
Pentane 2.24
Blood 10
Anti-Freeze 14
Sulfuric Acid 27
Maple Syrup 150–200
Honey 2,000–3,000
Chocolate Syrup 10,000–25,000
Ketchup 50,000–70,000
Peanut Butter 150,000–250,000
Stabilized suspensions[edit]
A suspension is composed of a fine, particulate phase dispersed throughout a differing, heterogeneous phase. Shear-thickening behavior is observed in systems with a solid, particulate phase dispersed within a liquid phase. These solutions are different from a Colloid in that they are unstable; the solid particles in dispersion are sufficiently large for Sedimentation, causing them to eventually settle. Whereas the solids dispersed within a colloid are smaller and will not settle. There are multiple methods for stabilizing suspensions, including electrostatics and sterics.
Energy of repulsion as a function of particle separation
In an unstable suspension, the dispersed, particulate phase will come out of solution in response to forces acting upon the particles, such as gravity or Hamaker attraction. The magnitude of the effect these forces have on pulling the particulate phase out of solution is proportional to the size of the particulates; for a large particulate, the gravitational forces are greater than the particle-particle interactions, whereas the opposite is true for small particulates. Shear thickening behavior is typically observed in suspensions of small, solid particulates, indicating that the particle-particle Hamaker attraction is the dominant force. Therefore, stabilizing a suspension is dependent upon introducing a counteractive repulsive force.
Hamaker theory describes the attraction between bodies, such as particulates. It was realized that the explanation of Van der Waals forces could be upscaled from explaining the interaction between two molecules with induced dipoles to macro-scale bodies by summing all the intermolecular forces between the bodies. Similar to Van der Waals forces, Hamaker theory describes the magnitude of the particle-particle interaction as inversely proportional to the square of the distance. Therefore, many stabilized suspensions incorporate a long-range repulsive force that is dominant over Hamaker attraction when the interacting bodies are at a sufficient distance, effectively preventing the bodies from approaching one another. However, at short distances, the Hamaker attraction dominates, causing the particulates to coagulate and fall out of solution. Two common long-range forces used in stabilizing suspensions are electrostatics and sterics.
Electrostatically-stabilized suspensions[edit]
Particle in solution stabilized via the electrostatic double-layer force
Suspensions of similarly charged particles dispersed in a liquid electrolyte are stabilized through an effect described by the Helmholtz double layer model. The model has two layers. The first layer is the charged surface of the particle, which creates an electrostatic field that affects the ions in the electrolyte. In response, the ions create a diffuse layer of equal and opposite charge, effectively rendering the surface charge neutral. However, the diffuse layer creates a potential surrounding the particle that differs from the bulk electrolyte.
The diffuse layer serves as the long-range force for stabilization of the particles. When particles near one another, the diffuse layer of one particle overlaps with that of the other particle, generating a repulsive force. The following equation provides the energy between two colloids as a result of the Hamaker interactions and electrostatic repulsion.
 V= \pi R\left(\frac{-H}{12\pi h^2} + \frac{64CkT\Gamma^2e^\kappa h}{\kappa^2}\right)
V = Energy between a pair of colloids
R = Radius of colloids
-H = Hamaker constant between colloid and solvent
h = Distance between colloids
C = Surface ion concentration
k = Boltzmann constant
T = Temperature in Kelvin
 \Gamma = Surface excess
 \kappa = Inverse Debye length
Sterically-stabilized suspensions[edit]
Particle in suspension stabilized via steric hindrance.
Different from elecrostatics, sterically-stabilized suspensions rely on the physical interaction of polymer chains attached to the surface of the particles to keep the suspension stabilized; the adsorbed polymer chains act as a spacer to keep the suspended particles separated at a sufficient distance to prevent the Hamaker attraction from dominating and pulling the particles out of suspension. The polymers are typically either grafted or adsorbed onto the surface of the particle. With grafted polymers, the backbone of the polymer chain is covalently bonded to the particle surface. Whereas an adsorbed polymer is a copolymer composed of lyophobic and lyophilic region, where the lyophobic region non-covalently adheres to the particle surface and the lyophilic region forms the steric boundary or spacer.
Theories behind shear thickening behavior[edit]
Dilatancy in a colloid, or its ability to order in the presence of shear forces is dependent on the ratio of interparticle forces. As long as interparticle forces such as Van der Waals forces dominate, the suspended particles remain in ordered layers. However, once shear forces dominate, particles enter a state of flocculation and are no longer held in suspension; they begin to behave like a solid. When the shear forces are removed, the particles spread apart and once again form a stable suspension. This is opposite of the shear thinning effect where the suspension is initially in the state of flocculation and becomes stable when a stress is applied.[11]
Shear thickening behavior is highly dependent upon the volume fraction of solid particulate suspended within the liquid. The higher the volume fraction, the less shear required to initiate the shear thickening behavior. The shear rate at which the fluid transitions from a Newtonian flow to a shear thickening behavior is known as the critical shear rate.
Order to disorder transition[edit]
When shearing a concentrated stabilized solution at a relatively low shear rate, the repulsive particle-particle interactions keep the particles in an ordered, layered, equilibrium structure. However, at shear rates elevated above


text:
Luctor et Emergo" is a heart-warming, true story about the author's parents and their loss of hearing at a young age. The Latin phrase "Luctor et Emergo" means "I struggle and overcome". This simple Latin expression was often quoted by the author's father, Horace E. Dean, and it sums up the theme of the book.
People can overcome the most difficult of circumstances in life if they will persevere. The book details the myriad of challenges the author's deaf parents faced throughout life and their persistent determination to overcome their disability and disappointments with their faith in God. This uplifting and sometimes humorous story of the indomitable nature of the human spirit will encourage young and old alike, especially those persons who are struggling with life's challenges.
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ProcedureHow to Set Up a Slave Server
 1. Become superuser or assume an equivalent role.
 2. Edit the /etc/hosts or /etc/inet/ipnodes file on the slave server to add the name and IP addresses of all the other NIS servers.
 3. Change directory to /var/yp on the slave server.
 Note –
 You must first configure the new slave server as an NIS client so that it can get the NIS maps from the master for the first time. See Setting Up NIS Clients for details.
 4. Initialize the slave server as a client.
 # /usr/sbin/ypinit -c
 The ypinit command prompts you for a list of NIS servers. Enter the name of the local slave you are working on first, then the master server, followed by the other NIS slave servers in your domain in order from the physically closest to the furthest in network terms.
 5. Determine if the NIS client is running, then start the client service as needed.
 # svcs network/nis/client
 STATE STIME FMRI
 online 20:32:56 svc:/network/nis/client:default
 If svc:/network/nis/client is displayed with an online state, then NIS is running. If the service state is disabled, then NIS is not running.
 1. If the NIS client is running, restart the client service.
 # svcadm restart network/nis/client
 2. If the NIS client is not running, start the client service.
 # svcadm enable network/nis/client
 6. Initialize this machine as a slave.
 # /usr/sbin/ypinit -s master
 Where master is the machine name of the existing NIS master server.
 Repeat the procedures described in this section for each machine you want configured as an NIS slave server.


text:
According to existing data, Velebit is home to 1854 registered plant species, of which 79 are endemic. Such a great many endemic species is why Velebit is often called "the centre of endemism" of this part of Europe.
The essential habitats for these endemic plant species are the rocks and "gulles" (western Velebit slope), caves, rivers (Krupa and Zrmanja), as well as alpine meadows and grasslands. Among the Velebit endemics is the Velebit degenia (Degenia velebitica), the Croatian sibbirhaea (Sibiraea altaiensis ssp. Croatica), the Velebit bellflower (Campanula velebitica), the Window bellflower (Campanula fenestrellata), Kitajbel's primrose (Primula kitaibeliana), the Velebit dianthus (Dianthus velebiticus)… The rocky grounds and cliffs of Velebit are also home to peculiar and exquisite plant species – roseroot (Rhodiola rosea), Croatian barberry (Berberis croatica), twin-flowered violet (Viola biflora), creeping saxifrage (Saxifraga rotundifolia), mountain avens (Dryas octopetala), edelweiss (Leontopodium alpinum), and others.
Although forest habitats predominate on Velebit, the alpine meadows and grasslands are very important to the conservation of its overall biodiversity. The most widespread forest association in the mountain-vegetation belt, the beech forest with large red dead nettle (Lamio orvalae-Fagetum), inhabits altitudes below 900 meters. At altitudes above 800 m, dwell the Dinaric beech and fir forests (Omphalodo-Fagetum). The coastal beech forest with autumn moor grass (Seslerio autumnalis-Fagetum) prevails on the rocky plateaus above 1000 m. Subalpine forests of beech and hollyfern (Polystycho lonchitis-fagetum) inhabit areas from 1100 to 1650 m above sea level that are typically covered in snow, have a shore vegetation period, and are exposed to strong winds. The trees of these forests are bent at their lower section under the weight of the enduring snow. The main features of the top-most landscape are the bare, karst formations that alternate with forest valleys and dry grassland areas.


text:
Mobility-as-a-Service: A Tentative Framework for Analysing Institutional Conditions
Paper i proceeding, 2017
A theoretical framework has been developed with the aim to generate knowledge of and policy recommendations for the promotion of integrated mobility services - or MaaS - with specific regard to institutional dimensions. These are services where a passenger's transport needs are met by a service that not only integrates a range of mobility services, both public and private, but also provides one-stop access to all services through a common interface. These types of services are currently being developed in several cities globally, and it is essential to develop further understanding and explain how institutions can enable, but also impede, their realisation. Institutions are here defined as a relatively stable collection of rules and practices, embedded in structures that enable action. As such, the framework includes factors at the macro, meso and micro levels, thus including societal trends as well as individual's needs and behaviour. The macro level includes broader social and political factors, including both formal rules and more informal social norms and perceptions. The division between formal and informal variables recur on the meso and micro levels respectively. The meso level – which includes both public and private actors at regional and local levels – consists of both formal institutional factors such as taxation and regulations, and informal factors such as organisational culture and inherited networks between regional actors. Each actor enters the collaborative processes that signify IMS with their own ideals, interests and expectations. It is in these processes of negotiation that the framework takes its point of departure. It is also in this context that business models will be developed, another central aspect of the realisation of MaaS. Finally, the framework includes the micro level, where an individual perspective is placed at centre stage. Individuals (in their roles as citizens, customers, and users) are affected by various formal incentives and push factors, as well as more informal aspects such as self-image and social status. Findings from literature as well as different cases illuminate the framework and which institutional factors enable or constrain the development of MaaS. The findings will provide the empirical and analytical foundation for suggestions on how formal and informal rules and practices can be modified to enable new MaaS to contribute to sustainable mobility.
Full paper is available at: _URL_
mobility as a service


The effect of calcium injection on the intracellular sodium and pH of snail neurones
R W Meech, R C Thomas
104 Citations (Scopus)
1. Ion-sensitive glass micro-electrodes were used to measure the intracellular pH (pHi) and the intracellular sodium ion concentration, [Na+]i, in identified Helix aspersa neurones. 2. The injection of small volumes of 0-1 McaCl2, which increased the membrane potential by 10-15 mV for 1-2 min, had little or no effect on [Na+]i. Increases of up to 1 mM in [Na+]i could be reversibly induced by larger injections. 3. Calcium injection caused an immediate decrease in pHi, which appeared to be directly proportional to the amount of calcium injected. Injections causing hyperpolarizations of 10-20 mV which recovered in 2-5 min caused pHi decreases of 0-04-0-15 units. After each of these injections both pHi and the membrane potential recovered exponentially but with different time constants. 4. The injection of calcium at a low rate could decrease pHi without affecting the membrane potential. 5. Neither membrane potential nor pHi were affected by the injection of small volumes of 0-1 M-MgCl2, Injection of CoCl2 produced a large transient decrease in pHi but no significant change in membrane potential. 6. Exposure of the cell to saline equilibrated with 2-5% CO2 greatly reduced the pHi decrease caused by calcium injection but had only small effects on the membrane potential response. 7. It is concluded that most of the injected calcium is exchanged for protons inside the cell.
Original languageEnglish
Pages (from-to)867-79
Number of pages13
JournalJournal of Physiology
Issue number3
Publication statusPublished - Mar 1977
 - Animals
 - Calcium
 - Carbon Dioxide
 - Helix (Snails)
 - Hydrogen-Ion Concentration
 - In Vitro Techniques
 - Membrane Potentials
 - Neurons
 - Sodium
 - Time Factors
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Psychotronic NFB: THE SNIFFING BEAR (1992)
Drugs, drugs, drugs–which are good, which are bad? The NFB has been exploring that very subject since World War II. The Board first tackled the illegal narcotics trade in the 1948 film DRUG ADDICT (and a condensed, re-edited version, PAY OFF IN PAIN), a cautionary tale about a heroin addict. As LSD and marijuana gained prominence in the 1960s and 70s, the NFB continued to plumb this social issue with films including ALMOST EVERYONE DOES, BEYOND KICKS and DARKNESS DARKNESS. But no doubt their oddest contribution to the anti-drug film canon is THE SNIFFING BEAR, a seven-minute animated short from 1992 about the dangers of gasoline huffing.
Sniffing toxic chemicals to get high is a serious problem in many northern communities in Canada, but it is rarely addressed by the media. Not only do users face danger from the damaging effects of the chemicals, but also from the flammability of certain substances where proper precautions are not taken. As most gas huffers get started as young teenagers, it's important to reach young children with a message about why this particular illicit activity can be deadly. That makes THE SNIFFING BEAR fairly unique among the NFB's work–meant for pre-teens, it's the only animated anti-drug film in the NFB's collection.
Even young children might find the way the story unfolds a little odd, though. In trying to create a kid-friendly anti-drug short, there's quite a bit of oversimplification happening in this aimless narrative. Basically, the bear finds a plastic gasoline can just sitting there in a smashed igloo, and almost immediately gets his snout right in there. The other animals in the Arctic setting try to knock the can free, apparently trying to warn the bear. It's an allegory, of course, but not a particularly strong one, as it doesn't really illustrate why the sniffing bear should sniff out a different kind of recreation.
And then there's the problem of the way the bear's fume-addled nightmare is depicted. These kinds of films always run the risk of making a hallucinogenic drug reaction look more fun than fearful, and I'm not sure this one is terribly convincing–the possibilities of freaky mask dreams and frequent naps really isn't so bad. It's the other animals that come off like the real downers, at least at first, trying to keep away his precious gas can. Still, as the bear walks away at the end, the anti-drug message is clear. Or at least as clear as an allegorical tale about gas huffing starring a polar bear can be.
Not all similar NFB films contain an anti-drug message. More recently, the NFB has explored the societal effects on the war on drugs itself in films like DAMAGE DONE: THE DRUG WAR ODYSSEY, FIX: THE STORY OF AN ADDICTED CITY and SOCIETIES UNDER THE INFLUENCE. Stoned bears aside, it's this progressive attitude, having evolved over more than 60 years, that makes the NFB such a unique Canadian entity–could you imagine the U.S. government stamping it's name on a film that advocated legalizing narcotics? Me neither.
Bizarrest moment: The bear rips up the heavy plastic gasoline canister in a fit of rage. Is that even possible? Those things are built to last!
Lesson learned: Don't do drugs. Especially if you are a two-dimensional polar bear.
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St Mary's Roman Catholic Primary School
Wisdom & Faith
Friday 19th March
Homework for Friday 19th March
Please learn to spell the following words for the spelling test on Friday 26th March:
 1. word
 2. work
 3. worm
 4. world
 5. worth
 6. worst
 7. war
 8. warm
 9. towards
 10. ward
Please practise your spelling skills by using Lexia, for an hour, this week.
Please revise addition and subtraction within 100 for the maths test on Friday 26th March.
Use Times Tables Rock Stars and Hit the Button to help you to continue to practise the times tables and halving and doubling.
Please complete the activities that are set on Mathletics and try to use it for at least one hour during the week.
Aim to complete all of the tasks in all of the GCP books by the end of the Easter holiday.


Mental Floss 2015-08-02T16:33:47+00:00 2014-08-20T21:00:00+00:00 2014-08-20T21:09:50+00:00 The Salmon Cannon Helps Fish Travel Upstream Rebecca OConnell
Salmon have a problem: Man-made obstacles are making it harder for them to complete their epic journey upstream to spawn. While some dams are equipped with what are called "fish ladders" that help the fish traverse, other dams, like the 236-foot-tall Chief Joseph dam, or the 550-foot-tall Grand Coulee dam, are far too big to be scaled. And if salmon can't get back to their mating grounds, they're not the only ones with problems. These creatures are incredibly important to the natural world. After they spawn, they often die in the river, and their bodies imbue the water and its surroundings with important nutrients. As the Wild Salmon Center, a conservation organization, puts it, "It is no coincidence that the largest remaining populations of apex predators such as brown bears and eagles occur where they are still healthy salmon runs."
But fear not, salmon lovers, a company called Whooshh Innovations has a plausible solution: the salmon cannon. Using pneumatic tubing originally designed for quickly transporting produce, Whooshh has found a way to safely transport and propel salmon 100 feet into the air. "We put a tilapia in the fruit tube," Todd Deligan, Whooshh's vice president, told The Verge. "It went flying, and we were like, 'Huh, check that out.'"
Once the salmon are in the tube, a vacuum is created, and pressurized air behind the fish pushes it forward until it shoots out the other end at speeds of up to 22 mph.
If you're worried about the fish, they're kept moist in the tubes, and show no evidence of harm. The system can transport up to 40 fish per minute. The salmon cannon, while admittedly a bit ridiculous at first glance, could be cheaper than building new fish ladders and easier than collecting salmon and transporting them upstream in trucks or barges. Whooshh started testing the tubes on salmon at the Roza Dam in Washington state in June.
August 20, 2014 - 5:00pm


text:
HE WAS AN AMERICAN INVENTOR, WHO EARLY IN HIS CAREER WORKED FOR THOMAS EDISON ON DEVELOPING A CONDUCTING CARBON FOR USE IN THE ELECTRIC LIGHT BULB, AND LATER ON HIS OWN HE DISCOVERED THE ABRASIVE CARBORUNDUM AND PERFECTED A METHOD FOR MAKING GRAPHITE. HERE HIS HANDWRITTEN QUOTE SUMMARIZES WHAT HE FELT SHOULD BE THE INVENTOR'S CREED: "IF YOUR PURPOSE IS A WORTHY ONE, IT IS POSSIBLE OF ACCOMPLISHMENT."
EDWARD GOODRICH ACHESON (_PHONE_) SIGNED QUOTE, "Edward G. Acheson, New York, April 7th, 1919", on a card 4.25 x 3.5, by American chemist and inventor of the Acheson Process, which is still in use to make carborundum, which is used to form hard ceramics that are widely used in applications requiring high endurance, such as car brakes and clutches, and ceramic plates used in bullet proof vests. He received 70 patents on devices, techniques, and compositions of matter in the field of mechanics, electricity, electrochemistry, and colloid chemistry relating to abrasives and graphite products. The Acheson Graphite Company was formed in 1899 to manufacture carborundum and graphite, and in 1928 it merged with the National Carbon Co. He also formed Acheson Colloids Co. to produce commercial forms of colloidal graphite products. His handwritten quote defines what he felt was the inventor's creed, in full: "If your purpose is a worthy one, it is possible of accomplishment." The card is boldly signed and is in fine condition, with minor age toning.


text:
noun, plural: anastomoses
(1) Interconnection between parts of a branching system forming a network, as in leaf anastomosis.
Related forms: anastomotic (adjective).
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... with splenomegaly, ascites, GI bleeding and/or portal systemic encephalopathy. The consequences of portal hypertension are due to portal systemic anastomosis formed by the body as an attempt to bypass the obstructed liver circulation. These collateral vessels form along the falciform ligament,...
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Heart of Glass: The Art of Medical Models
Gary Farlow can make art out of arteries. He and his team of 10 at Farlow's Scientific Glassblowing are able to transform the body's vasculature—and nearly all of its other parts—into an ornate borosilicate glass sculpture, from the heart's ventricles to the brain's circle of Willis. "We do almost every part of the body," Farlow says. "It can take a pretty artistic mind to make some of these things." With the help of cardiologists, the team creates custom see-through systems for science and medical training.
Their anatomically correct models can be designed to simulate blood flow, teach placement of catheters and angioplasty devices, or simply test or demo new surgical gizmos. Individual arteries, veins, and capillaries are shaped and fused together, one at a time. Ground-glass joints are added at the exposed ends so a head, say, can be connected to the carotid arteries should customers want to expand their model. A full-body setup could cost $25,000, so don't get any bright ideas about using one as a brandy decanter.


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Beetles have many dwelling habitats. If you're lucky, they'll all be outdoors. Unfortunately, beetles can get inside your home, so to answer the question ‟where do beetles live," some explanation is needed. Here's a brief rundown on where you'll find beetles, both indoors and outdoors.
Beetles in nature
There are far more beetles outdoors, so that's a good place to start. Beetles are found all over the world. They can live in fresh water or on land, depending on the species' preference and needs. In fact, beetles are found in every corner of the planet, except in the ocean and around polar regions (that we know of). Some beetles are highly adaptable and can live in many different terrains. Unfortunately, this explains why they can survive inside your home, even if they are naturally acclimated to an outdoor habitat.
Beetles can live in the desert, by the seashore, in the forest, in the swamp or even high up on mountains. They are found in caves, salt flats, meadows and rain forests. Many beetles enjoy human gardens, since gardens are typically moist and filled with easy sources of food. Just outside your home, you can find beetles living under stones, in and around old logs, beneath leaves, around mushrooms and compost, in the garbage or other similar areas of foliage and debris. Adults of many species burrow into the soil to lay their eggs, so you can also find beetle larvae and grubs living just a few inches below the surface of the dirt.
Beetles in the home
Unless you're looking to start a beetle collection, none of this probably interests you. The real question is ‟where do beetles live when they get in your home?" That answer varies as well. Depending on the species and circumstance, some beetles will stick to areas in your home that resemble their natural habitat. Many beetles feed on plant fiber and nectar, so if you have floral arrangements, they might live in and around them. In fact, cut flowers are a common entry vehicle for beetles.
Beetles stick close to their food source, so depending on what the invading beetle species eats, you'll find them living around those food sources. For example, carpet beetles eat a wide variety of items, mostly fibrous. Ironically, they don't really live in carpets anymore, since most modern carpets are synthetic (though they will if the textiles are contaminated with food, urine or other ‟nutritional" additions). Red flour, cigarette, and saw-toothed grain beetles are also common home invaders that feed on stored products such as tobacco, flour, grains, fruits and nuts.
You'll find beetles in and around rugs, furs, clothing, leather, upholstered furniture, animal hides, carpeting, cracks, crevices, baseboards, seat cushions, kitchen pantries, etc. They also like human and animal hair as well as dead insects and lint, so anywhere this matter collects is ripe for the pickings. Beetles also tend to live in areas that don't get much use by humans. This includes attics, basements, sheds, cabinets, crawl spaces in the walls, or in furniture that isn't used or moved much.
What to do when you find beetles
Finding one or two beetles in your home usually isn't cause for alarm. Of course, beetle infestations can grow quickly and be very hard to eliminate. Your best and safest course of action is to call Terminix® for a free pest estimate, and find out if there is cause for alarm.


RTX shows bigger calculation difference with CPU than GTX?
I have source codes to solve 2-dimensional shallow water equation using C++ and Cuda 11.2.
I have tested the exe file on GTX970, GTX1080Ti, RTX2070, RTX2080, RTX2080Super.
The results of calculation difference with CPU are as below.
GPU ====> Max. value of calculation result difference with CPU
GTX970 ====> 0.001
GTX1080Ti ====> 0.001
RTX2070 ====> 0.204
RTX2080 ====> 0.261
RTX2080Super ====> 0.221
The question is "Why RTXs have bigger difference than GTXs? "
Are there any build options for RTXs?
I use Visual studio 2019, Cuda Toolkit 11.2, and C++.
I applied sm_52 and compute_52( or sm_75 and compute_75), and "Use Fast Math : false" options.
My PC OS is Windows10 64bit.
Please help me.
calculation difference with CPU
This is not a valid measure of correctness or accuracy.
Since code generation has an architecture-dependent component, on both CPUs and GPUs, numerical differences can result. For example, the compiler may re-arrange code to increase instruction-level parallelism, or apply fusion of FMUL and dependent FADD into an FMA (fused multiply-add) differently, or some math functions may have slightly different accuracy within the stated accuracy bounds.
If you want to assess accuracy, the easiest (but not entirely foolproof) way is to compute reference results in (much) higher precision, then compare against that.
If you merely need the issue to go away, try compiling with -fmad=false. Note: this will in all likelihood decrease both performance and accuracy of the GPU implementation.
Thanks njuffa,
You are right, it is not about accuracy.
So I have changed the title of this issue.
Previous title : RTX shows lower floating point accuracy than GTX?
New title: RTX shows bigger calculation difference with CPU than GTX?
I think its unlikely that anyone can give you a complete answer unless either you provide a complete code example, or someone decides to write a lengthy tutorial for you.
The only "build options" specific to RTX that come to mind are the ones you already mentioned: it's always good practice to compile for the architecture(s) you intend to run on, e.g. compute_75/sm_75 for a cc7.5 GPU.
Here is a brief tutorial. I would say there are two general categories of issues here.
 1. Those arising from machine calculation methods. For example comparing float to double, or with or with FMA contraction, are a couple examples. Such differences can easily give rise to differences in results, whether we are talking about comparing CPU to GPU or some other comparison. In addition, other more complex operations such as sin(), cos(), and other "library" match functions may simply be implemented differently on two different "machines" giving rise to different results.
 2. Those arising from order of operations (algorithm calculation methods). Floating point operations don't always have all the characteristics of basic math operations that we learned about in grade school/middle school. If you compare a serial algorithm/realization to a parallel algorithm/realization, its often the case that the math doesn't get done in exactly the same order. This can give rise to differences. A possible item to read here is this floating point whitepaper
Because the two GPUs you mention generally have different sizes (e.g. differing numbers of SMs, for example) a nice ninja-tuned parallel reduction that scopes out the size of the GPU being run on, then uses e.g. a grid-stride loop to size the grid to match the GPU, and then doing a parallel reduction, will likely give at least slightly different results depending on the GPU it is run on.
I doubt that is actually the issue in your case; I don't know what the issue is in your case. You're welcome to discuss it further, but I'm unlikely to provide any further response unless you provide a short, complete example that demonstrates the issue.
There are many questions on various forums that fit this general description (CPU/GPU differences), here is one example. Yes, I'm aware that one doesn't specifically focus on GPU-GPU differences. Here is one that discusses GPU-GPU results differences, in a general way. I'm sure you can find others.
Thank you, Robert_Crovella
I will review my codes carefully about your comments.
And if I have any positive results, I will let you know.
Thank you, Robert_Crovella.
I have reviewed my codes in detail, and it seems I have found the solution.
The summaries of my review are as follows.
 1. __syncthreads() function acted more strictly in RTX than GTX.
 (e.g. At a __syncthreads() in a "if" statement, RTX was hung but GTX was not.)
 2. GTX was more sensitive on the value of thread per block (TPB).
 When the TPB was changed, the calculation results from GTX were less sensitive than RTX.
 (** My calculation includes iteration process (implicit method).)
 3. When I applied larger value of TPB(e.g. 32, 64, 128, 256, 512), the calculation results from RTX became closer to the results using CPU. I think, this may be, larger TPB can sync more control volumes in a block even though cudaDeviceSynchronize() is not applied.
 (** The control volume is minimum calculation unit when using finite volume method (FVM).)
 4. When I applied TPB as 256 or a larger value to RTXs and 32 to GTXs, the calculation results from all the GPUs were very close to the results using CPU.
 (** In my first posting of May 27, TPB 32 was applied to all RTXs and GTXs.)
Again, thank you for your comments and encouraging.


text:
Property: The Dacian Fortresses of the Orastie Mountains
Id. N°: 906
State Party: Romania
Criteria: C (ii) (iii) (iv)
The Committee inscribed the site on the World Heritage List on the basis of criteria (ii), (iii), and (iv):
Criterion (ii): The Dacian Fortresses represent the fusion of techniques and concepts of military architecture from inside and outside the classical world to create a unique style.
Criterion (iii): The Geto-Dacian Kingdoms of the late 1st millennium BC attained an exceptionally high cultural and socio-economic level, and this is symbolized by this group of fortresses.
Criterion (iv): The hill-fort and its evolved successor, the oppidum, were characteristic of the Late Iron Age in Europe, and the Dacian Fortresses are outstanding examples of this type of defended site.
With reference to the three properties from Romania inscribed on the World Heritage List, the Observer of Germany stated that Sighisoara and the churches of Maramures relate to the common heritage of the pluri-cultural society in Transylvania which, unfortunately is now disappearing. Germany will continue its support to encounter the problems caused by massive emigration from this region.


Saturday, February 27, 2010
"If all else fails, write in German"
Via Dan Crow, J.S. Milne has advice for authors of math papers (at least, those who want to seem profound). Some of these tips for obfuscating are quite fresh and potentially useful:
 - Use c, a, b respectively to denote elements of sets A, B, C
 - If, in a moment of weakness, you do refer to a paper or book for a result, never say where in the paper or book the result can be found. In addition to making it difficult for the reader to find the result, this makes it almost impossible for anyone to prove that the result isn't actually there.
 - Begin and end sentences with symbols wherever possible. Since periods are almost invisible (and may be mistaken for a mathematical symbol), most readers won't even notice that you've started a new sentence. Also, where possible, attach superscripts signaling footnotes to mathematical symbols rather than words.
I must mention, in connection with this, a pet peeve and an annoying habit I used to have. The peeve: people quite often use the two kinds of lowercase phi to mean different things; this makes things extremely hard to follow as my brain processes both characters as "lowercase phi." It also makes it difficult to talk through certain arguments because there aren't conventional words for the two kinds of phi. (The latter point also applies to the two kinds of epsilon but these are less problematic because they have fixed, different connotations -- one of them's an infinitesimal, the other is a dielectric constant.)
The annoying habit: I used to write A = B = C when what I meant was B = A = C. These statements are both true in the same contexts (they have the same "reference") but mean different things; the former says A is B [for some reason] and B is C [for some other reason] so A is C; an = sign implies an argument. Rob Benedetto wasn't very forgiving of this habit. What's always struck me as odd, however, is that I'd naturally put the chains of equalities in the wrong order. It seems like one should naturally get the sequence right in the course of making the argument, unless one actively tries to screw it up.
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text:
Horticultural consultant: job description
Horticultural consultants are responsible for maintaining a careful balance of flora and fauna under constantly changing conditions. Key tasks include:
- developing and maintaining a set of client contacts
- visiting clients on site
- undertaking environmental assessments
- analysing horticultural yields
- designing garden plans/planting layouts
- advising about tree planting schemes
- planning restoration projects
- organising horticultural trials
- making presentations
- writing technical publications, advisory leaflets and reports
- attending conferences
- maintaining an awareness of industry developments
- undertaking research
- maintaining financial and administrative records
- developing, advertising and marketing services.
Variations in workloads relate to seasonal demands – some long and unsocial hours may be necessary during busy periods. Opportunities for promotion into senior consultancy positions are limited – relocation or specialisation is normally required. Many horticultural consultants work on a freelance basis, after many years of experience in other horticultural roles.
- Specialist horticultural consultancies
- Local authorities
- Wildlife or heritage trusts
- Commercial food processing companies
- Packaging and distribution companies
- Horticultural, agricultural or environmental associations
A large number of horticultural consultants are self-employed.
Jobs are advertised by careers services, in local/national newspapers and publications including Opportunities, Horticulture Week, New Scientist, Nature, Farmers Weekly and their online equivalents. Speculative applications are advisable as many posts receive little advertising. Trade directories such as the British Institute of Agricultural Consultants (BIAC) Directory may provide useful contact information.
A degree or higher national diploma (HND) in horticulture, agriculture, soil or earth sciences, environmental science, agricultural engineering or crop/plant science is normally the minimum academic requirement for entry into the profession. A relevant postgraduate qualification may be necessary for some opportunities. Read our article on scientific postgraduate study to explore your different options and visit the science section of TARGETpostgrad for lots more advice.
Prior practical work experience is usually essential as vacancies attract strong competition. A full driving licence is also normally required.
- Commercial awareness
- Problem solving skills
- Analytical skills
- Sales skills
- Organisation and project management skills
- Substantial knowledge of horticultural issues
Next: search graduate jobs and internships
- View our science and research graduate vacancies and internships
- Read our article on how to get a graduate job in science, research and development


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PP Woven Geotextile
Geotextile is a high strength polypropylene woven fabric produced from high tenacity tapes. They are specially designed to be used as a construction material and must have the following functions: separation, filtration, reinforcement, protection and drainage.
A geotextile is defined as any permeable textile material that is used with foundation, soil, rock, earth, etc. to increase stability and decrease wind and water erosion. A geotextile may be made of synthetic or natural fibers. A geotextile is designed to be permeable to allow the flow of fluids through it or in it.
Geotextiles can be woven, knitted or non-woven. Different fabric composition and construction are suitable for different applications. These geotextiles provide planar water flow in addition to stabilization of soil. Typical applications include access roads, aggregate drains and erosion control.
Geotextiles and related products have many applications and currently support many civil engineering applications including roads, airfields, railroads, embankments, retaining structures, reservoirs, canals, dams, bank protection, coastal engineering and construction site silt fences or geo-tube. Usually geotextiles are placed at the tension surface to strengthen the soil.
Specification :
120 to 375 GSM
As standard widths e.g. 105, 210, 330, 420, 520 or as per requirement.
Application where Geo-Textile used:
1. Drainage
2. Permanent Erosion Control
3. Temporary Erosion Control
4. Roadway Separation
5. Roadway
6. Liner Protection
7. Steepened Slopes
8. Landfill Drainage Systems
9. Gas Venting
10. Retaining Walls
11. Lagoon Closures
12. Embankments Over Soft Soil
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