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Temporary guardianships in Massachusetts
Many different things can happen during the course of guardianship proceedings. For example, in some guardianship cases, a court will decide to appoint a temporary guardian for an individual to serve while the guardianship petition regarding the individual is being considered by the court.
When can a Massachusetts court appoint a temporary guardian for a person that there is a pending guardianship petition for? Under state law, it can do so when all of the following circumstances are met:
 - There is an emergency situation present.
 - This emergency situation is likely to lead to the welfare, health or safety of the individual a guardianship is being requested for being harmed in a substantial and immediate manner.
 - An appropriate motion has been submitted.
 - There is no guardian currently in place for the person.
 - There is no other individual that appears to have the authority to take action in regards to the situation.
How long does a temporary guardianship last? While the length of such a guardianship can vary, there are some general limits placed on Massachusetts courts regarding how long a temporary guardianship they put in place can go. Generally, the maximum length of a temporary guardianship here in Massachusetts is 90 days. There are some exceptions to this limit. A court can extend a temporary guardianship out for additional 90-day periods beyond the first 90-day period if it finds that there is good cause to do so. Also, a court can order a temporary guardianship to last for a set time longer than 90 days if it finds that extraordinary circumstances are present.
As this shows, temporary guardianships are subject to a rather complex set of rules. Thus, temporary guardianship issues in guardianship proceedings have the potential to be quite complicated. Attorneys can provide families with assistance when complex matters, such as temporary guardianship issues, come up during the course of efforts to request a guardianship for an incapacitated loved one.
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Table Of Contents
User Guide
[ aws. resource-groups ]
Returns a list of AWS resource identifiers that matches the specified query. The query uses the same format as a resource query in a CreateGroup or UpdateGroupQuery operation.
Minimum permissions
To run this command, you must have the following permissions:
 - resource-groups:SearchResources
See also: AWS API Documentation
See 'aws help' for descriptions of global parameters.
--resource-query
[--cli-input-json ]
[--starting-token ]
[--page-size ]
[--max-items ]
[--generate-cli-skeleton ]
--resource-query (structure)
The search query, using the same formats that are supported for resource group definition. For more information, see CreateGroup.
Type -> (string)
The type of the query. You can use the following values:
 - *CLOUDFORMATION_STACK_1_0: * Specifies that the Query contains an ARN for a CloudFormation stack.
 - ''TAG_FILTERS_1_0:'' * Specifies that the ''Query'' parameter contains a JSON string that represents a collection of simple tag filters for resource types and tags. The JSON string uses a syntax similar to the '' 'GetResources <>'__ '' operation, but uses only the '' 'ResourceTypeFilters <>'__ '' and '' 'TagFilters <>'__ '' fields. If you specify more than one tag key, only resources that match all tag keys, and at least one value of each specified tag key, are returned in your query. If you specify more than one value for a tag key, a resource matches the filter if it has a tag key value that matches *any of the specified values. For example, consider the following sample query for resources that have two tags, Stage and Version, with two values each: [{"Stage":["Test","Deploy"]},{"Version":["1","2"]}] The results of this query could include the following.
 - An EC2 instance that has the following two tags: {"Stage":"Deploy"}, and {"Version":"2"}
 - An S3 bucket that has the following two tags: {"Stage":"Test"}, and {"Version":"1"}
The query would not include the following items in the results, however.
 - An EC2 instance that has only the following tag: {"Stage":"Deploy"}. The instance does not have all of the tag keys specified in the filter, so it is excluded from the results.
 - An RDS database that has the following two tags: {"Stage":"Archived"} and {"Version":"4"} The database has all of the tag keys, but none of those keys has an associated value that matches at least one of the specified values in the filter.
Query -> (string)
The query that defines a group or a search.
Shorthand Syntax:
JSON Syntax:
 "Query": "string"
--starting-token (string)
--page-size (integer)
--max-items (integer)
See 'aws help' for descriptions of global parameters.
To find resources that match a query
The following search-resources example retrieves a list of all AWS resources that match the specified query.
aws resource-groups search-resources \
 --resource-query file://query.json
Contents of query.json:
 "Type": "TAG_FILTERS_1_0",
 "Query": "{\"ResourceTypeFilters\":[\"AWS::EC2::Instance\"],\"TagFilters\":[{\"Key\":\"Patch Group\", \"Values\":[\"Dev\"]}]}"
 "ResourceIdentifiers": [
 "ResourceArn": "arn:aws:ec2:us-west-2:123456789012:instance/i-01a23bc45d67890ef",
 "ResourceType": "AWS::EC2::Instance"
ResourceIdentifiers -> (list)
The ARNs and resource types of resources that are members of the group that you specified.
A structure that contains the ARN of a resource and its resource type.
ResourceArn -> (string)
The ARN of a resource.
ResourceType -> (string)
The resource type of a resource, such as AWS::EC2::Instance.
NextToken -> (string)
If present, indicates that more output is available than is included in the current response. Use this value in the NextToken request parameter in a subsequent call to the operation to get the next part of the output. You should repeat this until the NextToken response element comes back as null.
QueryErrors -> (list)
A list of QueryError objects. Each error is an object that contains ErrorCode and Message structures. Possible values for ErrorCode are CLOUDFORMATION_STACK_INACTIVE and CLOUDFORMATION_STACK_NOT_EXISTING.
A two-part error structure that can occur in ListGroupResources or SearchResources operations on CloudFormation stack-based queries. The error occurs if the CloudFormation stack on which the query is based either does not exist, or has a status that renders the stack inactive. A QueryError occurrence does not necessarily mean that AWS Resource Groups could not complete the operation, but the resulting group might have no member resources.
ErrorCode -> (string)
Message -> (string)
A message that explains the ErrorCode value. Messages might state that the specified CloudFormation stack does not exist (or no longer exists). For CLOUDFORMATION_STACK_INACTIVE, the message typically states that the CloudFormation stack has a status that is not (or no longer) active, such as CREATE_FAILED.


Hautvillers, cradle of Champagne
Literally meaning "High Village," Hautvillers lies at the top of the hillsides of the Marne Valley. It was at the height of the Middle Ages that Archbishop Saint-Nivart established a Benedictine Abbey here that would continue to prosper until the Revolution.
Dom Pérignon arrived here in 1658 as acéllérier, a monk in charge of Abbey finances. He will mark the history of Champagne forever by revolutionizing production techniques along with other monks.


text:
If you have ever visited Buddhist monastery, there is possibility of coming across some of the happiest people you have ever met. Monks and nuns stroll about their daily routine in graceful and deliberate manner. Their semi-permanent beams show the Spartan condition in which they live. Zen meditation and Kung Fu is a great combination which Warrior Monks are known for. Warrior monks are the special kind of monk that combines meditation with fighting, these monks fight whenever the need arises and they likewise meditate regularly to keep their body and soul intact. These combinations are very essential to them and it helps them in attaining their full potentials. Some of the benefits of Zen meditation include the following:
Meditation reduces stress
Stress is created as a result of agitation and this is what most people deal with on regular basis. And it is increasing thereby giving the rising use of anti-anxiety medications. However, meditation allows warrior monks to control their own nerves as well as emotions. Various studies have also shown that meditation improve the ability to regulate emotions in the brain thereby assisting warrior monks whenever they are fighting war to defend their land.
It improves concentration
Buddhist meditation is very essential for warrior monks so as to enhance their concentration. Zen and Kung Fu is a martial art where meditation plays a vital role. There are several things which can distract their attention when on the battle field but with the aid of meditation, they would be well focused and accomplish their main objective. Studies have also shown that Buddhist meditation improve the ability to multitask which is very essential for warrior monk. Buddhist meditation has also been linked to a number of things which enhance the ability to focus and memory retention. Additionally, greater concentration is related to the increased energy which is provided by meditation. It has been reported that meditation connects with the real source of energy in the body thereby helping warrior monks when fighting war.
It encourages a healthy lifestyle
Healthy lifestyle is very crucial for each and every one, and warrior monks are not exempted. Buddhist meditation helps warrior monk to achieve healthy lifestyle when they are the monastery or at war. Their lifestyle plays a crucial role in what they achieve either at the monastery or at war. This implies that more meditation help warrior monks to live a healthy lifestyle thereby contributing more to their society.
The practice increases self-awareness
It has been reported by a monk that Buddhist Meditation thought lots of people how they can control several act of anger. Meditation can teach them how they can easily recognize their anger and become more detached from it thereby making them more comfortable. Whenever you take time to dive inside yourself, you are more comfortable showing who you are, and this has been helping warrior monks whenever they are in the monastery. This is because they would be able to control themselves while doing other activities.
It slows aging
Different studies have shown that meditation changes the physiology of the brain to slow aging. "Cognition seems to be preserved in meditators," says Sara Lazar, a researcher at Harvard University. Lazar also added that Buddhist meditation likewise have more gray matter because, literarily more brain cells. Elizabeth Hoge, did a study which shows that meditators have a longer telomeres, the caps on chromosomes indicative of biological age (rather than chronological). That meditation lengthens life; Hoge likewise reported that meditation reduces stress as well as effect on the body. This serves as a great benefit to warrior monks because it relaxes their body and brain after war or strenuous activities.

source: openbmb/Ultra-FineWeb


otherwise be in learning).
>There are in this piece also hints to the idea that those who fail to be
>able to maintain themselves as learners will fall into this role as a
>form of second best (ie that is how you get to it being mutar, but only
>for those who cannot manage to sit in yeshiva full time).
As I've pointed out, throughout history there have always been people who
were not learning full time who did these things. Given that this has been
true across many different situations (including, most probably, the town
that has the highest percentage of full time learners in Jewish history) I
fail to see the actual relevance of your question. But to address it as an
hypothetical, if there are only full time learners, and they can't get
anyone to do these things for them, some of them will have to do it. I would
imagine it would evolve as who heard about it first, he would do it that
day, or they might set a rotation.
>However many people don't believe in this extreme atomised idea of
>decision making. Certainly in the classical cases it was assumed that
>the beis din of the town or the tovei hair or somebody would be
>organising such things (ie, in other terms, society).
No, "halacha". And they wouldn't pick the couple of full time learners to be
the chevra kadisha either. I don't think they "picked", in that sense of the
word. They asked people to join, and yidden, being interested in doing the
right thing, looked at it as a privilege.
> But the deeper
>philosophical question is as to how such people (theoretically or
>actually) should make a decision that X should spend his time doing such
>things, including therefore any training necessary to do it properly,
>and Y should not. Is it that in theory everybody should be learning and
>the failures to sit in yeshiva all day end up being fingered to do such
>things (and what if there are no failures?), or are there other criteria
>(eg ability in learning compared to others as determinable by other
>human beings eg the rigourous selection criteria of the great Lithuanian
>yeshivos in Lithuania, economics, etc).
You're comparing some "Utopia", by definition it doesn't exist, to real
life. Yeshiva's in Lithuania didn't make their rigorous entrance exam as a
matter of choice; they would have loved to be able to accept everybody,
reality however dictated that only a few could be accepted, so they choice
those that they thought would be for the greatest good. So I fail to see how
is relevant to our discussion, where we are referring to people who are
making the decision on their own, i.e. the yeshiva has accepted them, now
should they attend or should they join Zaka? They should attend, as that is
the preferred choice.
Now you're asking: Who will run Zaka? Realistically, whoever has been
running it till now. They obviously, don't, can't, etc., learn full time and
they'll continue to run it while this person goes to learn full time. But
you asking a hypothetical case, Island Jewish Utopia, where all males have
both the desire and abilities to learn full time and the women as well want
them do. Money, food, and medicine is being supplied by the UN. Terrorists
as well... No? Zaka?? OK, just your standard chevra kadisha, because people
are still dying since Moshiach hasn't come yet. "You're sure Moshiach hasn't
come yet? This is how the Ramabam describes the days of Moshiach." "Nu, it's
an hypothetical case." OK, same answer as before, either each full time
learner will interrupt his learning as he becomes aware of a meis or they'll
set up a rotation (skipping the Cohanim of course...).
But as I hope this trip down imagination lane has made clear, this is not
something that can happen. There will always be people who don't learn full
time, and it's these people who take care of these things. This is how it
has always been throughout Jewish history.
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30 Icebreaker Activities for High School and Middle School Students
icebreakers questions activities high school middle school teenagers kids back to school getting to know each otherThrown into a group of teenagers who are total strangers? Whether you're a teacher, coach or a teen trying to make new friends, these 30 icebreaker activities are sure to get students feeling more comfortable in a new situation.
Keep It Moving
It's easy for students to tune out or get bored sitting down, so keep everyone moving and engaged with these ideas.
 1. Blobs - First, draw a category from a hat (i.e. color). Then, have students race to see who can make a group of four to five the fastest based on a similarity within that category (i.e. they are all wearing blue).
 2. Line it Up - See how fast your group can get into an alphabetical line based on their names. Better yet, split into boys vs. girls or two randomly assigned groups and race to see which group can get organized first.
 3. Move if You… - Have students sit in a large circle with one person in the middle. The middle person calls out for a certain group of people to move — for example, "Move if you have brown hair" or "Move if you have been to another country." If the students fit the criteria, they must run to a new seat in the circle. The one student left standing is in the middle for the next round.
 4. Play Catch - Have students stand in a large circle and play catch with a large beach ball. The trick? Write get-to-know-you questions all over the beach ball and whoever catches it must answer the question their hand rests on.
 5. Giant Jenga - Buy a giant Jenga set and put a question on each block! Every time a student pulls a block, they'll answer a question — and there's sure to be a lot of laughter as students try to keep the tower from tumbling down!
 6. Shuffle Your Buns - Make a circle of chairs with one empty seat. One person in the middle of the circle must try to sit down while the seated students all shift down, moving the empty seat down the line. The twist? Have someone call "switch" every so often, forcing the people in the circle to switch directions and shift the other way. If the middle person manages to sit in the empty seat, the person that was supposed to be moving into it is in the middle.
 7. Giant Knot - Create a shoulder-to-shoulder circle, and then have each student grab two other hands from two different people across the circle. Now the entire circle must figure out how to untangle the giant knot of arms and people without letting go.
 8. Race for the Truth - Have each person stand on the starting line while a leader lists off general facts. (For example, I have a dog.) If the stated fact is true for any of the students, those students must move forward a step. Whoever crosses the finish line first wins!
Organize school club volunteer opportunities with a sign up! SAMPLE.
Talk It Out
If you want to lead a discussion or learn more personal information about your students, try one of these games.
 1. This or That - As any parent will tell you, teenagers LOVE to argue. Ask silly would-you-rather questions and have your group move to different areas based on what they chose. Then, have them present their arguments and see if they can change the other students' minds! You're sure to have some funny moments.
 2. Pows and Wows - This is a great game to help a classroom or team of students build camaraderie. Have each person share one good thing and one bad thing from their day. It's simple, but effective!
 3. Who Am I? - Put a notecard with the name of a well-known figure on each student's back. Next, have the students walk around asking each other yes-or-no questions. First person to figure out who they are wins!
 4. World's Worst - This game is good if you want to laugh. Pick a profession and have each student say something that would be said by the world's worst person in that profession. For example, the world's worst dentist might say, "Please, take a bag of candy from the toy chest as you leave."
 5. Scars - This game is best in small groups. Have each student show a scar and explain how he got it. For instance, "I got this scar from a paper cut because I was using a paper sign up instead of SignUpGenius." The students may have funny stories or they may have personal ones. Either way, you will all learn a lot about each other.
 6. Toilet Paper - Pass a roll of toilet paper around and tell each student to take as much as they would like. Then, after some students have taken a huge amount, reveal that for each piece of toilet paper they must say a fact about themselves!
 7. Autobiography - For groups that need to be close knit, like a sports team or a drama cast, have each person sum up their life in one sentence. It's difficult — but you'll learn a lot about your new friends!
 8. Candy Confessions - Buy colorful candy — like Skittles — and have each person take a handful. Then, unveil that for each color, they must reveal a different type of fact about themselves. For example, for each yellow Skittle, they must say a favorite food.
Classroom testing proctor volunteer conference sign up form
Get Creative
For students who love art or are visual learners, these colorful ideas are sure to be a hit.
 1. Blindfolded Self-Portraits - Blindfold all the students and have them (attempt to) draw a self-portrait. Finally, take off the blindfolds and try to match the portraits to the people!
 2. Architect - Give the students a bunch of silly materials (paper, Post-it notes, strings, tape, wood, etc.) and then assign them to build small models of different objects in five-minute increments — an elephant, a car, etc. Pick a winner each time!
 3. Post-it Statues - Split your group into teams of five or six. Give each team Post-it notes. In five minutes, they must cover one person in the group as completely as possible with Post-it notes. Count which group got the most —then see who can get them all off the fastest.
 4. Bubble Gum Artist - Give each person two to three pieces of bubble gum to chew. Then give them an index card and a toothpick. They must then make a bubble gum art piece using just those things. Vote on which is the best!
 5. Facts About Me - Give each student a blank template of a person. Then, the leader gives the students instructions on how to draw on the self-portrait based on facts. For example, the leader might say, "If you have a dog, draw a green shirt." At the end, shuffle the pictures and see if the students can match them to the correct person.
 6. Name Pictionary - Have students write their names by drawing pictures of objects that start with the correct letter. For example, someone with the name Ann would draw an apple, a nose and a nest. Then, have the group try to spell and guess each person's name.
 7. Tattoo Parlor - Have each student draw a tattoo that they think accurately describes them or includes one of their favorite things. Then, pin the pictures up and try to match the "tattoos" with the people who drew them.
Collect donations for a silent auction with an online sign up! SAMPLE.
Use Your Head
This list of memory, improvisation and on-the-spot games are sure to give your brains a workout.
 1. Assassin - One student stands in the middle of a circle. The students in the circle know that one person in the circle is the "assassin." When the "assassin" sticks their tongue out at a student, that student must pretend to die dramatically. Amid the commotion, the middle person must figure out who the assassin is.
 2. Rock Star - Split your group into two teams. When it's their turn, each team must grab a word from a bowl (words can be common ones such as rain, baby or sun) and try to sing as many songs using that word as they can. See how long they can go until they run out of songs using that word.
 3. Desert Island - Each person goes around the circle and says one thing they would take with them on a desert island. The next person must then name the items before them and add their own item on. Keep going until someone makes a mistake!
 4. Think Fast - Give students a few minutes and tell them to learn all the names they can. Then split the group into two teams. Have one student from each team stand on either side of a barrier (like a dark blanket or sheet). Make sure they can't see each other, then without warning, drop the sheet. The first person to say the other's name gets a point for their team!
 5. The Number Game - Have the students sit in a circle and attempt to count to 10. Explain that there is no set order or time for calling out the numbers. Anyone can call out the next number, BUT if they say the number at the same time as someone else, the group must start over. Once the group reaches


Elevate Difference
Reviews of Elaine Enarson
Women, Gender and Disaster: Global Issues and Initiatives
Women, Gender and Disaster provides a comprehensive overview of the role gender plays in various disaster situations. Case studies and essays are divided into four parts—Understanding Gender Relations in Disaster, Gendered Challenges and Responses in Disasters, Women's Organised Initiatives, and Gender-Sensitive Disaster Risk Reduction—to further develop the myriad of issues within gender and disaster.


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39-9031 Fitness Trainers and Aerobics Instructors
Instruct or coach groups or individuals in exercise activities. Demonstrate techniques and form, observe participants, and explain to them corrective measures necessary to improve their skills. Excludes teachers classified in 25-0000 Education, Training, and Library Occupations. Excludes Coaches and Scouts (27-2022) and Athletic Trainers (29-9091).


Helping Individuals Have Opportunities for Health and Wellness
View the Community Health Initiative Plan View Members of the Health Advisory Council
In order to determine the most important areas in which to focus their community plan to most directly improve overall health and wellness in Chippewa and Eau Claire counties, the Health Advisory Council (HAC) began by reviewing information available from Healthiest Wisconsin 2020 for twelve identified health priority areas in the state. Needs assessments and survey data provided by area hospitals, city and county health departments, United Way, and several other agencies and organizations in the Chippewa Valley were also considered. Presentations were also made by local experts and practitioners in the field.
After in-depth discussions of the key issues during a structured prioritization process, the HAC reached consensus on narrowing its focus to four priority areas: Mental Health, Alcohol & Other Drug Use, Injury & Violence, and Chronic Disease Prevention & Management. Workgroups were established and the members are currently in the process of drafting a plan for each area. Preliminary thoughts from the workgroups are as follows:
Mental Health:
Affordable access to mental health care should be available in the Chippewa Valley so individuals and families can use it when needed. For that to happen, increased collaboration is needed. The entire community would be targeted in terms of awareness, education, and prevention efforts, with special priority for those living below 200% of federal poverty guidelines. This plan strives to improve mental health services in the Chippewa Valley by:
 1. Improving collaboration between mental health providers and the medical community;
 2. Improving access and availability of quality mental health care services;
 3. Increasing community understanding about the prevalence of mental illness in society;
 4. Raising awareness and use of crisis lines and other referral services in the community; and
 5. Increasing use of mental health care services.
Alcohol Use
High rates of alcohol use are prevalent in the Chippewa Valley and should be reduced. The problem affects people of all ages and from many demographic backgrounds, but special focus should target at-risk groups in the group from 12-34 years of age. The concerns of misuse are related to underage drinkers (primarily ages 10-17), excessive users (i.e., binge drinkers and heavy drinkers in the 18-25 age group), women of childbearing years and pregnant women, and individuals who drive vehicles while under the influence of alcohol. This plan's projected outcomes will see alcohol misuse decrease among 12-34 year olds by:
 1. Raising awareness that alcohol can be harmful to a person's health;
 2. Increasing the community's understanding of how the "culture of drinking" affects people's lives in many ways;
 3. Starting to drink alcohol at age 21 or after, if at all;
 4. Learning to drink alcohol in moderation and a low-risk manner; and
 5. Promoting alcohol-free social and recreational activities.
Injury & Violence
All victims of intimate partner violence (also called domestic violence) should have access to comprehensive services. As a result of such efforts, the number of incidences should decrease for those victims and their children. Through this plan, adult victims of intimate partner violence and their children will:
 1. Be better able to plan for their safety;
 2. Learn ways to keep themselves safe;
 3. Know more about the options, choices and resources available to them overall;
 4. Become aware of how crisis and trauma affect their lives;
 5. Learn skills to help them deal more effectively with their concerns; and
 6. Develop strategies to cope and manage their emotions.
Chronic Disease
The working poor, the uninsured, and underinsured people living in the Chippewa Valley should have opportunities for attaining a good quality of life, especially in terms of their health. Obesity is a significant concern in our society because it can lead to other chronic diseases and illnesses. Improvement of individual health behaviors, reduction in modifiable risk factors, and access to clinical care are key factors in addressing chronic disease issues, with first priority given to individuals and families below 200% of federal poverty guidelines. This plan strives for individuals practicing healthy behaviors to prevent and/or delay the onset of obesity by:
 1. Improving their diet through increased consumption of fruits and vegetables;
 2. Increasing their participation in physical activity;
 3. Decreasing consumption of sugar drinks;
 4. Decreasing consumption of high-energy-dense foods that are high in calories;
 5. Increasing their knowledge about risk factors associated with obesity and other chronic diseases; and
 6. Accessing quality health care for regular check-ups and treatment.


text:
In order to have peace and joy, you must succeed in having peace within each of your steps. Your steps are the most important thing.
– Thich Nhat Hanh
Basic Approach to a Straight Path Walking Meditation
To begin a walking meditation, first simply stand. Just stand on one spot. Be still in your body and in your standing be aware of the weight pressing through the soles of your feet into the earth. Tune into all of the subtle movements that we naturally undertake to stay upright. It is not necessary to take a mudra, but it does help create the distinction between just strolling and an intentional experience. Curl the thumb of your left hand in and wrap your fingers around it. Place it just above your belly button and wrap your right hand around it. Slip the right thumb to rest in the space formed between your left thumb and index finger. This creates a point of purchase to land your stray energy and helps to set up the sensation of being in balance and stable. As an added benefit this will keep your arms from swinging which can either be a rhythmic focus or a complete distraction.
For this type of walking meditation, choose a straight path of about 30 feet long. On this path you will walk back and forth between two specific points. This allows you to let go of the call of your fit bit(keep it on, don't check it). Mostly let go of needing to get somewhere.
You can practice barefoot, or wearing your comfy shoes. Stand upright, with your eyes cast down about a two yards ahead and use a soft gaze, maha drishti, that is not the feel of looking at anything in particular. On your very simple course your gait does not need to be careful to avoid obstacles and your peripheral vision can tighten in because you only need to put one foot in front of the other.
Taking it up a notch to a Hiking Meditation
You may choose the path of a challenging hike to create a state of meditation. Be completely aware as you walk of the process of walking. Keep your attention on the soles of the feet, and all the sensations originating there as they arise and then as you move on, so do they. Let feelings come up from the foot, through the length of the leg over the hips to the heart. As you move forward, move through them and then past them. Feel the muscles in your legs and feet tense flex as you lift the leg. Encourage a deep visceral experience of rising through the body and passing on and through each emotional response.
This begins to create a rhythm of experiencing sensation as transitive and ephemeral and correlating this to emotion helps to develop the bodily awareness that sensation and the corresponding emotional responses are things that you can pass into and then through as you move on. In the rhythmic hike note that as the foot comes up there is a moment that is distinct from the moment it comes down. When it comes down again into contact with the path, it is a new moment and maybe a new opportunity for sensation to trigger emotion so feel it and then feel it pass. You can change your pace but notice it and stay within a speed range that lets you stay connected to the experience.
Stop if you feel like it. Stand still or sit down. But, be clear about the moment you are ready to come to the end. The finish should feel like a natural moment of conclusion. You're not freezing on the spot; you're just allowing yourself to come to a stop. Experience yourself standing. Just notice what it's like to no longer be in motion; just standing on the earth in a new place to close the practice in stillness.
If something catches your eye while hiking or walking and you just can't let go of it; stop and look. Make it a looking meditation. When you feel finished, continue walking. If you find that you're getting drowsy or distracted, you can use a mantra and repeat it in your head on the whisper of breath in and out. Increase the speed of repetition if the mind insists on wandering or try walking faster.


text:
Experiments were performed to examine the contribution of arterial baroreceptors to long-term regulation of mean arterial pressure (MAP) during changes in dietary salt intake. Normotensive Sprague-Dawley rats were subjected to either sinoaortic denervation (SAD; n = 8) or Sham surgery (n = 6) and instrumented 1 wk later with radiotelemetry transmitters for continuous minute-to-minute monitoring of MAP and heart rate (HR) over the 8- wk protocol. Rats consumed three levels of dietary NaCl: 0.4% NaCl (week 1), 4.0% NaCl (weeks 2-4), and 8.0% NaCl (weeks 5-7). Rats returned to a 0.4% NaCl diet during the eighth week of the experiment. During week 1 (0.4% NaCl), there were no differences between Sham and SAD groups for 24-h averages of MAP or HR. However, by the third week of 4.0% NaCl, 24-h MAP was elevated significantly from baseline in SAD (10 ± 2 mmHg) but not Sham (1 ± 1 mmHg) rats. By the end of the third week of 8.0% NaCl diet, 24-h MAP was elevated 15 ± 2 mmHg above control in SAD rats compared with a 4 ± 1 mmHg increase in Sham rats (P 0.05). Hourly analysis of the final 72 h of each level of dietary salt revealed a marked effect of dietary NaCl on MAP in SAD rats, particularly during the dark cycle. MAP increased ~20 and 30 mmHg in SAD rats over the 12-h dark cycle for 4.0 and 8.0% NaCl diets, respectively. In contrast, increased dietary NaCl had no effect on MAP during any phase of the light or dark period in Sham rats. These data support the hypothesis that arterial baroreceptors play a critical role in long-term regulation of MAP under conditions of altered dietary salt intake. Finally, hourly analysis of MAP revealed that the majority of the hypertensive response to increased NaCl occurs during the dark cycle in SAD rats. Hence, previous investigations may have underestimated the magnitude of the hypertensive response to increased dietary NaCl in animals with baroreceptor dysfunction.
|Original language||English (US)|
|Journal||American Journal of Physiology - Heart and Circulatory Physiology|
|Issue number||5 44-5|
|State||Published - Nov 1998|
- Circadian rhythm
- Neurogenic hypertension
- Sympathetic nervous system


text:
lands. There are generally forty-two teeth in all; in old whales, much worn down, but undecayed; nor filled after our artificial fashion. The jaw is afterwards sawn into slabs, and piled away like joists for building houses.
- According to Melville, what is the meaning in life and what does he tell us about man's ability to understand that meaning? just some...
- Identify Melville's intent and discuss important ideas in Moby Dick.
- Why does Ishmael alone survive at the end of Melville's Moby Dick?
- How do you imitate Melville's method of description? I am writing an essay to describe something using Melville's method.
- In Herman Melville's novel Moby-Dick, how are Ishmael's views about religion affected by his friendship with...
Test Your Knowledge

source: HuggingFaceFW/fineweb-edu


नर्मदायै नमः प्रातः नर्मदायै नमो निशि ।
नमोऽस्तु नर्मदे तुभ्यं त्राहि मां विषसर्पदः ।
जरत्कार्वोर्जरत्कर्वां समुत्पन्न महायशाः ।
अस्तीक सत्यसन्धो मां पन्नगेभ्यो अभिरक्षतु ॥
(prayer to Narmada river as well as for protection from snake-bite) (1) Prayer to Narmada river Salutation to Narmada, the River Goddess in the morning. Salutation to Narmada in the evening. O, Narmada, I salute you. Please protect me from venomous serpents. (2) Prayer for protection from snake-bite. The great Epic MahAbhArata tells the story of an ascetic named jaratkAru. He saw some men suspended over a deep pit with their heads down on a rope of fiber which was being gradually gnawed by a rat. He t that they were his ancestors brought to this state by his not having a son to perform certain prescribed rites and if he remained childless, the rope will break and they would fall into the pit. jaratkAru agreed to give up the life of the ascetic and to marry on condition that the bride should have his name. Vesuki, the king of serpents, offered his sister jaratkAru whom the ascetic married. They had a son named astika. he was the protector of serpents who hence would respect him. Now here is the prayer: May the renowned and truthful astika, born of jaratkAru and his wife jaratkAru, protect me from serpents.
Word meanings:
नर्मदायै = to Goddess (river) Narmada;
नमः = bowing; salutation;
प्रातः = in the morning;
नर्मदायै = to Goddess (river) Narmada;
नमो = bowing; salute;
निशि = during the night;
नमोऽस्तु = let there be my or our bowing or salutation;
नर्मदे = Oh! Narmada river;
तुभ्यं = to you;
त्राहि = save; protect;
मां = me;
विषसर्पदः = from the poisonous snakes;
जरत्कार्वोर्जरत्कर्वां = jaratkArvA the wife of;
महायशाः = people of great renown;
अस्तीक = of the sage Astika;
सत्यसन्धो = One bound to speak or defend the truth.;
मां = me;
पन्नगेभ्यो = to or fom serpants or snakes;
अभिरक्षतु = Let one protect me or us;


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I am looking for a general response as to the mindset of how to do this... I have a table that has a column full of possible parameters and a column full of possible values. I want to join all parameters of a certain kind to another table to give further description of those specific rows, but not have that table joined to all other rows that don't contain the specific value. It would look like this:
Parameters Values Mammal
 a 1
 b 3
 d cat Yes
 c 4
 d dog Yes
 e 3
 d fish No
 f 2
I've tried a number of ways using Case, however the table just gets very weird and there was repetition of the table being joined depending on its length. Any suggestions?
The second table has two columns, it is being joined on its own animal column to the values column where parameter = "d". It does not show up at all when parameter equals anything else. Any suggestions would be greatly appreciated! (I'm using Cache SQL if you need to know. I'd much rather have a general explanation of technique though, it helps more.)
EDIT: Sorry, here would be the two separate tables:
 Table 1: Table 2:
Parameters Values Animal Mammal
 a 1 cat yes
 b 3 dog yes
 d cat snake no
 c 4 fish no
 d dog rat yes
 e 3 hamster yes
 d fish
 f 2
share|improve this question
Is that above table the first or second table or the expected output. I've reread your question several times and I can't figure it out. Can you please clarify what your table structure is and what you expected output is. – Conrad Frix Sep 27 '12 at 22:20
please post some example of data of your two separated tables, and the result expected – Gonzalo.- Sep 27 '12 at 22:29
2 Answers 2
up vote 4 down vote accepted
It sounds like your current query is using an INNER JOIN which will only include the records that match in both tables. You need to use a LEFT JOIN which will produce all records from table1 and the matching records in table2. If there is not a match from table1 then the missing side will equal null:
select t1.parameters,
 case when t2.mammal is null then '' else t2.mammal end Mammal
from table1 t1
left join table2 t2
 on t1.value = t2.animal
See SQL Fiddle with Demo
If you need help learning JOIN syntax there is a great article:
A Visual Explanation of SQL Joins
share|improve this answer
Two options.
First uses a subquery:
select [parameters], [values],
 (select mammal from t2 where t2.animal = t1.[values]) as mammal
from t1
Second uses a left join.
select [parameters], [values], t2.mammal
from t1
left join t2 on t1.[values] = t2.animal
The other answer uses a left join but skips the null replacement provided by the other answer.
Note this was tested on MS SQL Server (T-SQL) only.
share|improve this answer
Your Answer


Mule 3 Architecture, Part 2: Introducing the Message Processor
September 27 2010
7 comments 0
In my last post I went back to basics and talked about how integration systems are built using messaging and explained the motivation for the architectural changes in Mule 3.0. Now I've set the stage and clearly explained the "Why?" we are ready to talk about the "What?"; the architectural changes themselves.
In this post we'll zoom in and look, more concretely, at how the Pipes and Filters style is used for message processing in Mule 3's with some API snippets to really bring things down to earth.
From Architectural Style to API
Let's start my revisiting the definition of the Pipes and Filters architectural style:
 - A Filter can be thought of as a black-box processing unit with a single entry-point that receives a message and processes before making the result of this processing available.
 - A Pipe simply represents the connections between Filters such that result of Filter n is passed onto and used as the the input of Filter n + 1.
This architectural style can be used in distributed fashion where each Filter can potentially be located in different places, on different hardware or operating systems. It can also be used within a single system as a way of architecting a very flexible and modular design; and this is the model we have used for Mule's internal architecture.
Mule's architecture needs to allow you to chain and compose Filters in order to implement and expose message processing flows. In it's simplest form the chaining of Filters is all done in a single virtual machine and no explicit pipes need to exist. The way I chose to implement this was to use the Decorator variant of the Intercepting Filter pattern where each filter has a reference to the next filter. The reason for the use of this variant is that it better supports the forking of message flows and runtime resolution of the next Filter as compared to the variant that uses a Chain object and iterates over the Filters.
interceptingfilterWhile pipes don't explicitly exist, they can very easily be added as required by simply implementing the same Filter interface. This technique could easily be used to transparently add message queuing between filters or more explicitly to distribute a flow.
The MessageProcessor
We choose to call our implementation of the Filter "Message Processor" for two reasons. Firstly because it more accurately describes the application of Filters in the context of Mule and secondly to prevent any confusion with message filtering or the interfaces we currently have for filtering messages.
As you can see from the interface below the MessageProcessor interface is very simple:
This is the single identical filter interface I talked about in the last blog post. It defines a single process method that is called with a MuleEvent. The return value is also a MuleEvent and this is the result of the invocation. A MuleEvent encapsulates the message that is being processed with additional context information such as the inbound endpoint, security credentials etc. In Mule 3 you'll notice that almost everything that does anything with a message now implements this interface.
In the Building Blocks page of the Mule 3 User Guide you'll find information about the different types of message processor that can be used with Mule organized by category.
Where do messages come from? The MessageSource!
I said that almost everything in Mule 3 now implements MessageProcessor. One of the few things that are not MessageProcessors are inbound endpoints. Why not? Because they do not process messages but rather act as sources of messages. We could potentially also have other types of message sources in the future too. A message source may receive or generate messages in different ways depending on their implementation means, but from the perspective of the rest of the flow it is just a source.
The MessageSource interface is simply one that allows a MessageProcessor listener to be set as you can see below. This listener may be a single MessageProcessor, or a chain of MessageProcessors: this does not matter and neither does the source need to know, that's the beauty of this model.
Let's create a chain…
Ok, so we now have the MessageProcessor and the MessageSource, and a MessageProcessor can be set as a MessageSource listener connecting them. This is all great, but it doesn't allow us to chain two or more message processors as described above. The chosen approach does not rely on iterating through a list of MessageProcessors but rather relies on each MessageProcessor knowing which MessageProcessor comes next. What this comes down to is that each MessageProcessors needs to be MessageSources too. So thats what we have, the InterceptingMessageProcessor that implements both MessageProcessor and a MessageSource.
An InterceptingMessageProcessor is used where the next item in the chain is known when the chain is created, otherwise alternative MessageProcessor implementations can be used determine the next message processor to be used in runtime. One example of where this is message routing.
How about routing?
With the above interfaces we can easily chain together as many MessageProcessors as we like but you'll notice that an InterceptingMessageProcessor, as it is a MessageSource, only has a single listener. This allows us to filter the flow or proxy the next MessageProcessor, but not route to a processor resolved in runtime or to multiple processors.
A MessageRouter by definition has multiple possible routes and is responsible for choosing which route should be used to continue message processing of a particular message. The MessageRouter interface below is a MessageProcessor (of course) but rather than allowing a single listener to be set, it allows multiple routes to be added (or removed).
MessageRouter implementations determine which route(s) should be used.
The quickest and easiest way to summarize is with a UML class diagram 🙂
What next?
I don't have another post for this series planned but if there is anything people would like me to cover I'm quite happy to cover it, just let me know via a comment.
Anyhow, now we've learnt about the streamlined architecture and it's API you are probably wondering what this means to you the user. we have a couple of blog posts on the way for you.
 - Configuring Message Processors on Endpoints describes how endpoints have been made more extensible and configurable using Message Processors.
 - Going with the in Mule 3" will describe and explain how to use the new construct in Mule 3 that allows you to build flow's how you want.
I'm sure others will also follow…
We'd love to hear your opinion on this post
7 Responses to "Mule 3 Architecture, Part 2: Introducing the Message Processor"
 1. […] the next blog post I'll return to Mule and talk about how the Pipes and Filters architectural style has been […]
 2. The MessageSource interface is confusing. The message source should produce a message and MessageTarget should consume/listen a message. Setting messageprocessor as a listener in MessageSource interface does not make any sense at all.
 3. The MessageSource does produce messages and for every new message that is produced the listener is invoked. Listener/MessageProcessor/MessageTarget are synonyms in my mind. Or are you suggesting that rather than the source having a single listener, processors should instead have 0-> sources?
 4. […] jersey support in Mule has been changed from being configured as an endpoint to what is called a message processor in Mule 3. The following shows how the configuration […]
 5. This is a wonderful article. Can you please publish an article which explains the way in which response messages are dealt in a request-response exchange pattern. Also how can I find which outbound endpoint was invoked after a response has come back?
 6. […] SDK will take every method that is annotated with _USER_ and build a Message Processor around it. The message processor will handle expression evaluation, argument transformation, […]
 7. Something based on this series should be the starting point of the Mule documentation! Thanks!
 The missing link to the followup post is


text:
Common Lisp the Language, 2nd Edition
Time is represented in three different ways in Common Lisp: Decoded Time, Universal Time, and Internal Time. The first two representations are used primarily to represent calendar time and are precise only to one second. Internal Time is used primarily to represent measurements of computer time (such as run time) and is precise to some implementation-dependent fraction of a second, as specified by internal-time-units-per-second. Decoded Time format is used only for absolute time indications. Universal Time and Internal Time formats are used for both absolute and relative times.
Decoded Time format represents calendar time as a number of components:
X3J13 voted in March 1989 (TIME-ZONE-NON-INTEGER) to specify that the time zone part of Decoded Time need not be an integer, but may be any rational number (either an integer or a ratio) in the range -24 to 24 (inclusive on both ends) that is an integral multiple of 1/3600.
There appears to be no user demand for floating-point time zones. Since such zones would introduce inexact arithmetic, X3J13 did not consider adding them at this time.
This specification does require time zones to be represented as integral multiples of 1 second (rather than 1 hour). This prevents problems that could otherwise occur in converting Decoded Time to Universal Time.
Universal Time represents time as a single non-negative integer. For relative time purposes, this is a number of seconds. For absolute time, this is the number of seconds since midnight, January 1, 1900 GMT. Thus the time 1 is 00:00:01 (that is, 12:00:01 A.M.) on January 1, 1900 GMT. Similarly, the time _PHONE_ corresponds to time 00:00:01 on January 1, 1976 GMT. Recall that the year 1900 was not a leap year; for the purposes of Common Lisp, a year is a leap year if and only if its number is divisible by 4, except that years divisible by 100 are not leap years, except that years divisible by 400 are leap years. Therefore the year 2000 will be a leap year. (Note that the ''leap seconds'' that are sporadically inserted by the world's official timekeepers as an additional correction are ignored; Common Lisp assumes that every day is exactly 86400 seconds long.) Universal Time format is used as a standard time representation within the ARPANET; see reference. Because the Common Lisp Universal Time representation uses only non-negative integers, times before the base time of midnight, January 1, 1900 GMT cannot be processed by Common Lisp.
Internal Time also represents time as a single integer, but in terms of an implementation-dependent unit. Relative time is measured as a number of these units. Absolute time is relative to an arbitrary time base, typically the time at which the system began running.
The current time is returned in Decoded Time format. Nine values are returned: second, minute, hour, date, month, year, day-of-week, daylight-saving-time-p, and time-zone.
The current time of day is returned as a single integer in Universal Time format.
decode-universal-time universal-time &optional time-zone
The time specified by universal-time in Universal Time format is converted to Decoded Time format. Nine values are returned: second, minute, hour, date, month, year, day-of-week, daylight-saving-time-p, and time-zone.
X3J13 voted in January 1989 (DECODE-UNIVERSAL-TIME-DAYLIGHT) to specify that decode-universal-time, like encode-universal-time, ignores daylight saving time information if a time-zone is explicitly specified; in this case the returned daylight-saving-time-p value will necessarily be nil even if daylight saving time happens to be in effect in that time zone at the specified time.
encode-universal-time second minute hour date month year &optional time-zone
The time specified by the given components of Decoded Time format is encoded into Universal Time format and returned. If you do not specify time-zone, it defaults to the current time zone adjusted for daylight saving time. If you provide time-zone explicitly, no adjustment for daylight saving time is performed.
This value is an integer, the implementation-dependent number of internal time units in a second. (The internal time unit must be chosen so that one second is an integral multiple of it.)
The current run time is returned as a single integer in Internal Time format. The precise meaning of this quantity is implementation-dependent; it may measure real time, run time, CPU cycles, or some other quantity. The intent is that the difference between the values of two calls to this function be the amount of time between the two calls during which computational effort was expended on behalf of the executing program.
The current time is returned as a single integer in Internal Time format. This time is relative to an arbitrary time base, but the difference between the values of two calls to this function will be the amount of elapsed real time between the two calls, measured in the units defined by internal-time-units-per-second.
(sleep n) causes execution to cease and become dormant for approximately n seconds of real time, whereupon execution is resumed. The argument may be any non-negative non-complex number. sleep returns nil.


Quick Answer: What Does It Mean To Be Buck?
What does Buck mean in slang?
The definition of a buck is slang for a dollar, or an adult male animal, often with antlers..
What is a buck 50?
The Urban Dictionary defines a buck 50 thusly: A tear inflicted by a cutting instrument (e.g. a knife or a box cutter) in the skin of the cheek from one corner of the mouth toward the lateral ear. … After the fight, Mikey took out a knife and gave him a buck 50.
Whats does F mean?
How many bucks make a dollar?
Conversation Table (with latest exchange rate)BUCKS [SwagBucks]USD [US Dollar]1 SwagBucks=7.424252 US Dollar2 SwagBucks=14.848503 US Dollar3 SwagBucks=22.272755 US Dollar5 SwagBucks=37.121258 US Dollar7 more rows
What does Buck mean on Snapchat?
just money"Dollar (or just money)" is the most common definition for BUCK on Snapchat, WhatsApp, Facebook, Twitter, and Instagram. BUCK. Definition: Dollar (or just money)
Is Buck and Dollar same?
Is bucks a slang word?
We have a lot of slang terms for money in the U.S. While the meaning behind some of these terms may seem obvious, it's less intuitive for others. "Bucks," which has become synonymous with "dollars" in modern vernacular, is one example of the latter.
What is a female deer called?
Buck DoeAnimal Names: Male, Female, and YoungAnimalMaleFemaleCatTomQueenCattleBullCowChickenRoosterHenDeerBuckDoe16 more rows
What does buck down mean?
Informal (chiefly U.S. and Canadian) to resist or oppose obstinately.
How did a dollar became known as a buck?
As the video explains, the exact origin of the term isn't 100% clear, but strong evidence suggests that people started calling dollars "bucks" in the 1700s likely thanks to deer; specifically, with the trading of deerskins. Deerskins were commonly used as a form of currency at the time.
What does a buck and a half mean?
one hundred dollars; a bet of one hundred dollars. He'd go a buck and a half apiece for as many as I could get…
What does it mean to get buck?
verb. to get crazy, go wild. The locals get buck at the skatepark.
What does it mean when a girl bucks?
unattractiveunattractive. That girl is buck. See more words with the same meaning: unattractive, ugly.
How much money is a buck 50?
Buck is a slang word for dollar, so "a buck fifty" means $1.50. cash (=money in bills and coins) I have $84.05 in cash.
What does it mean to buck your eyes?
Having bad or speckled eyes.
What is the meaning of 20 bucks?
Twenty bucks is an amount – a bet or wager – and is therefore singular. It means ' I have a twenty dollar note here which bets that …. … If it is a $20 bill,, the singular.
What is $1000 called?
$1000 notes are occasionally referred to as "large" ("twenty large" being $20,000, etc.). In slang, a thousand dollars may also be referred to as a "grand" or "G", "K" (as in kilo), or a "stack", a "bozo", as well as a "band".
Does a buck mean 100?
What position is the buck?
The BUCK position is a hybrid linebacker/defensive end somewhere between 6-foot-2, and 6-foot-5 and about 230 to 260-pounds. When the defense goes to a 3-man front the BUCK lines up off the ball in an outside linebacker spot, and when they show a 4-man front the BUCK lines up as a defensive end.


Research on Mice Reveals Central Nervous System Alterations Increase Pain
Jose Marques Lopes PhD avatar
by Jose Marques Lopes PhD |
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PTC to buy Agilis Biotherapeutics
In a mouse model of Angelman syndrome (AS), pain sensitivity increased due to genetic alterations in the central nervous system, new research from The University of North Carolina at Chapel Hill (UNC) shows.
The study, "Enhanced nocicepion in Angelman syndrome," was published in The Journal of Neuroscience.
AS is caused by mutations or deletion of the maternal allele of the UBE3A gene. In the central nervous system (brain and spinal cord), UBE3A protein is produced primarily from the maternal chromosome, because the paternal UBE3A gene is repressed by a long RNA sequence.
However, there is lack of information about the expression of UBE3A in the peripheral nervous system, where alterations or loss of maternal UBE3A might lead to AS phenotypes.
Among the various symptoms associated with AS, deficits in sensory processing have been mentioned in parent reports and questionnaires, including slower responses to pain. However, the possible link between alterations in maternal UBE3A and pain sensitivity impairments remains determined.
So, a research team led by Mark J. Zulka, PhD, a professor and director at UNC Neuroscience Center, aimed to determine maternal and paternal UBE3A protein expression in dorsal root ganglia (DRG) neurons, which are critical detectors of stimuli, such as touch and pain, in the peripheral nervous system.
The scientists also assessed if pain responses were affected in a genetic mouse model of AS (global deletion of maternal UBE3A).
The results showed that most DRG neurons of large diameter involved in the response to mechanical stimuli and the body's position in space, expressed maternal UBE3A protein and the paternal allele repressor.
Conversely, most small-diameter neurons expressed UBE3A protein from both maternal and paternal alleles and exhibited low to undetectable levels of the paternal allele repressor.
This mixed population of DRG neurons was confirmed in further analyses, which revealed that, unlike the small neurons, large neurons with high levels of the paternal repressor were protected with myelin (an insulating layer that is critical for neuronal communication), and contained markers of mature neurons.
Pain tests revealed that male and female AS mice had increased sensitivity to thermal and mechanical stimuli. However, responses were not changed by specific deletion of maternal UBE3A in DRG neurons.
Overall, the study shows that the increased pain responses in AS mice "are due to loss of maternal UBE3A in the central, but not peripheral, nervous system," the authors wrote.
Loss of maternal UBE3A potentially affects several brain regions relevant in pain control, which could explain the study's observations. Furthermore, global loss of UBE3A early in development could carry alterations in pain processing throughout adulthood. Therefore, future studies are needed to understand the details that link UBE3A loss to pain alterations.
Of note, the study's findings are in opposition with reports from patients, i.e. slow response to pain. The authors attribute this difference to the difficulty in interpreting signals from AS patients, given their intellectual disability and lack of speech. Alternatively, this mouse model may not be the best option to recapitulate pain phenotypes in AS.
"In light of our findings, a more rigorous and quantitative assessment of pain sensitivity in AS individuals is warranted," the authors concluded.


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If a fault in an appliance causes too much current to flow, the circuit can be broken. If something goes wrong, this protects the wiring. A piece of wire is easy to melt. If the current is too high, the wire will melt and break the circuit.
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text:
For the more information about the air resources of the National Park Service, please visit _URL_
Lost Sea (Craighead Caverns)
The Lost Sea cavern system includes the largest known underground lake in the country, an abundance of crystal clusters called anthodites, stalactites, stalagmites, and a waterfall. The site once yielded bones and footprints of a giant Pleistocene jaguar.
Location: Monroe County, TN
Year designated: 1974
For additional information see:
Please remember, National Natural Landmarks (NNLs) are not national parks. NNL status does not indicate public ownership, and many sites are not open for visitation.
Last Updated: June 28, 2012


text:
Reproduction problems can affect the mare and the stallion, as well as the foal. Awareness of possible problems that can occur is the best insurance against a reproduction disaster that may affect both the health and life of the equines involved.
Mare reproductive problems
Reproduction problems for mares usually fall into three categories:
- Breeding soundness problems
- Complications that affect the foal or carrying a foal to term
- Complications during and after delivery of the foal
Problems related to breeding soundness
Before breeding any mare, it is important to have a veterinarian perform a breeding soundness examination. This examination is an overall physical examination with special emphasis on the reproductive organs.
In most cases, procedures will include the standard rectal palpation and speculum vaginal examination, an endometrial culture and cytology exam, an endometrial biopsy, transrectal ultra sound and endocrine assays.
In cases of an infertile maiden mare, chromosome analysis or cytogenic studies may be indicated. Some veterinarians, but not all, will have the facilities for a fiberoptic examination of the mare's uterus.
The general health and age of the mare are important considerations. Mares that are more than 15 years old may have infertility problems. Nutritional deficiencies, bad teeth, and chronic laminitis can interfere with the mare's ability to carry a foal.
Some mares have a condition known as "windsucking" or pneumovagina which is a conformation defect that permits air and fecal material to enter and pool in the vagina leading to bacterial infections. These infections are the primary cause of infertility in mares. Surgical repair using a procedure known as a Caslick's operation is often successful in treating this problem.
A history of scarring or fibrosis in the wall of the uterus often correlates with infertility and early embryonic death. Your veterinarian may recommend surgery or other treatment when these conditions exist.
Complications that affect the foal or carrying the foal to term
Mares are affected by a number of conditions during their pregnancies. Although nutritional deficiencies have not been associated with abortion, mares that are too thin often have difficulty in conceiving and producing a healthy foal.
It is a well-known fact that mares seldom deliver healthy twin foals. Most mares don't have the necessary ability to develop sufficient fetal membranes to accommodate and provide nutrition to two developing foals. With the use of ultrasound, twin pregnancies can be detected early, and your veterinarian can make recommendations as to the best course of action.
Congenital chromosomal or genetic defects that lead to improper development of the embryo may lead to spontaneous abortion. Through the use of ultrasound, these situations can be discovered early and steps taken to abort the pregnancy when recommended by a veterinarian.
Abortions at the fourth or fifth month are thought to be the results of a progesterone deficiency. In some cases, a veterinarian will recommend that a mare be treated with synthetic progesterone (Regu-Mate) to help maintain the pregnancy. Foals born without normal increases in maternal progestogens are small, weak, and often stillborn.
Certain plants or fungi, if ingested by a pregnant mare can have an effect on both the mare and on the foal. Ergo alkaloid toxicity caused by saprophytic and endophyte fungi can produce mycotoxins in the class of chemicals known as ergot or ergopeptine alkaloids.
In the U. S. fescue toxicity is the most commonly seen form of ergot alkaloid toxicity. Care should be taken to make sure that pregnant mares do not ingest fescues which are often used for erosion control and on golf greens. Endophyte-free varieties of fescue have been developed to prevent fescue toxicity in horses.
These alkaloids found in fescues and other sources have toxic effects on the reproductive tract and mammary gland of the mare and can cause a prolonged gestation and a thickened edematous placenta by decreasing the normal rise of progestogens and prolactin during the last 40 days of gestation.
Ergotism is a clinical syndrome caused the Clavicepts, a saprophytic fungus that lies on a variety of hays and pasture grasses including bluegrass and cereal rye. These fungi has an effect similar to that of the alkaloids found in fescues.
A syndrome known as Mare Reproductive Loss Syndrome can cause spontaneous abortion in mares. Evidence points to Eastern tent caterpillars as the primary cause of this problem. They become embedded in the lining of the gastrointestinal tract and cause areas of inflammation and an entrance for bacteria. These bacteria can then enter the blood stream and localize in the placenta and fetus, resulting in abortion.
Certain drugs such as corticosteroids have been reported to cause abortion in mares, although few cases have been substantiated. Always examine drug labels to see if administration to pregnant animals is contraindicated.
Bacterial abortions and sterility are sometimes caused by organisms in the Streptococci group. Other bacteria that have been found in aborted fetuses include Leptospira, Nocardia, Klebsiella and Staphylococcal species.
When these bacterial agents gain entrance to the reproductive tract and travel to the uterus, they can cause infection of the fetal membranes, resulting in abortion.
During the late stages of pregnancy, the umbilical cord, which normally has three clockwise turns, may become excessively twisted or wrapped around the limb of the fetus resulting in shutting off the blood flow in the cord. If complete, this lack of blood flow will result in the death of the fetus.
Complications during and after delivery of the foal
Sometimes during the latter days of pregnancy, the fetus does not drop normally, making the presentation during birth complicated. The foal is normally delivered in an anterior presentation and dorsosacral position with the head, neck and forelimbs extended.
One front hoof of the foal precedes the other and facilitates passage of the elbows and shoulders through the birth canal. If the foal is not positioned correctly as it attempts to pass through the pelvic canal, the mare may be subjected to tearing or rupturing injuries, and the foal may suffer from premature rupture of the umbilical cord resulting in asphyxia and leading to neurologic abnormalities.
In some cases, the placenta fails to rupture making it impossible for the foal to pass out of the membranes. In such cases, it is necessary to rupture the placenta and deliver the foal manually before it becomes asphyxiated. The foal's nostrils should be wiped clean of fluids and the breathing rate of the foal should be evaluated.
As noted previously, the umbilical cord should be allowed to break naturally and the stump treated with iodine or Chlorhexidine. If the umbilical cord does not break within 30 minutes, break it by hand by grasping it firmly two to three inches from the navel and pulling the cord in the direction of the placenta until it breaks. Do not cut it, since this may produce bleeding.
The mare should be allowed to rest to prevent the still-relaxed vulva from possibly sucking in air and risking post-partum endometritis or metritis. Some veterinarians recommend using Michel clips to hold the upper vulva shut and reduce air contamination.
With some births, the placenta is expelled along with the foal. In others it may take several hours before it is completely expelled. It the complete placenta has not been expelled after three hours, consult with your veterinarian.
The placenta should be examined to make sure that no missing pieces have been left behind in the uterus. Small tears can be detected by filling the placental sac with water and ballooning it out. A complete placenta will be in an F shape with no holes or tears.
Problems that can affect the mare after delivery of the foal include the following:
- Hemorrhage: internal bleeding caused by rupture of a large blood vessel will be evidenced by signs of severe pain in the abdomen followed by weakness, staggering, pale mucous membranes, shock and collapse. Usually there are no external signs of the bleeding. It is imperative that a veterinarian be called if any evidence of hemorrhage occurs.
- Perineal and Vulvar Lacerations: The feet of the foal often tear through the mare's organs and membranes causing injuries to the vagina, vulva, and rectum. These injuries should be treated as soon as swelling and hemorrhage stop. Initially,careful cleansing of the wounds should be done.
- Delayed Uterine Involution: Immediately following foaling, the uterus should begin to shrink and return to its normal size and shape. If your veterinarian finds that involution is not proceeding properly, oxytocin may be administered to stimulate uterine contractions.
- Postpartum Metritis: This serious infection of the uterine wall, characterized by onset of toxemia, blood poisoning and laminitis is uncommon, but tends to occur after prolonged or complicated deliveries. A veterinarian will evacuate the uterus of infected blood and pus and administer intravenous oxytocin and antibiotics. Quick action is required to prevent a severe case of laminitis which can be severe enough to cause sloughing of the hooves.
- Prolapsed Uterus: Prolonged straining during and after a difficult labor can cause the uterus to turn inside out and protrude from the vulva. The procedure to replace the uterus within the mare's body properly calls for an experienced veterinarian. Care must be taken to keep the prolapsed uterus from becoming contaminated or injured. Usually the mare is sedated for the procedure. Intravenous oxytocin and antibiotics are administered to prevent infection and


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A Missouri railroad pioneer; the life of Louis Houck by Joel P. Rhodes describes Louis Houck as "a self-taught Cape Girardeau railroader whose network of more than five hundred miles of track transformed southeastern Missouri in the late nineteenth century. Louis Houck also helped establish the college now known as Southeast Missouri State University and wrote a noted history of Missouri" (Provided by publisher).
This noted history, A history of Missouri from the earliest explorations and settlements until the admission of the state into the union has been digitized as well as another of his books, The Spanish regime in Missouri.
Other books by Houck that are available to read at the Library Center are Memorial sketches of pioneers and early residents of Southeast Missouri and Early Census of Southeast Missouri.
The map above is from Missouri Magazine, April 1936, page 16. There is no article with the map but there is this caption "This map of Missouri's old Indian trails is considered the most authentic now in existence. Being copied from the papers of Louis Houck. One of the state's most valued historians. Students please preserve this reprint as it will not appear again soon and there are many inquiries pertaining to the above mentioned early trails."
Find this article at


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This is a great multisensory spelling activity to accompany the "sm" beginning blends. All you'll need is some Marshmallows, a wooden skewer, and a marker. If you allow snacks in your classroom, the students will be excited to find out they'll be having a little treat, too!
Directions for Spelling Smores
Pass out 5 or 6 Marshmallows to each student. This is the amount that fits on each skewer. Dictate the words from the list below. The students will write them across the marshmallow. Make sure they use large, evenly spaced letters around the Marshmallow. As they pierce the Marshmallow through the skewer, they read the words aloud.
Alternatively, for more practice with these words, you can split the students up in pairs. Split the dictation words between the students and have them take turns reading the words to each other as they skewer them.
Georgia is a tutor at Brainspring Learning Center in Shelby Township.
Bring Brainspring Orton-Gillingham multisensory instruction to your classrooms, transforming struggling K-12 readers into skilled learners through our effective, evidenced -based approach.
For more information please visit brainspring.com or call _PHONE_


10 Sombrero Galaxy Facts
If you're looking up at the sky, then one of the first places many people star is the Virgo constellation. It's the second largest constellation in the sky, and it has the 17th brightest star in the sky too, Spica. In this constellation you'll also find the famous Sombrero galaxy, just to the left of Spica. So, lets look at some facts about this intriguing galaxy.
Sombrero Galaxy Facts
 1. The Sombrero galaxy has an estimated radius of 25,000 light years. This means that it is around half the size of the galaxy that we're in, the Milky Way.
 2. The distance between our solar system and the Sombrero galaxy is estimated to be more than 31 million light years.
 3. We also refer to the Sombrero galaxy as M104. This is because it was number 104 is Charles Messier's 110 object catalog of astronomical objects.
 4. When you look into the night sky, the Sombrero galaxy is located on the borders of the Virgo constellation and the Corvus constellation. It is located just to the West of Spica, Virgo's brightest star.
 5. We're not 100% sure whether the Sombrero galaxy belongs to a group of other galaxies.
 6. The Sombrero galaxy was proven to have a supermassive black hole at it's center in the 1990s. Astronomers now believe that almost every large galaxy has a black hole at it's center.
 7. We think that the Sombrero galaxy is a similar age to our Milky Way. It was likely formed just after the Big Bang 13.8 billion years ago.
 8. Although we aren't entirely sure, it's estimated that there's around 100 billion stars in the Sombrero galaxy.
 9. The best time of the year to see the Sombrero galaxy is typically springtime in the Northern hemisphere.
 10. We see the Sombrero galaxy from it's side profile, which is what gives it it's sombrero-like appearance.
Common Questions about the Sombrero Galaxy
When was the Sombrero galaxy discovered?
Like many other astronomical objects, the Sombrero galaxy was discovered in 1781 by Pierre Mechain, a French astronomer. Charles Messier was an associate of Mechain, who then included the Sombrero galaxy is his Messier catalog as number 104, which is why you'll see this galaxy referred to as M104. However, the Sombrero galaxy was originally classified as a Nebula and later reclassified as a galaxy.
What type of galaxy is the Sombrero galaxy?
The Sombrero galaxy is a good example of a cross between and elliptical galaxy and a spiral galaxy. When a galaxy is somewhere between the two, we refer to it as a lenticular galaxy. This means that it has a large disc, but not the spiral arms of a spiral galaxy.
Why is it called the Sombrero galaxy?
When you look at the Sombrero galaxy, it's quite easy to see why it has been named as such. It is called as such because it looks like a giant sombrero!
How far is the Sombrero galaxy from Earth?
Astronomers estimate that the Sombrero galaxy is around 31 million light years away from our planet Earth. This means that when we're looking at the Sombrero galaxy, we're actually looking at what it looked like 21 million light years ago!
Can I see the Sombrero galaxy?
Unfortunately, it isn't possible to see the Sombrero galaxy with the naked eye. However, it is possible to see it quite clearly with a set of binoculars or any cheap telescope set, as it is quite bright and easy to locate.
In conclusion, the Sombrero galaxy is undoubtedly one of the most interesting galaxies in our universe. With it's bright appearance, it's makes for a great place for kids to start if they're interested in astronomy – find the Sombrero in the sky! Hopefully, this has helped you learn a little bit about the Sombrero galaxy.
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text: Giant tree frogs are the largest known tree frogs. Each one can grow up to 5.5 inches (14 centimeters) long. Sticky pads on their fingers and toes help them climb trees. They lay their eggs in the water (at bottom). Tadpoles hatch from the eggs, gradually grow legs, and then move to land and become adult frogs.


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Everything you need to understand or teach Journey into a Dark Heart by Peter Høeg.
"Journey into a Dark Heart" begins by introducing David Rehn, a young Dane (citizen of Denmark), who is attending the 1929 dedication of a new railway line. The railway runs from the western coast of Africa in Cabinda through the Belgian Congo and deep into the heart of the continent. The dedication includes many representatives of royalty and international business, and the grand display reinforces David's view that European civilization is indeed great. David has come to this event as a fluke, having acquired a position with a global trading company after he gave up his lifelong pursuit of mathematics. David had always relied on the stability of mathematics to get him through any emotional crisis until one year earlier, when he met Kurt Gödel, a mathematician whose ideas were bound to shake up the world of mathematics. With his passion for mathematics threatened by these new ideas, David abandoned... View more of the Journey into a Dark Heart Summary


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If you're bit concerned about quality of freshly mixed concrete, you'd be dealing with terms like slump of concrete, consistency, fineness of cement, and compressive strength. Of all, slump of concrete is an important quality control parameter. The next time you step in as incharge of concrete pouring activity, you should know different types of concrete slump. You need to make sure the concrete slump falls in the range set for your project.
Topics we cover
What is concrete slump?
Concrete slump is a figure that defines the workability of the fresh concrete mix. The term workability relates well with the concept and requirement of the consistency of the fresh concrete mix. Civil engineers often use terms like workability and consistency to define the flow-ability of fresh concrete.
Flow-ability is an important consideration for concrete pouring activities. The slump of concrete you will design for the rigid pavement would be way less than that you will design for a heavy reinforced concrete column.
Do you know, the slump of concrete dictates the compaction requirement of the concrete?
Concrete slump is the value that defines the fluidity in the fresh concrete mix. It is measured by slump cone test at the time of batching and placing of concrete. All you have to do is to pour the concrete mix in a slump cone in layers properly compacted. Afterwards, you will find difference in height of unsupported concrete and that of the standard cone. The slump value is noted in inches/millimeters.
Do you know – the height of a standard slump cone is 30 cm with top diameter of 10 cm.
Concrete is widely used in many construction purposes so, the requirement of slump in the mix designs of the concrete is different for every specific purposes.
Why you need to test slump of concrete?
- To ensure adequate mixing of concrete ingredients while batching.
- To ensure the concrete is workable and flowable during concrete pouring in forms.
- To meet the requirements of the compaction of concrete around congested reinforcement and tight corners.
The fresh concrete mix is tested for the consistency or workability by following the standard tests method for slump of hydraulic cement concrete ASTM C 143.
Do you know – beside slump cone test there's another test for workability of concrete? – that's called the compaction factor test.
Types of concrete slump
As the freshly concrete mix is being poured, the flow-ability of concrete is verified by performing the slump cone test.
When the slump cone is filled in layer with the fresh concrete mix, the unsupported concrete makes different shapes according to the profile of the concrete.
The different types of profile for the concrete are named as:
- Collapse slump
- Shear slump
- True slump
- Zero slump
Collapse slump is the type of the slump that indicates the concrete mix is too wet. This shows the mix is so lean, water-cement ratio is so high and concrete have high workability. The perfect example of collapse slump is that of self-compacting concrete.
Do you knowSelf compacting concrete has a slump value of more than 650 mm.
Beside intentional use for specific application, the reason for collapse slump can be :
- Concrete mix is not properly mix.
- Water cement ratio is so high that the concrete is highly workable.
- This type of slump is not recommended in any type of the concrete mix design.
- It is inappropriate for normal applications.
Shear slump is the type of slump which indicates the deficiency of cohesion in the concrete mix and water cement ratio is slightly increased. If one-half of the concrete in slump cone slides down in an inclined plane the slump is called as shear slump.
The slump is also not preferred and concrete mix is remixed for the legitimate results. This type of slump indicates that the concrete mix is not properly mixed and there should be remixing of the concrete to obtain the adequate results.
If the shear slump is repeatedly obtained, then you need to manipulate the mix design to enhance cohesion between the ingredients. So, if you use the concrete with shear slump there'd be problems like bleeding. Moreover, there will be cracking failures in structures.
True slump is a type of slump in which the concrete mix retains its shape and just slightly slips down. This type of slump indicates the true cohesion of the concrete mix ingredients. True slump is obtained when concrete mix is prepared with full consistency.
This type of the slump is desired in all the type of concrete constructions.
When concrete blend is not workable and is also not consistent, you'll get zero-slump. This type of slump shows excessive cohesion between the ingredients. Such a concrete is not easy to pour or work with at site.
This type of slump is also not preferred in most concrete structure. However, with slight adjustments you can convert this slump into the other types. One of the useful characteristic of the true and zero slumps is that you can transform them into shear and collapse slumps.
Figure 1, for collapse, shear, true and zero slump is shown as
Typical values of the concrete slump and its uses.
|Degree of workability||Slump||Compacting
Type of mix
|Uses in construction|
Very dry mixes
|1. Pavement constructions.
2. Roads vibrated by power operated machines.
Low workability mixes
|1. foundations with light reinforcement.
2. Parapet, slab, beams, columns, piers, and walls
3. Roads vibrated by hand operated Machines.
4. Mass concrete
Medium workability mixes
|1. Manually compacted flat slabs using crushed aggregates.
2. Normal reinforced concrete manually compacted.
3. Heavily reinforced sections with vibrations.
4. Concrete for canal linings
5. Retaining walls
High workability mixes
|1. Sections with congested reinforcement
2. Not normally suitable for vibration
Effect of slump on the concrete
Slump, being property of fresh concrete-mix depends a lot on the water-cement ratio. The ratio of mass of water to the mass of cement is termed as water-cement ratio. Civil engineers write it as "W/C". The typical value is around 0.40 to 0.60.
Workability and slump of concrete is directly-proportional to the water-cement ratio. So, you can assume that for zero or true slump, you need a lower value of water-cement ratio. The lower value of w/c means more cement and less water. On the other hand, a higher value of w/c ratio will give you more workability.
The water/cement ratio vs slump graph is shown below
The water/cement ratio also greatly affect the strength of the concrete explained in following graph:
The above graph shows that the compressive strength of the concrete is decreasing as the water/cement ratio is increasing.
Slump also impacts the mechanical properties of the concrete. As lessor the w/c ratio means or lower the slump the higher will be the concrete mechanical properties. That is why the true slump, and lower or moderate water/cement ratio is recommended in the concrete for the construction purposes because, it provides the ultimate strength to the concrete.
Factors effecting the slump of conccemenrete
Following are the factors that impact the slump of the concrete:
- Water cement ratio: The more the water-cement ratio, the more the slump. The water decreases the friction between filler aggregates. As a result, the ingredients get a slipping effect that results in more slump value.
- Aggregate: The grading of the aggregate and the shape / angularity or the surface texture greatly impacts the flow-ability or slump of the concrete. The absorption capacity of the aggregate also impacts workability.
- Temperature: You know during pouring of concrete, a higher temperature is not preferable. A higher temperature not only evaporates the water in the concrete mix but also elevates the temperature during hydration reaction. So, at higher temperatures you'll get lower values of slump.
- Fineness of cement & aggregate: Finer the aggregates, the more surface area and water requirements and thus lower values of slump are achieved.


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Plants producing Oxygen at Night
e.heim at bluewin.ch
Sat Oct 21 13:32:05 EST 2000
No, I dont think, that plants can produce oxygen at night. For oxygen
production they need light. It might be possible, that some kind of plants
produce oxygen during the time you have put on the lights in your bedroom.
But when it is dark...? I think, it is a mission impossible.
Storage of oxygen is done by Crassulaceae. They absorb oxygen at night und
produce sugar during the day. It is an adaptation to the hot temperatures at
daylight. But i think, that you are searching for the other way. Store
oxygen during the day and release it at night. I never heard of something
Riki Clarke schrieb in im
Newsbeitrag: 8ssgou$rqr$1 at news6.svr.pol.co.uk...
> Hi all
> Can anyone answer my dilemma regarding plants as I was led to believe that
> certain types of plant were more suitable for the bedroom than others
> because they produced or released Oxygen at night. Is this true - can
> produce oxygen at night or can they store oxygen they have produced during
> the day to release at night???
> If they do please give plant examples.
> Many Thanks
More information about the Plantbio


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Most Active Stories
Sun September 2, 2012
In Russia, 200-Year-Old Battle A Day To Remember
Originally published on Sun September 2, 2012 1:08 pm
Two hundred years ago this week, Napoleon Bonaparte fought a battle in Russia that may have begun his undoing. He led his Grand Army against the Imperial Russian Army near a village called Borodino, about 70 miles from Moscow.
It was the single bloodiest day of the Napoleonic Wars, and it's remembered by Russians as a symbol of national courage. An army of re-enactors relived that Sunday.
There's still some historical dispute about who won the battle of Borodino, but most agree that it was a tactical victory for Napoleon since he forced the Russian army to retreat. Historian Oleg Sokolov says the real significance of the battle came later.
"The importance of Borodino... is by literature, by history, by poetry," he says. "It's not so important strategically."
Mikhail Lermontov wrote a poem about Borodino that's read by every Russian schoolchild, and Tolstoy made the battle the center of War and Peace.
Sokolov has spent much of his career making the battle of Borodino come alive. He began as a teenager, with a few friends, making period uniforms and doing small re-enactments that led to the epic performance that the event has become today.
Now, at 56, he usually represents one of Napoleon's generals, in full regalia, mounted on a prancing horse.
During the event, there are several thousand people on the battlefield: lines of infantry, artillery, grenadiers, hussars in plumed bearskin hats and heavy dragoons with gleaming brass helmets.
Smoke and flame erupt from the batteries of cannon, as cavalry sweeps across the battlefield amid the crackle of musket fire. The horsemanship is worthy of real cavalry, and when the riders clash with their sabers, you can see that some of the more agile ones are women.
Among the foot soldiers, 61-year-old Viktor Penzas is representing a lieutenant colonel, a tempting target for the enemy in his plumed cocked hat. Russian officers showed a special heroism, he says.
"In those days, officers led from the front, and they took a lot of casualties," Penzas says.
The French and their allies were no less brave.
Bernhardt Schaveck, from Germany, is representing a soldier in Napoleon's Imperial Guard. Napoleon held his Imperial Guard in reserve during the battle and didn't use them.
Some historians say that if he had deployed them, he might have been able to destroy the Russian Army instead of just forcing it to retreat.
As it was, the French suffered at least 30,000 dead and wounded in that single day. The Russian casualties were around 45,000.
Schaveck is the piper for his regiment, and he plays the advance march of the French army, a deceptively cheery tune, given what happened next. He thinks the Russians ultimately won at Borodino.
Napoleon moved on to occupy Moscow, much of which was burned by the retreating Russians. His army was depleted, and his supply lines were under constant attack, so he was forced into a disastrous retreat in October with the approach of winter.
The Grand Army he led to Russia was effectively destroyed.
There are no bodies on the field when the re-enactors finish their battle, but there are a lot of spectators who know something more about the awful tumult that took place here.


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Between 30 and 40 per cent of people with MS experience difficulties with swallowing at some time, though for some people changes are so small that they are hardly aware of them.
However long symptoms last, there are practical things that can help you manage the changes effectively.
MS can cause swallowing difficulties if there is damage to any part of the brain that controls swallowing, or damage to the connections between the brain and the spinal cord (the 'brainstem').
Just like any other symptom of MS, swallowing difficulties may come and go.
Temporary changes in swallowing can happen during a relapse and improve, or disappear completely, over time. For others, swallowing can become more difficult in the long term.
Finding the causes of difficulties and factors which make problems worse can help find the best ways to manage your difficulties.
There are various self-help tips, like good posture, chewing well and eating in a relaxed atmosphere. A speech therapist can also help out.


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Sales history includes all achieved sales measured during defined period of time. It is usually in form of a database where all records are accurate numbers of number of sold items and other measurements. It is done systematically. The sales history measurements may refer to:
- Value of sales - value that can be shown in specific amount of money in period of time (daily, weekly, monthly, quarterly, periodically, yearly etc.),
- Sold units - can be shown in specific quantity in period of time (daily, weekly, monthly, quarterly, periodically, yearly etc.), might refer also to guests served in food industry etc.,
- Sales to date - value or units from start date point in the past to defined day, for example weekly sales by today if today is Thursday would mean sum of values from Monday, Tuesday, Wednesday and Thursday,
- Sales average - average of value or units in period of time (daily, weekly, monthly, quarterly, periodically, yearly etc.):
- Fixed sales average - average of value or units in defined period of time for example first 14 days of a month,
- Rolling sales average - average of value or units over changing time for example average from last 5 days,
- Variance of sales - difference between value or units, both from closed period of time for example sold units in 2017 minus sold units in 2016.
Sometimes sales history is named demand history and in the opposite which is wrong understanding. The demand data are sales plus lost sales. Sales value is smaller than demand value. Lost sales is value of potential sales that would happen if inventory would be enough to meet demand.
Advantages of accurate sales history
- Accurate estimations of future sales,
- Ability to predict expenses,
- Efficiency is preparing schedules for both workers and production,
- Higher accuracy of purchases,
- Ability to keep right level of stock that can meet needs coming from the market,
- Better budgeting for future periods,
- More attractive selling prices as operational costs might decrease,
- More money saved for investments as operational costs might decrease,
- Increased profit level and stakeholder value.
- Dopson L. K., Hayes D. K. (2010), p.30-33
- Wilson R., Hill A. V., Glazer H. (2013)
- Dopson L. K., Hayes D. K. (2010), p.31
- Dopson L. K., Hayes D. K. (2010), Food and Beverage Cost Control, John Wiley & Sons
- Fleder D., Hosanagar K.(2007), Recommender Systems and their Impact on Sales Diversity, in "EC'07, June", University of Pennsylvania, USA
- Kahn K. B., Adams M. E. (2001), Sales forecasting as a knowledge management process in "The journal of business forecasting. Winter"
- Wilson R., Hill A. V., Glazer H. (2013), Tools and Tactics for Operations Managers (Collection), FT Press
- Yucesoy B., Wang X., Huang J., Barabási A. L. (2018), Success in books: a big data approach to bestsellers, in "EPJ Data Science", Springer Open Journal
Author: Aleksandra Puchała


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Air Quality - Odor
What are odors called and how are they measured?
An odorant is a specific gas, such as ammonia or hydrogen sulfide, which can contribute to the creation of odors perceived by humans.
Odors are complex mixtures of odorants, of which over 160 different types have been identified in swine manure alone. An odorant is not considered an odor until it is perceived by humans.
Olfactometry is the use of the human sense of smell to characterize odors. The human nose can detect over 10,000 different odors.
What are some of the challenges with managing odors?
Individual gas concentrations are not necessarily correlated with "odor". Nuisance odors are often transient and difficult to measure objectively. To establish objective thresholds, very strict protocol is needed to conduct the measurements.
What is Pennsylvania's Odor Management Program?
The Commonwealth's Odor Management Program is a planning approach that addresses the potential impacts of odors, and then implements management strategies or technologies to minimize impacts. Pennsylvania's program was authorized under Act 38 of 2005. An odor management plan is site-specific and assesses potential odor impacts in order to identify the best possible, implementable odor management practices
The plan does not require the elimination of odors, rather proactive management of them. Odor management plans are required for concentrated animal operations and concentrated animal feeding operations for new construction activities of animal housing or manure storage. The program does not include land application of manure or existing facilities.