text:
A common misconception would be that icebergs are silent, white giants, moving noiselessly through the freezing waters of the polar seas. In fact, this couldn't be further from the truth. Though at the opposite end of the world, crew members of Sir Ernest Shackleton's Imperial Trans-Antarctic Expedition (_PHONE_) commented on the sheer variety of sounds heard in the presence of the Rampart Berg:
"Close to the berg the pressure makes all sorts of quaint noises. We heard tapping as from a hammer, grunts, groans and squeaks, electric trams running, birds singing, kettles boiling noisily, and an occasional swish as a large piece of ice, released from pressure, suddenly jumped or turned over."
Complete article: "Below the lines in the ice: the sonic world of icebergs", Cheryl Tipp, Sound and Vision Blog, British Library.


NLP: Drag the element from UI-identifier and drop on the element to UI-identifier
Working: This NLP is used to drag an element from one position and drop it in another position
In the demo website shown below, we will drag the element "Draggable 1" and drop it in " Drop Here"
 1. Navigate to the Webpage
 2. Select the drag and Drop NLP
 3. In the 1st UI identifier select the Xpath of the element to be dropped and the 2nd UI identifier select the element where it needs to be dropped, like in the box in this example


Minerva Fellow Interview: Charlotte Bloom
Charlotte Bloom. Ddegeya, Uganda
My placement was at Engeye Health Clinic in Ddegeya, Uganda, and I was incredibly fortunate to be placed there. It was a wonderful and challenging honor to live in Ddegeya.
2. What was your fondest memory of your time as a Minerva Fellow?
All of the relationships I formed with community members and the Engeye staff. All of the time I spent with the community members, coloring, playing with the babies, and talking with the clinic staff.
3. What did you do during your time? What does the fellowship entail?
I worked in the clinic, completing simple lab tests, taking vitals, and filling pharmaceutical orders. I played with the babies and the village kids when the clinic was slow. In the past 4 months, my fellow fellow, Joe Hinderstein, and I, worked with the staff and the U.S.-based board to develop comprehensive plans to add maternal services to the clinic. Each day was different, but we spent time getting to know the community, learning as much as we could about the clinic and central Uganda, and ultimately devised plans to make the community stronger–all things inline with the fellowship's ideals.
4. How has the trip changed you?
I learned what mattered to me, and often these were thing that were far different from what held importance in my life before living in Ddegeya, Uganda. I learned a lot about perseverance, healthcare, dedication, grit, and global health. I learned about passion, and following my dreams. It gave me passion for global health and women's health. My time in the village added to my perspective in many ways.
Leave a Reply


text:
About This Species
Tench are native to Europe and West Asia. They have been invasive in the United States since the early 1800s and have spread to British Columbia from Washington through the Columbia River. They are currently only found in the Interior of BC, in the Osoyoos, Skaha, and Okanagan Lakes.
Tench can survive low-oxygen conditions, and at in a wide water temperature range between 0-24 °C. They reproduce when water temperatures are between 10-16 °C. This makes them especially adapted to living in many BC waterways. They prefer slow-moving water with lots of vegetation. During the winter, they bury themselves in mud at the bottom of ponds and lakes.
Tench are omnivores and decrease water clarity through their feeding activity. This makes them a threat to many aquatic species, as they compete for food, habitat, and reduce the amount of sunlight reaching aquatic plants, slowing or preventing their growth.
How to Identify
Tench are a large, robust fish (20-84 cm long) with small scales that are dark green near the dorsal fin and fade to a light yellow near the belly. The fins are darker than the body and are rounded, except the tail fin which is flat. They have a dark orange iris and a single pair of barbels (whiskers) at the edge of their mouth.
Some Tench have been artificially bred to resemble Goldfish, with a light gold or red colour and black or red spots. These may be sold as stock fish for ponds and aquaria.
Report an Invasive Species
Use the app
Help us track and defeat invasive species.
Report through this website
Use our form to tell us what you're seeing and where.
Prevention is the best approach.
Aquariums & Water Gardens Factsheet
If you need advice about invasive species on your property or you are concerned about reported invasives in your local area, contact your local municipality or regional invasive species organization.
It is illegal to possess, breed, release, sell, or transport live Tench in BC. The use of live finfish as bait is strictly prohibited in BC.
Don't Let It Loose
Learn about best practices
Invasive species are plants, animals or other organisms that are not native to BC, and have serious impacts on our environment, economy and society. Never release your plants and animals into the wild or dump aquariums or water garden debris into rivers, streams, lakes or storm sewers!

source: openbmb/Ultra-FineWeb


text:
At PSF we have over 10 years experience working with individuals in self employments or partnerships and owner-managed limited companies.
What We Offer:
- Preparation of accounts for self employed businesses and partnerships.
- Incorporation of business into limited companies.
- Preparation of statutory financial statements for limited companies and submission to Companies House.
- Completion of company secretarial duties to ensure all company deadlines are met such as the annual return.
- Preparation and submission of personal tax returns.
- Preparation and submission of partnership tax returns.
- Preparation and submission of corporation tax returns.
- Tax planning advice through out the year to improve tax efficiency.
How It Can Help:
- Tax planning can reduce your tax payments both now and in the future saving you money.
- We can reduce the risk of penalties from overdue submissions either to HMRC or Companies House.
- Your business accounts help to assess the performance of your business year on year and idenify areas of improvement


Pokémon: Pseudo-Legendaries, Explained | Screen Rant
Pseudo-Legendary is a fan-made term for a group of Pokémon that have close to the stats and power of Mythical and Legendary Pokémon, but not quite.
Mythical and Legendary Pokémon are some of the most feared monsters in the franchise, yet there are some Pokémon that are close to matching them in strength. These are referred to as Pseudo-Legendary Pokémon by fans, and they share common traits that set them apart from their brethren.
Mythical and Legendary Pokémon are different in how they're acquired, but they are equally powerful. This dates all the way back to Pokémon Red and Blue, with Mew and Mewtwo's strength standing above all of other Pokémon in the Kanto region. The raw power of Mythical and Legendary Pokémon is meant to act as a reward for players who are diligent enough to seek out the rarest Pokémon in existence or who have defeated the mightiest trainers in the region.
Continue scrolling to keep reading
Click the button below to start this article in quick view.
Related: Three New Species Of Beetle Have Been Named After Legendary Pokémon
There are some Pokémon that can match Mythicals and Legendaries, either due to having powerful mixtures of moves or existing during the period when Mega Evolutions granted incredible power to common Pokémon. But a few Pokémon are only just below the Mythicals and Legendaries in their natural, base forms, which has led to fans referring to them as Pseudo-Legendaries.
Pokémon's Pseudo-Legendaries Are Pretenders To The Legendary Throne
Pokemon Ash Dragonite Pseudo Legendary
There are nine Pseudo-Legendary Pokémon in existence, one from each generation (save for generation three, which has two of them): Dragonite, Tyranitar, Metagross, Salamence, Garchomp, Hydreigon, Goodra, Kommo-o, and Dragapult. These Pokémon share a few common traits; they are all stage-three evolutions, they each require 1.25 million experience points to reach level 100, and they each have a base stat total of 600. Psuedo-Legendary Pokémon generally have a powerful Ability and access to a strong move pool in order to further enhance their strength. Additionally, all Pseudo-Legendaries but Tyranitar and Metagross have at least a partial Dragon typing.
Pseudo-Legendaries are clearly made strong on purpose, as they are often saved for the most powerful trainers in each region. Lance of the Kanto Elite Four used multiple Dragonite on his team; Drake of the Hoenn Elite Four had a mighty Salamence; and Metagross was the signature Pokémon of Champion Steven Stone, as was Garchomp for Diamond and Pearl's CynthiaThe first stages of these Pokémon were once extremely hard to find, but the introduction of online trading meant it became easier to find a baby Dratini or Goomy near the beginning of a game. This gives trainers the chance to easily use Pseudo-Legendaries during their own Pokémon journeys.
Next: Resident Evil Village Lady Dimitrescu Height Compared To Legendary Pokémon
Selling Sunset Davina, Heather, Christine-2
Selling Sunset Season 2: Why Christine Told Davina About Engagement Over Mary
About The Author
Leave a Reply


text:
Generic Name: Ursodeoxycholic acid
Product Name: Ursofalk
Ursofalk is used in the treatment of chronic liver disease in which the flow of bile has stopped for some reason (eg. primary biliary cirrhosis, primary sclerosing cholangitis and cystic fibrosis-related cholestasis.
The main ingredient of Ursofalk, ursodeoxycholic acid, is a substance that appears naturally in the body. It is used to treat cholestatic liver disease, although the mechanism is not fully understood.
Ursodeoxycholic acid alters the composition of bile, increasing concentrations of itself and decreasing amounts of toxic bile acids. It also increases bile flow.
There is some evidence that ursodeoxycholic acid may also act via an immunological mechanism, details of which are not fully understood.
Adults and the elderly
Diseases other than cystic fibrosis:
- 10-15mg/kg/day in two to four divided doses.
Cystic fibrosis patients:
- 20mg/kg/day in two to four divided doses.
- Ursofalk suspension should be used in patients under 34kg.
- There is limited experience in children.
- Doses of 15-20mg/kg/day have been used in the few available studies.
* In all patients, there may be an initial increase in symptoms, especially itching. In these cases the dose can be reduced to 1 capsule or 5ml of Ursofalk suspension daily, gradually increasing to the recommended dose.
Common side effects
Diarrhoea occurs in up to 3% of cases. Pruritus may be experienced at initiation of treatment.
Uncommon side effects
Allergic reactions have been known to occur.
Other side effects that have been observed include:
- Orphan Australia Pty Ltd. Ursofalk Product Information. Berwick, Victoria: Orphan Australia Pty Ltd; 2000.
- MIMS Australia. MIMSOnline Prescribing Information: Ursofalk [Online]. 2000 [cited 21/7/2000]. Available from: [URL Link]
- Orphan Australia Pty Ltd. Ursofalk Consumer Medicine Information. Berwick, Victoria: Orphan Australia Pty Ltd; 2000.
For further information talk to your doctor.


text:
The Benefits of Organic Coffee
In the beginning, all coffee was organic and shade grown. Coffee cultivation began in the ninth century in Africa and since most varieties of coffee are naturally intolerant of direct sunlight, coffee was originally grown under shade trees, most often fruit and nut trees which also helped to replenish the soil with valuable nutrients and allowed the land to remain fertile generation after generation.
Beginning in the 1970s, full sun coffee varieties were developed to increase productivity by allowing coffee plants to be grown closer together. As a result, chemical fertilizers and pesticides such as DDT, marathon, and benzene hex chloride had to be used to compensate for the lack of nutrients being added back into the soil. These types of chemicals harm the soil they are used on by destroying natural soil organisms, the surrounding wildlife including insects, birds and other larger species, adjacent water supplies, the farm workers themselves, and the taste of the coffee.
The increasing number of full sun coffee plantations has also led to incredible deforestation of tropical forests around the world, particularly in Central America and Mexico. This has destroyed the natural habitat of many varieties of flora and fauna, especially migratory songbirds and butterflies that fly annually between Latin America and the United States.
Fortunately, increasing consumer awareness of damage to our environment and our health through harmful production methods has led to greater demand for organic products, although organically produced consumer goods still only account for a small percentage of all grocery sales. Organically and shade-grown coffee sales currently represent about 1% of the U.S. market for coffee beans.
Tim Sheehan founded Ruta Maya Coffee Company in 1990 in Austin, Texas on the simple premise of creating a marketplace of superior products produced in Latin American countries and to return to the producers of those products a fair portion of profits generated. The Ruta Maya guiding principle is "Opportunities para las Americas" (Opportunities for the Americas).
Ruta Maya imports 100 percent organic Arabica coffee beans shade-grown by a cooperative of farmers in the highlands of Chiapas, Mexico. The name Ruta Maya means Route of the Mayans and refers to all the areas where Ruta Maya purchases coffee beans. The Ruta Maya or Mayan Route is not a single road or itinerary and cannot be located on a map of Mexico or in the index of a geography book. The Ruta Maya is not a specific place - it is a concept.
The organic coffee beans imported by Ruta Maya Importing Ltd. from Chiapas, Mexico are grown by Maya Indian farmers following traditional principles of sustainable agriculture that create a healthier product as well as a healthier environment. Crops are regularly rotated to avoid depleting the soil and are typically fertilized with compost and disease-resistant mulch. Keeping fields fertile for coffee production as well as other crops allows farmers to avoid cutting down trees to clear new land, preserving the delicate ecosystem. These small, family-owned farms also benefit economically from having secondary crops.
Besides eliminating the need for clear-cutting to keep adjacent forests intact for birds and other wildlife, shade grown coffee fields provide a home for many species of birds and butterflies, including the Wood Thrush, Baltimore Oriole, Ruby-Throated Hummingbird and American Redstart Eastern. Large scale clear-cutting to create agricultural fields has resulted in an estimated 20% decline in migratory bird populations in the last ten years due to habitat loss. The Smithsonian Migratory Bird Center has reported sightings of up to 150 species of birds on "bird friendly" shaded coffee farms such as the ones found in Chiapas as compared to just 5 to 20 on a conventional coffee farm. Shade trees also filter carbon dioxide linked to global warming and help to retain soil moisture to minimize land erosion.
In addition to supporting the environment, Ruta Maya is also committed to the principles of Fair Trade. Fair Trade prohibits forced child labor and provides living wages for farmers while sustaining indigenous communities. More than two-thirds of Mexico's 280,000 coffee farmers are small-scale, indigenous families who historically were not allowed to directly enter the coffee market. Instead, a middleman, euphemistically known as a "beneficio," has contracts with large corporations to pay farmers cents on the dollar while he and the big companies profit. Instead of paying the middle man, Ruta Maya owner Tim Sheehan travels to Chiapas to buy beans from farmer-owned cooperatives at higher prices than those offered on the commodities market. By doing this, Ruta Maya makes a difference in the lives of the farmers in Mexico and offers the consumer in the United States an opportunity to make a difference in the world economy.
Most importantly for the coffee consumer, Ruta Maya Organic has an exceptional richness due to combining the ancient growing techniques found in Chiapas with gentle roasting to extract the ultimate in coffee depth and flavor. Coffee grown in the shade matures more slowly thereby increasing natural sugars and producing a superior tasting bean. The perfect altitude paired with the amazing richness of the land and the knowledge of traditional Maya farmers produce a perfect coffee bean. Every organic bean is hand picked and processed for shipping in the Highlands of Chiapas. These carefully harvested green coffee beans are imported to Texas, where they are custom-roasted to exacting standards and packed fresh daily. The Ruta Maya product line includes certified organic coffee in medium, dark, and espresso roasts.
Ruta Maya Coffee House in Austin, Texas was recently honored to be named in the top ten coffee bars in the United States by premiere national publication Food & Wine Magazine in March 2006. Food & Wine editors spent 410 man-hours tasting 157 gourmet coffees to find the best of the best. Ruta Maya was only one of two coffee bars in all of the southern states to be chosen.
Our complete line of products embodies Mayan, Mexican, Ecuadorian, El Salvadorian and Nicaraguan cultures working together with Texans to foster a universal message of respect and friendship through economic cooperation. Working hand in hand with producer communities helps to create self sustaining economies and improves the lives of everyone involved with the quality and freshness of our Ruta Maya product line.

source: HuggingFaceFW/fineweb-edu


text:
Aims and Objectives
The Centre was established to cover development oriented research, training and teaching on survival, adaptation and productivity of mountain plants. Thus the major objectives of the Centre are:
- To undertake fundamental and applied studies on mountain plants.
- To undertake studies on conservation of endangered plant species.
- To set up demonstration units.
- Teaching and information diffusion.
- Framework of functioning
The activities of the Centre are organized under following groups:
- Seed biology and physiology of reproduction in threatened/endangered species and wild edibles.
- Biomass production potential in mountain plant species.
- Physiology and biochemistry of adaptation in high altitude plants.
Training and Teaching
- Ph.D. programme in the proposed fields of research.
- Environmental Plant Biology course at M.Phil. level.
- Post Graduate Diploma in Biotechniques of Medicinal and Aromatic Plants.
- Certificate Course on Biotechniques of Medicinal and Aromatic Plants.
- Short term orientation course in nursery practices, plant form and functions, conservation
of medicinal and aromatic plants (MAPs) and environmental management.
- To develop package of practices for the cultivation of endangered MAPs and mountain
- Establishment of nursery and demonstration units.
- Demonstration unit on revegetation of wasteland in mountains.
- Publication and consultation in relevant fields.
The Centre has its Main Building and Laboratory at Srinagar Garhwal and Field Station at Tungnath. The main building at Srinagar has an analytical laboratory (800 sq.m), four glass houses and a net house. In addition, a Medicinal Plant Biotechnology Laboratory has also been set up at Srinagar hosing tissue culture labs, green houses and analytical laboratories.
The Alpine Research Station of the Centre in 10 acres land is situated at Tungnath (3600 m a.s.l.). This Station has residential facilities and Weather Monitoring System. At present the Garden at this station has about 50 rare species of alpine herbs and more will be added to this collection in coming years. In addition to this, a sub-station for medicinal plants has been established at Pothibasa (2200 m).
Alpine field station Tungnath (3600m)
Main Laboratory at Srinagar, Garhwal (550m)
Alpine Field Station, Tungnath (3600 m)
Demonstration site at Pothibasa (2200m)
A small library is housed in the Centre which contains important reference books. So far, nearly 1000 accessions of books have been procured and more are being added regularly. The Centre has been subscribing to 14 Indian and 4 foreign journals. This facility is frequently used by the researchers from other departments and institutions.


text:
The phrase a cappella is among the most butchered and misunderstood musical terms. The predominant, and most "correct" spelling, is...
Musicologists have fun debating the extent to which a cappella, "in the style of the chapel," can include instrumental accompaniment. Some argue that early sacred a cappella performances would sometimes include instruments that double a human voice part. So, the correct definition of a cappella should be something like "singing without independent instrumental accompaniment."
At Primarily A Cappella, we are trying to popularize this style of music, so we like to keep it simple.
Those of you who are serious singers may say, "my voice is my instrument!" True. But will the general public understand the meaning of "singing without other instruments?" Or the more cumbersome, "singing without non-vocal instruments?"
Some musical dictionaries indicate the Italian a cappella is preferred over the Latin a capella (one "p") yet both are technically correct. Why do those dictionaries muddy the waters with two spellings?
The phrase was first used in Italian Catholic churches, where Latin was the language for sacred text. Thus, the Latin spelling for 'in the style of the chapel' - a capella - has some historical basis. However, most other musical terms - forte, accelerando, and many others - are Italian in origin. Since the Italian spelling is more consistent with other musical terms, it has been used more frequently.
Given the difficulty of spelling our favorite style of music, we'd like to endorse the simplicity of a single spelling:
Joining the two Italian words together to make Acappella is a popular variation in the U.S. For many streetcorner singing fans, Acappella means unaccompanied singing of '50s (and early '60s) songs. There were a series of recordings released in the early 1960's of Mid-Atlantic unaccompanied doo-wop groups called "The Best of Acappella." The liner notes on the first LP noted that Acappella means "singing without music." In this matter we do tend towards being picky - instruments do not alone music make! A cappella (or Acappella) singers make music while they are...
A more recent, second meaning of Acappella has emerged. The Contemporary Christian group Acappella is the first formed by prolific songwriter Keith Lancaster. In the early 1990's he added Acappella Vocal Band (now mostly known as AVB) and "Acappella: The Series" which uses studio singers (plus LOTS of electronic help) to perform songs around specific themes. All of these efforts are now combined in The Acappella Company. The good news is they have sold millions of recordings and have contributed greatly to the awareness of a cappella. The bad news is they have popularized a spelling variation, and through the heavy use of electronically manipulated voice (which can sound like any other synthesized instrument) have chipped away at the idea of...
There's now a third meaning that has emerged on urban music singles - voices without instrument tracks. There are often remixes of the song labelled acappella (or some variation, rarely the traditional spelling). Even on largely rap songs, an acappella mix will stand on its own. It's not really singing, but it's acappella!
This spelling is totally wrong, and yet has been used by those who should know better. The most prominent occurrence is on the re-release of first album by the Singers Unlimited. Originally titled "Try to Remember," this very popular collection of vocal jazz arrangements by Gene Puerling has no doubt led some to misspell, or at least question the correct spelling of...
The Manhattan Transfer sang a song with this title on their debut, eponymous album. Ironically, the whole song is accompanied, as are most of their songs by this group, so one can only guess at the intended meaning. The lyrics "Everything's gonna be mellow, Listen while we sing it occapella" precede a refrain of scat-like harmony (with the band receding into the background but still audible).
Also ironically, The Manhattan Transfer are often the group music lovers think of when they hear the phrase "a cappella." Many people associate "close harmony" with "a cappella," which certainly makes a great deal of sense. Popular 20th century a cappella is characterized by extensive use of close harmony - when voices separated by small intervals (seconds, thirds, fourths) sing the same rhythm and words. The Manhattan Transfer sing great close harmony, but most of it includes instrumental accompaniment. Only a handful of their dozens of songs are performed a cappella.
The Blenders open their second album "From the Mouth" with a schtick by this title. On this brief cut, the group is trying to discuss their new recording with an unenlightened agent, who keeps referring to the style of "Oxapello." Hopefully the next time you run into someone similarly confused, you'll remember to politely tell them:
On the Trenchcoats' second album, "Your Joy," one of the fun originals is "A Cappello Blues." The phrase is sung straight (that is, pronounced incorrectly) until the final chorus, when a hesitating voice-over says "uh, isn't it, a cappella, with an "a"?" By now, hopefully, you've got the correct spelling emblazed in your brain.
Singing without instruments comes in many shapes and sizes. One of the attractions for artists is the nearly unlimited pallet the voice provides. The same singer can sound sultry and sexy one minute, cold and machine-like the next, then change to a trumpet, and morph again to a soft harmonic background "ooooh."
In short, a cappella enables "out of the box" music - art that defies singular categorization.
It's not surprising, then, that the artists who create breathtaking, out of the box a cappella performances sometimes want to add instruments. The vocal pallet does have some limitations, after all. We endorse artistic creativity, and so we include recordings that include accompanied songs along with a cappella performances.
Another issue debated among purists is whether a cappella allows for percussion accompaniment. While we think the Nylons, Acappella and others should be allowed to describe themselves as "singing without instruments" without saying 'but with a drum track,' our 'primarily' moniker allows us to step aside and let customers decide.
Of course, it's not always the artists that choose to add instruments. Recording industry executives by and large don't appreciate the marketing potential of a cappella beyond the token ballad cover. So, many groups performing luscious close harmony capable of standing on its own are told by their record labels in no uncertain terms that the recordings will include instruments. Still, the music is appreciated by the same fans who love pure a cappella... and those fans are our customers, so we want to alert you to great harmony wherever it's found!
Finally, some of the best close harmony in vocal jazz and doo-wop is found on 100% accompanied recordings. Many a cappella aficionados are also fans of the Hi-Lo's, The Four Freshmen and similar groups. We want to be your one-stop shop!
In most of our recording reviews, we mention how many of the songs are unaccompanied by instruments so that you won't be shocked.
So maybe that's a bit more than you wanted to know, but now you know how to spell "it"... right?
Vocal Jazz | Doo Wop | Contemporary | Barbershop | Christian | Collegiate | World | Choral
Patriotic | Groups | Directors | Composers | Vocal Coaches | Arrangers | Choral Development
Arrangements | Solo Voice Songbooks | Christmas | DVDs | Instructional for Singers
The Harmony Sweepstakes A Cappella Festival
RSS - New Releases
To find a specific song on any recording (or to find recordings by group name or CD title),
pick the search method and type the item you are searching for here:


text:
Maps from history will often help the genealogist understand the geography of their ancestors. The names, locations, and description of the land that was once occupied by the family, help bring to life the collection of facts. Peumansend Creek is shown on the map of Fry and Jefferson, 1754. [Here spelled Pumansend.] It is located below Fredericksburg on the Rappahanock River. Port Royal is the closest city identified, being just up river. Port Tobacco is just down river. Almost due north across the Rappahanock is located Chotank Creek. It empties into the Potomac River just across from Maryland Point. These landmarks are important in the life of Cadwallader Jones of Peumansend Creek 1673! [His code in my Jones family is JT-143, important to keep all these Joneses numbered.] Understanding the geographic relationship of the rivers, creeks, streams, and landmarks are often vital to breaking down many brick walls.
The figure is taken from: "A Map of the moft Inhabited part of Virginia containing the whole Province of Maryland with part of Pensilvania, New Jersey and North Carolina", by Joshua Fry and Peter Jefferson, 1754. [Remember, you can click on the figure to enlarge it. It makes it easier to read.]


text:
Science Fair Project Encyclopedia
Vermontville Township, Michigan
The Village of Vermontville is located within the township.
According to the United States Census Bureau, the township has a total area of 94.2 km² (36.4 mi²). 94.1 km² (36.3 mi²) of it is land and 0.2 km² (0.1 mi²) of it is water. The total area is 0.22% water.
As of the census2 of 2000, there are 2,100 people, 749 households, and 588 families residing in the township. The population density is 22.3/km² (57.8/mi²). There are 807 housing units at an average density of 8.6/km² (22.2/mi²). The racial makeup of the township is 97.29% White, 0.05% African American, 0.29% Native American, 0.43% Asian, 0.00% Pacific Islander, 0.38% from other races, and 1.57% from two or more races. 1.29% of the population are Hispanic or Latino of any race.
There are 749 households out of which 38.1% have children under the age of 18 living with them, 63.8% are married couples living together, 9.6% have a female householder with no husband present, and 21.4% are non-families. 17.5% of all households are made up of individuals and 8.4% have someone living alone who is 65 years of age or older. The average household size is 2.80 and the average family size is 3.15.
In the township the population is spread out with 30.3% under the age of 18, 6.5% from 18 to 24, 27.7% from 25 to 44, 25.4% from 45 to 64, and 10.1% who are 65 years of age or older. The median age is 36 years. For every 100 females there are 98.9 males. For every 100 females age 18 and over, there are 95.5 males.
The median income for a household in the township is $45,848, and the median income for a family is $51,167. Males have a median income of $38,971 versus $25,972 for females. The per capita income for the township is $17,998. 7.0% of the population and 5.1% of families are below the poverty line. Out of the total population, 8.2% of those under the age of 18 and 10.6% of those 65 and older are living below the poverty line.
The contents of this article is licensed from _URL_ under the GNU Free Documentation License. Click here to see the transparent copy and copyright details


text:
Dynamics of chevron structure formation
Shalaginov, A.N., Hazelwood, L.D. and Sluckin, T.J. (1998) Dynamics of chevron structure formation. Physical Review E, 58, (6), 7455-7464. (doi:10.1103/PhysRevE.58.7455).
Full text not available from this repository.
The natural structure for smectic-A liquid crystals arranged in a sample with homogeneous boundary conditions is the so-called bookshelf structure with uniform layers perpendicular to the sample cell plane. However, this structure often deforms into the so-called chevron structure when the sample is cooled. This deformation is usually thought to result from the mismatch between bulk and surface layer thicknesses. In this paper we study the dynamics of chevron formation. Two possible scenarios are envisaged. In one of these there is strong coupling between layer deformation and fluid flow, and in the other the fluid essentially does not move. In this paper we examine the first scenario, leaving the second, slower relaxation mode for another paper. Analytic solutions are found for near-critical deformations, and numerical solutions are found beyond the critical regime.
|Digital Object Identifier (DOI):||doi:10.1103/PhysRevE.58.7455|
|Subjects:||Q Science > QA Mathematics
Q Science > QC Physics
|Divisions:||University Structure - Pre August 2011 > School of Mathematics > Applied Mathematics
|Date Deposited:||12 Mar 2007|
|Last Modified:||31 Mar 2016 11:54|
|RDF:||RDF+N-Triples, RDF+N3, RDF+XML, Browse.|
Actions (login required)


I've read a couple similar questions and answers but haven't been able to piece together a good answer on my issue. I have a form where based on the input given in the form, back-end decision modeling will only allow for one of three different cal-to-action options "Submit", "End Task", or "Next". I am trying to figure out the best way represent this.
Option One
Depending on form input have the call-to-action button label dynamically change. This would keep just one main button in the bottom right of the form. The button would change to either say "Submit", "End Task", or "Next". enter image description here
Option Two
Don't change the call-to-action button dynamically but have all three buttons shown with one active and the other two would be disabled. Due to the decision modeling only one button would ever be active. enter image description here
 - 1
 Why do either? What problem are you trying to solve by changing the button at all? – Austin French Sep 16 '16 at 19:13
 - I probably shouldn't have used such a simplified form in my example. Sorry about that.So based on the data input into the form tool a user would have 3 options, Submit the form (everything submitted was correct), End the Form Task (something input into the form would not allow the form to continue), or Next (the tool may need more information before allowing the user to submit). So all the options aren't necessarily a submit. Users would only get one of these 3 outcomes. So would I change the one button label or have all 3 outcomes displayed but gray out the two that aren't available? – dmasini Sep 16 '16 at 19:51
 - Are the selections for Element Two dependent on the selection(s) of Element One? Is the user always only picking between Element One and Element Two? – vphilipnyc Sep 18 '16 at 0:46
It looks like you are doubling the amount of decision trees in this thought flow, creating unnecessary redundancies.
Is there a way you could instead make the form dynamically update based on what they are selecting above? Rather than change the button at the bottom, focus on the inputs you are gathering along the way.
For example, if the user selects Element One: Checkbox One, it could limit the amount of options in Element Two: Dropdown. If the user selects Element One: Checkbox Two, the user then has a different set of options for Element Two: Dropdown.
The point is that the form process should be a funnel, eliminating options along the way, until the final option is Submit. Generating additional options at the bottom will create a lot of usability issues: Why are they asking me what to submit? What is the correct submit button? Did I do something wrong? Try to eliminate the guesswork at the end so they simply have to just "Submit". Too much guesswork at the end may result in false leads, and abandoned forms.
It makes more sense to change the button on a go rather than create additional buttons. In regards of UX, why would you even do that? Just "submit" works for the last (at least) 15 years.
Ok, so I'm literally at a bar writing on a receipt, so excuse the poor drawing.
The boxes are buttons. My thinking is that is is a candidate for question piping. Use buttons to advance the user instead of Submit buttons.
Think about mobile - drop down menus are so yesterday.
enter image description here
 - So we will have a back-end decision management tool where based on the options chosen in the form will decide what final action is available to the user. The tool will give the user one of three options, "Submit", "End Task", or "Next" (to add supporting information). The user won't have the ability to decide which to choose because the decision modeling will do that for them. I am trying to figure out from the front end if I should only show the one option that is available or to show all three with two disabled. – dmasini Sep 19 '16 at 13:43
 - I think I have answered my own question though. If decision is only going to allow for one option; "Submit", "End Task", or "Next" then I should probably only show the one one active option. Showing all three where only one option would ever be active sounds like it'd be confusing to the the user of the tool. – dmasini Sep 19 '16 at 13:47
 - Yes. If there is a way for them to supply inputs to have the back-end tool re-evaluate, then presenting that option might make sense. Otherwise if you need to describe the other two options not presented, a tooltip or text description makes more sense. – vphilipnyc Sep 19 '16 at 15:13
 - And if your user testing shows that you should present the buttons disabled for clarity, a tooltip would still be helpful : ux.stackexchange.com/questions/72777/…. But based on my experience in web development, less is generally more. – vphilipnyc Sep 19 '16 at 15:17
One of the thorniest problems for a user is having a button with a label that doesn't seem to have an obvious referent. In your example, I don't see anything --except the button-- labeled "option one". So what would I be submitting?
 - It seems to be conventional--many do it without being criticised--to use answer space to make a comment when one cannot yet make a comment in comment space. – MMacD Sep 19 '16 at 12:44
 - Not really. As soon as we (mods) see it, or through flags get notified for it - we post a comment, or convert to comment or delete. In the StackExchange network there are questions and there are answers. Comments have a special field to clarify questions or answers. Nothing else. – Benny Skogberg Sep 19 '16 at 16:15
Your Answer


text:
-making. More broadly, the modeling tools presented in this work can be generalized to a large body of behavioral paradigms, in order to extract insights about cognitive and neural processing from apparently quite noisy behavioral measures. We also discuss how this behaviorally validated model can then be used to conduct model-based analysis of neural data, in order to help identify specific brain areas for representing and encoding key computational quantities in learning and decision-making.
Prior knowledge, in the form of a mental schema or framework, is viewed to facilitate the learning of new information in a range of experimental and everyday scenarios. Despite rising interest in the cognitive and neural mechanisms underlying schema-driven facilitation of new learning, few paradigms have been developed to examine this issue in humans. Here we develop a multiphase experimental scenario aimed at characterizing schema-based effects in the context of a paradigm that has been very widely used across species, the transitive inference task. We show that an associative schema, comprised of prior knowledge of the rank positions of familiar items in the hierarchy, has a marked effect on transitivity performance and the development of relational knowledge of the hierarchy that cannot be accounted for by more general changes in task strategy. Further, we show that participants are capable of deploying prior knowledge to successful effect under surprising conditions (i.e., when corrective feedback is totally absent), but only when the associative schema is robust. Finally, our results provide insights into the cognitive mechanisms underlying such schema-driven effects, and suggest that new hierarchy learning in the transitive inference task can occur through a contextual transfer mechanism that exploits the structure of associative experiences. PMID:23782509
Prior knowledge, in the form of a mental schema or framework, is viewed to facilitate the learning of new information in a range of experimental and everyday scenarios. Despite rising interest in the cognitive and neural mechanisms underlying schema-driven facilitation of new learning, few paradigms have been developed to examine this issue in humans. Here we develop a multiphase experimental scenario aimed at characterizing schema-based effects in the context of a paradigm that has been very widely used across species, the transitive inference task. We show that an associative schema, comprised of prior knowledge of the rank positions of familiar items in the hierarchy, has a marked effect on transitivity performance and the development of relational knowledge of the hierarchy that cannot be accounted for by more general changes in task strategy. Further, we show that participants are capable of deploying prior knowledge to successful effect under surprising conditions (i.e., when corrective feedback is totally absent), but only when the associative schema is robust. Finally, our results provide insights into the cognitive mechanisms underlying such schema-driven effects, and suggest that new hierarchy learning in the transitive inference task can occur through a contextual transfer mechanism that exploits the structure of associative experiences.
Complex machine learning tools, such as deep neural networks and gradient boosting algorithms, are increasingly being used to construct powerful discriminative features for High Energy Physics analyses. These methods are typically trained with simulated or auxiliary data samples by optimising some classification or regression surrogate objective. The learned feature representations are then used to build a sample-based statistical model to perform inference (e.g. interval estimation or hypothesis testing) over a set of parameters of interest. However, the effectiveness of the mentioned approach can be reduced by the presence of known uncertainties that cause differences between training and experimental data, included in the statistical model via nuisance parameters. This work presents an end-to-end algorithm, which leverages on existing deep learning technologies but directly aims to produce inference-optimal sample-summary statistics. By including the statistical model and a differentiable approximation of...
Full Text Available In the light of technology-driven social change that creates new challenges for universities, this paper considers the potential of mobile learning as a subset of e-learning to effect a paradigm shift in higher education. Universities face exponential growth in demand for higher education, significant decreases in government funding for education, a changing in understanding of the nature of knowledge, changing student demographics and expectations, and global competition. At the same time untethered mobile telephony is connecting large numbers of potential learners to communications networks. A review of some empirical literature on the current status of mobile learning that explores alternatives to help universities fulfil core functions of storage, processing, and disseminating knowledge that can be applied to real life problems, is followed by an examination of the strengths and weaknesses of increased connectivity to mobile communications networks to support constructivist, self-directed quality interactive learning for increasingly mobile learners. This paper also examines whether mobile learning can align the developing technology with changing student expectations and the implications of such an alignment for teaching and institutional strategies. Technologies considered include mobile computing and technology, wireless laptop, hand-held PDAs, and mobile telephony.
Anderson, Sarah J; Hecker, Kent G; Krigolson, Olave E; Jamniczky, Heather A
In anatomy education, a key hurdle to engaging in higher-level discussion in the classroom is recognizing and understanding the extensive terminology used to identify and describe anatomical structures. Given the time-limited classroom environment, seeking methods to impart this foundational knowledge to students in an efficient manner is essential. Just-in-Time Teaching (JiTT) methods incorporate pre-class exercises (typically online) meant to establish foundational knowledge in novice learners so subsequent instructor-led sessions can focus on deeper, more complex concepts. Determining how best do we design and assess pre-class exercises requires a detailed examination of learning and retention in an applied educational context. Here we used electroencephalography (EEG) as a quantitative dependent variable to track learning and examine the efficacy of JiTT activities to teach anatomy. Specifically, we examined changes in the amplitude of the N250 and reward positivity event-related brain potential (ERP) components alongside behavioral performance as novice students participated in a series of computerized reinforcement-based learning modules to teach neuroanatomical structures. We found that as students learned to identify anatomical structures, the amplitude of the N250 increased and reward positivity amplitude decreased in response to positive feedback. Both on a retention and transfer exercise when learners successfully remembered and translated their knowledge to novel images, the amplitude of the reward positivity remained decreased compared to early learning. Our findings suggest ERPs can be used as a tool to track learning, retention, and transfer of knowledge and that employing the reinforcement learning paradigm is an effective educational approach for developing anatomical expertise.
This book covers the key ideas that link probability, statistics, and machine learning illustrated using Python modules in these areas. The entire text, including all the figures and numerical results, is reproducible using the Python codes and their associated Jupyter/IPython notebooks, which are provided as supplementary downloads. The author develops key intuitions in machine learning by working meaningful examples using multiple analytical methods and Python codes, thereby connecting theoretical concepts to concrete implementations. Modern Python modules like Pandas, Sympy, and Scikit-learn are applied to simulate and visualize important machine learning concepts like the bias/variance trade-off, cross-validation, and regularization. Many abstract mathematical ideas, such as convergence in probability theory, are developed and illustrated with numerical examples. This book is suitable for anyone with an undergraduate-level exposure to probability, statistics, or machine learning and with rudimentary knowl...
Full Text Available The issue of controlling that data processing in an experiment results not affected by the presence of outliers is relevant for statistical control and learning studies. Learning schemes should thus be tested for their capacity of handling outliers in the observed training set so to achieve reliable estimates with respect to the crucial bias and variance aspects. We describe possible ways of endowing neural networks with statistically robust properties by defining feasible error criteria. It is convenient to cast neural nets in state space representations and apply both Kalman filter and stochastic approximation procedures in order to suggest statistically robustified solutions for on-line learning.
Jiang, Yuhong V; Swallow, Khena M
Statistical learning-learning environmental regularities to guide behavior-likely plays an important role in natural human behavior. One potential use is in search for valuable items. Because visual statistical learning can be acquired quickly and without intention or awareness, it could optimize search and thereby conserve energy. For this to be true, however, visual statistical learning needs to be viewpoint invariant, facilitating search even when people walk around. To test whether implicit visual statistical learning of spatial information is viewpoint independent, we asked participants to perform a visual search task from variable locations around a monitor placed flat on a stand. Unbeknownst to participants, the target was more often in some locations than others. In contrast to previous research on stationary observers, visual statistical learning failed to produce a search advantage for targets in high-probable regions that were stable within the environment but variable relative to the viewer. This failure was observed even when conditions for spatial updating were optimized. However, learning was successful when the rich locations were referenced relative to the viewer. We conclude that changing viewer perspective disrupts implicit learning of the target's location probability. This form of learning shows limited integration with spatial updating or spatiotopic representations. © 2014 ARVO.
Anderson, Sarah J.; Hecker, Kent G.; Krigolson, Olave E.; Jamniczky, Heather A.
In anatomy education, a key hurdle to engaging in higher-level discussion in the classroom is recognizing and understanding the extensive terminology used to identify and describe anatomical structures. Given the time-limited classroom environment, seeking methods to impart this foundational knowledge to students in an efficient manner is essential. Just-in-Time Teaching (JiTT) methods incorporate pre-class exercises (typically online) meant to establish foundational knowledge in novice learners so subsequent instructor-led sessions can focus on deeper, more complex concepts. Determining how best do we design and assess pre-class exercises requires a detailed examination of learning and retention in an applied educational context. Here we used electroencephalography (EEG) as a quantitative dependent variable to track learning and examine the efficacy of JiTT activities to teach anatomy. Specifically, we


text:
2. ἐν + Dative for Content
Rare is the usage of the simple dative to denote the content that is used by a verb of filling. For ἐν + the dative, this usage is debatable.
Normally, a verb of filling takes a genitive of content; rarely, a simple dative of content. However, we know of no clear examples in biblical Greek in which ἐν + the dative indicates content. We should, therefore, seek some other nuance in such instances, as in Eph 5:18 (discussed below ).
Eph 5:18 πληροῦσθε ἐν πνεύματι
be filled [with, by, in] [the] Spirit
To see ἐν πνεύματι here as indicating content is grammatically suspect (even though it is, in many circles, the predominant view). Only if the flow of argument and/or the lack of other good possibilities strongly point in the direction of content would we be compelled to take it as such. There are no other examples in biblical Greek in which ἐν + the dative after πληρόω indicates content. Further, the parallel with οἴνῳ as well as the common grammatical category of means suggest that the idea intended is that believers are to be filled by means of the [Holy] Spirit. If so, there seems to be an unnamed agent.
The meaning of this text can only be fully appreciated in light of the πληρόω language in Ephesians. Always the term is used in connection with a member of the Trinity. Three considerations seem to be key: (1) In Eph 3:19 the "hinge" prayer introducing the last half of the letter makes a request that the believers "be filled with all the fullness of God" (πληρωθῆτε εἰς πᾶν τὸ πλήρωμα τοῦ θεοῦ). The explicit content of πληρόω is thus God's fullness (probably a reference to his moral attributes). (2) In 4:10 Christ is said to be the agent of filling (with v 11 adding the specifics of his giving spiritual gifts). (3) The author then brings his argument to a crescendo in 5:18: Believers are to be filled by Christ by means of the Spirit with the content of the fullness of God.
Though only one of my two examples below is "Biblical Greek" (if you consider the Apocrypha to be Biblical), could these be considered instances "in which ἐν + the dative indicates content"?
Ignatius to the Smyrneans, Salutation:
Ἰγνάτιος, ὁ καὶ Θεοφόρος, ἐκκλησίᾳ θεοῦ πατρὸς καὶ τοῦ ἠγαπημένου Ἰησοῦ Χριστοῦ, ἠλεημένῃ ἐν παντὶ χαρίσματι, πεπληρωμένῃ ἐν πίστει καὶ ἀγάπῃ, ἀνυστερήτῳ οὔσῃ παντὸς χαρίσματος, θεοπρεπεστάτῃ καὶ ἁγιοφόρῳ, τῇ οὔσῃ ἐν Σμύρνῃ τῆς Ἀσίας, ἐν ἀμώμῳ πνεύματι καὶ λόγῳ θεοῦ πλεῖστα χαίρειν.
Ignatius, who [is] also God-bearer, to the church of God the Father and of the beloved Jesus Christ, which has obtained mercy in every gift,, which has been filled with faith and love, not lacking in2 which is1 any gift, most worthy of God and bearing holy things, which is in Smyrna of Asia, in3 a blameless4 spirit5 and6 the word7 of God.8 abundant1 greetings2.
- Brannan, R. (2011). Apostolic Fathers Greek-English Interlinear. Logos Bible Software.
γυνὴ ἀνδρεία εὐφραίνει τὸν ἄνδρα αὐτῆς, καὶ τὰ ἔτη αὐτοῦ πληρώσει ἐν εἰρήνῃ.
A loyal wife brings joy to her husband, and he will complete his years in peace. (NRSV)


text:
BROC SPROUT 2 is a unique nutraceutical grade Whole Broccoli Sprout Capsule containing the two essential components necessary for the production of Sulforaphane: the naturally occurring Myrosinase enzyme and the Glucoraphanin compound. When you swallow BROC SPROUT 2 capsules the chemical reaction between these two components takes place and Sulforaphane is produced within your body.
Sulforaphane is only produced when the key Myrosinase enzyme and Glucoraphanin compound are combined in the presence of moisture (saliva or water) and lasts just minutes once generated. This makes BROC SPROUT 2 capsules the global benchmark for potency and convenience!
Beware of products making unsupported claims. Almost every product on the market talks about sulforaphane and the science surrounding it, but does not provide any scientific data confirming its ability to actually deliver sulforaphane to your body.
Genuine capsule. Every batch of BROC SPROUT 2 manufactured is tested at an independent US laboratory for its Sulforaphane Yield, confirming its ability to deliver sulforaphane to your body. Sulforaphane dosage used in a range of human clinical trials is approx. 20mg per person per day. The BROC SPROUT 2 suggested daily dosage of two capsules per day delivers approx.15 – 20mg per person per day
- Young Whole Broccoli Sprouts are the most potent natural dietary source of Sulforaphane.
- BROC SPROUT 2 capsules contain the two essential components necessary for the production of Sulforaphane: the naturally occurring Myrosinase enzyme and the Glucoraphanin compound.
- When you swallow BROC SPROUT 2 capsules, the chemical reaction between the Glucoraphanin compound and the Myrosinase enzyme takes place and Sulforaphane is produced within your body.
- BROC SPROUT 2 capsules are unique, as they are made entirely from Young Whole Broccoli Sprouts without herbicides, additives or harmful chemicals of any kind.
- Products must contain BOTH the vital Myrosinase enzyme and the Glucoraphanin compound, in-order for Sulforaphane to be produced within your body. Beware of false claims by other products!
- Beware Of False Information. There are products currently on the market that claim to produce Sulforaphane, or even claim to contain sulforaphane (sulforaphane is unstable and cannot be stored). Some of these products are branded as 'extracts', others are derived from seeds or contain other ingredients; some of these even brand the Glucoraphanin as Sulforaphane Glucosinolate (SGS). Most DO NOT contain the naturally-occurring Myrosinase enzyme. It's important for consumers to understand that it doesn't matter how much of the Glucoraphanin compound is present, if a product does not contain the naturally-occurring Myrosinase enzyme, then no sulforaphane can be generated by that product.
Statements regarding dietary supplements have not been evaluated by the FDA and are not intended to diagnose, treat, cure, or prevent any disease or health condition.


text:
Emu8086 is a Microprocessor Emulator with integrated 8086 Assembler and Free Tutorial. Emulator runs programs on a Virtual Machine, it emulates real hardware, such as screen, memory and input/output devices.
If you just began to study assembly language, then this program is just for you. The source code is assembled and executed on emulator step by step. You can watch registers, flags and memory while your program is running. You'll be amazed how easy it is!
Emu8086 pack combines an advanced source editor with automatic syntax-highlight, assembler, disassembler, software emulator (Virtual PC) with debugger, and step by step tutorials.
Emu8086 is complete 'all in one' solution for coding in Assembly Language.
Emulator runs programs on a Virtual PC, this completely blocks your program from accessing real hardware, such as hard-drives and memory, since your assembly code runs on a virtual machine, this makes debugging much easier.
Arithmetic & Logical Unit (ALU) shows the internal work of the central processor unit (CPU).
8086 machine code is fully compatible with all next generations of Intel's micro-processors, including Pentium II and Pentium 4, I'm sure Pentium 5 will support 8086 as well. This makes 8086 code very portable, since it runs both on ancient and on the modern computer systems. Another advantage of 8086 instruction set is that it is much smaller, and thus easier to learn.
Windows applications / Programming Solutions → EMU8086 V4.08- Microprocessor Emulator + keygen
05 Feb 2010, 18:13
You have to login or register to post comments.
594 ♠ 544 ♣


text:
Beauty treatments can be a great way to give oneself a little treat or just refresh after a long week, but the nail salon chemicals and hair salon chemicals used aren't all that good for you. In fact, exposure to beauty salon chemicals can cause asthma attacks and aggravate other chronic respiratory conditions, which can lead some people to avoid salons entirely.
For salon workers, the impact of chemicals can be especially severe, since they are exposed to many different chemicals all day long. According to the U.S. Government's Occupational Safety and Health Administration (OSHA), nail polishes, glues, and other nail salon chemicals may contain a variety of chemicals, including toluene, formaldehyde, dibutyl phthalate and methacrylate compounds.
Without taking the correct safety precautions each day, the chemicals in these products can cause breathing problems; red, irritated eyes; dry, cracked skin; and other health problems. A New York Times investigation found that nail salon chemicals can also cause miscarriages and birth defects, which strongly supports using a beauty salon air purifier.
OSHA further cautions, "exposures to these chemicals can also 'add up,' especially when many products are being used at the same time, the products are used day after day, or when there is poor ventilation in the salon. When this happens, workers can suffer. Many nail salon workers work long hours, which adds to the amount of time they may be exposed to chemicals. These types of exposures may impact workers' health immediately or cause effects over time."
OSHA says that some of the most important ways to keep employees and customers safe include:
- Whenever possible, owners and workers should use products with the least hazardous chemicals in them.
- Ventilate the room to remove chemicals in the air. This is the best way to lower the level of chemicals in a salon.
- Closing bottles tightly when they are not being used so the product does not spill or get into the air.
- Using metal trash cans with tight, self-closing lids to keep the nail products soaked on cotton balls and other trash from evaporating and getting into the salon's air.
- Using only the amount of product you need to perform services. When possible, do not keep extra product at workstations.
- Following instructions for safely disposing of used chemicals.
- Keeping food and drink covered at all times.
- Keeping products off of skin and out of eyes by wearing gloves and goggles when working with products.
Air purifiers for beauty salons can also make a positive impact on health, giving clients and staff fresh, clean, energizing air and a safer, healthier environment. Blueair Classic and Pro models' galvanized steel construction also makes them durable enough for commercial sites, and both Classic and Pro models are backed by an extended warranty.
The best air purifiers for hair and nail salons are those that remove hazardous chemicals as well as particles from the air. Both Blueair Pro and Classic air purifiers do so when equipped with filters containing activated carbon. And, in Blueair's activated carbon filters, the high volume and weight of carbon, plus the low-density design and large surface area of the mechanical filter medium, mean the filters last a long time without becoming clogged.
For the ultimate smoke and gas removal (up to four times faster), Blueair DualProtection™ filters with powdered, high-porosity coconut carbon are available on some markets.
*Tested on particles down to 0.1 micron according to EN1822.
- Even if dust mites may be more common during the humid summer months, they often get stirred up into the air when you start up your indoor heating in the autumn. So, before you turn the central heating on for the first time after summer, clean the air vents throughout the house. Otherwise, allergens trapped in the vents will fill the air as soon as you start the furnace.
- Dust mites love bedrooms! Cover your mattress and pillows in dust-proof covers, and regularly wash all bedding in hot water.
- Dust and vacuum your home regularly. Be sure to wear a filtering mask while cleaning.
- Consider replacing wall-to-wall carpet with hardwood floors.
Blueair air purifiers are simple to use and have something special: We are the only major air purifier brand to verify 100% of our models for performance for Clean Air Delivery Rate (CADR).


text:
A multipurpose ax that was used for digging, clearing and breaking ground. According to Mrs. Gold, it was used in Mount Pleasant before saws and machines were available to clear land to plant crops. The long side was used for hewing trees or bushes and the short side for cutting tree roots.
Untitled oil painting depicting a sailing vessel led by a tugboat. A buoy appears in the forefront and a city is visible in the background. Back of framed image reads "To our Friends The Sanfords; Xmas 1927; Elise and Teddy Harleston."
Framed oil portrait of Thomas Miller, African American lawyer, politician, and educator who was a South Carolina legislator, member of the U.S. House of Representatives, and first President of South Carolina State College (formerly the Colored Normal Industrial Agricultural and Mechanical College of South Carolina).
Circular all-purpose sweetgrass basket with decorative sides; contains alternating rows of pine needle and sweetgrass accented with pine knots; sewn with palmetto leaf; distinctive style is known as the "elephant ear" design.
Glass server with handles and eight sections for glasses. The center section is open; bottom of tray has open star configuration. Made of sweetgrass and pine needle, sewn with palmetto leaf. Also called a "ring tray."
Coiled, oblong fruit basket with cross handle made of sweetgrass, bulrush, and pine needle, sewn with palmetto leaf. This basket was created by a left-handed artist, visually evident by the slant of the palmetto leaf wraps. The wraps in a right-handed basket typically slant to the left, while the wraps in this basket slant to the right.
Five dollar bill issued by the Farmers & Exchange Bank of Charleston and dated September 28, 1853. Bill depicts an African American tending to a wagon pulled by oxen. Engraved by Toppan, Carpenter, Kasilear & Company, Philadelphia and New York.
Pewter slave badge produced for a servant in Charleston, S.C. It was common to counterfeit badges to avoid paying taxes, and this particular one was not issued by the city, but created in the stamped year. The face is stamped "Charleston 1862 Servant #4." Back side contains no markings.


Princess Isabella: A Witch's Curse (Macintosh)
100 point score based on reviews from various critics.
5 point score based on user ratings.
Not an American user?
Princess Isabella returns from a ride to find her castle completely ruined and locked under an evil spell. While she was away, a wicked witch trapped the castle residents inside mirrors, shattered the glass and scattered the pieces. With the help of a fairy, the princess must rescue her people and restore the place to finally marry Prince Adam.
Princess Isabella: A Witch's Curse is a hidden object game with adventure elements. The main objective is to collect several key objects from the castle grounds, to solve puzzles and free the castle folk. The castle can be explored in a typical point-and-click manner, where each location is represented by an static image of the scenery, and the player moves from room to room by clicking on the exit hotspots, usually placed over obvious and logical areas like doors and entrances. Some portions of the building are locked, and can only be accessed after solving one of the puzzles.
The objects can be found laying around in the background, or in some separate close-up views of the scenery. These zoom windows show another angle of the scene, with a list of objects to be found and collected at the bottom. Some of the collected items are stored in the inventory slots, from where they can be dragged and dropped on puzzles and other portions of the screen to interact with the environment. Mirror shards have to be inserted in one of the empty frames at the grand hall, and reassembled as jigsaw puzzles to liberate one of the captive souls. The rescued character usually unlocks a castle passage as a reward.
Each room has several puzzles that have to be solved to lift the curse and move to the next place. Some of the puzzles are self-contained mechanisms that can be solved through direct manipulation. Others block access to other parts of the castle, and require the use of inventory objects. After solving all the pending puzzles, the room is restored to its pristine condition.
One unique feature is the fairy assistant. She is the hint button, flying towards one of the required items when selected, and can also perform a series of special actions. She gradually learns new abilities that can be used to reveal hidden objects and solve puzzles. With the rock ability, she can break small containers like bottles and vases. The flame ability can be used to light something on fire, or attack an enemy. The wind ability blows away dust and other deposits, often revealing some obscured item. The water ability can be used to nourish plants. The hint option take some time to recharge after use, and becomes a skip option when playing one of the puzzles.
Princess Isabella: A Witch's Curse Macintosh Piano Lounge main floor - Piano notes puzzle
Princess Isabella: A Witch's Curse Macintosh Tea Room main floor (curse removed)
Princess Isabella: A Witch's Curse Macintosh Observatory main floor (curse removed) - objects
Princess Isabella: A Witch's Curse Macintosh Options
Alternate Titles
 - "Принцесса Изабелла. Проклятие ведьмы" -- Russian spelling
 - "Prinzessin Isabella und der Fluch der Hexe" -- German title
 - "A Witch's Curse: Princess Isabella HD" -- iPad title
Part of the Following Groups
User Reviews
There are no reviews for this game.
The Press Says
There are no rankings for this game.
There are currently no topics for this game.
There is no trivia on file for this game.
Macs Black (77847) added Princess Isabella: A Witch's Curse (Macintosh) on Sep 08, 2009
Other platforms contributed by Macs Black (77847)


Sign up ×
In A New Kind of Science: Open Problems and Projects(pg. 36).
How can one extend recursive function definitions to continuous numbers? What is the continuous analog of the Ackermann function? The symbolic forms of the Ackermann function with a fixed first argument seem to have obvious interpretations for arbitrary real or complex values of the second argument. But is there a general way to extend these kinds of recursive definitions to continuous cases? Given a way to do this, how does it apply to recursive definitions like those on page 130?... Stephen Wolfram
The following is an example of a flow of a map from MO f(f(x))=exp(x)-1 and other functions "just in the middle" between linear and exponential..
Consider $g(x)=e^x-1$. Then $g^n(x)= x+\frac{1}{2!}n x^2+\frac{1}{3!} \left(\frac{3 n^2}{2}-\frac{n}{2}\right) x^3+\frac{1}{4!} \left(3 n^3-\frac{5 n^2}{2}+\frac{n}{2}\right) x^4 $ $+\frac{1}{5!} \left(\frac{15 n^4}{2}-\frac{65 n^3}{6}+5 n^2-\frac{2 n}{3}\right) x^5 $
$ +\frac{1}{6!} \left(\frac{45 n^5}{2}-\frac{385 n^4}{8}+\frac{445 n^3}{12}-\frac{91 n^2}{8}+\frac{11 n}{12}\right) x^6 $
$ +\frac{1}{7!}\left(\frac{315 n^6}{4}-\frac{1827 n^5}{8}+\frac{6125 n^4}{24}-\frac{1043 n^3}{8}+\frac{637 n^2}{24}-\frac{3 n}{4}\right) x^7 + \cdots$
Note that $g^0(x)=x, g^1(x)=e^x-1$ and that a symbolic mathematical program will also confirm that $g^m(g^n(x))=g^{m+n}(x) +O(x^8)$.
The half-iterate is also computed correctly, $g^\frac{1}{2}(x)=x+\frac{x ^2}{4}+ \frac{x^3}{48} +\frac{x^5}{3840}-\frac{7 x^6}{92160} +\frac{x^7}{645120}$ See MO What's a natural candidate for an analytic function that interpolates the tower function? for more background.
 1. What evidence is there for believing that maps do not have flows? Is there anything known that would prevent proofs to establish existence, uniqueness, and convergence? References would be nice but an explanation would be better.
 2. Consider $f(f(x))=g(x)$ where $g: \mathbb{R} \rightarrow \mathbb{R}$. Can $f: \mathbb{R} \rightarrow \mathbb{C}$ be an appropriate solution or must $f: \mathbb{R} \rightarrow \mathbb{R}$?
 3. Likewise, is there any reason beyond aesthetics for believing that maps have flows?
share|cite|improve this question
People might take your question more seriously if you removed all mention of Wolfram and his weighty tome. – S. Carnahan Oct 23 '10 at 11:05
Personally, I don't see why we can't take his question seriously regardless. – Cam McLeman Oct 23 '10 at 14:30
1 Answer 1
up vote 6 down vote accepted
In general, there are obstructions for a map being the "time one map" of a flow (see this question).
However, and I am not quite sure this is what you are looking for, there is a general procedure to construct flows out of maps, namely the suspention. For the map $g:M \to M$ you consider the flow in $M\times \mathbb{R}$ given by $\varphi_t((x,s))= (x, s+t)$ and you quotient by $(x,s) \sim (g(x),s+1)$. This gives a flow, whose time one map preserves a set homeomophic to $M$ where the dynamics is $g$.
In the case of a map from $[0,\infty)$ to $[0,\infty)$ fixing $0$ you can work out flow to be defined in $\mathbb{C}$ and such that the time one map is $g$, so this would give a partial answer to $2.$.
share|cite|improve this answer
Thanks for your response. I've seen some version of this question asked a number of times and it never seems to be substantially resolved. There are a considerable number of researchers studying tetration, iterated exponentiation, where $^{1}a=a, ^{2}a=a^a, ^{3}a=a^{a^a}$. This leads to questions like "can $^\frac{1}{2} a$ be defined?" and is $f(x)=^x e$ a valid solution if $f: \mathbb{R} \rightarrow \mathbb{C}$. Any further insight into problems with extending tetration to the real and complex numbers would be appreciated. – Daniel Geisler Oct 23 '10 at 23:52
Your Answer


text:
Yellowtail Flounder is a fast growing flatfish that produces many young and reaches a maximum size of 22 inches and 2 lbs. Yellowtail Flounder occur in the Northwest Atlantic from northern Newfoundland to the lower part of the Chesapeake Bay.
There are three New England management areas for Yellowtail Flounder, and all three populations are overfished with very low abundance. There are also three management areas in Canadian waters, with at least one population healthy in size.
Bottom trawls are the primary fishing gear Used to catch Yellowtail Flounder, which can substantially impact the seafloor and benthic community (the creatures that live on the seafloor.)
There is a moderate amount of bycatch caught in the various Yellowtail Flounder fisheries. One Yellowtail Flounder fishery on the Grand Banks has earned Marine Stewardship Council (MSC) certification.


Integrating Inbound and Outbound Correspondence
In the previous session, we heard a lot about the ISIS Papyrus correspondence generation capabilities, but it's important to look at response management, that is, closing the loop with inbound and outbound mail. This has to be considered in two different scenarios: an inbound customer interaction (paper, email, telephone, social media) triggers an internal process that results in a response interaction; or an outbound document solicits a response from a customer that must be matched to the outbound request. Response processes can be fully automated, manual, or automated with user intervention, depending on the degree of classification and content extraction that can be done on an inbound document. Not only does it handle the entire response management process, it provides analytics, such as campaign responses.
Their capture components include classification based on layout, keywords and/or barcodes; and data extraction from fixed forms or freeform documents. I'm not sure if this is their own recognition software or if they OEM in someone else's (I suspect the former, since they seem to be doing a lot of innovation in-house), or how the accuracy and throughput compare with market leaders such as Kofax and IBM Datacap.
Once the document is captured, classified and the content extracted, a response letter type can be selected automatically based on business rules or manually by a user, then completed either automatically based on the content of the inbound letter, or with user assistance.
There are specific social media capture functions, such as the ability to track a Twitter hashtag, then analyze the sentiment and open a case directly from a tweet. If the user is identifiable, it can cross-reference to customer information in a CRM system, then present all of the information to a user to follow up on the request or complaint. This is exactly the sort of scenario that I imagined happening internally at Zipcar during the interaction that I described when talking about linking external social presence to core business processes.
If you consider the business scenario, it's a real winner for handling inbound customer correspondence. First, an inbound document is received, analyzed and routed based on the content, including things such as looking up or extracting customer information from other systems of record. If some manual intervention is required for the response letter, a CSR is presented with the inbound letter, the generated outbound letter, customer information from other systems for context, and instructions for completing the letter. Inbound correspondence can be anything from a paper letter to a tweet, while the outbound can be the channel of choice for that customer, whether paper, fax, email or others.
Leave a Reply


text:
PRACTICE GUIDELINES FOR AGE ASSESSMENT OF YOUNG UNACCOMPANIED ASYLUM SEEKERS Assessment of age is a complex task, which is a process and not an exact science. This is further complicated by many of the young people attempting to portray a different age from their true age.
In completing the assessment, please be mindful that clients have the right to legally challenge the conclusion.
UNICEF publishes the figure of 50 million children who are currently not registered at birth, depriving them of nationality, a legal name and proof of when they were born. Many societies calculate age in a different way from the method used in the UK; internationally millions of young people do not know their age. The Royal College of Paediatricians (1999) states that "in practice, age determination is extremely difficult to do with certainty. More over, for young people aged 15 to 18 it is even less possible to be certain about age".
Young unaccompanied asylum seekers both at the ports of entry, and as in country applicants, sometimes give a stated age that is disputed by the immigration authorities. The Home Office will often, based purely on appearance, judge the young person to be an adult and refer directly to NASS. A proportion of young people are referred to the local social services department for an assessment of age. Additionally young asylum seekers self refer to social services and an assessment of their age becomes necessary. A young person's age is a key part of the information needed when making an assessment of need and subsequently for the appropriate provision of service. The Local Authority has a responsibility under the Children Act 1989 to assess whether a young person is in need and to provide services to safeguard and promote welfare. It is important to explain to the young person that an assessment must be undertaken in order to identify what services may be provided. An assessment of age concluding that the asylum seeker is a minor will become an important component of the initial assessment.
The task of the assessing worker is to assess from a holistic perspective, and in the light of the available information, to be able to make an informed judgement that the person is probably within a certain age parameter. It is a process of professional judgment.
Age assessments are sometimes undertaken at the port of entry and the asylum screening unit where a decision is required in a short period of time, or sometimes at a later stage. In circumstances of age uncertainty, the benefit of doubt should always be the standard practice. When practical, two assessing workers is beneficial. Age assessments are also undertaken following the acceptance of a referral to social services to ascertain if the person is entitled to a service as a child. However, in some Local Authorities age assessments are undertaken on presentation when the stated age is disputed. Here the assessment can sometimes be undertaken over a period of time, and involve other professionals, for example residential social work staff, foster carers, doctors, panel advisors, teachers and other young people. It is very important to ensure that the young person understands the role of the assessing worker, and comprehends the interpreter. Attention should also be paid to the level of tiredness, trauma, bewilderment and anxiety that may be present for the young person. The ethnicity, culture, and customs of the person being assessed must be a key focus throughout the assessment.
It is also important to be mindful of the "coaching" that the asylum seeker may have had prior to arrival, in how to behave and what to say. Having clarified the role of the social services, it is important to engage with the person and establish as much rapport as the circumstances will allow. This process is sometimes known as "joining". The assessing worker needs to acknowledge with the young person that they will have had to already answer many questions, and that it may be difficult and distressing to answer some of the questions. In utilising the assessment framework, the practitioner should ask open-ended, non - leading questions. It is not expected that the form should be completed by systematically going through each component, but rather by formulating the interview in a semi structured discussion gathering information at different stages. The use of circular questioning is a useful method, as it is less obvious to the person being assessed that the questions relate directly to age, and hence may reveal a clear picture of age - related issues.
It is essential to feed back to the young person the conclusion of this assessment and a written form is included for this purpose. It is essential to feed back to the young person, the conclusion of this assessment, and a detachable form is included for this purpose.
AGE ASSESSMENT OF UNACCOMPANIED ASYLUM SEEKING CHILD
All assessments begin with initial impressions, made from visual presentation. An initial hypothesis of age range is formed based on height, facial features (facial hair, skin lines/folds, etc), voice tone, and general impression.
It is important to consider racial differences here e.g. It is normal in some cultures for boys to have facial hair at an early age and for girls to develop at different ages.
Life experiences and trauma may impact on the ageing process, bear this in mind.
Demeanour, it is essential to take account of how the person presents, style, attitude and authority and relate this to the culture of the country of origin and events preceeding the interview, journey experiences etc.
It is useful to establish the length of time that the person has taken to arrive in the UK from the time they left their country of origin and include this into the age calculation.
2) Interaction of Person During Assessment
The manner in which the person interacts with the assessing worker conducting the assessment will provide an indication of whether or not the person is responding in an age appropriate manner. It is important to note both the verbal and non-verbal (body language) behaviour of the person. The practitioner conducting the assessment should be observing factors such as the manner in which the person copes with the assessment, does he or she appear confident or overwhelmed, does the person appear to take a "one down" position or not.
Take account of differing cultural terms, e.g. some people may believe it impolite to make direct eye contact.
But remember to be aware of cultural variations in attitudes to elders.
Does the person appear to be uncomfortable with speaking to an adult? Keep in mind that your position will be seen as one of power, which may influence the way the person interacts with you;, your role needs to be clarified and the differences in the roles of social services and the Home Office.
3) Social History and Family Composition
Establishing as detailed as possible, a family tree will help the assessing worker to identify the likely age of the person compared with the stated age. Ages of parents, siblings and extended family should be established. In the case of deceased family members, the year and age at the time of death should be recorded. Drawing a graphic family tree is useful where names of family members and ages can be included, which may help the person to be more accurate whilst also allowing the person to feel involved. The information gained may indicate discrepancies or impossibilities, which need to be clarified. Do indicate to the young person that you are aware that talking about their family may be very painful and difficult for them; for some, it may be too painful to open up at this time. This must be understood and respected.
It is important to clarify the nature of their parent and sibling relationships as some cultures for example, call a half-brother their brother, or stepmother their mother
Additionally ask if either parent had more than one wife / husband.
Please insert Genogram:
Clients view of how they know their stated age:
4) Developmental Considerations
Questions about the types of activities and roles that the person was involved in prior to arriving in the UK can often give an indication of age. Remember to use open-ended questions, as this will allow for the person to disclose information without prompting. Cultural considerations need to be taken into account as in some cultures it could be normal for a young teenager to be working full-time. A person may appear to answer a question about alcohol in a shy manner because their religion does not allow for this.
"Tell me what you did in your spare time" is the sort of question that can give an idea of the age appropriate interests and activities. Remember to relate answers to what would be appropriate in the young persons country of origin and culture.
Ask about peer relationships at school / work / neighbourhood
Questions about age related rituals should be asked; including forced marriage, and any sexual relationships.
Does what the person is describing seem age appropriate?
Remember that some young people may possible have been involved in armed conflict, have been child soldiers, involved in sexual exploitation and may have experienced a number of traumatic situations.
Answering questions related to many of the above may be too difficult and painful until a relationship of trust has been established.
Arranging for a person to be involved in social situations with other young people of the age Arranging for a person to be involved in social situations with other young people of the age stated, and observing how this person interacts and is accepted, can be useful.
Obtaining a detailed account of the person's educational history is a valuable source in the age assessment process.
Establish if there were any gaps in education and if so, how long was the gap/s and why.
Adding the number of years of school attendance to the age school was started at, including possible disruptions in schooling should equate to the stated age.
Names and addresses of schools attended.
Gaining knowledge or consulting with experts educated in different countries, is useful to validate the authenticity of the information provided.
It may be possible to contact schools in some countries of origin. e.g., it may be of use to know that it is the norm to have six years of junior and six years of senior school in some countries.
6


text:
Top Five Quotes by Albert Einstein
This week will mark the 133rd year since the birth of Albert Einstien, which needs to be celebrated considering how remarkable his life was. Although Albert was a briliant scientist, he didn't start out that way. In fact, he could barly speak before age nine and his parents actually thought he was mentally retarded. At the age of 17 Albert Einstien actually failed his college entrence exam and was forced to attend a trade school.
With all of these issues you would think that a man like this would just give up and settle for a life as a mattress salesman like his father, but he didn't! That's why we are celebrating his life and sharing his five most motivational quotes.
- Imagination is more important than knowledge. For knowledge is limited to all we now know and understand, while imagination embraces the entire world, and all there ever will be to know and understand.
2. A person who never made a mistake never tried anything new.
3. Anger dwells only in the bosom of fools.
4. Everything that can be counted does not necessarily count; everything that counts cannot necessarily be counted.
5. If people are good only because they fear punishment, and hope for reward, then we are a sorry lot indeed.


text:
FDA's mobile laboratories are part of the agency's nationwide network of laboratories, where scientists are continually testing food and drugs for contaminants. The chemistry mobile lab is shown here on the road near its base of operations in Jefferson, Ark.
This modified 44-foot trailer is one of three units that make up FDA's chemistry mobile laboratory.
This 34-foot command center, outfitted in a modified motor home, is part of FDA's chemistry mobile laboratory. Two other units, the sample preparation unit and the analytical unit, complete the lab.
An FDA scientist, who doubles as a driver, loads cable covers into the chemistry mobile laboratory. The covers protect communication cables, water hoses, and other cabling necessary to run the lab equipment.
Hitching a 22,000-pound laboratory trailer to the truck that will haul it is part of a mobile laboratory scientist's job. FDA's scientists are jacks-of-all-trades: they set up and tear down lab components, maintain sensitive testing equipment, troubleshoot problems, and drive commercial vehicles that haul the lab units to a deployment site.
An FDA scientist/driver replaces the generator cover of the mobile laboratory command center. The mobile lab runs on generators, carries its own water, and holds waste water in on-board tanks to prevent any release into the environment.
FDA scientists/drivers discuss the placement of the mobile laboratory units in the convoy for road travel.
In Salinas, Calif., an FDA consumer safety officer collects lettuce samples in a grower's field. The samples will be taken to FDA's mobile laboratory where they will be tested for harmful bacteria.
An FDA scientist scans a bar code into a tracking database in the mobile laboratory's command center. Bar codes correspond to samples collected for testing. Replacing the paper system with bar codes streamlines the operation of entering data, tracking samples, and sharing test results.
An FDA scientist examines a lettuce sample in the sample preparation glove box. The sterile box protects the sample from being contaminated by the scientist's hands, and also protects the scientist from any potentially harmful substances in the sample.
A lettuce sample is weighed in a sterile bag in the microbiology mobile laboratory's sample preparation unit.
An FDA scientist places a lettuce sample into the grinder (background). Another scientist prepares the centrifuge (foreground), which spins samples to separate particles in preparation for testing.
FDA scientists add enrichment broth to a sample rinse solution. The broth contains a mixture of food for bacteria in the sample to eat and grow.
An FDA scientist places a sample contained in an enrichment broth into an incubator to grow overnight. Antibiotics will be added to the sample to suppress bacteria that are not harmful. Once these competing bacteria are reduced, any harmful organisms, such as Salmonella, can be more easily detected
The incubated, enriched sample is placed into a centrifuge tube.
Now ready for testing, the incubated, enriched sample is carried from the microbiology mobile laboratory's sample preparation unit to the analysis and testing unit.
An FDA scientist transfers tubes containing DNA extraction buffer and a sample from the heating block in the mobile laboratory's analytical unit. Extraction of DNA from the sample's cells is an early step in detecting bacteria.
An FDA scientist loads tubes containing a sample's DNA into an instrument that amplifies and detects the DNA of harmful bacteria.
In the mobile laboratory's command center, scientists enter sample test results into FDA databases. Electronic worksheets allow rapid sharing of results with FDA's fixed laboratories or other government laboratories.
FDA's mobile laboratory returns from a testing mission to its home base in Jefferson, Ark.
See the full article about FDA's Mobile Laboratory on _URL_


Debugging Server Connect Errors
You can easily debug issues related to server-side processing such as - form not sending email, record not inserting or updating, query not showing data etc.
The first thing you need to do is to open the server connect settings:
And enable the Debug Mode:
Click Save:
In your browser, open the Developer tools. If you don't know how to open them please refer to your browser's documentation. Then open the Network tab(1) and select XHR(2):
Now with the developer tools open reload the page if your server action runs on load, or submit the form if the server action is run on form submit. You will see the error message in the XHR tab, it contains the file which is causing it as well as the error status:
Click the name of file that is causing the error. You will see the error message, explaining what is wrong. In our case, the database column, which we are trying to insert record into is not found - which probably means it has been renamed or deleted from the database, and we forgot to update the server action accordingly:
Not all errors are that clear, but in many cases they are just helpful enough to find what is wrong.


text:
A new anti-bullying program combats an ever increasing issue among Utah schoolchildren: bullied because of body-size issues, either being overweight or underweight, a University of Utah study released Sunday concluded.
Maya Miyairi, a College of Health doctorate-candidate student, said that a survey found a 7 percent decrease in reports of students being bullied after the new, eight-week anti-bullying program.
Miyairi said that now is more important than ever for kids to understand body-image and racial issues related to bullying, citing a recent suicide by a Taylorsville teen.
Family members said David Phan, who shot himself in front of peers two months ago, could not deal with the bullying and the burden of being a gay Asian student in a school they believe did not support him.
Miyairi created the new anti-bullying program specifically to address these issues.
"It's important for [students] to understand the media messages and how our society views men and women," Miyairi said Sunday. "Those students were not too young to be educated aboutÂ treating everyone equally regardless of appearance, color of skin, or body size."
The new program met with applause from other counseling professionals. Miyairi conducted the new program at the beginning of the school year at Albion Middle School in Sandy.
"Middle school is such a difficult time for most students and weight-body image concerns make this time even more challenging," said Albion counselor Cathy Nelson in an email. "This program's goals were to address weight-related bullying and to empower students with the confidence that they are beautiful just the way they are. This is a message that all students need, and need often."
At the beginning of the program, 41 percent of students reported experiencing bullying, while 34 percent did so after the two-month program.
Moises Prospero, a Utah research consultant on criminal and social justice issues with a doctorate in social work, said many students take their messages about the body from the media.
"People don't remember how many factors are related to body images and the role models being pushed upon our children," said Prospero, who was a mentor of Miyairi. "The social norm has been females anorexic looking and males extremely muscular, but now we're seeing some of the men being extremely thin."
"The message is it's your fault if you're overweight or underweight because we're an individualistic culture," Prospero said. "But we've taken away PE, there are preservatives in food, and we have these extreme views of what is the look of health â¦ rather than the mental health of the individual. Maya's intervention is trying to address those issues."
Miyairi, who is finishing up her research for a doctorate in health promotion and education, said her program highlights the gap between what children know about bullying and how they actually behave in school around peers.
"We're educating the kids that this is not acceptable and to become leaders for others," Miyairi said. "We want to teach empathy as a core value. We tell the students: Next year, new students will come here and copy what you do now."
Miyairi, who came to Utah from her native Japan, said a significant component of her program includes healthy communication skills.
"We role-play," she said. "The students are shy at first but then they get into it. They learn how to express their emotions in healthy ways."
Albion Middle School does not have more of a bullying issue than other schools, Miyairi said, but school officials were open to her conducting her research an openness that is not always easy to find.
Albion Middle School has other anti-bullying programs: anti-bullying lessons, Internet safety/cyber-bullying lessons, and anti-bullying video clips delivered through home-room classes. Â
"We are so fortunate to be able to partner with Maya and the University of Utah to provide this intervention program for our students," Nelson said. "With only two counselors for 900 students, it's wonderful to take advantage of as many resources as possible to address the needs of our students."
Before pursuing her doctorate, Miyairi worked for four years at Avalon Hills in Logan, where she helped treat those with eating disorders.
"I'm hoping more school districts and researchers can work together," said Miyairi, who will get her doctorate sometime this summer. "My next plan is to expand this project to educateÂ parents, teachers and school administrators. If we create a nonjudgmental environment in the community, I believe bullying incidents will be reduced."Â
People in need of help with bullying or other issues can call 1-800-273-TALK (8255) or the Utah CrisisLine _PHONE_.
New anti-bullying program
As part of her University of Utah doctorate thesis, Maya Miyairi created a two-month anti-bullying program designed to address issues not often found in such programs: ideal-body image, body esteem and racial issues, among others.
Her study at a Utah middle school measured students' perceptions on teasing as well as bullying experiences, which decreased by 7 percent after the program. The new anti-bullying program had the following schedule.
Week 1: Introduction and ground rules.
Week 2: Helping students claiming their strengths.
Week 3: Core values such as empathy.
Week 4: How the media manipulates ideal-body images.
Week 5: Media literacy and how it stigmatizes weight.
Week 6 & 7: Role playing to foster healthy communication.
Week 8: Students finishing by creating bullying-awareness posters.