news: Pursuing new viewpoints in the study of inequality
IPR Faculty Spotlight: <>
How do political elites speak to people about political and economic policy? There is often a vast economic divide between those elites and their voters, yet Redbird argues that a "conversation" takes place between them nonetheless.
Her newest research project thoroughly examines this conversation, in partnership with IPR associate Annette D'Onofrio, a sociolinguist. Thanks to an IPR seed grant, they will analyze all presidential candidates' speeches from 2008 onward.
Redbird will look at the speeches' argumentation and rhetoric. As an example, she notes that, although the number of coal industry employees is very small—about 60,000 workers nationwide—politicians mention the industry frequently when discussing economic policy. Another example is the choice of "we" when discussing tax cuts, but "they" when referring to those on welfare. D'Onofrio will undertake a phonic analysis, examining how candidates form words and the dialects they use.
The two researchers will then pair their analyses with responses to the speeches, such as tweets and public opinion polls, to understand the "conversation" between political elites and their audiences.
Redbird singled out IPR's intellectual diversity for bringing her new viewpoints that push her work in challenging directions.
"Inequality is a multidimensional, multifaceted, and complex problem," Redbird said. "These people think of things I would never have thought of!"


Can a Disabled Person go to Jail
Can a Disabled Person go to Jail?
For the past five decades, America has fallen in love with the idea of mass incarceration. The prison population in this country has skyrocketed since the beginning of the drug war, and one of the main reasons the numbers have gone down recently is because of COVID-19.
We lock up a greater share of our citizens than any other developed nation on Earth, and we spend more than $80 billion annually to do it. When people are behind bars, they aren't prepared for their eventual release, and that has led to a recidivism rate of more than 60 percent.
America's criminal justice system has impacted every community across the country, and those hit particularly hard include communities of color, residents in high-poverty neighborhoods, and members of the LGBTQ community.
What is not often recognized is the impact of our failed criminal justice system on Americans with disabilities. All of this leads me to today's blog topic: Can a disabled person go to jail?
In this blog post I will cover the following topics:
 - Disabled individuals and the criminal justice system
 - Can someone in a wheelchair go to jail?
 - Can someone who is mentally handicapped go to jail?
Disabled individuals and the criminal justice system
As the prison population has continued to rise over the past fifty years, a number of state mental hospitals and other institutional facilities that serve people with disabilities have closed. This shift is commonly referred to as "deinstitutionalization," and it has resulted in the number of Americans in these kinds of facilities dropping from approximately 560,000 in 1955 to about 70,000 in 1994.
While this drop might appear to be a good thing, the closing of these facilities was not accompanied by the investment needed to make alternatives available, especially for those who suffer from mental health conditions.
According to the Center for American Progress, the result has been that people with disabilities are no longer living together in large numbers inside an institution, and they are instead being swept up into the criminal justice system. Oftentimes, it can be for an infraction as small as sleeping on a sidewalk.
The population of individuals with mental health conditions inside of America's prisons and jails is three times higher that those in state mental hospitals.
According to the Bureau of Justice Statistics, people in prison are nearly three times as likely to report having a disability as those in the free world, while those in jails are more than four times as likely.
Cognitive disabilities—such as Down syndrome, autism, dementia, intellectual disabilities, and learning disorders—are among the most commonly reported. According to the Bureau of Justice statistics, one in five prison inmates has a serious mental illness.
Can someone in a wheelchair go to jail?
In addition to those with mental health issues, there are also inmates in jail who are confined to a wheelchair. Many with terminal illnesses or chronic diseases are placed in a prison hospital where they have better access to medical care compared to a regular prison.
Inmates who are in wheelchairs don't get any kind of special treatment. However, at the prison I was in, a person in a wheelchair was assigned a "pusher," which was an inmate who had the job of pushing the inmate in the wheelchair to their medical appointments, the chow hall, and anyplace they needed to go.
I can't speak to whether or not all facilities are ADA compliant (I will assume they are not). But, I do know that inmates in wheelchairs are assigned a bottom bunk, and they have access to special restroom and shower facilities.
Inmates who can't take care of themselves get assistance from staff when it comes to things like taking showers, getting dressed, receiving medication, visiting the commissary, and utilizing the library.
According to the ACLU, recent court cases have "brought to light the serious violations of the rights of prisoners with physical disabilities. In March 2015, the Los Angeles Sheriff's Department settled a lawsuit brought by the ACLU of Southern California, agreeing to provide mobility devices and physical therapy for prisoners with mobility disabilities after horrifying incidents of neglect and abuse."
Neglect is only part of the story. Prisoners with physical disabilities are also at constant risk for placement in solitary confinement because of logistics, not for punishment.
Can someone who is mentally handicapped go to jail?
As I mentioned earlier, someone who is mentally handicapped can go to jail. And, it is becoming more and more common for those with mental issues to end up behind bars than in a hospital where they can receive treatment.
In a 1999 study for the California Policy Research Center, Professor Joan Petersilia concluded, "If a culture is measured by how it treats its weakest members, then the handling of people with cognitive disabilities in our criminal justice system reveals American justice at its basest."
A Bureau of Justice Statistics report also revealed that 30% of jail inmates reported having a cognitive disability. That's quite a huge jump compared to the general public, where less than 5% of people self-report a cognitive disability.
One of the theories as to why those with cognitive disabilities are getting locked up at a higher rate is that people with low IQ and other developmental disabilities can engender suspicion because they lack the necessary social cues that other adults understand. This can result in inappropriate responses from law enforcement.
Do you think disabled people should be incarcerated? Let us know in the comments below.
Disabled Behind Bars
Prisoners with disabilities are forgotten and neglected in America
Our Weakest Members: Developmentally Disabled People in the Criminal Justice System
About the Author Natalie


7 questions on spring and summer traditions
Midweek quiz
If it's a bank holiday in late May, that means it's time for the annual race in which people tumble down a hillside in pursuit of a cheese. How much do you know about eccentric British summer traditions such as this?
Cheese-rollers tumbling
1.) Multiple Choice Question
The annual cheese-rolling competition this year opted for a foam cheese for safety reasons. What was it before?
winner with cheese
 1. Red Leicester
 2. Double Gloucester
 3. Little Wallop
 4. Stinking Bishop
2.) Multiple Choice Question
A championship in the Cheshire village of Willaston demands that competitors charm which creature?
 1. Earthworms
 2. Caterpillars
 3. Snails
3.) Multiple Choice Question
The Cotswold Olimpick Games take place at the end of May. What unusual contest do they include?
 1. Toe wrestling
 A big toe with painted nail
 2. Ear pulling
 An ear
 3. Shin kicking
 A shin
 4. Elbow tapping
 An elbow
4.) Multiple Choice Question
The World Pea Shooting Championship takes place in Cambridgeshire during July. Which one of these is NOT in the rules?
 1. Pea-shooters not to be shared
 2. Pea-shooter cannot exceed 12in
 3. Laser sights are banned for children
 4. You must bring your own peas
5.) Multiple Choice Question
A 22-mile race began in Wales in 1980. Who competes each June?
runner, horse and sheep
 1. Human v sheep
 2. Human v horse
 3. Horse v sheep
 4. All of the above
6.) Multiple Choice Question
The 12th Century tradition of swan upping is celebrated in the Thames each July. Participants do what?
 1. Race boats resembling swans
 2. Swim among the swans
 3. Count swans for the Queen
 4. Bless swans as they pass
7.) Multiple Choice Question
A Dorset pub holds a nettle contest in July. It involves doing what with the stinging plants?
 1. Wearing nettles
 2. Running through nettles
 3. Eating nettles
 4. Stinging rivals
 1. Double Gloucester. Gloucestershire Police warned cheesemaker Diane Smart she could be liable if someone was injured chasing her cheese, so organisers used a foam substitute. The men's race was won by an American, the women's by a local teenager.
 2. It's worms. Competitors may not dig worms from the ground but must use vibrations to call forth the mini-beasts.
 3. It's shin kicking. Competitors used to suffer broken legs but today wear soft shoes and stuff straw down their trousers. A toe wrestling contest takes place in Derbyshire during July.
 4. It's bring your own peas. Competitors must use the peas provided. Laser sights are permitted for adults but not children. Pea-shooters are limited to 12in and must not be shared.
 5. It's human v horse. Riders on horseback compete against runners in the race, which began after a pub discussion over who would win a marathon between man and horse. Most of the winners have been horses, but humans have narrowed the gap.
 6. They count them - it's a census of the Queen's swans. Cygnets are weighed and measured. Participants use traditional rowing skiffs in a five-day journey upriver.
 7. It's a nettle-eating contest. Contestants strip the stalks and eat the leaves non-stop for an hour. The person who has cleared the leaves from the longest length of stalks wins.
Your Score
0 - 3 : Ouch
4 - 6 : Numb
7 - 7 : Fearless
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This is a wooden puzzle. The two parts lock together and you give it to a friend, asking him to unlock and separate the two parts. A friend in Germany made this one. When he handed it to me to solve, I could not until he showed me the secret. This Instructable will not only show how the puzzle is solved, but will also show how you can make these to give as gifts, especially at Christmas.
I have learned through a link by Make! Magazine that this is called a Duallock Cross Puzzle and it was invented by Nobuyuki Yoshigahara.
Step 1: How the parts appear separated
Here you see the two halves of the puzzle separated. Each half has a center notch and a hole below it. Internally, there are two holes in each with a piece of dowel pin that can move freely in each hole. The dowel pins are each a bit longer than the center notch. The center notch is the width of the wood's thickness on the parts. I will use some 3/4 inch clear pine.
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George B. Dorr Museum of Natural History
| Click on image titles for larger views. || |
The original Acadia National Park Headquarters, commissioned by George B. Door, the first superintendent of Acadia National Park, in 1914, is a rustic one-and-a-half-story building qualifying for listing on the National Register of Historic Places. The building was scheduled to be razed to make way for the new Bar Harbor YMCA when, in 1996, the College of the Atlantic requested that the building be saved and moved to its campus, where it was to be used as the entryway to the new Natural History Museum.
Now the George Dorr Museum of Natural History, the building houses exhibits prepared by students at the College of the Atlantic. It serves as an educational center for students involved with the College's Educational Studies program, and for students interested in museum preparation/education and alternative education. The Museum connects the institution to the area by hosting various school programs from the local and regional community, and it is frequented by individual visitors as well.

source: HuggingFaceFW/fineweb-edu


text:
- About Kanakambar..
- How To Grow Kanakambar..
- Benefits of Kanakambar..
- Maintenance Tips
- Shipping Info
Firecracker flower makes a stunning house plant that blooms dependably from spring through fall. It is an ornamental / flower that typically grows as a perennial, which is defined as a plant that matures and completes its lifecycle over the course of three years or more. Its deeply veined, glossy leaves grow in opposite pairs, growing up to 5 in (13 cm) long. Orange flowers are most common, but other colors include red, yellow and pink. The flowers are held upright from green tubular bracts. Even young plants are eager to bloom, sending up clusters of flowers most of the year.
Potting Soil Mix
Every 12-13 Month
1. Crossandra like bright shade. Place them in bright, indirect light.
2. Apply any potting mix soil.
3. Crossandra need relatively high amounts of water. Keep them moist during the growing season and never allow them to dry out.
4. These plants need a week liquid fertilizer every week during the growing season. In the winter, cut back to once every month or so.
5. Crossandra should be deheaded regularly to keep the plant blossoming as long as possible. Snip off the flower stalks at the ground level to do so.
1. Highly Effective in Curing Wounds
2. Ornamental Purpose
1. In dry climates, mist the leaves weekly to provide enough moisture for them.
2. In the winter, provide as much light as possible.
1. In the winter, they need less water but should still never be allowed to dry out altogether.
2. Never over fertilize! You will see lots of weak, leafy growth and few flowers.

source: openbmb/Ultra-FineWeb


Live stream publication
Lead Researcher & Designer
AR-TV is episode 2 of LIVE-ISH, a streaming publication of design research that explores how the stories we consume today are authored by not just humans but algorithmically tuned cameras.
As a part of SNAP INC Research's 2020 CREATIVE CHALLENGE, in collaboration with BBC Research and MICROSOFT Research, ARTCENTER'S Immersion Lab examined the future of storytelling with augmented reality through the lens of the camera, computer vision, and machine learning. AR-TV proposes ways to identify, author, and share new stories in collaboration with autonomous machines. If a story is a series of events that are suddenly given priority, importance, and structure, who or what decides this? How can computer vision reveal events and details that once went unnoticed? How can machine vision and learning models detect features, infer patterns, and predict scenes, now be co-authors? How might these new machine envisioned stories change how we understand and relate to one another?
Introduction Bumpers
ARTCENTER COLLEGE OF DESIGN Transdisciplinary Studio HOST DEPARTMENT Interaction Design FACULTY AND DESIGN RESEARCHER Jenny Rodenhouse THESIS RESEARCHER Miranda Jin ARTIST & DESIGNERS Davis Brown, Dillon Chi, Brandon Comer, Wenyu Du, Qihang Fan, Anna Kang, Casey Knapp, John Ma, Susie Moon, Jeanne Park, Ian Sterling, Nicole Wang TEACHING ASSISTANT Leo Yang PUBLICATION DESIGN Jenny Rodenhouse


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Teach and reinforce place value concepts with this complete collection!
Teach and reinforce place value concepts with this complete collection. The Didax Classroom Essentials: Base Ten Set includes full sets of base-ten materials as well as books, games, and activities at various levels to make learning fun!
- 600 unit cubes
- 200 ten rods
- 20 hundred flats
- 3 thousand blocks
- 50 Base Ten activity mats
- Overhead Base Ten set
- Developing Mathematics with Base Ten
- Face Value, Place Value (Set B)
- Place Value Safari
- Base Ten Equivalence Dominoes
- Base Ten Activity Guide


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Everything you need to understand or teach When Hitler Stole Pink Rabbit by Judith Kerr.
Judith Kerr's WHEN HITLER STOLE THE PINK RABBIT is a semi-autobiographical story about a nine year-old Jewish girl named Anna who lives with her family in Berlin just as the Nazis are rising to power in Germany. Anna has an older brother named Max. Her mother, just called "Mama," is a well-to-do housewife and her father, "Papa," is a famous writer and prominent critic of the Nazi regime and the Nazi party. The story is about the family's flight from the Nazis, who have put a price on Anna's father's head since he is one of their critics. The family moves from Weimar Germany to Switzerland, then to France and ends up in England, because Papa cannot find work in countries influenced by the Nazis, since they refuse to publish his work. The notable feature of the book, however, is that the complexities of pre-war European politics are seen through... View more of the When Hitler Stole Pink Rabbit Summary
When Hitler Stole Pink Rabbit Lesson Plans contain 123 pages of teaching material, including:


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Who is Abel Wolman?
(Based on an article written by Dr. Howard Rosen, which appeared in the October 1989 issue of the APWA Reporter.)
With the 50-year mark as the traditional retirement goal, a career spanning 73 years is almost unheard of. That is, unless you're talking about Abel Wolman. (_PHONE_) Although you may never have heard his name before, Wolman's work has had an impact on millions of people.
Wolman was born, lived and died in Baltimore, Maryland. His career began in 1915 and ended with his death in 1989. He was a graduate of Johns Hopkins University with a Bachelor of Science degree in civil engineering in 1915. His first full-time job after graduation was as an Assistant Engineer with the Maryland Department of Public Health, a position he held until 1922.
During those years, at the age of 26, Wolman perfected the formula for the chlorination of urban water supplies. In cooperation with chemist Linn H. Enslow, Wolman took what was an empirical practice that was just beginning and gave it a rigorous scientific basis. As a result of Wolman's efforts, chlorination, which is still the primary method for water treatment, was made available to communities of different sizes and specific water treatment needs.
Wolman believed strongly in joining engineering practice with scientific theory. His personal research work with a university chemist, and then his association with Johns Hopkins University reflected his commitment to scientific research and his efforts to bring the benefits of the latest scientific work into engineering. Wolman was also an active participant in persuading the public and elected officials to support effective public works programs, with meeting opposition to chlorination one of his first battlefields.
Along with Dr. Albert E. Berry in Canada and other leaders in sanitary engineering, Wolman had to overcome often strong opposition to convince local governments that putting amounts of otherwise poisonous chemicals in the water supply would be extremely beneficial to public health. Through effective public speaking, writing, behind-the-scenes meetings, and whatever else it took, Abel Wolman helped persuade the profession and the public that improving the quality of water supply was crucial for the future.
From 1922 to 1939, Wolman served as Chief Engineer for the Maryland State Department of Health. His efforts there helped develop the plan for Baltimore's water supply so thoroughly and effectively that it remains well-provided for growth through the 21st century. His work also benefited water systems in New York, Detroit and Columbus, Ohio.
Wolman was a major figure in the public works programs of the New Deal and World War II. He was deeply involved with many of the programs associated with the Potomac River Basin, which through his efforts resulted in the formation of the Interstate Commission on the Potomac River Basin in 1940 and was named by Franklin Delano Roosevelt to be one of its first Federal Commissioners.
Engineer, editor and author, Abel Wolman served in literally scores of positions, each of which he took very seriously. At the same time, he established the Department of Sanitary Engineering in the School of Engineering and in the School of Hygiene and Public Health at Johns Hopkins University and served as Chairman from its start in 1937 until his "retirement" in 1962.
After World War II, Wolman helped create many of the key international bodies which have served to solve water resource and public health problems throughout the world. He was a member of the first delegation to the World Health Organization and was an active figure in the Pan American Health Organization. Wolman was chairman of the Board of Consultants to the Jordan River Development program which planned the water system for Israel, and he was a founder of the Inter-American Association of Sanitary and Environmental Engineering (AIDIS).
He was a dues-paying member of more than 100 professional associations and served as President of the American Public Health Association (1939) and the American Water Works Association (1942). Wolman was an Honorary Member of 17 different national and international bodies, including the American Public Works Association. In 1986 the City of Baltimore dedicated the Abel Wolman Municipal Building in recognition of his extraordinary service to the community. APWA's Public Works Historical Society presents the Abel Wolman Award each year to the author of the book judged to have made the best contribution to the field of public works. Wolman himself was the author of four books and 338 articles. His first paper was published in 1916, and his last appeared in 1987.


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|This article does not cite any references or sources. (February 2007)|
In most countries, this is usually a measurement taken at the diameter at breast height (1.3m or 4.5ft) of a tree above the ground and includes the complete diameter of every tree, including the bark. Measurements are usually made for a plot and this is then scaled up for 1 hectare of land for comparison purposes to examine a forest's productivity and growth rate.
To estimate a tree's basal area, use the tree's diameter at breast height in inches with the following formula:
(Note: The factor of 144 is there to convert from Sq Inches to Sq Feet)
This formula simplifies to:
The result will be in ft2.
For the DBH in cm use:
The result will be in m2.
The basal area of a forest stand can be found by adding the basal areas (as calculated above) of all of the trees in an area and dividing by the area of land in which the trees were measured. Basal area is generally expressed as ft2/acre or m2/ha.
A wedge prism can be used to quickly estimate the basal area per hectare. To find basal area using this method, simply multiply your BAF (Basal Area Factor) by the number of "in" trees in your variable radius plot. The BAF will vary based on the prism used, common BAFs include 5/8/10, and all "in" trees are those trees, when viewed through your prism from plot centre, that appear to be in-line with the standing tree on the outside of the prism.
If you carried out a survey using Angle Count Sampling (wedge prism) and you selected a Basal Area Factor (BAF) of 4. And you measured your first tree and its Diameter Brest Height (DBH) was 14cm. Then the standard way of calculating how much of 1ha was covered by tree area (scaling up from that tree to the hectare) would be:
4/((DBH+0.5)² X π/4))
- So this would be 4 - this is the BAF selected for that sampling technique.
- DBH would be 14 - this uses an assumed diameter, when actually used is the radius perpendicular to the tangent line.
- The + 0.5 allows under and over measurement to be accounted for.
- The π/4 converts the rest to the area.
Lastly to see the figure in m² it needs to be multiplied by 10 000. IN this case this means in every Ha there is 242m² of tree area according to this sampled tree being taken as representative of all the unmeasured trees.
Fixed area plot
It would also be possible to survey the trees in a Fixed Area Plot (FAP). Also called a Fixed Radius Plot. In the case that this plot was 100m². Then the formula would be
- R. Hédl, M. Svátek, M. Dancak, Rodzay A.W., M. Salleh A.B., Kamariah A.S. A new technique for inventory of permanent plots in tropical forests: a case study from lowland dipterocarp forest in Kuala Belalong, Brunei Darussalam, In Blumea 54, 2009, p 124–130. Published 30. 10. 2009.
|This article about forestry is a stub. You can help Wikipedia by expanding it.|


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by Duncan Steel
This article was
printed in IMO's
edition of the WGN Journal.
It was written by Duncan Steel
There is evidence that there were two massive bolide explosions
which occurred over South America in the 1930's.
One seems to have
occurred over Amazonia, near the Brazil-Peru border, on August 13,
1930, whilst the other was over British Guyana on December 11, 1935.
It is noted that these dates coincide with the peaks of
the Geminids, although any association with those meteor showers
is very tentative.
The identification of such events is significant
in particular in that they point to the need for re-assessment of
the frequency of Tunguska-type atmospheric detonations.
1 - The Rio Curaca
In 1989 an article by N.Vasilyev and G.V. Andreev in the IMO Journal
(1) drew attention to a discussion, published in 1931 by L.A. Kulik
(2), of a possible Brazilian counterpart to the
explosion of 1908.
The Brazilian event, which occurred on August 13,
1930, was described in the papal newspaper L'Osservatore Romano, the
report being derived from Catholic missionaries working in Amazonia.
That report, in Italian, was used as the basis of a front-page story
in the London newspaper The Daily Herald (since closed down), which
was published on March 6, 1931, and then seen by Kulik. (For the
interested reader, a copy of the story is reprinted in the December
The locality of the explosion gives it it's name:
The Rio Curaca
This is close to the border between Brazil and Peru, at
Latitude: 5 degrees South, Longitude: 71.5 degrees West.
Both of these newspaper stories were discussed in a recent paper by
Bailey and co-workers (3), who provide an English translation of the
story which appeared in L'Osservatore Romano.
Since that paper
should be accessible to many readers of
WGN, I will not give an
extensive account of it here.
I will, however, just mention that
although the eye-witness accounts give do cover the phenomena which
one might expect to be produced by a massive bolide, there are some
other interesting reported observation which would require some
explanation. These include the following:
An ear-piercing "whistling" sound, which might be understood as
being a manifestation of the electrophonic phenomena which have been
discussed in WGN over the past few years.
The sun appearing to be "blood-red" before the explosion. I note
that the event occurred at about 8h local time, so that the bolide
probably came from the sunward side of the earth. If the object were
spawning dust and meteoroids - that is, it was cometary in
nature - then, since low-inclination, eccentric orbits produce radiants close to the sun, it might be that the solar coloration
(which, in this explanation, would have been witnessed elsewhere)
was due to such dust in the line of sight to the sun. In short, the
earth was within the tail of the small comet, if this explanation is
There was a fall of fine ash prior to the explosion, which covered
the surrounding vegetation with a blanket of white: I am at a loss
with regard to this, if the observation is correct (and not mis-remembered
as being prior-, rather than post-impact).
Bailey et al. also discuss the fact that the Rio Curaca event
occurred on the day of the peak of the annual Perseid meteor shower,
but conclude that this is likely to be purely a coincidence. The
date is also close to august 10, on which day in 1972 a large bolide
was filmed skipping through the upper atmosphere above western
Wyoming and Montana, departing from the earth above Canada (4).
Again, this may be merely a coincidence.
A brief discussion of the event is also given by R. Gorelli in
august 1995 issue of Meteorite! magazine.
2 - The Rupununi
I now move on to the suspected explosion over British Guyana in
The main source for information on this event is a story
entitled Tornado or Meteor Crash? in the magazine The Sky (the
forerunner of Sky and Telescope) of September 1939.(5)
A report from
Serge A. Korff of the Bartol Research Foundation, Franklin Institute
(Delaware, USA) was printed, he having been in the area - the
Rupununi region of British Guyana - a couple of months later. The
date of the explosion appears to have been December 11, 1935, at
about 21h local time. I might note that this is near the date of the
peak of the Geminid meteor shower, but yet again this may be merely
The location is given as being near Lat: 2 deg 10min
North, Long: 59 deg 10 min West, close to
Korff's description suggested that the region of devastation might
be greater than that involved in the Tunguska event itself. On his
suggestion, a message was sent to William H. Holden, who in 1937 was
in the general region with the Terry-Holden expedition of the
American Museum of Natural History. That group hiked to the top of
Marudi Mountain in 1937 November and reported seeing an area some
miles across where the trees had been broken off about 25 feet above
their bases, although regrowth over two years in this tropical
jungle had made it difficult to define the area affected.
confirmed, on returning to New York, that he believed the
devastation was due to an atmospheric explosion of cosmic origin.
explorer and author, Desmond Holdridge, also visited the region in
the late 1930's and confirmed the suspicion that a comet or asteroid
detonation was responsible.
Korff obtained several local reports, the best being from a Scottish
gold miner, Godfrey Davidson, who reported having been woken by the
explosion, with pots and pans being dislodged in his kitchen, and
seeing a luminous residual trail in the sky.
A short while later,
whilst prospecting, he cam across a devastated region of the jungle
he estimated to be about five by ten miles (8 by 16 kilometers),
with the trees all seeming to have been pushed over.
Holden was unsure of the origin of the flattening of the forest, and
pointed out that similar destruction can result from tornados.
Holdridge, however, reported eye-witness accounts in accord with a
large meteoroid/small asteroid entry, with a body passing overhead
accompanied by a terrific roar (presumably electrophonic effects),
later concussions, and the sky being lit up like daylight.
aircraft operator, Art Williams, reported seeing an area of forest
more than twenty miles (32 kilometers) in extent which had been
destroyed, and he later stated that the shattered jungle was
elongated rather than circular, as occurred at Tunguska and would be
expected from the air blast caused by an object entering away from
the vertical (the most likely entry angle for all cosmic projectiles
is 45 degrees).
There is a report of the Guyanan event, largely derived from the
account in The Sky, in the newsletter Meteor News for March 1974.
Apparently as a result of that, the publishers (Karl and Wanda
Simmons, of Callahan, Florida) had some correspondence with a Mr. F.A. Liems of Paramaribo, Surinam, concerning a possible
crater/event at Wahyombo in that country; he gives the location as
Lat: 5.25 deg North, Long: 56.05 deg West. The letters date from
1976; apparently Liems died in 1982.
In 1990, as a result of
Andreev's article in WGN about the Brazilian event, Wanda Simmons
sent copies to him, and he kindly sent copies on to me.
notes/maps/letters are included, but it is difficult to know what to
make of them: my impression is that this concerns something that
occurred some time ago, not in this century, and it's linkage with
an incursion by an asteroid or comet is far from clear.
1) N. Vasilyev, G. Andreev, WGN
17:6, 1989, pp. 247-248.
2) L.A. Kulik, Priroda i Ljudi 13-14, 1931, p.6
3) M.E. Bailey, D.J.Markham, S. Massai, J.E. Scriven, The
Observatory 115, 1995, pp. 250-253.
4) Sky and Telescope 44, 1972, pp. 269-272.
5) The Sky, September 1939, pp. 8-10 and p.24.
Below is the wording of the Newspaper article printed in The
Daily Herald on March 6, 1931.
Another colossal bombardment of
the earth from outer-space has just been revealed.
Three great meteors, falling in Brazil, fired and
depopulated hundreds of miles of jungle.
News of this catastrophe has only


very close in spirit. – Artie Prendergast-Smith Mar 11 '11 at 11:19
Can anyone please tell me if there's something wrong with the following reasoning?
Sticking to the notation in the answer above, let $A$ be an ample divisor on $Y$. Then we can write $A \sim \pi^*D - kE$ for some divisor $D$ on $X$. Since $A \cdot l>0$, $\pi^*D \cdot l =0$, and $E \cdot l =-1$ we must have $k>0$. In fact, we can take $k=1$ since for any curve $C$ on $Y$ not contained in $E$, $(\pi^*D-kE)\cdot C \leq (\pi^*D-E)\cdot C$ because $E\cdot C \geq 0$, and we still have $(\pi^*D-E)\cdot l =1$. So take $A \sim \pi^*D -E$ to be our ample divisor on $Y$. By Seshadri's criterion, there exists an $0< \epsilon <1$ such that for any curve $C'$ on $Y$, $A \cdot C' \geq \epsilon ~ m(C')$, where $m(C')=sup_{q \in C'} m_q(C')$ is the multiplicity of the curve.
Now let $C$ be any curve on $X$ and denote by $C'$ its strict transform under the blowup. If $C$ does not pass through the center $p \in X$, then $C' \cong C$ and $C'$ does not meet $E$, so $E \cdot C' =0$. Then $A \cdot C' = \pi^*D \cdot C' = D \cdot C \geq \epsilon ~ m(C') = \epsilon ~ m(C)$.
If $C$ does pass through $p$ with multiplicity $m$, then $E \cdot C' =m$ and we have $A \cdot C' = \pi^*D \cdot C' -E \cdot C' = D \cdot C - m \geq \epsilon ~ m(C')$. But this means that $D \cdot C \geq \epsilon ~ m(C') + m \geq \epsilon ~ m(C)$. Hence $D$ is ample on $X$ by Seshadri's criterion (which still holds on complete non-projective schemes) so $X$ is projective.
The problem is I'm not quite sure where I'm using the smoothness of $X$, since blowing up points on a (singular) non-projective surface will make the blowup projective. (Maybe in the first line where it's assumed that $Pic(Y) \cong Pic(X) \oplus \mathbb Z$.) In any case, the above answer (and this one if it's correct) gives a quick proof of the Chow-Kodaira theorem, which says that any smooth complete algebraic surface must be projective.
I expect the statement to hold for singular complete algebraic varieties in dimension $\geq 3$. That is, if $X$ is any complete algebraic variety of dimension $\geq 3$, then $X$ is projective if and only if $Bl_p(X)$ is projective.
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text:
A frequent worry with multiple-choice questions (MCQ) is the possibility of unearned success by lucky guessing. Studies of guessing behavior report that "the great majority of examinees do not engage in random guessing" and that "difficult items, as might be expected, attract much more guessing than less difficult ones." Consequently, "one can easily hypothesize that when a guesser engages in random guessing, it is only on those items which are too difficult for him" (Waller, 1973). An empirical study confirms this and suggests a simple and convenient solution.
From Johnson O'Connor Research Foundation's bank of 1,294 5-choice MCQ vocabulary items, 17 linked tests of 110 items each were constructed. Each test was administered to 400-600 students. The CAT System Software combined the raw data from these 17 forms into one large data matrix in which responses to items that persons did not encounter were marked as missing. Rasch analysis of this 1,294 item by 7,711 student response matrix produced a measure for each examinee (B) and a calibration for each item (D). The difference between the ability of each examinee and the difficulty of each item encountered (B-D) was calculated for 835,000 valid encounters. [Figure 2 shows their distribution.] Most encounters involved items that were not too hard for examinees (B-D > -1) and so would not provoke random guessing.
|Figure 1. Percent-success ogives.|
|Figure 2. Distribution of responses (in thousands).|
Nevertheless, some guessing behavior was evident. Figure 1 compares the theoretical and empirical success distributions. The solid ogive is the expected percent success for data fitting the Rasch model. The dotted ogive is the observed success rate for each strata of (B-D). The 15% success rate at the lower asymptote is significantly less than the 20% expected for random guessing on 5-choice MCQ items. Obviously not everyone is guessing.
The effect of guessing on measurement is clear. The bottom left of Figure 1 shows that lucky guesses make some low ability examinees appear more able than they are. Their performance on items too hard for them is better than expected, inflating their measures. This is confirmed in the center of Figure 1 which shows the lucky guessers' observed performance to be worse than expected on items targeted at their inflated abilities. At the top right of Figure 1, observed performance appears better than expected because few low ability guessers (with inflated abilities) encounter items much too easy for them.
The obvious solution to the lucky guessing problem is to remove the provocation to guess. This can be done post-hoc by removing responses to items too hard for an examinee. Figure 1 suggests a useful lower cutoff at -1 logit, i.e., disregard responses when examinees encounter items more than one logit too difficult for them. To safeguard against carelessness provoked by excessively easy items, use an upper cut-off point at +2 logits, i.e., disregard responses when examinees encounter items more than two logits too easy for them. Such cut-offs are easily implemented by the BIGSTEPS/WINSTEPS (CUTLO=, CUTHI=) Rasch analysis computer program.
CUTLO= is equivalent to the procedure outlined in Bruce Choppin. (1983). A two-parameter latent trait model. (CSE Report No. 197). Los Angeles, CA: University of. California, Center for the Study of Evaluation.
Results after eliminating responses outside these cut-points produces the "+" ogive in Figure 1. The "+" ogive includes all observed responses, but its position is based on estimates of B and D from the tailored response set. Since the guessing in the lower tail no longer influences estimation, the "+" ogive is closer to the solid ogive in the center of the range.
After this response tailoring, 110 of the 1,294 items had less than 100 responses or large misfit. These items were dropped, and a new tailored analysis performed. The results are shown by the "." ogive in Figure 1. Now the theoretical and empirical ogives match well enough for all practical purposes in the relevant (-1.25 to +3) region. The removal of measure inflation among low ability performers has also raised the lower asymptote closer to the theoretical guessing level of 20%.
Good item calibration demands that calibrations be based on responses relevant to what the item is intended to measure. Removing responses likely to be contaminated by guessing, carelessness and poor item construction improves the basis for good item calibration. This is particularly relevant when calibrations are used for computer-adaptive testing (CAT), because CAT examinees never experience items much too easy or much too hard. When person measures must be based on entire response strings, a secondary analysis can be performed of all data with item calibrations anchored at their best values.
Gershon R. 1992. The CAT System software program. Chicago: Computer Adaptive Technologies
Waller MI. 1973. Removing the effects of random guessing from latent ability estimates. Ph.D. dissertation. Chicago.
Later note: Andrich et al. (2012) also discover that a lower cut-off
near -1 logits is effective in tailoring the data to eliminate the effect of guessing on measuremnet.
David Andrich, Ida Marais, and Stephen Humphry (2012) Using a Theorem by Andersen and the Dichotomous Rasch Model to Assess the Presence of Random Guessing in Multiple Choice Items Journal of Educational and Behavioral Statistics, 37, 417-442.
Guessing and Measurement, R Gershon Rasch Measurement Transactions, 1992, 6:2 p. 209-10
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|Introduction to Rasch Measurement, E. Smith & R. Smith||Introduction to Many-Facet Rasch Measurement, Thomas Eckes||Invariant Measurement: Using Rasch Models in the Social, Behavioral, and Health Sciences, George Engelhard, Jr.|
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text:
Can you give any pointers for Strengthen (or Weaken) Questions?
Did you really think I'd say no?
Strengthen and Weaken questions are two sides of a coin. In both instances, we will answer by appeal to the assumption of the argument. You cannot strengthen an argument on this test by showing that the evidence on offer is true. We will correctly stipulate the truth of all the evidence (we have to. In a world where the facts are in question, how can we ever hope to reason properly together? See the US Congress for illustration). So, if the validity of the evidence is not in question, how can we make the argument stronger or weaker?
We can do so because the argument has assumed something. So, to make the argument stronger, we'll assert that the necessary assumption is true. To weaken it, we'll deny the truth of the assumption.
Consider an example: If an argument begins by saying that Mechanical Engineering majors are astonishingly physically attractive as a group, and that therefore, they must be a successful dating population, then that argument is flawed, because it has assumed a connection between attractiveness and success in dating.
So, to strengthen that conclusion, indicate that physical attractive does matter in dating. Say something like "Typically, the more attractive a person is, the more likely it is she'll be able to get a date." This doesn't prove that the conclusion is true, but it does make it more likely - and that's what we were asked to do.
To weaken this conclusion, attack the assumption: Say something like "Recent studies have indicated that physical attractiveness is a much less important consideration in dating than financial acumen." In this way, you're denying the strength of the connection between attractiveness and dating. This doesn't prove the conclusion is false, but it makes it less likely. That was its job.


If you've ever been to an ocean, you've probably seen sand dollars on the beach or in souvenir shops. You may have even seen live sand dollars moving around on the sandy ocean floor. But what exactly are these creatures?
Sand dollars — sometimes called sea cookies, snapper biscuits, sand cakes, cake urchins or pansy shells — are species of flat, burrowing echinoids that belong to the order Clypeasteroida. Sand dollars are related to sea urchins, sea cucumbers and starfish.
When sand dollars are alive, they live in shallow coastal waters along the sandy ocean floor. Unlike the white color of dead sand dollars, live sand dollars are usually green, purple or blue. Some people think live sand dollars look like fuzzy cookies!
Live sand dollars are covered with a dense, velvety layer of short spines and tubular feet. They use these spines and tubular feet to burrow into the sand and move around.
You may have noticed that sand dollar skeletons feature a pattern that looks like a flower. This pattern is where the live sand dollar's tubular feet are located. In addition to helping the sand dollar move, these tubular feet also help direct food found on the ocean floor to the sand dollar's mouth.
Wonder What's Next?
We might need some help with tomorrow's Wonder of the Day. Can you lend us a hand?


theorem.
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Sounds interesting, but I do not quite get it yet. In the third displayed equality, the exponent should be $2/n$; correct? Could you explain why "$F$ maps conformally the exterior etc" (and what are the $a_i$s)? Exactly what do you mean by $F(z)\sim z$? What is the capacity in your context and why the assertion is equivalent to Dubinin's theorem? Thanks in advance for the explanations (and welcome to the MO)! – Seva Aug 4 '12 at 9:25
Seva, I corrected the misprint 2/n. $F(z)\sim z$ means as usual that $F(z)/z\to 1$ as $z\to\infty$. To see that it is a conformal map and to find the image, look how it behaves on the unit circle: the argument is constant on the arcs between any $z_j,z_{j+1}$. So these arcs are maped on some segments $[0,a_k]$. What are the $a_k$? Some complex numbers. $|a_k|$ is the maximum of $|F|$ on the corresponding arc. The angles between the segments are $2\pi p_j/n$. – Alexandre Eremenko Aug 4 '12 at 17:22
And what is the capacity of $K$? – Seva Aug 4 '12 at 18:11
You can look for various equivalent definitions of logarithmic capacity in any textbook, but for our purposes a connected compact has capacity $1$ if the conformal map of its exterior onto the exterior of the unit disc safisfies $F(z)/z\to 1$. Our map satisfies this. – Alexandre Eremenko Aug 4 '12 at 19:59
Not an answer, but maybe an useful reference:
Your statement reminds me of Schiefermayr's theorem:
If $p_n$ is a degree $n$ polynomial and $\Sigma\subseteq\mathbb{R}$. Then $$ \|p_n\|_{L^{\infty}(\Sigma)} \geq 2 Cap(\Sigma)^n $$ where $Cap(\Sigma)$ is the logarithmic capacity of $\Sigma$, e.g. $Cap([-2,2]) = 1$.
This is Corollary~5.7.7. in Barry Simon's book: Szego's Theorem and its decendents.
Unfortunately, this does not apply in your case, since it requires the work with subsets of the real line. However, you are close to this situation, since you require the zeros of your polynomial to be on the unit circle.
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Another problem seems to be that my product is not a polynomial in $z$. – Seva May 9 '11 at 5:24
Here is an observation that didn't get me very far. Let $p$ have degree $n$ and have $r$ distinct roots, all on the unit circle. Call these roots $e^{i \theta_j}$, where $\theta_k$ has multiplicity $c_j$.
Set $$q(u) = \frac{1}{n} \sum_{j=1}^r \left( c_j \left( u + e^{i \theta_j} \right) \prod_{\substack{1 \leq k \leq r \\ k \neq j}} \left( u - e^{i \theta_k} \right) \right).$$ Then $q$ is a monic polynomial of degree $r$, all of whose roots are on the unit circle. They occur at precisely the places where $|p(e^{i \phi})|$ has a local maximum. Your goal is to show that, at one of these local maxima, we have $|p| \geq 2^{n/r}$.
I had a detailed computation of this written out, but I couldn't find a way to make it useful, so I'm recording the formula in case it helps someone else. My plan was to show that $\prod_{\{\phi : q(e^{i \phi})=0\}} |p(e^{i \phi})| \geq 2^n$, but this inequality turned out to be false; if all the $\theta$'s are very close together, then one of the local maxima of $p$ is near $2^n$ but the other local maxima can be arbitrarily small.
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By the way, an interesting observation is that the product of the roots of $q$ is negative that of the roots of $p$. That also didn't help me, though. – David Speyer May 23 '11 at 22:20
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text:
Sea Quark Spin Surprise!
Antiquark spin contribution to proton spin depends on flavor, which could help unlock secrets about the nuclear structure of atoms that make up nearly all visible matter in our universe.
New data add detail—and complexity—to an intriguing puzzle that scientists have been seeking to solve: how the building blocks that make up a proton contribute to its spin. The STAR experiment at the Relativistic Heavy Ion Collider (RHIC) provided the data to help put the pieces of the puzzle together. The new results reveal definitively for the first time that different "flavors" in the "sea" of antiquarks inside the proton contribute differently to the proton's overall spin. The flavors contribute in a way that's opposite to those flavors' relative abundance.
Spin is a fundamental property of particles, as essential to their identity as electric charge. Aligning and flipping the polarity, or direction, of proton spin is the basis for technologies like magnetic resonance imaging (MRI). However, scientists still don't know how the proton's inner building blocks (quarks, gluons, and a sea of quark-antiquark pairs that form when gluons split)—as well as these particles' motions within the proton—build up the overall spin. Solving this puzzle may help scientists understand how the complex interactions within the proton give rise to its overall structure, and in turn to the nuclear structure of the atoms that make up nearly all visible matter in our universe.
Since the 1980s, scientists have known that quark and antiquark spins within a proton account for, at best, a quarter of the overall proton spin. RHIC, a Department of Energy Office of Science user facility for nuclear physics research at Brookhaven National Laboratory, was built in part so that scientists could measure the contributions of other components, including different "flavors" of antiquarks (up and down) and the gluons that "glue" the quarks together to form particles such as protons and neutrons.
The antiquarks are particularly elusive. They form when gluons split into a sea of quark-antiquark pairs, but for some still unknown reason, more down antiquarks are found in the proton than up antiquarks! RHIC physicists have now found an opposite effect for the proton's spin! They found that the spins of up antiquarks make a greater contribution to overall proton spin than the spins of down antiquarks. This exciting new result provides a substantially deeper understanding of the quantum fluctuations of quarks and gluons inside the proton and the complexity of the proton spin puzzle. It also lays the groundwork for new experiments to probe deeper into the internal structure and properties of nucleons (that is, protons and neutrons).
Research at the Relativistic Heavy Ion Collider, a scientific user facility, is funded primarily by the Department of Energy (DOE), Office of Science, Nuclear Physics. The STAR endcap calorimeter used for the forward and rearward measurements included in this analysis was funded in large part by the National Science Foundation. In addition, the team used the National Energy Research Scientific Computing Center, a scientific user facility at Lawrence Berkeley National Laboratory, funded by the DOE Office of Science, Advanced Scientific Computing Research. This work was supported in part by the Office of Nuclear Physics within the DOE Office of Science, the U.S. National Science Foundation, the Ministry of High Education and Science of the Russian Federation, National Natural Science Foundation of China, Chinese Academy of Science, the Ministry of Science and Technology of China and the Chinese Ministry of Education, the National Research Foundation of Korea, Czech Science Foundation and Ministry of Education, Youth and Sports of the Czech Republic, Department of Atomic Energy and Department of Science and Technology of the Government of India, the National Science Centre of Poland, the Ministry of Science, Education and Sports of the Republic of Croatia, RosAtom of Russia and German Bundesministerium für Bildung, Wissenschaft, Forschung and Technologie and the Helmholtz Association.
J. Adam, et al. (STAR Collaboration), "Measurement of the longitudinal spin asymmetries for weak boson production in proton-proton collisions at √s=510 GeV." Physical Review D 99, 051102(R) (2019). [DOI: 10.1103/PhysRevD.99.051102]


text:
The Abbey of Fiesole Great and severe, it was the cathedral of Fiesole from the Dark Ages until 1026. From 1456, intended by Cosimo the Elder and with his direct interventions in the project, the much more larger Abbey was begun to built.
According to Vasari Brunelleschi provided the model, but he was already dead since ten years when the works were begun, and the style of the church and of the convent belong to his followers.
The façade of the church, which has remained rough and incomplete because of the death of Cosimo I, adopts the small white and green Romanic façade of the 12th century, which recalls the architectural pattern of the façade of S. Miniato and of the Baptistery of Florence.
The interior with a single aisle, and a Brunelleschi touch, dates back to 1461-64. On the right of the church there's the ex convento, where Cosimo the Elder had a quarter built where he often lived and gathered rare books and codes.
For any information:
Via Dei Roccettini (_PHONE_).
Open 9am-6pm Sat 9.30am-1pm.


text:
Interior Department Awards $15 Million for Forest Thinning on Public Lands
May 27, 2009
The U.S. Department of the Interior announced on May 21 that it will award $15 million to 55 projects that will thin overgrown forests and remove potential fuels for wildfires on public lands. The American Recovery and Reinvestment Act funds will create jobs in rural communities in 12 states, and many of the projects will produce biomass that can be converted into energy. The so-called "hazardous fuels reduction" projects include efforts to remove accumulated deadwood and dense underbrush from forests near communities that are susceptible to wildfires. The wood removed during such projects is generally of a poor quality that is not wanted by lumber mills, but it can serve as an excellent source of biomass energy. The 55 projects are being carried out under the Interior Department's Wildland Fire Management program, and 23 of them are specifically designated as biomass utilization projects. Those 23 biomass energy projects are located in eight states: Alaska, Arizona, California, Minnesota, Montana, Oregon, Washington, and Wisconsin. See the Interior Department's press release and list of projects.


Space Mission Museum
Experience the Legacy
Artist credit - MacRebisz:
If you are a private collector interested in a virtual exhibit of your spaceflight artifacts in this museum, either attributed with your name or anonymously displayed, please contact us below for details.
NASA Apollo Saturn V, Instrument Unit,
Launch Vehicle Digital Computer Circuit Board
This artifact was removed from a damaged LVDC that originally belonged to Charles H. Bell, a noted NASA Engineer and Space Hardware Collector.
IBM designed and constructed this circuit board with cutting edge technology for its time.
This LVDC component features a green Melamine insulated gold pin connector.
Approximate dimensions: 4.25 inches x 3 inches.
Serial Number: 534.
Saturn Launch Vehicle Digital Computer
"The Saturn Launch Vehicle Digital Computer (LVDC) was a computer that provided the autopilot for the Saturn V rocket from launch to Earth orbit insertion. Designed and manufactured by IBM's Electronics Systems Center in Owego, N.Y., it was one of the major components of the Instrument Unit, fitted to the S-IVB stage of the Saturn V and Saturn IB rockets. The LVDC also supported preand post-launch checkout of the Saturn hardware. It was used in conjunction with the Launch Vehicle Data Adaptor (LVDA) which performed signal conditioning to the sensor inputs to the computer from the launch vehicle.
The LVDC was capable of executing 12190 instructions per second. For comparison, a 2012-era microprocessor can execute 4 instructions per cycle at 3 GHz, achieving 12 billion instructions per second, one million times faster.
Its master clock ran at 2.048 MHz, but operations were performed bit-serially, with 4 cycles required to process each bit, 14 bits per phase, and 3 phases per instruction, for a basic time of 168 cycles = 82 μs for a simple add. (A few instructions, such as multiply or divide, took a few times this value.)
Memory was in the form of 13-bit syllables, each with a 14th parity bit.[1] Instructions were one syllable in size, while data words were two syllables (26 bits). Main memory was random access magnetic core, in the form of 4,096-word memory modules. Up to 8 modules provided a maximum of 32,768 words of memory. Ultrasonic delay lines provided temporary storage.
For reliability, the LVDC used triple-redundant logic and a voting system. The computer included three identical logic systems. Each logic system was split into a seven-stage pipeline. At each stage in the pipeline, a voting system would take a majority vote on the results, with the most popular result being passed on to the next stage in all pipelines. This meant that, for each of the seven stages, one module in any one of the three pipelines could fail, and the LVDC would still produce the correct results. The result was an estimated reliability of 99.6% over 250 hours of operation, which was far more than the few hours required for an Apollo mission. With four memory modules, giving a total capacity of 16,384 words, the computer weighed 72.5 lb (32.9 kg), was 29.5×12.5×10.5 inches in size (74×32×27 cm) and consumed 137 watts.
LVDC instruction words were split into a 4-bit opcode field (least-significant bits) and a 9-bit operand address field (most-significant bits). This left it with sixteen possible opcode values when there were eighteen different instructions: consequently, three of the instructions used the same opcode value, and used two bits of the address value to determine which instruction was executed.
Memory was broken into 256-word "sectors". 8 bits of the address specified a word within a sector, and the 9th bit selected between the software-selectable "current sector" or a global sector called "residual memory".
The LVDC could also respond to a number of interrupts triggered by external events.
The LVDC was approximately 30 inches wide, 12.5 inches high, and 10.5 inches deep and weighed 80 pounds.[2] The chassis was made of magnesium-lithium alloy LA 141, chosen for its high stiffness, low weight, and good vibration damping characteristics.[3] The chassis was divided into a 3 x 5 matrix of cells separated by walls through which coolant was circulated to remove the 138 Watts[4] of power dissipated by the computer. Slots in the cell walls held "pages" of electronics.
The decision to cool the LVDC by circulating coolant through the walls of the computer was unique at the time and allowed the LVDC and LVDA (part-cooled using this technique) to be placed in one cold plate location due to the three dimensional packaging. The cold plates used to cool most equipment in the Instrument Unit were inefficient from a space view although versatile for the variety of equipment used. The alloy LA 141 had been used by IBM on the Gemini keyboard, read out units, and computer in small quantities and the larger frame of the LVDC was produced from the largest billets of LA 141 cast at the time and subsequently CNC machined into the frame.
A page consisted of two 2.5 x 3-inch boards back to back and a magnesium-lithium frame to conduct heat to the chassis. The 12-layer boards contained signal, power, and ground layers and connections between layers were made by plated-through holes.
Up to 35 alumina squares 0.3 x 0.3 x 0.070 inch [5] could be reflow soldered to a board. These alumina squares had conductors silk screened to the top side and resistors silk-screened to the bottom side. Semiconductor chips 0.025 x 0.025 inch, each containing either one transistor or two diodes, were reflow soldered to the top side. The complete chip was called a unit logic device.[6] Copper balls were used for contacts between the chips and the conductive patterns.[7]
- From Wikipedia, the free encyclopedia
The last seven images are references, including two photos from the NASM, Smithsonian National Air and Space Museum collection of an encased and uncovered Launch Vehicle Digital Computer from the Saturn I.U., like the one that this board was removed from, as well as two Instrument Unit references, and a photo of Dr. Wernher von Braun inspecting an uncovered Saturn LVDC.
You can find in depth video references for this item on Google videos. Key words: Saturn LVDC.
The Holy Grail of Apollo Saturn V computer technology!
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text:
Maytag dishwashers are one of the world's biggest-selling dishwashers. They have a reputation for being high-quality, reliable, and easy to operate. It's not uncommon for a Maytag dishwasher owner to have their dishwasher for a long time.
However, sometimes parts in the dishwasher can break down, and they will need to be repaired or replaced. In this guide, you will find a list of some of the most common reasons why your Maytag dishwasher might not be running and how you can fix them.
The following Maytag dishwasher models are covered by this guide:
Check the Door Latch
The best place to start when trying to find the reason why your Maytag dishwasher is not running is to check the door latch. The purpose of the door latch is to make sure that the dishwasher door latches shut and cannot open during a wash cycle. When it doesn't latch correctly, the dishwasher will not be able to start or run correctly.
To check the door latch:
- Simply close the dishwasher door and check if it closes correctly.
- If the door won't shut properly, then the door latch will need to be replaced.
Check the Water Supply
Make sure that the dishwasher is properly connected to the water source.
You can do this by:
- Checking all the water hoses, connections, and switches to make sure they are turned on and connected correctly.
- If you find any of the water hoses, connections, or switches are faulty, you will need to replace them.
Check the Door Switch
The next component to check is the door switch. The purpose of the door switch is to make the dishwasher turn off when the door is open. When the switch stops working correctly, the dishwasher won't be able to start at all – even if the door is closed properly. To test the door switch, you need to be comfortable using a multimeter device.
Here's how to test it:
- Start by turning the power off.
- Locate the door switch – you can find it in the console on the top of the door. You will have to remove the screws to the top console and then open it up to get access to the switch.
- Use your multimeter to test it for continuity.
- If it has continuity, this means it is still functional and not the cause of the problem. If it doesn't have continuity, then it is defective and will need to be replaced.
Check the Thermal Fuse
The next component to check is the thermal fuse. When the thermal fuse becomes defective and blows, it shuts off power to the dishwasher when it overheats, meaning you won't be able to start it again until the fuse has been replaced.
To check the thermal fuse, you need to:
- Make sure the power is turned off.
- Locate the thermal fuse – it is also in the door console.
- Test the thermal fuse for continuity using your multimeter.
- If the test shows that the thermal fuse has no continuity, it will have to be replaced. If it does have continuity, this means it hasn't blown, and you can move on to the next possible cause of the problem.
Test the Touchpad and Control Panel
Another common problem people have with Maytag dishwashers is when the touchpad stops working correctly.
To test it out, you need to:
- Make sure that the power is switched on.
- Press each button and check if each one responds as it's supposed to.
- If one or more of the buttons don't work, then you'll need to replace the touchpad.
- If the buttons all work correctly, then you can reset the control panel by unplugging it from the wall for one minute and then turning it back on. This should reset the control panel and might fix the problem.
- If resetting the control panel doesn't fix the problem, then move on to the next component to check.
Replace the Timer
The next component to check is the dishwasher timer. The function of the timer is to make sure that power flows to the proper components in your dishwasher and at the right times. When the timer stops working correctly the dishwasher might not start.
Timers are difficult to test and are often misdiagnosed by technicians as defective when they are not. So before replacing the timer, make sure you have tested all of the other components that we have listed above first.
To replace the timer, you need to:
- Make sure the dishwasher is turned off.
- Locate the timer.
- Replace the old timer with the new timer.
- Turn your dishwasher back on and check if it is now working.
Check the Main Control Board
The final component to check is the main control board. When the main control board stops working correctly, power doesn't get sent to each component properly. This causes the dishwasher to not be able to start or run. It's difficult to test the main control board, so your best option is to replace it only after you have checked all of the other components that we have listed above.


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Hatzegopteryx is a genus of azhdarchid pterosaur, known from incomplete remains found in Transylvania. The skull fragments, left humerus, and other fossilised remains indicate it was among the largest pterosaurs. The skeleton of Hatzegopteryx has been considered identical to the known remains of Quetzatcoatlus northropi. Q. northropi has not yet been properly described, and if it is not a nomen dubium, Hatzegopteryx is possibly its junior synonym. It may be the biggest animal ever to fly.
The authors estimated the size of Hatzegopteryx by comparing the humerus fragment, 236 mm (9.3 in) long, with that of Quetzalcoatlus, of which specimen TMM 41450-3 has a 544 mm (1 ft 9.4 in) long humerus. Observing that the Hatzegopteryx fragment presented less than half of the original bone, they established that it could possibly have been "slightly longer" than that of Quetzalcoatlus. They noted that the wing span of the latter had in 1981 been estimated at eleven to twelve metres, while earlier estimates had strongly exceeded this at fifteen to twenty metres. From this they concluded that an estimate of a twelve meter wing span for Hatzegopteryx was conservative "if its humerus was indeed somewhat longer than that of Q. northropi". In 2003 they moderated the estimates to a close to twelve metres wing span and an over 2.5 m (8 ft 2 in) skull length.


In'swine production' (pig farming), the verb 'Farrow' means to give birth to pigs. Needless to say, farrowing is something that only sows do.
The noun farrow means 'a litter of piglets'.
This is an interesting contrast when compared to its definition in regards to cattle farming, where it means a cow is 'not in calf', that is, not pregnant.


text:
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Transcript of Telerobots
of Telerobotics How are Telerobots Taught to
Perform a certain task? What Tasks Do
Telerobots Perform? How do Telerobots Relate to Employment Video/Pictures predictions for telerobots are that they will be able to handle heavier things and do more complicated tasks. an impact is that telerobots show how far we have come through technology and lead us to many new discoveries. Telerobot learns and interprets from a computer and/or program. Are the Telerobot's an example of a career using telerobotics is NASA using rovers and other robots to do things that are still not humanly possible (the mars rover is a commonly known one)
deep sea exploration also use telerobots to go in the depths of the ocean that would crush a person or submarine due to it's intense pressure the predator Where are Telerobots Used? What is its work envelope? End Effector Multi-Functional? What Sensors Do Telerobots use and how do they react to them The Advantages And Disadvantages of Telerobotics the raptor one advantage of telerobotics is that people are able to explore places that they aren't able to. And people that have disadvantages in life such as handicaps can use them to do tasks they aren't able to do themselves
one disadvantage is that the robot might malfunction and cause it to break something or itself. telerobots are robots that are controlled by a computer and accepts instructions from a trained human operator to do tasks like lifting objects or reaching out like a human hand to do things that woud otherwise harm the person. Telerobots are used in multiple areas of work for example telerobots are used in factories the bottom of the ocean and even in space. Yes, telerobot's gave many functions including explorin heavy lifting or handling things that are dangerous. Telerobots are hydraulically powered 7-function responds to operator's command/movement


text:
World Association of Lesson Studies (WALS) International Conference 2018
23-26November 2018, Beijing Normal University, Beijing,People's Republic of China
LESSON STUDY AND TEACHER EDUCATION:
I. Invitation to Conference
The theme of the WALS 2018 is Lesson Study and Teacher Education: International Dialogue. It aims to provide a platform for an international and cross-cultural dialogue through which educators and researchers from different parts of the world can contribute to a broad vision for sharing their knowledge, understanding and experience of lesson study as a form of practice-based research.
Over the past decades, Lesson Study has contributed significantly to the quality enhancement of teaching and learning, teacher education, and development of schools as learning communities.
In China, which has the largest teaching force in the world, a long tradition of lesson study has been integrated into the professional lives of teachers. Since the 1950s, lesson study as a tool of professional learning facilitated the development of a culture of teaching among Chinese teachers. For the enhancement of their teaching and professional development, Chinese teachers are engaged in "teaching research", which is a form of lesson study organized along the disciplinary lines of school subjects and implemented by "teaching research groups" in schools. Indeed, lesson study is a commonly shared endeavor among Chinese teachers who are engaged in collective planning, studying and evaluating various kinds of lessons on a daily basis. Through time, the "teaching research group" has been developed into a system of "teaching research" that is unique to schooling in China.
In previous WALS annual conferences, educators and teachers from Asia, Australia, Europe, and North America came together to share their research findings and best practices in lesson study. This is the first time that WALS will hold its annual conference in Mainland China. WALS 2018 will provide a valuable opportunity for the exploration of ideas that will enrich the field of Lesson Study. We hope that participants from all over the world will come and share wisdom that is drawn from their own societal contexts and join us in an international dialogue that aims to achieve multi-cultural understanding of Lesson Study.
We cordially invite researchers, teachers and educators from all countries and regions to join us at the WALS 2018, which will be held on the campus of Beijing Normal University in Beijing, the capital of The People's Republic of China, during 23-26 November 2018.
Activities of the Conference will include keynote speeches, paper presentations,topical symposia, workshops, poster presentations, and school visits.
We are proud to announce that Professor Elaine Munthe of the University of Stavanger, Norway, Professor XudongZhu of Beijing Normal University, China, and Professor Jan Vermunt of the University of Cambridge, United Kingdom, have been invited to deliver keynote speeches at the Conference.
In addition to the keynote speeches, several plenary sessions will be organized for noteworthy scholars and practitioners in the field. These sessions will elucidate important topics that are relevant to teaching and learning in schools and universities as well as critical issues in special education, pre-school education, and large-scale educational development projects.
School visits in Beijing will be planned as a main activity on the final day of the conference.
II. Call for Proposals
1. Lesson study and teacher preparation
2. Lesson study and teacher professional development
3. Lesson study in rural classrooms
4. Lesson study and school as learning community
5. History of lesson study and teaching research
6. Interdisciplinary lesson study
7. Research methodology for lesson study
8. Practical models of lesson study
9. Big data and lesson analysis
10. Online lesson study
Four types of activities will be organized for the Conference:
1. Paper presentations (30 minutes per paper)
There will be 3 paper presentations in each parallel session. Each paper will be given 20 minutes for presentation and 10 minutes for Q&A. The following types of papers are suitable for submission:
a. Research papers
Full research papers in any of the strands listed above or related areas.
b. Student papers
Research completed by students in any of the strands listed above or related areas.
c. Case studies
Case studies in any of the strands listed above or related areas.
d. Work-in-progress reports or idea papers for future research
Research in progress or ideas for future research in order to generate discussion and feedback in any of the strands listed above or related areas.
e. Reports on issues related to teaching
Reports related to innovative instructional techniques or research related to teaching in any of the strands listed above or related areas.
2. Topical symposia (1.5 hours per session)
Interested participants may propose symposia for topics that are related to any of the aforesaid strands. 90 minutes will be allocated to each symposium. We anticipate 3 inter-related papers to be presented at a symposium. Symposium organizers should observe the deadline listed in the "Important Dates" below. They are also advised to appoint a chairperson and a discussant for each symposium session.
Examples of symposia
a. Researchers of common interests may wish to collaborate on a symposium that consists of 3 research papers covering inter-related topics.
b. A school may be interested to organize a symposium consisting of 3 presentations that draw professional insights from its school leaders and teachers.
c. Teachers serving in different schools may wish to present case studies of common interests.
3. Workshops (1.5 hours per session)
Workshops are informative, interesting and interactive sessions that are designed for general conference participants or for specific target-groups (e.g. teachers, school leaders, educators, researchers). Workshops may consist of hands-on activities, demonstration, and/or discussion. The topics of proposed workshops should be related to any of the aforementioned strands.
4. Poster presentation (1.5 hours per session)
Posters may include reports of ongoing research or case studies of professional practices. Research reports should clearly state the research topic, research question(s), and methods of data collection, data analysis and preliminary research findings. Posters of good practices should include such information as the background of school, context of case study, data analysis (where applicable), findings and recommendations. Presenters are advised to prudently use texts and graphics in the layout of their posters as space for display will be limited.
January31, 2018: First call for proposals
March 31, 2018: Second call for proposals
March 1, 2018: Submission begins
June 30, 2018: Submission ends
August 24, 2018: Review result announcement
May 1- August 31, 2018: Early-bird registration
September 1-October 31, 2018: Regular registration
September 1-December 31, 2018: Submission for full papers
November 23-25, 2018: WALS International Conference 2018
November 26, 2018: School visit
III. Languages of Conference
IV. Registration Fees
All participants are required to register prior to the conference and submit the proposal and full paper via the on-line registration and paper submission system. Please visit the conference website for detailed information: _URL_. If you have any questions regarding registration, please contact us at _EMAIL_
* Registration Fees Include conference kits, lunch, and 1 year WALS membership fee)
For student registration; scanned copy of student ID card must be attached.
Note: Conference Fees above include the bank charge and VAT (5.0%).
1. School visit = 300RMB or 45 USD
2. Social function = 300RMB or 45 USD
MODE OF PAYMENT
Credit card (a payment menu will appear after login)
V. Contact Us
The WALS 2018 Organizing Committee, Center for Teacher Education Research, Beijing Normal University, Beijing, China.


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I am currently developing an application that requires to display raster images over a period of time (I'm looking how Hurrican Sandy progressed). While investigating, people have suggested that I could use a WCS service and view it on a viewer. We are currently using Google Maps API.
My question is, how can I publish these rasters in a WCS service (or relevant format) that can allow a viewer to loop through all images. Is there a standard practice everyone follows to accomplish this? I have knowledge using ArcGIS 9.3 Desktop/Server, ArcGIS Flex Viewer, and QGIS.
I appreciate any information regarding this topic or tutorials (haven't found any good ones yet). The images are geotiffs.
Thanks in advance!
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3 Answers 3
I suspect that you might actually want a WMS rather than a WCS (since you say raster images rather that raster data, and are currently using Google maps).
If all you want to do is display the images over time (using a slider or some such to control the time) then Openlayers and almost any WMS (GeoServer, MapServer, ArcServer etc.) will handle this.
See these openlayers example (which could use some UI love but shows the idea).
(The first example depends on this openlayers addin: _URL_ )
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You might look at this weather widget. I know they load separate layers for each image and play through those layers to get the effect you are talking about. Flex 2.1 - 3.0 weather widget on arcgis.com.
And for flex 3.1 weather widget on arcgis.com. +1 iant for WMS. That is what is used here.
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Your Answer


text:
A circuit with two independent and two dependent sources is solved by the superposition method. Independent sources are turned off one at a time and the contribution of the on source is calculated. Dependent sources should not be turned off.
A circuit with two voltage sources and two current sources is solved by the superposition method. The contribution of each source is calculated individually and the response is found by adding the contributions.
Turning off a source used in solving circuits with the superposition, means setting its value equal to zero. A voltage sources become a short circuit when turned off. To turn off a current source it should be replaced by an open circuit. Dependent sources cannot be turned off.


text:
A: You ate this. Have you brushed your teeth?
B: You ate this. Did you brush your teeth?
Sentence A is in the Simple Past, while B is in the Present Perfect.
Which sentence is more natural?
To me, the two sentences are equally natural, but express somewhat different ideas. The first, in the present perfect, means "Have you brushed your teeth since you ate it [i.e., at any time between then and now]?". The second, in the simple past, means "Did you brush your teeth after you ate it [i.e., in the past, soon after you ate it]?".


text:
Well, sort of. In practice, the rings persist just long enough to make out a single letter. But you get the idea.
Chicagoan Mitchell F. Chan's THE INGENIOUS GENTLEMAN DON QUIXOTE OF LA MANCHA is slowly evaporating the text of Cervantes' famous novel into the air, one letter at a time. Mitch writes:
The clouds (actually vortex rings) are generated by ultrasonic and subsonic sounds. The canisters that shoot the clouds into the air are sequenced through an Arduino reading a.txt file of the whole book on MicroSD. With each letter, the clouds are emitted in a sequence similar to a row of LEDs on a ticker-tape display, so the letters are scrolling upwards, and each puff can be considered like a row of pixels.


Updated July 15, 2020:
Transferring rental property to LLC is one way property owners can protect their assets in case of legal action. Even property that is put into trust does not have as much protection from liability as rental property transferred to a limited liability company.
A land trust does provide some protection against frivolous lawsuits because most of the property can be under an anonymous owner. This means when a party tries to sue you, they will not find much property listed under your name. Thus, they might not file a suit against you or include that property value in their suit. In a valid lawsuit, however, the property is seen as an asset and can be sought in a judgment.
To provide additional protection for your property, you can move it to an LLC, an s corporation, or a limited partnership. One of the most popular options, due to its tax accounting and easy maintenance, is transferring it to an LLC.
Once you have transferred the property, the tax bills will no longer be in your name but in the LLC's. You must also change your insurance to make sure it's still valid when you transfer the property to an LLC.
How to Transfer the Title of a Property From a Person to an LLC
It is common for owners of both investment and rental real estate to transfer property titles from their name to that of an LLC to help protect their assets. Transferring the property can also help limit your liability if someone suffers an injury on your property and files a lawsuit. Transferring a property title to an LLC requires eight steps:
 1. If the property still has a mortgage, you must contact your lender. Even if the title is under the LLC, you will still need to make timely mortgage payments and be responsible for late payments. Some lenders might require you to pay the mortgage in full before transferring the property, while others will allow you to transfer the title as long as you remain fully responsible for the mortgage. You might have to refinance the mortgage and use your established income to guarantee payment. You might also be required to sign a guarantee.
 2. Complete the formation of your LLC. If you have not yet done so, file your Articles of Organization along with any fees and their forms with your state's corporations division.
 3. You will need to file for a federal tax ID number and open a business bank account. If your business has more than one owner or has employees, you will need to fill out the appropriate form to obtain an Employer Identification Number (EIN) from the IRS. There is no fee for obtaining an EIN. You will need this number to open business bank accounts, take out loans, file taxes, and process employee payroll.
 4. You will need to obtain a form for the property's deed. You can secure a deed form from your county recorder's office or online, or you can have a lawyer prepare the deed for you. Deed forms can vary from state to state, so make sure you have the right one for your property's location.
 5. You will need to fill out the quitclaim or warranty deed form. On the form, you will be listed as the grantor and the LLC will become the grantee. There might be a section in which to list the purchase price or "consideration." If you are not exchanging money for the property, contact the county recorder or look up state laws to find the minimum consideration required.
 6. Sign the deed to transfer it over to the LLC officially. Check your state law to see if the signing requires witnesses or notarization.
 7. Record your deed with the proper entities. You will need to have your deed recorded by sending it to the registrar's office to keep on public record.
 8. Change any lease agreements that might be in effect. Update all leases to reflect the LLC as the landlord now instead of yourself. Make sure rent payments are now made out to the LLC and get deposited in the business bank account.


Prenatal origin of hyperdiploid acute lymphoblastic leukemia in identical twins
 1. Lookup NU author(s)
 2. Professor Christine Harrison
 3. Dr Michael Griffiths
Author(s)Maia AT, van der Velden VH, Harrison CJ, Szczepanski T, Williams MD, Griffiths MJ, van Dongen JJ, Greaves MF
Publication type Article
ISSN (print)0887-6924
ISSN (electronic)1476-5551
Studies in identical twins and with neonatal blood spots (Guthrie cards) have backtracked the origin of childhood acute leukemia and their associated chromosomal translocations to before birth. High hyperdiploidy is the most common genetic abnormality in childhood acute lymphoblastic leukemia (ALL). Evidence for an in utero initiation of this important genetic event in ALL is available from blood spots but remains limited. Twin children with hyperdiploid ALL have not hitherto been reported. We describe a pair of 2-year-old monozygotic twins with concordant B-cell precursor ALL and hyperdiploid karyotypes. One twin's leukemic cells had two rearranged TCRD alleles and one of these was a clonotypic Vdelta2-Ddelta3 sequence shared with leukemic cells of the other twin. The twins' leukemic cells had several different IGH V(H)-J(H) rearrangements but shared two common D(H)-J(H)'stem' sequences. We conclude that ALL in these twins is likely to have originated prenatally in one fetus before spreading to the other via intraplacental anastomoses. It is likely that one or more additional postnatal genetic events was required for overt leukemogenesis.
PublisherNature Publishing Group
NotesCase Reports Journal Article Research Support, Non-U.S. Gov't England official journal of the Leukemia Society of America, Leukemia Research Fund, U.K
Actions Link to this publication


text:
A Muslim place of worship; a mosque.
Proper and preferable name for mosques.
a place of sujud (bowing down)
(Islam) a Muslim place of worship
Literally, a â€œplace of prostration,â€ the term means â€œmosque.
is a mosque, a place of Islamic worship.
mass-jed]: "Mosque" in the West, literally "place of prostration."
"Mosque," in the West, literally "place of prostration"
Mosque, places of worship for the Muslims. In one sense the whole earth is a Masjid for the Muslims, The dome of the Heavens is the roof.
A place of worship and salah. The life of the early Muslims used to revolve around the masjid. Meetings would be held there, discussions would take place there. It is called a'mosque' in English.
House of worship in Islam; also called Mosque.
The place of worship and prayer. Also called " Mosque".
(Arabic; often transliterated as mosque) Literally, a place of prostration or prayer, hence the place where Muslims perform the five daily prayers and the congregational prayer on Fridays.
The Arabic word for mosque, which literally means 'a place of prostration'. It is the Muslim house of prayer.
Mosque. Plural Masajid.
a mosque or place of prostration and prayer; a center for Muslim community affairs.
mus-jid]: A term meaning "place of prostration," masjid designates a building where Muslims congregate for communal worship. The term comes from the same Arabic root as the word sujud, designating the important worship position in which Muslims touch their forehead to the ground. Often, the French word mosque is used interchangeably with masjid, though the latter term is preferred by Muslims. The masjid also serves various social, educational, and religious purposes. There are three sacred masjids in the world which Muslims hope to visit and pray within: Masjid al-Haram in Makkah; Masjid an-Nabawi in Madinah; and Masjid al-Aqsa in Jerusalem.
A small mosque used locally for five daily prayers.
India/Middle East/North Afica A mosque.
The Arabic word from which the English word "mosque" is derived; it means "place of prostration" or more broadly "place of worship". The mosque is just the Muslim place of worship
Mosque - any place for worship or prayer. The three holiest masjids are: Al Masjid al-Haaram (The Mosque of Sanctuary, located in Mecca). Al Masjid al-Nabawi (The Prophet's Mosque, located in Medina). Al Masjid al-Aqsa (The Furthest Mosque, located in Jerusalem).


text:
Headshift designed a collaboration platform for the internationallaw firm Dewey & LeBoeuf LLP. We integrated social media tools suchas blogs, wikis, social bookmarking and RSS feeds, with the aim ofimproving the general flow and sharing of information. The platform ispresently in its pilot phase within a department in the firm.
What constitutes a social media platform?
Based on a period of rigorous user requirement research, Headshift setabout making an internal communication platform that included thefollowing tools:
Group blogs facilitate discussion
Blogs were designed to sit at heart of the group spaces of the widercommunication platform. Users would be able to post new blog posts ingroups, thereby sharing their thoughts, ideas and knowledge with theother members of that group.
Wikis organise information
A sophisticated wiki implementation played a key role within the systemas 'spaces' for group work. This advanced infrastructure was designedto support virtually any number of groups and could therefore be usedmore widely to sustain collaboration and group-based discussion.
RSS feeds constitutes the backbone
RSS was used as the primary mechanism for transporting content betweendifferent parts of the platform, and also as the preferred mechanismfor delivering content to end users.
There was also the need for a multi-channel delivery platform, giving a choice as to how information can be consumed:
- PDF / Print
- Mobile devices
In all cases, it only takes one click to translate from one format toanother, and where required there is integration with defined templatesto ensure a consistent branding and look-and-feel.
Consumption of information: personalising according to need
The consumption of content is an area of crucial interest – theeffectiveness of RSS feeds is multiplied when tools such as feedreaders are used. Tools such as these allow an end user to quickly scaninformation to identify items that are of further interest.
Instead of using just one tool Headshift recommended that aselection of tools be used to cater for a particular user's needs andpreferences – some users may feel comfortable using a dedicated RSSconsumption tool, others may prefer to have this information come intotheir mobile device such as a BlackBerry, while others will want toaccess this information via their browser.
Personal dashboards can give people an individualised view of information through:
- Displays selected feeds
- Allows the selection from a list of feeds
- Shows other content of interest (most popular bookmarks, personal tag cloud etc)
- Allows user profile maintenance
- Allows users the ability to rate interesting content
- Allows the creation of personal feeds that might include specificsearch terms and keywords, or all content for a particular tag, orcontent from a particular person or a group.
Aggregated bookmarks works as a recommendations engine
Sharing bookmarks allows insight into areas of interest andspecialisation. The aggregation of bookmarks, when filtered by date(e.g. show all bookmarks in the last week) can offer an almostreal-time view into topics people think are important or need moreattention.
It is also important to realise that this information is something thatemerges as a result of aggregating individual behaviour, and is notsomething that needs to be explicitly mandated.
Personal and aggregated tagging make connections visible
Tags are a powerful way of collaboratively filtering content, as wellas a mechanism for matching content items and people. Discoveringpeople using a similar set of tags is a powerful way to identify whohas similar interests to you. Tagging is a key element of the solutionHeadshift has built. It is woven through all the other pieces ofinfrastructure as an absolute requirement – letting individuals addtheir own personal tags to any piece of content, or to choose from alist of predefined tags and commonly used tags.
Social network profiles adds a human touch and transparency
In addition to the personal dashboard, users will have a public profilethat allows them the ability to maintain information about themselvesfor the benefit of the community. This will open up social networkingand greater transparency with regards to people's interests and skills.
Better communication = A more profitable organisation
Our overall aim when building a social media platform for a largeinternational law firm was to improve internal communication, andthereby increase the value of collaboration, which in turn should leadto a more profitable organisation.
Social media the way Headshift sees it is essentially about makingpeople communicate in simpler and smarter ways – creating a workingenvironment that is more efficient in terms of the use of physicalresources, in terms of information retrieval and creation, and finallyin terms of time spent.