What to Do if the Kids Catch You in the Act on MedicineNet.com
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What to Do if the Kids Catch You in the Act
Caught in a compromising position? How to explain it to the kids.
By Louanne Cole Weston
WebMD the Magazine -- Feature
Reviewed By Brunilda Nazario, MD
Steve and Laura thought the kids were asleep. He'd been away on a business trip and they were eager to be together. Too eager, perhaps--they'd failed to lock their bedroom door. As it turned out, 8-year-old James hadn't had enough time with Daddy, either. Hoping to crawl into bed for some extra snuggles, he walked in without knocking.
Standing in the doorway for three long seconds ("one one thousand, two one thousand, three one thousand"), James saw things he'd never seen his parents doing before, until Steve and Laura realized he was there. How did he--and they--handle it?
The answer largely hinged on one thing: how much accurate and age-appropriate information Steve and Laura had already shared with James. If a child has had many small, casual conversations about sexuality with his or her parents starting as soon as language begins, then the reaction isn't likely to be a negative one.
So, while I always advise parents to check that they've locked their bedroom door (and install a lock if one is missing), I also tell them not to be devastated by a surprise visit. There is no harm in children understanding that parents share a special way of being physically intimate with each another. (In fact, it's very healthy.) Such an experience may be embarrassing, but the best approach is to remain calm and matter-of-fact. Parents can say, "We are having some private time together and we would like you to leave the room. Please be sure to close the door."


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René de Sluze was baptised on 7 July 1622, when five days old. His name appears in various forms as is common for the age in which he lived. Perhaps the most common French form of his name is 'Sluse', but the Latin version 'Slusius' is the one form which is always used in his scientific international correspondence. His father and paternal grandfather were both named René de Sluse so we now have to be careful in giving details of three people with the same name; let us temporarily call them René the Younger, René the Elder, and René the Eldest. René the Elder was a lawyer working as clerk of the court, while his father René the Eldest served as mayor of Visé. The mother of René the Younger (René the Elder's husband) was Catherine Waltheri de Castro, a daughter of Walther Plorard who was mayor of Visé on several occasions. Several other members of the family were prominent figures, like for example René's maternal uncle Gualthère Waltheri who also trained as a lawyer and served as the secretary of papal briefs to Innocent X, pope from 1644 to 1655. After the death of Innocent X, he served as secretary of papal briefs to his successor, pope Alexander VII. Another of René's maternal uncles was Jean Waltheri who was first a canon and then the dean of the collegial church in Visé. René had two brothers: Pierre Louis and Jean Gualière who both entered the Church, the latter became a cardinal in the year following René's death. René's family had no doubts the direction that his life should take, namely a training in law leading to an ecclesiastical career, and his education was arranged with this aim in mind. His early education was from his uncle Jean Waltheri who at that time was canon of Visé.
De Sluze studied civil and canon law at the University of Louvain from the autumn of 1638 to the summer of 1642. He then went to Rome where his uncle Gualthère Waltheri was based. De Sluze studied at the University of Sapienza and received a doctorate in law in October 1643. Sapienza was the name of the building which housed the University of Rome, and it gave its name to the University. After this de Sluze remained in Rome where he greatly enjoyed the scholarly environment and he studied a large number of subjects including many languages such as Greek, Hebrew, Arabic and Syriac, as well as mathematics and astronomy. His skill in languages was such that pope Innocent X often asked him to translate various letters sent to the pope by Greek and Armenian bishops and other prelates in the East. Although mathematics was the topic which seemed least useful for his future ecclesiastical career, it was the subject which de Sluze enjoyed more than any other, although one has to say that he also greatly enjoyed many other of his wide interests. He read about the latest mathematical progress through studying the works of the Italian mathematicians Bonaventura Cavalieri and Evangelista Torricelli. While in Rome, he became friendly with the historian Pierre Lambecius from Hamburg. They remained friends for life and corresponded regularly.
De Sluze became a canon in the collegiate church in Visé on 8 October 1650, although this appointment was only a nominal one to provide him with an income and de Sluze did not need to return to Visé but remained in Rome. He left Rome in the following year when he was appointed by pope Innocent X to the Cathedral Church of St Lambert in Liège. His knowledge of law meant that he progressed rapidly within the Church and quickly rose to positions of influence :-
His understanding of law and his great knowledge brought him many high positions. But his success in the administration of a small state severed him from the life he had known in Rome and thrust him into an intellectual vacuum; and his administrative duties left him little leisure for scientific work, particularly after 1659, when he became a member of the Privy Council of Prince-Bishop Maximilian Henry who was also elector of Cologne.
In fact it was on 27 March 1659 that he became a member of the privy council. He became abbot of S le Ode at Amay in 1666, conseiller ordinaire in 1673, and vice-provost of the cathedral on 20 January 1676.
Given his busy life, the only route left open to de Sluze to interact with other mathematicians was by correspondence. He corresponded with many mathematicians in England, France and other European countries, for example he was in regular contact with Blaise Pascal, Christiaan Huygens, and John Wallis. However, one of his most useful links with other mathematicians and scientists came through correspondence with Henry Oldenburg, the secretary of the Royal Society in London. Before we discuss this, let us look at his earlier mathematical contributions to which correspondence also played a large part.
De Sluze wrote to Christiaan Huygens on 14 March 1658 regarding integrating the cissoid, or rather in the language of the time, its quadrature or finding the area under the curve. This work had been inspired by Mersenne who had informed them of Torricelli's solution of the problem of calculating the volume of the solid generated by revolving a hyperbola about the axis. Jahnke writes :-
The background to the study of the cissoid was two-fold. In the first place it fitted into a much broader programme which aimed at deriving the quadrature of the circle from the quadrature of curves related to the circle. The cissoid was clearly one such curve. In the second place Sluse and Huygens were puzzled, as were many of their colleagues, by the discovery of Torricelli's "improper integral". Sluse and Huygens were trying to find a similar result for other curves of infinite length. Again the cissoid was a candidate.
Some weeks after de Sluze had determined the volume of revolution of the cissoid, Huygens found its quadrature. He announced the result to de Sluze on 5 April 1658 and on 28 May 1658 he sent a proof. In June 1658 Blaise Pascal issued a challenge to mathematicians to find the area under the cycloid and also to find the volume it generates when rotated about its base. Pascal of course, issued the challenge already knowing how to solve these problems. De Sluze had gained the experience necessary to solve such problems and sent his solution to Pascal who praised it highly. In 1659 de Sluze published Mesolabum, or to give it its full name, Mesolabum seu duse mediae proportionales inter extremas datas per circulum et ellipsim vel hyperbolam infinitis modis exhibitae. This work was on geometrical construction in which he discussed the cubature of various solids and the solutions to third and fourth degree equations which he obtained geometrically using the intersection of any conic section with a circle. The family of curves yn = k(a - x)p xm for positive integer exponents, are called the 'pearls of Sluze'. He discussed these curves as well as the problem of the volume generated by rotating the cissoid about its asymptote in Miscellanie, which was material he added to the second edition of Mesolabum in 1668.
Correspondence had continued with Huygens and other mathematicians. On 24 February 1665 Huygens wrote to de Sluze to let him know:-
I put forth instructions for sailors on the use of the pendulum clock, which will soon be corroborated with experiment. I will send an example if you understand our language.
One month later de Sluze replied to Huygens saying that he would read it to the best of his ability. On 10 April he wrote again to Huygens to say that he had received the book but had been too busy to examine it fully. Huygens also sent a copy of Horologium Oscillatorium (1673) to de Sluze.
Returning to de Sluze's correspondence through Henry Oldenburg, let us quote Marie Boas Hall :-
Oldenburg initiated the correspondence [with René de Sluse] in February 1666-7, writing in flattering terms of Sluse's published work. He described the aims of the Royal Society and sought an exchange of letters which should inform the English of Sluse's research undertaken since the publication of his 'Mesolabum', which, he said, had been much appreciated in England, although copies were scarce. Oldenburg inquired about the natural history of the country around Liège, a well-known centre for mining, and about "whatever novelties there may be of a mechanical kind"... Sluse was later to reply fully to all these requests, satisfying the Society's mathematical interests in good measure as well as Oldenburg's expressed interest in natural history and the history of trades. In this first instance he responded only with polite acknowledgements, doubting, he said, whether a sustained correspondence was possible since it had taken three months for Oldenburg's letter to arrive.
In fact the return letter took only nine days and a regular correspondence was possible. Oldenburg transmitted mathematical details to de Sluze based on the information given him by Wallis, Brouncker and

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Post-Cold War Borders
Reframing Political Space in Eastern Europe
Prices & shipping based on shipping country
In the aftermath of the Ukraine crises, borders within the wider post-Cold War and post-Soviet context have become a key issue for international relations and public political debate. These borders are frequently viewed in terms of military preparedness and confrontation, but behind armed territorial conflicts there has been a broader shift in the regional balance of power and sovereignty. This book explores border conflicts in the EU's eastern neighbourhood via a detailed focus on state power and sovereignty, set in the context of post-Cold war politics and international relations.
By identifying changing definitions of sovereignty and political space the authors highlight competing strategies of legitimising and challenging borders that have emerged as a result of geopolitical transformations of the last three decades. This book uses comparative studies to examine country specific variation in border negotiation and conflict, and pays close attention to shifts in political debates that have taken place between the end of State Socialism, the collapse of the Soviet Union and the outbreak of the Ukraine crises. From this angle, Post-Cold War Borders sheds new light on change and variation in the political rhetoric of the EU, the Russian Federation, Ukraine and neighbouring EU member countries. Ultimately, the book aims to provide a new interpretation of changes in international order and how they relate to shifting concepts of sovereignty and territoriality in post-Cold war Europe.
Shedding new light on negotiation and conflict over post-Soviet borders, this book will be of interest to students, researchers and policy makers in the fields of Russian and East European studies, international relations, geography, border studies and politics.
Table of Contents
Introduction – Post-Cold War borders and borderscapes Jussi P. Laine, Ilkka Liikanen and James W. Scott PART ONE: REFRAMING POLITICAL SPACE IN THE EU'S EASTERN NEIGHBOURHOOD 1. Post-Cold War borders and the constitution of the international role of the European Union and the Russian Federation Ilkka Liikanen and Jeremy Smith 2. Decivilised ants and disquiet at European borders: scaling, geopolitics and everyday bordering Hans-Joachim Bürkner 3. The end of the east-west division – postponed? The rise and fall of the neighbourhood as an alternative to the Cold War spatial imaginary Ilkka Liikanen 4. Looking east and west: the shifting concepts of Russia's borders with CIS countries and the EU Vladimir Kolosov, Olga Vendina, Anton Gritsenko, Maria Zotova, Fedor Popov and Alexander Sebentsov PART TWO: REDEFINING POST-COLD WAR BORDERS 5. Media, memory, and diaspora politics in transnational public spheres Olga Davydova-Minguet 6. 'Familiar others': Russian-Finnish and Russian-Estonian borderscapes in the Russian media Olga Brednikova and Elena Nikiforova 7. Changing perceptions of the Finnish-Russian border in the post-Cold War context Miika Raudaskoski and Jussi P. Laine 8. Bulgaria's geopolitical identity and the post-Cold War international order Diana Mishkova and Tonka Kostadinova PART THREE: CHANGING SPATIAL IMAGINARIES OF BORDERING EUROPE 9. From contact zone to battlefield area: (un)real borders of (un)declared war in Eastern Ukraine, 2014–2016 Gelinada Grinchenko and Oksana Mikheieva 10. From 'between' to Europe: remapping Finland in the post-Cold War Europe Miika Raudaskoski 11. The rebirth of the concept of the Carpathian Basin in Hungarian political language after 1988 Zóltan Hájdu 12. Reconceptualising space, borders, and identity in Bulgaria: the Kosovo crisis and EU accession Diana Mishkova and Tonka Kostadinova Conclusions – On borderscapes of post-Cold War borders Jussi P. Laine and James W. Scott
Jussi Laine is an Assistant Professor of Multidisciplinary Border Studies at the Karelian Institute of the University of Eastern Finland
Ilkka Liikanen is Professor and director of the VERA Centre for Russian and Border Studies at the Karelian Institute, University of Eastern Finland
James W. Scott is Professor of Regional and Border Studies for the Karelian Institute at the University of Eastern Finland
"We are all constrained by borders, but in this important new work conventional limits are deconstructed. Bringing together some leading scholars in the field, post-Cold War frontiers are pushed back and removed, allowing the authors to range widely across Eastern Europe and disciplinary boundaries. This important work does what it promises: reframe political space." — Richard Sakwa, University of Kent, UK
"This rich and remarkable book explores the bordering in Europe since the end of the Cold War: the dissolution and transcendence of borders and their recent resetting, their conceptualisation and their role in political language and rhetoric strategies. The book demonstrates that borders are power." — Professor em. Bo Stråth, University of Helsinki, Finland

source: openbmb/Ultra-FineWeb


Hospital Capacity Management: Handling Complex Care Patients
Among the range of groups whose care sucks up a disproportionate amount of healthcare resources, "Complex Care Patients" present a special challenge for hospital leaders seeking to improve their hospital's capacity management. These patients require special processes and a deliberate strategy to ensure that their hospital stay isn't prolonged further than necessary. Failure to address complex care patients directly will have an adverse impact on hospital capacity management.
If a 300 bed hospital has 5 percent of its patient population with a length of stay (LOS) of more than 20 days, for example, those 15 patients will essentially utilize the equivalent number of bed days as 75 patients who stayed in the hospital for four days.
Setting the Threshold for Review
The threshold set by hospitals to review lengths of stay varies based on institution and the types of patients served. Small hospitals without significant subspecialty support for such things like dialysis, long term respiratory care or even psychiatric care can often set a lower threshold for length of stay and subsequent intervention by transferring patients to higher acuity facilities. Tertiary care facilities may have a more challenging patient population to manage. These facilities are often the recipient of long term complex care patients from smaller hospitals.
Regardless of size, though, every hospital should consistently manage and review patients whose LOS has become extended for whatever reason. Many hospitals have a defined a list of patients who have been there for an extended period. This list may include patients admitted more than 30 days ago or perhaps 25 or 20 days. Some hospitals set the threshold as low as 7 days.
Complex Care Patient Types
Many complex care patients have more than one issue or multiple obstacles to overcome before arriving at a strategy for care, either to continue to treat or to transfer to another facility. One example would be a bariatric chronic vent patient on hemodialysis with osteomyelitis – but the list of conditions is long. These include patients with certain respiratory conditions, certain nephrology or infectious disease patients, patients with specialty equipment needs, certain psychiatric patients, and in some cases patients with either legal guardianship or end of life issues.
Strategies for Complex Care Capacity Management
Regardless of the volume of patients, every hospital should have a system and team to review these patients and develop a plan for them if necessary. The challenges surrounding this complex patient population can be daunting. Hospitals can employ a number of strategies to manage this complex patient population:
 - Provide long-term care within the acute care facility
 - Transfer the patient to an alternative hospital due to extenuating care delivery circumstances
 - Build or modify an existing long term care facility to provide the necessary long term acute care needs to transfer the patient from the acute care hospital
 - Institute agreements with long term care facilities to accommodate the complex care patient population
The Complex Care Team
Whatever strategies are used to manage these patients, a coordinated team effort is required to daily review and update treatment plans and alternative care options. This team is ideally composed of the following:
 - Physician leadership
 - Care management representation from each med/surg/psych unit
 - Infectious disease representation
 - Representatives from long term care facilities
 - Palliative Care
 - Administration representative
This group should meet weekly to identify all complex care patients exceeding defined LOS thresholds and associated treatment plans for each patient. As focus and resources are directed toward this group of challenging patients, there needs to be continued emphasis on reducing the LOS threshold to provide continuous improvement and a team approach to patient disposition.
Complex care management should also involve daily rounding by the physician champion on the various units with care management to determine barriers to patient disposition. This type of pro-active management can provide earlier assistance in the use of consultation such as palliative care intervention.
More Efficient Care
This type of daily and weekly multi-pronged team approach to identification and disposition of this patient population can have significant impact on hospital capacity. Reducing the LOS of this population can have a positive impact on every aspect of hospital capacity management, reducing bottlenecks, making more efficient use of the beds that are available, and ultimately improving patient satisfaction. Few patients want to stay in the hospital longer than absolutely necessary, after all.


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Location Naval Surface Warfare Center, West Bethesda, Maryland
Scope Of Work Design/Build Wavemaker Paddles and Support Structure, 3D Modeling, Laser Cutting, Bending, Welding, Assembly, Finishing, Machining, Outsourcing
The Naval Surface Warfare Center is a government owned facility that conducts tests on large-scale naval model ships. The Maneuvering and Seakeeping basin at the Naval Surface Warfare Center is a large rectangular basin, measuring 240 feet by 360 feet. Two adjacent walls are equipped with very large pneumatic and mechanical paddles which move back and forth either simultaneously or individually to create infinite different types of wave scenarios, while the other two walls are equipped with wave absorbing beaches. Recent work on advanced hull-form concepts, illustrates the need for increased study of ships in extreme wave conditions. Testing must be performed if the physics is to be understood. Maloya was supplied with 2D drawings that needed to be converted to 3D models in order to efficiently address the complex geometry of the structure. The 3D modeling insured that the fabrication process would proceed without any costly time consuming delays. Due to the large scale of these structures a detailed workflow system was designed to move the material in process through the various production stages. Maloya used their exten sive in house capabilities to construct these very large assemblies as well as coordinating a demanding delivery schedule as required by the Wavemaker design team located in Scotland.


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This is probably well-known, but... Define the $n$-dimensional hypercube graph $H_n$ as having for vertices the integers between 0 and $2^n-1$, and edges between integers differing by a power of 2. The characteristic polynomial of $H_n$ is then $\prod_{k=0}^n(x-n+2k)^{\frac {n!}{k!(n-k)!}}$, i.e. $(x-3)(x-1)^3(x+1)^3(x+3)$ for a cube, $(x-4)(x-2)^4x^6(x+2)^4(x+4)$ for a tesseract, etc. Is there a graph-theoretic proof of this result?
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View the vertices as elements of $\mathbb{Z}^n$. If $a\in\mathbb{Z}^n$, define a function $f_a$ on the vertices by $$ f_a(x) = (-1)^{a^Tx}. $$ This function is an eigenvectors and if $a$ has weight $w$, the eigenvalue is $n-2w$. I can make this look more combinatorial by viewing vertices (and $a$) as subsets of $\{1,\ldots,n\}$ and noting that $f_a(x)$ is determined by the parity of $a \cap x$ (abusing notation). Different choices of $a$ give linearly independent eigenvectors, so we get the multiplicities as well as the eigenvalues.
The actual difficulty with this question is in deciding what you mean by a "graph theoretical proof". From where I write, linear algebra is a standard and fundamental tool in graph theory.
Comment response: (too long for a comment box). OK. The $n$-cube is the Cartesian product of $n$ copies of $K_2$. The eigenvalues of the Cartesian product of two graphs $G$ and $H$ are the sums of the eigenvalues of $G$ with the eigenvalues of $H$. (The simplest way to see this is to note that the eigenvectors of the product are the Kronecker products of the eigenvectors of the factors.) Applying this $n$ times to $K_2$ gives the desired result.
There are formulas for the effect on the characteristic polynomial adding edges or vertices, but they are not all simple, and I cannot see how to use them to get the eigenvalues of the $n$-cube.
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Well, actually, I am looking for things like calculations of the characteristic polynomial by manipulations of the graph (addig edges or vertices, product of graphes, ans so on), and trying to get some intuition by using well-known families of graphs. But I may be completely on the wrong track – Feldmann Denis Nov 10 '12 at 22:34
My comment to this was a bit too long, so I've added it to my answer. – Chris Godsil Nov 10 '12 at 22:48
A related remark: since $H_n$ is regular, an explicit formula for the number of trees follows from knowing the eigenvalues of the adjacency matrix. It was an open problem to find a combinatorial proof of this formula. Such a proof was recently given by Olivier Bernardi, _URL_.0896. – Richard Stanley Nov 11 '12 at 2:23
The hypercube graph is a Cayley graph. The Hamming graph $H(n,r)$ is the Cayley graph $Cay(\Bbb Z_r^n,S)$ where $S$ is the set of all elements of $\Bbb Z_r^n$ with exactly one nozero coordinate. In particular, the Hamming graph $H(n,2)$ is the familiar $n$-dimensional hypercube.
Since $\Bbb Z_r^n$ is abelian, $\sum_{s\in S}\chi(s)$ where $\chi$ is an irreducible representation of $\Bbb Z_r^n$ is an eigenvalue of $H(n,r)$. The eigenvectors of the adjacency matrix $A$ of $H(n,r)$ are the vectors $\{u_x\}$, $x\in\Bbb Z_r^n$, where its $y$th coordinate is $\omega_r^{-\sum_{i=1}^nx_iy_i}$, $y\in\Bbb Z_r^n$ and $\omega_r=e^{\frac{2\pi i}{r}}$. Let $\lambda_x$ be the corresponding eigenvalue of $u_x$. If we dnote by $\omega_H(x)$ the number of nonzero coordinates in $x$, we have $\lambda_x=(r-1)n-r\omega_H(x)$. Now it is enough to put $r=2$. For more details on the spectrum of Cayley graphs see "Spectra of Cayley graphs, L. Babai, Journal of Combinatorial Theory, Series B 27, (1979) 180-189.
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It is interesting, worthwhile, and not very difficult to understand the situation for the Cartesian product of two or more arbitrary graphs. However here is a simplified answer which applies to this case: Let $G$ be a graph with $n$ vertices and $H$ the $2n$ vertex graph made by taking two copies of $G$ and joining corresponding vertices with an edge. If the (possibly not distinct) eigenvelaues of $G$ are $\theta_1,\theta_2,\cdots,\theta_n$ then the $2n$ eigenvalues of $H$ are $\theta_1\pm 1,\theta_2\pm 1,\cdots,\theta_n\pm 1.$ (Note that $H$ is just the Cartesian product $G \times K_2$.) Here is why: Let $A$ be the adjacency matrix of $G$ and $\mathbf{x}_1,\cdots,\mathbf{x}_n$ a basis of eigenvectors with $A\mathbf{x}_i=\theta_i\mathbf{x}_i.$ Then the $2n \times 2n$ adjacency matrix of $H$ is $\left( \begin{array}{cc} A & I \\\ I & A \\\ \end{array}\right)$ and it is easy to confirm that $\left( \begin{array}{c}\mathbf{x}_i \\\ \mathbf{x}_i \\\ \end{array}\right)$ and $\left( \begin{array}{c}\mathbf{x}_i \\\ -\mathbf{x}_i \\\ \end{array}\right)$ are eigenvectors for $\theta_i+1$ and $\theta_i-1.$
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Your Answer


Cache Manager
Cache Manager allows you to clear the cache from memory under very specific circumstances.
The standard cache-control expires with a TTL setting. However, there are conditions when we need more control over dynamic content or content that may expire periodically. Here we can delete all cache, delete cache for a specific database, or delete cache within databases that match a specific pattern and apply the rules to a schedule.
 Clear Cache
 1. On the ScaleArc dashboard, click CLUSTERS > Settings > Transparent Cache.
 2. Click the Cache Manager tab.
 3. Configure the fields as follows:
 Field Description Default/User Input
 Delete Cache For all Databases
 This option deletes the entire cache for the selected cluster. Select this option only when you have made major changes to the cluster. Wiping the cache of a busy cluster, where a significant amount of queries are being served from the cache, can put severe strain on database servers.
 Select the radio button.
 Delete Cache for Database
 Select a database to delete the entire cache when you have modified the structure of the database or added or removed major tables. You can also delete the dynamic cache for the selected database.
 Select the radio button.
 Delete Cache for Patterns Within Database
 Select a database and the pattern to delete the entire cache for the pattern added for the specified database. A single pattern may be responsible for caching many queries.
 Warning: Wiping the cache for a pattern results in additional load on the database server for a compute-intensive query that matches that pattern.
 1 Select the radio button.
 2 Then, choose the database and the pattern from the dropdowns.
 Schedule for Later button Schedules the deletion of the cache at the specified hour of the day. See below.
 Delete Now button
 Deletes the cache.
 Click on the Delete Now button.
Set update schedule
You can schedule a cache delete to occur over a period of time.
 1. Click on a delete option (for example, Delete Cache for Database) and select the database from the drop-down.
 2. Click the Schedule for Later button.
 3. Identify the day(s) and hours for your scheduled deletes.
 4. Click on Update Schedule to commit the configuration.
 5. Alternatively, click Back to cancel and return to the previous screen.


× Medicines Discovery Catapult
LifeArc is an independent medical research charity, turning promising science into benefits for patients.
In May 2019, MDC and LifeArc formed a long-term, strategic partnership to accelerate the translation of promising research through the identification and development of novel biomarkers, enabling bioanalytics to help guide drug discover R&D.
LifeArc has a growing portfolio of innovative therapeutic candidates across priority disease areas where there is high patient need. Medicines Discovery Catapult has established platforms and expertise in the discovery and validation of new biomarker approaches.
The partnership focusses on the identification and development of novel biomarkers that detect the efficacy and safety of novel drug molecules which can be used in human trials.
National charity requires access to key industrial capability
Biomarkers play a fundamental role in improving our understanding of drugs, disease and drug-target interactions in patients. They are key to translating drugs from a pre-clinical to a clinical setting, where they help define dosage, patient selection and treatment decisions.
While extensively used as tools to guide drug R&D in oncology, the potential to improve understanding of the clinical efficacy, safety and patient segmentation across other areas remain to be fully tapped.
Use of a portfolio of biomarker validation platforms
The partnership will use the expertise of both organisations to progress candidate molecules towards clinical evaluation with an optimised biomarker strategy. LifeArc will fund a select number of full-time employees, who will be embedded within Medicines Discovery Catapult to provide strategic biomarker discovery and development.
The new posts funded initially for three years, will combine LifeArc's project expertise with Medicines Discovery Catapult's translational drug development know-how and suite of state-of-the-art biomarker technologies. This includes PET imaging, near infra-red imaging, Nanostring, molecular pathology, imaging informatics, MALDI, and digital spatial profiling.
LifeArc will fund a two-year industrial post-doctoral research position based in Medicines Discovery Catapult's national laboratory at Alderley Park in Cheshire.
Co-development of strategic biomarker programme
The new positions will establish innovative mass spectrometry proteomics workflows relevant to drug discovery and improve the techniques and know-how available to both Medicines Discovery Catapult and LifeArc.
Ultimately, this collaboration will establish new proteomics approaches that can be applied to benefit the wider drug discovery community.
This landmark collaboration brings together the expertise of two world-class, UK-based leaders in collaborative approaches to drug discovery, for the first time.
LifeArc is renowned for its use of science, advice and funding to advance innovation into patient benefits, and this partnership is a further endorsement of Medicine Discovery Catapult's position as a leader in the creation of biomarker strategies. The application of technology innovation in drug discovery will help to advance potential therapeutics closer to patients.
"This is an exciting opportunity to join forces with Medicines Discovery Catapult to support and accelerate the translation of promising research into new health interventions. Additionally, the post-doctoral fellowship position will facilitate the development of innovative approaches that will benefit both organisations and contribute to training the drug discoverers of tomorrow."
Catherine Kettleborough, Associate Director, LifeArc's Centre for Therapeutics Discovery


Thursday, 25 May 2017
The importance of the sun - more experience from Lancashire UK
The Sun and Coronary Heart Disease (CHD) - evidence from Lancashire
Sometimes important evidence can be found very close to home.
Figure 1: Blackpool, on the coast of Lancashire
Previous Posts have shown the epidemic nature of deaths from coronary heart disease (CHD) during the 20th century. The epidemic emerged in the mid-1920s, and this is very clearly recorded in the UK and in the USA. As it occurred simultaneously in all continents of the world (with the exception of the tropics) it can be regarded as a pandemic. The death rate increased rapidly to a peak in about 1970 and it became the major cause of death for several decades in many countries. Following the peak the death rate went underwent a rapid, unexpected, and spontaneous decline
The cause of CHD
The cause of CHD is not clear. Although there has been a ready acceptance that it has been due to faulty diet, research (usually ignored) has shown that this is not the case. I have suggested that a microbiological cause is the most likely, the only one that fits the evidence and our understanding of medical science.
But the incidence of CHD has varied; there are in particular social and geographical variations. These might not tell us directly the cause of the disease, but they might indicate a variation of susceptibility, and this will help us to understand the condition.
The Sun
The sun is related to the incidence of CHD. The sun appears to be protective, and conversely the incidence of death from CHD is highest among people with little exposure to the sun. This is demonstrated in a number of studies.
 - People with CHD have on average lower blood levels of vitamin D than matched controls. The blood level of vitamin D is an index of exposure to the sun.
 - We have seen in previous Posts that the death rates from CHD in the UK are closely linked to latitude. The further north the town of residence, the higher the overall adjusted death rate from CHD. However there is no difference in dietary patterns or any other personal external risk factor.
There is more evidence from my place of residence in Lancashire that indicates a protective effect from the sun.
Figure 2: Location of south Lancashire
4 towns in Lancashire
Figure 2: South Lancashire – Blackpool, Preston, Blackburn, Burnley
 (the blue spot is where I live)
Let us consider four towns in Lancashire, UK : Blackpool, Preston, Blackburn, and Burnley. They have had different death rates from coronary heart disease (CHD), and the data shown in Figure 3 are from 1980. The death rates now are very much lower as the epidemic approaching its end.
Figure 3: Annual death rates from CHD, per 100,000 population, 1980
What is the reason for this? The populations are very similar, all having a relative degree of socio-economic disadvantage. There is no suspicion of dietary difference, although in general diet appears to be of little or no importance in consideration of CHD death rates. The maximum elevation is Burnley at 105 metres above sea level. The four towns lie on the same latitude, 53.8 degrees north of the equator. Blackpool is on the coast and it has been the traditional holiday destination for the populations of the three industrial times.
Could differential exposure to the sun be the solution to the varying CHD death rates of the four towns? The answer is "Yes".
The sun in Lancashire
The annual sunshine data is available from the UK Met Office, and the results are as follows:
Figure 4: Average annual hours of sunshine
The reason for the sunshine variation is based on the location of the coast of Lancashire on the Irish Sea, with a prevailing wind off the sea. It is fed by the Gulf Stream, and so the sea is relatively warm (considering its latitude) and the air immediately above the sea is moist. At an altitude of only 500 metres the air is cool, in keeping with the proximity to the Arctic. As the air from the coast reaches the hills close to Blackburn and Burnley (particularly Pendle Hill (557m, 1827 ft) cloud forms and sunshine is reduced.
Figure 5.Cloud over Lancashire, looking north from my house
The photograph is looking north, on a day that Blackpool, on the coast, left of the image, would have a clear blue sky, as in Figure 1. It can be seen that the hills generate cloud cover that reduces sun exposure of the populations of Blackburn and Burnley.
If we plot CHD death rates against hours of sunshine we find an excellent data fit: the greater the annual sunshine received by the four towns, the lower is the mortality rate from CHD.
Figure 6: Regression of CHD mortality and annual hours of sunshine
Once again we see the same pattern: increasing exposure to the sun appears to give some protection against CHD death. We see this not just in these four Lancashire towns, but also three other Lancashire towns at different altitudes; in cities at different altitudes in the USA; in towns at various latitudes within England and within the UK generally; in cities at various latitudes within France, and within Europe overall.
Protection by the sun
I have previously indicated that CHD has been a 20th century pandemic occurring in all continents simultaneously, with the exception of the tropics. It arose in the 1920s, reached a peak in about 1970, and thereafter underwent a dramatic and spontaneous decline by the end of the 20th century. The only realistic explanation is that it has been due to a micro-organism, the precise identification of which is not clear.
Figure 7: The epidemic of CHD in the UK
The protection given to certain populations by the sun is therefore likely to be mediated by maximal immunological competence. It is known that the sun has this effect, demonstrated in its well-established relationship to tuberculosis. Also it is known that damage to immune mechanisms will increase susceptibility to CHD. There is also laboratory evidence of the immune / inflammatory cascade being enhanced by vitamin D through vitamin D receptors. More of this will follow in subsequent Blog Posts.
The sun has many benefits. Bone health is well-known. Immune competence is not so well known but it is of great importance.
Latitudes, degrees north of the equator
Burnley 53.7893
Blackburn 53.7486
Preston 53.7632
Blackpool 53.8175
 1. Just found this related and fascinating paper, open access:
 Randomized Control Trial Assessing Impact of Increased Sunlight Exposure versus Vitamin D Supplementation on Lipid Profile in Indian Vitamin D Deficient Men.
 Patwardhan VG, Mughal ZM, Padidela R, Chiplonkar SA, Khadilkar VV, Khadilkar AV.
 Indian J Endocrinol Metab. 2017 May-Jun;21(3):393-398.
 Would be interested in comments.
 1. That was very interesting! Thank you for sharing it. I will be sharing it with my husband who insists taking supplemental Vit D is just as good as getting sunlight, as long as his blood level of Vit D is in normal range. He never allows himself any sun exposure because of worries about skin cancer. I tend to feel moderate sun exposure is beneficial. Like almost everything else - not too much, but not too little either.
 2. Hi Nankie - a Post not yet completed will tell you that people with non-melanoma skin cancer have a long life with with good internal health – a measure of sun exposure. Non-melanoma skin cancers are easily dealt with. Their significance is dwarfed but the benefits of the sun.
 2. Be careful of the lure of the visual graph. The table tells a truer story of the results. While sunlight favorably impacts LDL and TC it decreases HDL and increases TG (not included in the graph for some reason) - both of which I understand are unfavorable for atherosclerosis. Vitamin D supplementation on the other hand does indeed have a detrimental impact on LDL and TC but has a favorable impact on TG and HDL. Conclusion of study should be that the impact of both interventions on cardiac this group of cardiac risk factors can't really be determined.


text: Being able to calculate the median is a fundamental concept that kids will need to learn in statistics. It can be easy for kids to confuse median with other probability concepts like mean and mode, so it's important for kids to practice calculating medians to completely master the skill. Turtle Diary's calculating the median game will test kids' median skills through fun and exciting word games. Our interactive median game uses real life examples to reinforce the concept of medians in a way that is easy for kids to retain. Kids will definitely be median experts upon completing our animated median game for kids.


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Assignment Option 6 (Using Second Life: e-Learning; 20-50 min. class time)
Second Life is for 18-year-olds and older
Goals: 1. encourage active learning by having the students (virtually) enact the rituals commonly performed at Japanese Shinto shrines and Buddhist temples; 2. encourage creative and visual learning by having the students use Second Life and the website to study these topics
These objectives are better reinforced if this assignment is completed with one or more specific reading assignments and/or lectures/class discussions.
Students are more likely to appreciate and participate in this assignment if it is for a grade.
(NOTE: This assignment requires more setup time and is best completed in more than one class period. This assignment also requires that all the students have access to a computer with an Internet connection and one that they can download new software too—You might need to get permission from a computer lab to download Second Life to a set of computers for your students to use, or assign groups with one personal computer per group.)
Day 1 Class work (10 min.)
1. In class, show the students how to download Second Life and how to create an Avatar. (Hint: It is best to go through the process at least once on your own before you show the students.)
2. Give the students the following homework assignment; Warn them that they will need to use a personal computer or one that they can add software to (often, computers in school labs are restricted against adding programs and they won't be able to download Second Life). Suggest they work in small groups with one personal computer if they cannot access a public use computer with Second Life on it.
Homework: (about an hour, depending on computer speed and student computer familiarity)
2. Follow the instructions in the middle of that page to create an Avatar in Second Life and download the software. If you are working in a group, each of you needs to create and Avatar, but Second Life only needs to be downloaded once.
3. Once you (or everyone in your group) has created an Avatar, follow step 3 on the jpnreligion.weebly.com website and visit our Shinto shrine and Buddhist temple.
4. Spend at least 10-20 minutes looking around. Use right-click or click on the sign-posts and read them to learn about the buildings' structure and use. Also, click on the "pose balls" (e.g., "meditation", "Do ritual") to make your Avatar do some of the rituals that are common in these sacred spaces.
5. Answer the following questions and bring your answers to your next class.
-----1. List 3-5 specific differences between the shrine and the temple. They can be architectural, the kinds of rituals, what's inside them, etc.
-----2. What is the main ritual at a Shinto shrine (NOTE: This is common at most shrines; though, there is variation and not everyone knows the "correct" ritual. This is what the Shinto Shrine Association recommends as proper behavior—but it has changed over time and per region.)
-----3. Look at the picture inside the Buddhist temple (or look at some of the temple pictures on the website). How does the inside of the temple in that picture differ from the one in Second Life?
-----4. You can't go to Japan today to do and see these things, but how might using Second Life to "visit" this shrine and temple help you learn more about religiousness in Japan? How does this kind of assignment differ from a reading assignment or hearing a lecture?
(If you want to learn more on your own, visit the some of the other pages on this website—for research papers, see the "References" page on the website:
3. Ask volunteers to give you and the class their responses to the questions and move your Avatar(s) around the shrine and temple to show the rest of the class what each student is talking about. Encourage the other students to write down these responses in their notes or in their homework.
4. Show the students other things you noticed and conclude the class by asking them to write a brief reflection on this assignment (about 5-10 minutes) or to address overlap between what they did in Second Life and what they read about, heard from lecture, or discussed in class. Give them time to reflect upon these different learning experiences and try to put it altogether. They can turn that in for a grade or just write it in their notes as self-reflection.


100 Redundant Expressions You Should Avoid In Writing
100 Redundant Expressions You Should Avoid In Writing
100 Redundant Expressions You Should Avoid In Writing
MARCH, 2018
Samuel Osho
In William Shakespeare's famous play, Hamlet, a popular phrase was uttered in the second act by Polonius, "Brevity is the soul of wit […]" This phrase is adjudged as one of the countless witty expressions of the English writer. If wit connotes wisdom, it implies that it is of necessity for you to be brief and concise if you want to make sense either while speaking or writing.
In the heat of the jungle, the lions that go for the jugular are the ones that survive. No stories or perambulating, they go for the kill! These are writers that get the applause because they put their readers in mind while writing. Readers love writers who go straight to the point; they launch words like stones in David's sling. In the long run, they make their words count because they are not in a race to fulfill a word count.
I am sure you can easily spot such writers in a crowd. If they are scripting a novel, they shove aside redundant expressions and clear the path as you race towards the end of the spectrum called suspense. If they are writing articles, they use powerful verbs instead of adverbs and adjectives. I know why you love them so much: it's because they use simple language to explain everything – from chaos to serenity.
Editing is a tough turf for many writers. While you edit your work, one of the clutters you must eliminate is the use of redundant expressions or often known as needless repetitions. Am I saying don't repeat yourself? Yes, you only need to speak once for you to be heard. To every rule, there is an exception, use repetition in the case of emphasis or clarification of a topical theme.
Martin Luther King Jr. delivered his iconic speech in August 1963 but we can't get "I have a dream" out of our heads perhaps because he repeated it eight times in his speech. So, repetition has its place. However, this article will open your eyes to some needless expressions and unnecessary duplicity that can be axed out of your writing. It will give wings to your writing. The words in parentheses should be removed.
The 100 Expressions
 1. ATM (machine)
 2. PIN (number)
 3. HIV (virus)
 4. LCD (display)
 5. GRE (exam)
 6. WASSCE (exam)
 7. RAM (memory)
 8. (live) witness
 9. (little) baby
 10. evolve (over time)
 11. (basic) necessities
 12. (basic) fundamentals
 13. (actual) facts
 14. (annual) anniversary
 15. (exploded) suddenly
 16. sat (down)
 17. stand (up)
 18. rise (up)
 19. raise (up)
 20. fall (down)
 21. drop (down)
 22. dwindle (down)
 23. compete (with each other)
 24. (old) adage
 25. (natural) instinct
 26. (new) innovation
 27. (new) invention
 28. (two) twins
 29. (pair of) twins
 30. (mutually) agreed
 31. (mutual) cooperation
 32. merge (together)
 33. refer (back) to your notes
 34. (armed) gunman
 35. (necessary) prerequisites
 36. (absolutely) essential
 37. (unexpected) emergency
 38. (original) founder
 39. (first and) foremost
 40. (brief) summary
 41. (free) gift
 42. (finally) completed
 43. (final) conclusion
 44. (final) outcome
 45. (final) end
 46. (final) ultimatum
 47. (prior) planning
 48. (advance) planning
 49. (each) individual
 50. (personally) think
 51. (annoying) pests
 52. (past) experience
 53. (new) breakthrough
 54. (different) kinds
 55. cancel (out)
 56. repeat (again)
 57. (foreign) imports
 58. (false) pretense
 59. (difficult) dilemma
 60. ask (a question)
 61. (invited) guests
 62. few (in number)
 63. (added) bonus
 64. enter (in)
 65. (end) result
 66. (unexpected) surprise
 67. written (down)
 68. (closed) fist
 69. (general) public
 70. (harmful) injuries
 71. grow (in size)
 72. (proposed) plan
 73. reply (back)
 74. revert (back)
 75. round (in shape)
 76. true (facts)
 77. three a.m (in the morning)
 78. (twelve) noon or midnight
 79. (white) snow
 80. undergraduate (student)
 81. (tiny) bit
 82. (regular) routine
 83. protest (against)
 84. pursue (after)
 85. close (proximity)
 86. (important) essentials
 87. cheaper (in cost)
 88. disappear (from view)
 89. (completely) eliminate
 90. advance (forward)
 91. tuna (fish)
 92. spell out (in detail)
 93. warn (in advance)
 94. (crystal) clear
 95. (in the field of) biology
 96. (in a period of) a week
 97. whether (or not)
 98. share (together)
 99. postpone (until later)
 100. kneel (down)
Let's see how much you have learnt from this article with this short exercise. Eliminate the redundancies in the passage below:
"Mona had a difficult dilemma. She worked for a caterer, and from 9 a.m. in the morning until 12 noon, her job was to hand out free gifts at the mall. But her close personal friend Myrtle had just given birth to a baby girl, and she had promised to take care of Myrtle's pair of twins while Myrtle was in the hospital. To Mona, the twins were annoying pests, but she would keep her promise. When Mona explained to her boss that Myrtle's early delivery had come as an unexpected surprise, she could see the intense fury in his eyes. Silently, he prepared the different varieties of his decorative garnishes. The evil fiend then suddenly exploded and spelled out in detail why Mona was fired. Mona's future prospects looked dim, as jobs were few in number. Mona now runs her own company, so getting fired may possibly have been her lucky break."
"Mona had a dilemma. She worked for a caterer, and from 9 a.m. until noon, her job was to hand out gifts at the mall. But her close friend Myrtle had just given birth to a girl, and she had promised to take care of Myrtle's twins while Myrtle was in the hospital. To Mona, the twins were pests, but she would keep her promise. When Mona explained to her boss that Myrtle's early delivery had come as a surprise, she could see the fury in his eyes. Silently, he prepared the varieties of his garnishes. The fiend then exploded and spelled out why Mona was fired. Mona's future looked dim, as jobs were few. Mona now runs her own company, so getting fired may have been her lucky break."
Eliminating redundancies will be a lot easier with the following resources:
In conclusion, wordiness and vagueness in writing starve clarity of message. Your writing will be a lot better if you pay attention to these common redundancies.
If this has helped you in any way, then help me by hitting the share button (smiles). Please don't hesitate to add to the list of redundancies in the comment section.
On Stephen Hawking: Tough Times Never Last But Tough People Do
On Stephen Hawking: Tough Times Never Last But Tough People Do
On Stephen Hawking: Tough Times Never Last But Tough People Do
MARCH, 2018
Samuel Osho
In 2012, I got a weird look from one of my mentors when he realized that I knew next to nothing about Stephen Hawking. It is in semblance with the shock that greets you when "a passionate Nigerian writer" tells you that he has read many books except for Chinua Achebe's classic, Things Fall Apart.
My mentor instructed me to


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California State University, Long Beach celebrates over a decade of sustained efforts on the part of many people across the campus working to improve retention and graduation, the quality of the student experience, support for faculty, technological infrastructure and the physical campus. CSULB now aims to achieve still greater distinction in four areas: student success, academic quality, service excellence, and campus environment. Student success is identified as a priority in several policy and strategy documents and its main goal is to increase student retention and graduation with highly valued degrees. In the AB 540 Ally Training Project, the University will focus on improving undocumented immigrant student success.
Enrollment rates for undocumented college students are miniscule because very few states allow for eligibility for in-state tuition and/or financial aid. The National Immigration Law Center estimates that "each year about 65,000 U.S. raised students" that are undocumented are eligible for college.. Undocumented students in higher education tend to be the strivers, many not realizing until they apply to college that they are undocumented. They are Americanized, having entered the United States at an early age. By definition students who qualify for AB 540 came to the United States as minors. The United States Supreme Court ruled in 1982 that these children should be allowed access to a public school education (K-12) free of charge. Undocumented children are in California public schools and are indistinguishable from children who are US-born and lawful permanent residents. Advocates for undocumented students assert that these children must be taken out of the "immigration wars." Several states, including California have taken measures to assist these students to attend college and continue their academic success and there is a movement in Congress to allow students to earn residency and eventually citizenship once they succeed in a postsecondary education program.
Undocumented students have special needs. If they qualify under California Education Code § 68130.5, which specifies that they must have gone to a California high school for three years and graduated, they qualify to pay in-state tuition rather than out-of-state tuition. This group is usually referred to as AB 540 students, for the bill that authorized the eligibility. Those that are undocumented and attended less than three years pay out-of-state tuition. None of the undocumented students are eligible for California or federal financial aid, may not work on campus, and are not eligible to apply for paid state and federal internships or fellowships. They are also not eligible for drivers' licenses and many other benefits. Life for these students is much more restricted than for any other group.
An early 2006 study done by CSULB Institutional Research revealed that 200 of CSULB students are undocumented. The CSU and the CCC do not track the numbers of AB 540 students. The University of California does report data on the number of undocumented students. For the entire UC system the total number of undocumented students for the same time period (2005-2006) is 390. Of that total, 380 enrolled as undergraduates and 10 as graduate students. UC undocumented students tend to come from lower socioeconomic backgrounds, with parent income reported less than $40,000. Of the UC undergraduates, 161 were Chicano, 37 Latino, 29 Chinese, 80 Korean and 16 Filipino. Whites represented 18 and unknown 13. Among the rest of the Asian group were also included smaller numbers of Japanese, Vietnamese, Indian/Pakistan, Pacific Islander, Thai and other Asian.
"Immigrant youth do not typically receive much research attention." So it is not surprising that higher education has not studied nor noted the fluctuation in their enrollment. The mission of the State Universities, however, requires
attention to this population. It is important to learn more about them, to identify the significance causes for the shift in enrollment, and see how research proven best practices can enhance their access and success in higher education. Importantly, professional development for faculty advisors and staff is a request from a support group of immigrant students, some who are undocumented, and shared that the university cannot serve them well when employees are not aware of the extenuating circumstances that undocumented students confront. Embarrassment, frustration, and fear of revealing their personal situations often result in students not disclosing their immigration information. They fear that an employee may not be sympathetic to their particular situation. It is the students' belief that training will improve the campus climate for immigrant students.
The training will address the status of undocumented immigrant students enrolled at California State University, Long Beach (CSULB) by engaging the faculty and staff to become informed about the status of undocumented immigrant students at CSULB and, apprised of best student success practices and other resources. A secondary outcome is to create a model that can be used in other venues, particularly by other professionals that also need to learn about undocumented immigrant students, the laws that impinge upon student lives, and policies and practices that can contribute to their academic success. Participants will learn the following:
The goals of the AB 540 Ally Training are to:
Create a welcoming and supportive campus environment for undocumented immigrant students, thus assisting their integration into campus life.
Increase faculty and staff knowledge and effectiveness about the needs, concerns, and issues of undocumented immigrant students and their families
Educate faculty and staff about relevant immigration laws impacting students and related student issues and challenges.
The AB 540 Ally Handbook is designed to increase the effectiveness of faculty and staff that advise AB 540 students. It is a complement to the AB 540 Resource Guide for Advisors of Undocumented Students. The AB 540 Ally Handbook is provided to faculty and staff that participate in the AB 540 Ally training. Upon successful completion of the training, the Ally is awarded an AB 540 Ally decal to post in his/her immediate work area. The decal informs the reader that the professional is sensitive to and informed about the educational needs of undocumented immigrant students.
The information in this handbook is general in nature and serves as a guide. Some of the campus information is subject to change without notice. Some sections of the Ally Handbook have verbatim wording from the campus catalog or web based forms.
Immigration laws are complex, subject to change, and broad in their interpretation. This is not an immigration guide. Immigration questions should be referred to an immigration attorney.


text:
Thomas G. Dietterich
Research was undertaken with the goal of applying general universally-applicable induction methods to complex real-world problems. The goal was only partially met. The chosen domain--the card game Eleusis--was still somewhat artificial, and the universally-applicable induction methods were found to be lacking in important ways. However, the resulting Eleusis program does show that by using knowledge-based data interpretation and rule evaluation techniques and model-fitting induction techniques, general induction methods can be used to solve complex problems.


text:
Gathers the variable,
Prefix+types, into a type list object.
- Name of the type list object whose fields you want to gather.
- First part of the name of all variables and/or lists used by this gather operation. Variables are typically named with the prefix together with the field name. If a delimiter, such as a colon, was used in the creation of the variables that you want to gather, you must use the same delimiter in the gather operation. For example,
Home > Contents > Index >
Oracle XML Tag Reference
Copyright (c) 2013, 2019, Oracle and/or its affiliates. All rights reserved.


text:
I'm aware that linked lists, sets and arrays can be used to create stacks by themselves. The theory behind it is this
linked-list: In some languages, a linked-list is substitutable for an array. Stacks are First In First Out operations.
pop methods invoke a stack like behavior.
set: A set is exactly the same as an array, except it does not feature duplicate elements.
I'm struggling to find a way that a tree can be used to create a stack


text:
Canadian Forest Service Publications
Exposure of ichnovirus particles to digitonin leads to enhanced infectivity and induces fusion from without in an in vitro model system. 2007. Stoltz, D.; Lapointe, R.; Makkay, A.; Cusson, M. J. Gen. Virol. 88: 2977-2984.
Available from: Laurentian Forestry Centre
Catalog ID: 28033
Unlike most viruses, the mature ichnovirus particle possesses two unit membrane envelopes. Following loss of the outer membrane in vivo, nucleocapsids are believed to gain entry into the cytosol via a membrane fusion event involving the inner membrane and the plasma membrane of susceptible host cells; accordingly, experimentally induced damage to the outer membrane might be expected to increase infectivity. Here, in an attempt to develop an in vitro model system for studying ichnovirus infection, we show that digitonin-induced disruption of the virion outer membrane not only increases infectivity, but also uncovers an activity not previously associated with any polydnavirus: fusion from without.


text:
Bringing Natural Gas to Copenhagen
Washington, D.C. -The American Clean Skies Foundation (ACSF), the UN Foundation, and the Worldwatch Institute announced today that they are joining forces at the United Nations Climate Change Conference in Copenhagen to explore the potential for natural gas to accelerate the world's transition to a low-carbon economy. New sources of unconventional gas could make possible the more rapid displacement of oil and coal, while providing back-up power that will enable faster adoption of wind, solar, and other intermittent renewables.
The event, "Natural Gas, Renewables and Efficiency: Pathways to a Low-Carbon Economy," will be held at the Danish Society of Engineers building on December 12 from 13.30 to 17.30 and will focus on actions and policies to replace high-emitting fuels with natural gas and increase energy efficiency and the use of renewable energy. Confirmed speakers include Christopher Flavin, President of Worldwatch, Aubrey K. McClendon, Chairman of ACSF, and Timothy E. Wirth, President of the United Nations Foundation.
Panels of industry and government experts will discuss concrete strategies for boosting natural gas's role in national climate change policies, and to facilitate the introduction of intermittent renewable energy sources such as wind and solar power. Compared with coal, natural gas allows a 50-70 percent reduction in greenhouse gas emissions, depending on the application.
A full agenda for the Copenhagen program will be posted on the websites of all sponsoring organizations in advance of the event.


text:
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MINNESOTA Marijuana Packaging and Labeling State Law
Minnesota's cannabis labeling and packaging guidelines include the following:
- 0850 PACKAGING AND LABELING. Subpart 1. Medical cannabis packaging. The medical cannabis manufacturer must package all medical cannabis intended for distribution according to the following standards:
- In addition to the requirements in Minnesota Statutes, section 152.29, subdivision 3, paragraph (c), clause (5), medical cannabis containers must be:
- (1) plain;
- (2) designed to maximize the shelf life of contained medical cannabis;
- (3) tamper-evident; and
- (4) child-resistant.
- Medical cannabis packaging must not bear a reasonable resemblance to any commercially available product.
- Medical cannabis packaging must be packaged to minimize its appeal to children and must not depict images other than the medical cannabis manufacturer's business name logo. Subp. 2. Medical cannabis trade names. The medical cannabis manufacturer's medical cannabis trade names must comply with the following standards and are subject to approval by the commissioner:
- names that are limited to those that clearly reflect the product's medical cannabis nature;
- any name that is identical to, or confusingly similar to, the name of an existing non-cannabis product is prohibited;
- any name that is identical to, or confusingly similar to, the name of an unlawful product or substance is prohibited; and
- any name that contains language that suggests using medical cannabis for recreational purposes or for a condition other than a qualifying medical condition is prohibited. Subp. 3. Labeling. A. A medical cannabis manufacturer must ensure that all medical cannabis that is distributed is labeled with the following information:
- (1) the patient's registry identification number, name, and date of birth;
- (2) the name and date of birth of the designated registered caregiver, if applicable;
- (3) the name of the patient's parent or legal guardian, if listed on the registry verification, if applicable;
- (4) the patient's address;
- (5) the name and address of the medical cannabis manufacturer where the medical cannabis was manufactured;
- (6) the medical cannabis's chemical composition;
- (7) the recommended dosage;
- (8) directions for use of the product;
- (9) all ingredients of the product shown with common or usual names, including any colors, artificial flavors, and preservatives, listed in descending order by predominance of weight;
- (10) the date of manufacture and batch number;
- (11) a notice with the statement, including capitalization: "This product has not been analyzed or approved by the United States Food and Drug Administration. There is limited information on the side effects of using this product, and there may be associated health risks. Do not drive or operate heavy machinery when under the influence of this product. KEEP THIS PRODUCT OUT OF REACH OF CHILDREN."; and
- (12) a notice with the statement: "This medical cannabis is for therapeutic use only. Diversion of this product is unlawful and may result in the revocation of the patient's registration."
- Labeling text must not include any false or misleading statements regarding health or physical benefits to the patient.
- A package may contain multiple labels if the information required by this part is not obstructed.
For more information, please refer to the Minnesota Revisor of Statutes on Packaging and Labeling.


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ARM Launches Free Toolkit for Android
This week sees the arrival of the ARM Development Studio 5 (DS-5) Community Edition (CE), a free-to-use edition of its reference software development toolkit. The new edition has been "dedicated" to the Android application developer community; as such, it has been engineered to help create native software that can run up to four times faster than Java code.
DS-5 CE joins ARM's standard SDK and NDK Android development kits by guiding developers towards the "performance and energy-efficiency advantages" made possible when ARM native code is used in Android applications. The new toolkit permits development of Java and C/C++ code in the same Eclipse integrated development environment (IDE).
ARM says that the DS-5 Community Edition includes limited (but essential) functionality from the premium DS-5 toolkit to help solve common Android application developer pain points. It achieves this by providing an integrated graphical debugger for NDK-generated code and visibility of advanced processor information, including ARM NEON Single Instruction Multiple Data (SIMD) registers.
This new release also features a tailored version of the ARM Streamline Performance Analyzer for use with compatible Android development platforms. Streamline (a branded product name) is designed to capture system-wide performance statistics from a variety of sources, which helps developers to locate hotspots in their code and isolate potential causes. Platform builders can add support for Streamline by integrating an open source driver available from the Linaro website.
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In order to map the spatial structure of a stellar atmosphere using Doppler imaging techniques, observations of a rapidly-rotating star must be obtained at all of its rotational phases. In order to discriminate temporaral variability (e.g. flares) from phase-locked variability (produced by magnetically-active regions on the stellar surface), observations must be obtained over at least two rotational cycles. Using the International Ultraviolet Explorer, we observed the bright RS~CVn-type system HR~1099 (V711~Tau) continuously for two contiguous orbital/rotational cycles (period$\sim$2.83~days) in December~1992.
These observations were coordinated with the 1992 campaign for Multi-Site Continuous Spectroscopy (MUSICOS). The purpose of this campaign was to coordinate a network of ground-based telescopes distributed around the Earth so that moderate and high-resolution spectroscopy could be obtained pseudo-continuously for several days. Supporting photometric and radio observations also were obtained simultaneously.
We are using the IUE high-dispersion spectra of the Mg~II~h and k lines to map the spatial structure of the stellar chromosphere and to study atmospheric dynamics during flares. In conjunction with the IUE low-dispersion spectra, we will be able to model the radial structure of the chromosphere. We present preliminary results showing the rotational modulation of the ultraviolet line fluxes and of the high-dispersion line profiles. At least 3 transition-region flares occurred within this 6-day interval, and our observations constrain both the rise and decay phases of these flares. The effect of a non-uniform atmospheric structure is subtle, but it is visible in the observed line profiles.
Wednesday program listing


invasion by the Krausers was relatively easy, without much resistance. On June 25, 1067, the war with the Battle of Maribor ended with a victory by the Krausers. The peace treaty is signed and the conditions are that all the conquered territories would be delivered to the Krauser House of the East with the exception of Maribor, Ljubljana, Zagreb and Virovitica.
 Territories of the Krauser House of the East after the War.
 September 18, 1067, both houses Krauser achieved their respective wars by coming out victorious and returning once again peace to their territories. So both Krausers houses were dedicated to assimilate the newly conquered territories.
 After the war, the Krausers of the East gained even more prestige within the Byzantine Empire. He mobilized his troops to his capital and only dedicated himself to invest to improve his economy.
 On the other hand, when Galicia conquered a large part of the Emirate of Badajoz, it began to gain a name in international politics, especially in the Iberian Peninsula. The relations between Munster and Galicia were good and every day they improved more, so the chancellors of both kingdoms began to make plans to improve the future of both nations.
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|Zurich is the largest city in Switzerland and capital of the canton of Zürich. The metropolitan population is around 1.3 million. The city is Switzerland's main commercial and cultural centreand is widely considered to be one of the world's global cities. According to a survey in 2006, it is the city with the best quality of life in the world.|
The origin of the name is probably the Celtic word Turus, a corroborating reference to which was found on a tomb inscription dating from the Roman occupation in the 2nd century; The antique name of the town in its romanized form was Turicum.
- Wikipedia 2006


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THE Hubble Space Telescope could soon be joined by a modest relative that will peer into the cosmos on behalf of Britain's schoolchildren, students and amateur astronomers. Space Innovations, a satellite company in Newbury, Berkshire, is about to begin a feasibility study for a project dubbed the Humble Space Telescope.
Humble is the brainchild of Michael Martin-Smith, a Hull doctor and keen amateur astronomer. His plan is to fly a 20-centimetre telescope, similar to those owned by some amateurs, on a tiny satellite. "Hubble is for big science," he says. "But there is an awful lot that amateurs could do with their own telescope." Schoolchildren and university students would be among those given observing time.
The plan was originally floated as part of a proposal to build a national science centre in Derby, submitted to the Millennium Commission, which distributes money raised by Britain's National Lottery. That bid failed, but...
To continue reading this article, subscribe to receive access to all of newscientist.com, including 20 years of archive content.


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Time Deposit – What You Need To Know
Despite being a simple investment tool, some time deposit offerings have a range of features. In this article, we discuss some of the common features that you may come across when you compare fixed deposits offered by banks in Singapore.
Frequency of Interest Payment
This section refers to when interest on your fixed deposit is calculated and paid.
The most commonly available option is interest paid at maturity (i.e. at the end of the term) for short-term time deposits, and interest paid annually for long-term time deposits. Some other common options are:
- Annual payment: interest is paid yearly, generally at the end of each year
- Semi-annual payment: interest is paid twice a year, generally at the end of every six months
- Quarterly payment: interest is paid at the end of each quarter (every three months)
- Monthly payment: interest is paid monthly, generally at the end of every month
- Fortnightly payment: interest is paid at the end of every fifteen days or two weeks
- Weekly payment: interest is paid weekly usually at the end of every week
- At maturity payment: interest is paid at the end of the fixed deposit term
Time Deposit Interest Calculation
In Singapore, banks normally quote an annual interest rate for fixed deposits. For example, the interest rate of a 6 month time deposit may be quoted as 0.1% p.a. (p.a. is also known as per annum or per year).
This means, for a SGD50,000 investment, the total interest earned on this particular time deposit investment is:
SGD50,000 x 0.1% x (6 months / 12 months) = SGD25
Auto Rollover or Renewal
If you have selected the auto rollover or renewal facility for your time deposit account,, the bank will automatically reinvest your money (which may include any interest earned) into a new time deposit once your investment reaches maturity.
The new time deposit investment would be rolled over for the same term, but the interest rate may or may not be the same as the savings deposit investment.
It is often advisable to put a reminder in your diary to compare time deposit rates before your term ends. If you need to disable the auto rollover or renewal option, you just notify your bank of your intentions before the maturity of your time deposit investment.


How do you say "she weighs 60 kilograms" in Portuguese?
Here's the answer:
"pesa sessenta quilos"
Watch a real native speaker say it:
Here's how it sounds in a textbook:
You could also say:
 - ela pesa sessenta quilos
Fun fact: the hundreds of thousands of people learning Portuguese with Memrise get this phrase correct 98.54% of the time!
Time to set your textbook on fire, learn "pesa sessenta quilos" and other useful phrases that Portuguese speakers really use!
burning textbook


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If you have a bunch of commands that you use frequently, you may want to keep them more accessible within PowerPoint 2016 by customizing your Quick Access Toolbar. You populate the QAT with commands you use often. Over a period, these customizations may become a valuable asset you want to save or share. Let us explore these scenarios:
- What do you do if you need to change your computer, and rather than customize again from scratch, you wonder if there's a way to move your existing customizations?
- Or if you want to replicate your QAT customizations on another existing computer? Maybe you want the same customizations on both your desktop and laptop.
- You may also want to share your QAT customizations with your friends and colleagues.
- You may want to make a backup of your customizations, just in case!
- On the other hand, you probably want to go into the reverse direction because you need to hand over your computer to someone else, so you may want to reset your QAT to the default state, devoid of all your customizations.
Yes, you can do all this and more. If you want to reset, export, or import your QAT customizations, follow these steps:
- Launch PowerPoint 2016 and access PowerPoint Options dialog box. There are two ways to access these options. The easiest way is to right-click anywhere on the Ribbon or the QAT, and choose the Customize Quick Access Toolbar option, as shown highlighted in red within Figure 1.
Figure 1: Customize Quick Access Toolbar option
- Alternatively, access the File menu and choose Options (highlighted in blue within Figure 2).
Figure 2: Options within File menu
- Either way, this opens the PowerPoint Options dialog box, as shown in Figure 3. Make sure you choose the Quick Access Toolbar option within the sidebar. This shows the relevant options on the right side of the dialog box (refer to Figure 3 again). All the options we will explore in this tutorial are within the Customizations area, highlighted in red within Figure 3, below.
Figure 3: PowerPoint Options dialog box
- Let us first explore how you can import and export the QAT customizations. To do so, click the Import/Export button (highlighted in red within Figure 4, below). From the resultant drop-down menu, select the Export all customizations option (highlighted in blue within Figure 4) to export your QAT customizations.
Figure 4: Export all customizations option is selected
- This brings up the File Save dialog box, as shown in Figure 5. Provide a name and location, and click the Save button.
Figure 5: File Save dialog box
- You import customizations in the same way. Access the drop-down menu as explained in Step 3, and choose the Import customization file option, as shown highlighted in blue within Figure 6.
Figure 6: Import customization file option to be selected
- This opens the File Open dialog box, as shown in Figure 7. Here, navigate and locate your (.exportedUI) file, and select it. When done, click the Open button.
Figure 7: File Open dialog box
- This will bring up a Microsoft Office window, as shown in Figure 8. Click the Yes button to replace all existing Quick Access Toolbar customizations.
Figure 8: Microsoft Office window
- This will change all the customizations to match the ones taken from the imported file.
- To reset, click the Reset button (highlighted in red within Figure 9). The resultant drop-down menu provides two options to reset any customizations done, as shown highlighted in blue within Figure 9.
- The Reset only Quick Access Toolbar option will only reset the customization of the QAT.
- The Reset all customizations option resets all the customization done for your Ribbon tabs as well as the QAT. This is like restoring the Ribbon tabs and QAT to the state when you used PowerPoint the first time after installation.
Figure 9: Reset drop-down menu
- Click the OK button to apply changes made within the PowerPoint Options dialog box, and go back to the PowerPoint interface. Alternatively, press the Cancel button to go back without making any changes.
Reset, Export, and Import QAT Customizations in PowerPoint 365 for Windows
Reset, Export, and Import QAT Customizations in PowerPoint 365 for Mac
Reset, Export, and Import QAT Customizations in PowerPoint 2019 for Windows
Reset, Export, and Import QAT Customizations in PowerPoint 2016 for Mac
Reset, Export, and Import QAT Customizations in PowerPoint 2013 for Windows


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This fun Peppa Pig activity book series are perfect for young readers who are learning from home and are beginning to write, this book will help children to practise pen control and the correct formation of letters, including help for left-handers.
Each page has shiny, wipe-clean pages and a special pen to make practising as easy as A, B, C!
Each page provides practice of themed words that children will come across, both at school and in the Peppa world, to help support school and home learning.
Help your child to trace over the words/numbers/times or write them out, then wipe the pages clean using the special eraser on top of the pen and practise again!
This book is perfect for helping to support children as they learn to spell simple English words or numbers at home.
- Paperback | 16 pages
- 215 x 297 x 11mm


The Importance of a Large N
The letter "N" is used to indicate the number of subjects contributing data to an experiment or opinion poll. N=500 means 500 subjects were used, or 500 people were polled. This number has a powerful influence on the reliability of the results.
What is the possible effect of taking a small sample?
If you take a small sample, even a small random sample, you can get very unusual and misleading results. For example, if you drew the names of three students at random from a college registration list, you might come up with three students who were over six feet tall, purely by coincidence. But if you used a random sample of 100 students, the average height of students in the sample would resemble almost exactly the average height of the entire student body.
Why is it possible to say, with confidence, that a sample of 100 will have an average height within an inch or two of the entire student body? It is because of the so-called "Law of Large Numbers." The larger the N, the more closely a random sample will approximate its parent population. This law is really an outgrowth of basic laws of probability. Random variations go every which way. The larger the N, the more likely it is that all the variations will cancel each other out and leave you with an accurate average value.
Students sometimes ask how large an N is required before the results of a poll become trustworthy. The answer depends on the level of precision desired and the amount of variation in the characteristic being measured. A national opinion poll using a random sample of a 500 people should produce results that are very accurate, providing the sample is truly unbiased. A smaller sample of 25 or so may give representative results if there is not a great deal of underlying variation. Polls based on 5 or 10 people are seldom reliable for anything except expressing the opinions of 5 or 10 people.
Write to Dr. Dewey at
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Copyright © 2007 Russ Dewey


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New video depicts human migration across generations
October 18, 2012
Tags: Evolution + Development
CAMBRIDGE, Mass. —Throughout history, people have been on the move. Now we can actually "see" our ancestors cross the ocean blue to North America or make the long voyage to Australia.
A new video created by Whitehead Institute in collaboration with the genealogical website Geni.com shows the births of millions people, from the Middle Ages through the early 20th Century, as single dots on a black background. As time advances, those births define the coastlines and countries of Europe and Great Britain, then the Pilgrims' voyage to the New World, the migration to Australia, the overland expansion of the United States through the Oregon Trail and Gold Rush, and the founding of Johannesburg, South Africa.
The video project was led by Whitehead Fellow Yaniv Erlich, whose work harnesses the power of computers to transform massive amounts of data into usable information. Erlich and Michael Gershovits, then a student in Erlich's lab and now a graduate student at Tel-Aviv University, used Geni's open application programming interface (API), the largest for genealogy data, to access the research of more than 7 million collaborative genealogists. Erlich and Gershovits spent weeks cleaning and organizing the public genealogical input of more than 43 million Geni profiles into a format that could easily be mined for specific data. A unique aspect of the project is that it is based solely on data submitted by Geni users, rather than central databases, such as census or church records.
To create the video, Joanna Kaplanis, a researcher in Erlich's lab, focused primarily on birthdates and places. For each ten-year segment, Kaplanis had all of the births during that time period glow at their specific geographic points. As time advances, those dots fade and are superseded by the next ten years of births, and so on, creating a striking representation of numerous generations' travels through time.
In the future, Erlich and Daniel MacArthur, a Group Leader in Genetics at Massachusetts General Hospital and the Broad Institute, will be partnering with Geni to delve even deeper into the information submitted to the world's largest collaborative genealogical website.
This project was supported by a Scientific Planning and Allocation of Resources Committee (SPARC) award from the Broad Institute and a gift from Jim and Cathy Stone.
Communications and Public Affairs


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West Face of El Capitan Reef
July 28, 2004
The above photo was taken in the Gaudalupe Mountains, Texas, and shows the west face of the El Capitan Reef. The dark lines in the massive limestone beds (below cloud deck), which slope from the upper left to the lower right, are progradation lines that display how the reef built up over time. The topography seen here is virtually that of the Permian, showing how deep the basin was (some 700 m) eons ago. Notice the near perfect detail of the stratigraphy below the reef.


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Marian Anderson's brilliant singing career began at age six when she sang spirituals at the Union Baptist Church in her hometown of Philadelphia. She toured Europe in the 1920s, drawing vast acclaim; however, when she returned to the United States she was still barred from performing 5 on the American operatic stage. After she was prevented from singing in Washington's segregated Constitution Hall in 1939, Eleanor Roosevelt intervened and arranged for Miss Anderson to perform at the Lincoln Memorial. A crowd of 75,000 people came to watch her sing before the Memorial. Marian Anderson's beautiful contralto voice broke down 10 racial barriers, showing white Americans that blacks had a profound contribution to make to America's cultural life. Eventually, in 1955, she became the first AfricanAmerican singer to perform at New York's Metropolitan Opera. In her many years of touring she had to endure a racism that forced her to enter concert halls and hotels through 15 service entrances. Her grace under this stress showed a moral perseverance that paralleled that of the famous Martin Luther King, Jr.
1. We can conclude from the passage that Marian Anderson first toured Europe instead of the United States because
2. The word "vast" in line 3 could best be replaced by which of the following?
3. The word "barred" in line 4 could best be replaced by which of the following?
4. The significance of Anderson's Lincoln Memorial performance was that
5. In line 7, the word "intervened" means that Eleanor Roosevelt
6. In line 9-10, the phrase "broke down... barriers" means
7. In line 10, the word "profound" could best be replaced by
8. The word "eventually" in line 11 could best be replaced by which of the following?
9. The word "grace" in line 15 is similar in meaning to which of the following?
10. According to the passage, what did Marian Anderson have in common with Martin Luther King, Jr?
11. The author's tone in this passage is
12. In line 15, what does the word "this" refer to?
Đề thi ViOlympic Lớp 12 Trên Mạng có thể tìm thấy tại đây.


text:
The Discovery Stage: Ages 3-4
- "piled" and stacked shapes and clumps
- very little detail
- squishing, pinching and poking
- pounding and hitting of playdough pieces with hands and tools
The language of this play at this stage is push, poke, squish, pinch, pound, and so forth. "Watch this!"
The Shape and Form Stage: Ages 4-5
- simple, recognizable forms
- more detail such as mouth and eyes
- beginning of "rolling" coiled, snake-like forms
- begins to make balls
- rolling out and cutting out of forms from cookie cutters and "pretending"
The language of this play is the narrative of the imagination.
Schematic: Ages 6-7-years-old
- Standing forms and objects
- attention to the details
- making balls and three dimensional shapes
- designs that have patterns and repetitions
- Using basic forms to create people and things in vertical position
The language of this stage is creativity.
Inspired by the work of Elesse Brown and Stokrocki.


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Table of Contents
- Table of Contents
- Setting Up the Board
- Building the Application
- Run the Application
- Conclusion & Next Steps
Setting Up the Board
In this lab, you will us a Grove Button Sensor as an input sensor and use the data comeing from the button to turn an LED Module on and off.
- Connect the Grove shield to the Edison (mounted to the Arduino adapter).
- Connect the Grove Button Sensor to port D4
- Connect the LED Module to port D6, and insert an LED into the LED Module.
Building the Application
There are three (3) steps to building the application in this lab:
- Define and install the application metadata and dependencies.
- Define the device abstractions.
- Handle the board.on("ready") callback.
Define an Install the Application Metadata and Dependencies
Defining and installing the application metadata and dependencies works similarly to steps 1-3 in the Hello, IoT World! lab.
Start by creating a new application directory and a new package.json file.
- Using your favorite/preferred text/code editor, create a file in the directory you want to use for this lab (e.g. C:\Development\IoTLabs\MyLab) named package.json
- Add the following code…
Define the Device Abstractions
Create a file named button-led.js in your lab application directory (e.g. C:\Development\IoTLabs\MyLab).
Within the application file (button-led.js), you need to define the abstractions of the devices you will be using within the application. There are five (5) variables that matter:
- A variable to reference the Johnny-Five framework object.
- A variable to reference to the Edison-IO plugin object.
- A variable to represent the physical board.
- A variable to represent the physical button.
- A variable to represent the physical LED.
Within the button-led.js file, add the following code:
In this code you define five (5) variables that you will be working with:
fiverepresents the Johnny-Five framework capabilities, which provide a type of object model for working with boards like Arduino and Edison.
Edison- a variable that represents the edison-io plugin for Johnny-Five.
board- a representation of the physical board you are using.
button- a represntation of the physical Button Sensor you are using.
led- a represntation of the physical LED Module you are using.
Handle the board.on("ready") Callback
Johnny-Five provides a board 'ready' construct that makes a callback when the board is on, initialized and ready for action. Inside the anonymous callback function is where your application code executes (this function is invoked when the board is ready for use).
In the following code, you will create a callback function that is invoked when the board is initialized and ready (this is a Johnny-Five concept). In this lab, you will begin to work with Johnny-Five abstractions of the sensors and actuators - specifically
- You will create instances of each object type (
- You will handle the
Button.on('release')events by defining the call back function for each.
- You will change the state of the
Ledobject in the callback functions.
In an earlier lab you likely used
digitalWrite(pin, value) to set the pin state to 0 (LOW) or 1 (HIGH). In this lab, that code is abstracted into the
- Add the following code to button-led.js
Run the Application
The Button-Led application will run on the Intel Edison, but first, you have to get the code on the board.
Copy the Application Files to the Edison
The application will execute on the Intel Edison.
- Open FileZilla
- Set the Host to the IP address of your device.
- Set the Username to the administrative username (e.g. root).
- Set the Password to whatever you set the password for the device.
- Set the Port to
- Click Quickconnect
- In the Local site window (typically the left side), navigate to your local application directory.
- In the Remote site windows (typically on the right side) - this is the file system on the Edison.
- Navigate to the labs directory you previously created (e.g. $root\labs)
- Drag the package.json and button-led.js files to the blinky directory on the Edison.
Install the Application Dependencies
You can remotely execute NPM on the board to install the application dependencies. The instructions are a little different, depending on whether you are using a Windows PC or a Mac. Select the appropriate tab below and follow the instructions.
Installing Application Dependencies Using Windows (PuTTy)
- In PuTTY, double-check that you are in the Session screen by looking at the left-hand tree menu.
- Select the Serial radio button under Connection type.
- Specify the destination you want to connect to:
- Serial line:
Use the COM port number designated for your device. This should take the form of COM# where # is the number of your USB Serial Port (for example, COM3). See Intel's documentation for more information.
Always use 115200 for the baud rate.
- Serial line:
- Click Open to open the serial connection.
- When you see a blank command prompt, press Enter. At the login prompt, login with the username root and the password (if you created one).
Installing Application Dependencies Using Mac (Screen)You can execute commands on the Edison using the screen utility.
- Open Terminal
screen /dev/cu.usbsthen press Tab to autocomplete.
115200 -Lafter the device identifier, and press Enter.
- At the login prompt, login with the username root and the password (if you created one).
Run the Application on the Board
Once the application is running, you can press the button and see the LED light up (you will also see the
PRESSED log message in the remote session). As long as the button is pressed, the LED will remain on. When you release the button, the
button.on('release') callback is invoked and the LED turns off (you will also see the
RELEASED log message).
When you want to quit the application, press CTRL + C twice to exit the program without closing the window (you may also have to press Enter).
Conclusion & Next Steps
In this lab, you learned how to write a _URL_ application that writes LOW (0) and HIGH (1) signals to a digital output pin to make an LED blink. In itself, this may not be very exciting, but the core concept is necessary.
In this lab you learned the following concepts:
- Using Johnny-Five abstractions for sensors and actuators.
- Responsing to sensor events using the
- Using data collected from input sensros to control output actuators.


text:
Cubist style rendering from photographs
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The contribution of this paper is a novel nonphotorealistic rendering (NPR) technique, influenced by the style of Cubist art. Specifically, we are motivated by artists such as Picasso and Braque, who produced art work by composing elements of a scene taken from multiple points of view; paradoxically, such compositions convey a sense of motion without assuming temporal dependence between views. Our method accepts a set of two-dimensional images as input and produces a Cubist style painting with minimal user interaction. We use salient features identified within the image set, such as eyes, noses, and mouths, as compositional elements; we believe the use of such features to be a unique contribution to NPR. Before composing features into a final image, we geometrically distort them to produce the more angular forms common in Cubist art. Finally, we render the composition to give a painterly effect, using an automatic algorithm. This paper describes our method, illustrating the application of our algorithm with a gallery of images. We conclude with a critical appraisal and suggest the use of "high-level" features is of interest to NPR.
|Creators||Collomosse, J. P.and Hall, P. M.|
|Departments||Faculty of Science > Computer Science|
|Additional Information||ID number: ISI:000186045500002|
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