text:
HSC™: Medium-Temperature Thermal Insulation Coating
Get heat protection that surpasses conventional insulation with HSC™ Coating. HSC™ Coating is a ceramic based, water-borne insulation coating designed to insulate and control heat transfer on surface temperatures up to 350°F.
HSC™ offers a "green", non-flammable, non-toxic formula that can be used for applications requiring smooth surfaces over small diameters.
It can be applied over metal, concrete, masonry, wood, and other substrates. HSC™ is an ideal thermal coating for hot surfaces with irregular shapes such as elbows, joints, valves, tanks, or in tight spaces that are difficult to reach.
This insulation method is much different than the traditional "wrap" insulation materials which merely slow down the loss of heat (known as an R rating or "heat transfer"). The seven ceramic compounds in HSC™ create a barrier to catch and hold heat on the surface of the unit; whether a pipe, furnace surface, boiler, etc.
Unlike wraps that use air as the insulation component, the ceramic compounds in HSC™ Coating resist absorbing heat radiating from the surface. This traps and holds the heat onto the surface for more effective insulation performance.
- Easy to Apply – Apply directly to hot pipes while operating with brush, roller, or airless sprayer. Can be applied when a hot system cannot, or is difficult to, shut down.
- Increased Insulation – Additional coats immediately reduce surface temperature and loss of heat.
- Long Lasting – Does not absorb moisture or lose insulation value.
- Safe – HSC™ Coating is non-flammable and non-toxic.
- Coverage – Can be brushed or sprayed to fit over any configuration or shape.
- Reduction of external temperature of hot surfaces aiding worker safety.
- Reduction of heat loss for energy savings.
- Blocks heat migration into cold tanks, lines, and valves.
- Stops condensation and does not absorb moisture or lose insulation value for years.
- Helps to stop CUI (Corrosion Under Insulation) by blocking moisture from the pipe surface which can result in accelerated corrosion.
HSC® Certifications-Lab Tests
HSC® Coating has passed the following tests:
- ASTM (American Society for Testing and Materials)
- E-84 Test Report on HSC® Coating prepared by VTEC Laboratories confirming a Class "A"
- Fire Rating
- D-6904 for Resistance to Wind Driven Rain for Exterior Coatings (Fed Spec TT-C-5558)
- c 177
- IMO (International Maritime Organization)
- MSC 61 (67), Part 2, Smoke and Toxicity Requirements for Materials Used as Surface of Bulkheads, Linings, or Ceilings
UNITED STATES DEPARTMENT OF AGRICULTURE
FOOD SAFETY AND INSPECTION SERVICE
WASHINGTON, D.C. 20250
"FSIS DIRECTIVE 11,000.4″
APPROVAL OF PAINTS AND COATINGS — USED IN OFFICIAL ESTABLISHMENTS
LETTER OF WRITTEN CERTIFICATION
AS ACCEPTED BY USDA FROM MANUFACTURER
MANUFACTURER'S NAME AND ADDRESS:
INTERNATIONAL II, INC.
1 0835 W. 78th Street
Shawnee, Kansas 66214 USA
STATEMENT FOR FINISHED PRODUCT:
- HSC® COATING will not result in adulteration of food products if used and applied as stated in the supplied instructions and label directions.
- HSC® COATING will perform well under a daily regimen of cleaning and cyclical temperature change.
- HSC® COATING is resistant to moisture.
- HSC® COATING is a white color that will not obscure detection of debris or unsanitary conditions.
- HSC® COATING contains no known categories of carcinogens, mutagen, or teratogens classified as hazardous substances, heavy metals, or other toxic substances.
- HSC® COATING is not considered a pesticide and does not have pesticidal characteristics.


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I have an object I can rotate with a given torque. I would like to stop applying torque once I've reached a defined maximum rotational speed. The maximum rotational speed should be defined so that applying maximum torque will stop the rotation of the object within one rotation. If I know my torque and moment of inertia, how can I find the maximum rotational velocity to allow me to stop the object in one rotation?
Time is whatever is needed.
I've tried finding the angular acceleration required to stop the object, but that leaves me with the time variable. Of the equations I've tried, I'm left with a time variable as well as the maximum angular velocity.
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What approaches have you tried? Where are you hung up with this question? – Jerry Schirmer Jun 2 '13 at 22:04
I edited the question to give a little details about what I've tried. And it's not homework. More like hobby work. – Byte56 Jun 2 '13 at 22:09
For people with similar homework questions: try the equivalent exercise in linear motion. E.g. the direct equivalent here is, given a stopping length L and a force F, what is the maximum velocity v? You'll quickly spot that you need the second derivative a which you get from F=m*a. – MSalters Jun 3 '13 at 0:00
3 Answers 3
up vote 2 down vote accepted
To stop the object you must do work. For a constant torque perpendicular to the moment arm, the work it does is equal to $\tau\cdot\Delta\theta$, and you want $\Delta\theta\leq2\pi$.
It should be obvious that the greatest angular velocity that a torque $\tau$ can stop will take it the full $2\pi$ radians to stop. In a rotating system, the rotational kinetic energy is given by $E_r=\frac12I\omega^2$ (a direct analogue of $E_K=\frac12mv^2$ ). Now consider work-energy equivalence.
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Great, I should have taken the energy approach. Been too long since physics. Thanks. – Byte56 Jun 2 '13 at 22:29
No problem. J. Lowney has a full-detail solution above - you should check your algebra. A word of advice: on a problem like this, omit your direction signs and only consider magnitudes. Signs will only confuse you and freak you out when you end up with an imaginary angular velocity. – Zen Jun 2 '13 at 22:31
Building off of Zen's response, the energy will be $E_r = \frac{1}{2}I\omega^2$. The work done in one rotation is $\tau\Delta\theta$. These two terms are equivalent in your case. I.e. you will have the following expression
$$ E_r = \frac{1}{2}I\omega^2 = \tau_\text{max} \Delta\theta$$ $$ \omega_\text{max} = \sqrt{\frac{2\tau_\text{max}\Delta\theta}{I}}$$
You're treating your $\Delta\theta$ as $2\pi$, for one full rotation, hence:
$$\omega_\text{max} = \sqrt{\frac{4\pi\tau_\text{max}}{I}}$$
Where $I$ is the moment of inertia of your object. $\omega$ is the angular velocity. $\tau$ is your torque.
share|improve this answer
Thanks for furthering the equation J. – Byte56 Jun 2 '13 at 22:30
How would I go about expanding this to use multiple torque values at different positions around the object? – Byte56 Jun 2 '13 at 22:43
If you have a function $\tau(\theta)$ that gives you torque at every position around the object then simply replace the naive expression for work $W=\tau\Delta\theta$ by $$W=\int_0^{2\pi}\tau(\theta)d\theta$$ – Zen Jun 2 '13 at 22:56
Alternative solution:
I see you tried to do it by first finding angular acceleration $\alpha=\frac\tau I$ (where tau is your applied torque). This also works! However I suspect you got stuck at $$\alpha t=-\omega_{max}$$ This is perfectly understandable because t is somewhere between 0 and a full period (under the original angular velocity $\omega$ that is), but you don't know what t is.
You could try to set up some equations to solve simultaneously for $t$, but that's not necessary because you don't care about $t$, you only care about $\omega_{max}$ There is another equation you can use, the so-called "timeless equation": $$\omega_f^2=\omega_o^2+2\alpha\Delta\theta$$ where $\omega_f$ is final angular velocity, $\omega_o$ is initial angular velocity, $\alpha$ is angular acceleration, and $\Delta\theta$ is angular displacement (this again is a direct analogue of the linear kinematic equation $v^2=v_0^2+2a\Delta x$).
Let $\omega_f=0$ and $\omega_0=\omega_{max}$ (i.e., you start out at maximum velocity). By the same reasoning as above $\Delta\theta=2\pi$ and if you know $\tau$ and $I$ you can find $\alpha$. Then you have: $$0=\omega_{max}^2+2\alpha\cdot2\pi$$ $$\omega_{max}^2=2\alpha\cdot2\pi$$ (again, ignore signs) $$\omega_{max}=\sqrt{4\alpha\pi}$$ which is the same as above, since $\alpha=\frac \tau I$
share|improve this answer
Great, thanks Zen. – Byte56 Jun 2 '13 at 23:39
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Logic Puzzles Galore
When it comes to number crunching and logic, the computer is in its element. It is therefore no great surprise to come across a new title from MumboJumbo that combines these two features in a game entitled Everyday Genius: Square Logic.
Developed by TrueThought, Everyday Genius: Square Logic take takes a leaf out of the Sudoku methodology by working with square grids that hold numbers that are not allowed to be present more than once in each column or row. While there are some similarities between these types of puzzles, there are more than enough differences to make Square Logic stand out from the competition.

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Mallos gregalis
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Mallos gregalis
Scientific classification
Kingdom: Animalia
Phylum: Arthropoda
Class: Arachnida
Order: Araneae
Suborder: Araneomorphae
Superfamily: Dictynoidea
Family: Dictynidae
Genus: Mallos
Species: M. gregalis
Binomial name
Mallos gregalis
(Simon, 1909)
Mallos gregalis is a spider species belonging to the Dictynidae biological family.[1] Social living is unusual in spiders because their anatomy predisposes them to be predators and it is difficult for spiders to discriminate speciesmates from other prey items. M. gregalis spiders live in Mexico. Discovered by French naturalists in the previous century, M. gregalis were again brought to light in the 1970s by Wes Burgess,[2] [3] working for Scientific American and the North Carolina Mental Health Research Foundation. M. gregalis live in groups containing thousands of individuals together on a sheet-like spider web. Like other social spiders, the unique qualities of M. gregalis' web help make their social lifestyle possible.[4][5] Their web preferentially transmits the vibrations of flies caught in the web while dampening out the vibrations caused by other spiders, thus allowing the M. gregalis spiders to distinguish between the prey and each other.[6] The smell of previously eaten fly bodies helps attract other flies to M. gregalis' web.[7]
 1. ^ Platnick, Norman I. (2009): The world spider catalog, version 9.5. American Museum of Natural History.
 2. ^ Burgess, J. Wesley. (1976): Social Spiders. Scientific American, vol 234, pp 99-106. (1976).
 3. ^ Burgess, J. Wesley. (1978): Social behavior in group-living spider species. Template:Peter Merrett, Editor (1978): Arachnology. Symposia, Zoological Society of London, Number. 42. Academic Press, London.
 4. ^ Burgess, J. Wesley and Witt, Peter N. (1976): Spider webs: Design and engineering. Interdisciplinary Science Reviews, vol 1, pp 322-335.
 5. ^ Witt, Peter N. and Burgess, J. Wesley. (1978): Spider webs: Design and engineering. Naturwissenschafteliche Rundschau, vol 31, pp 269-282.
 6. ^ Burgess, J. Wesley. (1979): Web-signal processing for tolerance and group predation in the social spider Mallos gregalis. Animal Behavior, vol 27, pp 157-164.
 7. ^ Tietjen, William James; Ayyagari, Rao; Uetz, George W. Uetz [1] Symbiosis between social spiders and yeast: the role in prey attraction.


How to build a motorcycle ramp for a shed
How long should my shed ramp be?
How high should shed be off ground?
What is a good angle for a ramp?
Bottom line: recommended ramp slope:
The preferred slope for a building access ramp is 1:12 or 1 inch of rise per 12 inches of horizontal run – that's roughly an 8% slope also written as a 4.8 degree angle slope.
What is best for shed base?
You can also use a wooden frame or concrete slabs. Using concrete slabs is a very traditional way to build a shed base and although it takes some initial work, it does provide excellent stability in the long term. Below are the steps involved in building a shed base using concrete slabs.
How do you load a motorcycle without a ramp?
Grab the right handle with one hand and the axle with the other, and lift the front of the bike onto the truck bed. Lift the bike up again until the engine plate is also resting in the truck bed. Grab the rear axle and pull the back tire into the truck.
How steep can a ramp be?
Maximum slope for hand-propelled wheelchair ramps should be 1″ of rise to every 12″ of length (4.8 degree angle; 8.3% grade). Maximum slope for power chairs should be 1.5″ rise to 12″ length (7.1 degree angle; 12.5% grade).
You might be interested: How to fix carburetor on motorcycle
How do you calculate the length of a ramp?
How long of a ramp should I buy? Determining Ramp Length: Measure total rise (how many inches from lower level to upper level) and divide by the slope.
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text:
Interesting post over at In the Library with a Lead Pipe:
In Brief: Why do librarians struggle so much with instruction? Part of the problem is that we have so many facets to consider: pedagogy, campus culture, relationships with faculty, and effectiveness with students. Research on student and faculty perceptions of librarians combined with sociological and psychological research on the magnitude of impression effects prompted us to more thoroughly examine how perceptions of instruction librarians impact successful teaching and learning. In this article, we look at theories of impression formation, the historical feminization of librarianship, and suggestions for next steps that we should take in order to take charge of our image and our instruction.
Read the rest of the article over at the blog.


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There are numerous Taekwondo organizations with hundreds of instructors teaching in hundreds of dojangs. Each organization and instructor teaches his or her own interpretation of Taekwondo and operates his or her dojang in accordance with his or her own rules and protocol. The protocol presented below may or may not be in accordance with that of other dojangs, or national or local organizations.
Training in Taekwondo is mental, as well as physical. In addition to self-defense techniques, students learn to build self-control, discipline, and respect for other people. As a part of the training, certain traditions and formal behaviors are observed (protocol). These behaviors do not have any type of religious symbolism, they merely show respect for the oriental cultural roots of Taekwondo.
Etiquette is an integral part of dojang protocol. Etiquette is your actions that express your respect of another person. Etiquette is a lofty and valued attitude and is a source of harmony and solidarity. To maintain order in a group of students, especially children, there must be strict discipline and enforcement of the rules of etiquette. A moral and modest attitude is important in etiquette. Etiquette "ye" is an essential part of Taekwondo training. Ye is an abbreviation of "kyongnye," the bow that signifies respect to another person or thing.
Students must constantly be guided by a deep respect for Taekwondo, the dojang, and all members of the dojang. Good manners, politeness, courteous behavior, and maintenance of formal etiquette are part of training. Students must know dojang protocol and always obey it.
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Deutsch (Deutschland) English (United States)
Application of NEPS data in teaching
Currently, the NEPS data are only available as Scientific Use Files (SUF). To use the data, all participants have to sign an extensive data use agreement that restricts the circle of users, the purpose of use and the duration of use (for further information about the data use agreements, see here).
To enable the data access to a larger group of interested persons, without including each of them in a data use agreement, LIfBi provides the so-called teaching or campus data. These are strongly anonymized data extracts from the Scientific Use Files that are completely anonymous. This means that an identification of the single individuals, households or institutions is impossible.
In the current pilot stage the Research Data Center provides these completely anonymous data to data users for teaching purposes. The framework conditions for this are the following:
 1. The teacher must have signed a valid data use agreement.
 2. All course participants have to sign an attendance list.
 3. Additionally, the participants must to be made aware of the confidentiality of the data and handle the data with care. In particular the disclosing of the data to a third party (persons who are not participants of the course) is not allowed.
 4. In consultation with the teacher, the Research Data Center generates a completely anonymous dataset that is defined as follows:
 1. The starting point of all modifications is the corresponding Download-SUF that is already the most anonymized SUF.
 2. From this SUF a partial dataset with a few variables (10-15 variables) is created.
 3. The ID is changed such that a linkage to the initial SUF is not possible.
 4. A subsample is drawn from the SUF.
 5. To all categorical variables k-anonymity protection (more precisely 2-anonymity protection) is applied (see [1]). This means that in the generated dataset, every variable combination applies to at least k individuals such that the variable combination cannot be used as unique identifier for one specific person (Every person has k-1 statistical twins). For k-anonymity to be satisfied, a combination of aggregation and reduction of characteristic attributes is used.
 6. Metric data are perturbed. This means that the data are masked with an N(0,r*s) distributed additional noise.
The advantages of this data use method are that the data are completely anonymized and the conditions of use are binding but yet practicable. This ensures a maximum of data protection. The disadvantage however is that the data volume can be relatively low. Every generated dataset is only usable for a specific purpose (defined by the chosen variables). Furthermore, data that were collected over several episodes (spell data) cannot be anonymized as described above and thus cannot be provided. Moreover, it is not recommended to draw any causal conclusions since such strict anonymization doesn't allow any statements about the internal validity.
Please contact the Research Data Center via, if you are interested in campus files.
[1] Sweeney, L. (2002). k-Anonymity: A Model for Protecting Privacy. International Journal of Uncertainty, Fuzziness and Knowledge-Based Systems, 10(5), 557–570


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An Introduction to UML: The Component Model
More InfoLess Info
This paper describes how to model software and hardware components in the UML. The component model illustrates the software components that will be used to build the system. These may be built up from the class model and written from scratch for the new system, or may be brought in from other projects and third party vendors. Components are high level aggregations of smaller software pieces, and provide a 'black box' building block approach to software construction.
For more information on UML, visit Sparx Systems' Web site.


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The Pre-Markan Passion Narrative
The following depends on the Young's Literal Translation of the passion narrative in the Gospel of Mark, verses 14:32-15:47. The color coding scheme is inspired by the Jesus Seminar. The data concerning the number of scholars favoring authenticity for each verse is taken from appendix IX of The Death of the Messiah (New York: Doubleday, 1994), v. 2, compiled by Marion L. Soards. Please refer to Soards for more detailed information.
Soards provides data on thirty-four scholars: Anderson, Buckley, Bultmann, Czerski, Dibelius, Donahue, Dormeyer, Ernst, Grant, Johnson, Kelber, Klostermann, Kolenkow, Kuhn, Lane, Léon-Dufour, Lightfoot, Lohse, Lührmann, Mohn, Myllykoski, Nineham, Peddinghaus, Pesch, Pryke, Schenk, Schnenke, Schille, Schmithals, Schneider, Schreiber, Schweizer, Scroggs, and Taylor. Soards provides a table that shows the opinion of each scholar on each verse in the passion narrative. For each verse, the present author has counted up the number of scholars who believe that the verse or part of a verse belongs to the pre-Markan passion narrative. The number of scholars is presented next to the verse in the Young's Literal Translation.
The color coding scheme is as follows: black if seven to thirteen scholars believe the verse to be authentic or partially authentic, gray if fourteen to fifteen scholars believe the verse to be authentic or partially authentic, pink if sixteen to nineteen scholars believe the verse to be authentic or partially authentic, and red if twenty to twenty-six scholars believe the verse to be authentic or partially authentic. The color coding scheme cannot give a general impression of the amount of material in Mark that is held to be a part of the pre-Markan passion narrative. That figure is 40.6 verses per scholar out of a total 87 verses. The scheme was designed explicitly to assign approximately an equal number of verses to each color bracket. This means that the scheme is best used to compare the individual verses against each other for an idea of their relative chance of authenticity to the pre-Markan passion narrative.
14:32 [17] And they come to a spot, the name of which [is] Gethsemane, and he saith to his disciples, 'Sit ye here till I may pray;'
14:33 [11] and he taketh Peter, and James, and John with him, and began to be amazed, and to be very heavy,
14:34 [15] and he saith to them, 'Exceeding sorrowful is my soul -- to death; remain here, and watch.'
14:35 [16] And having gone forward a little, he fell upon the earth, and was praying, that, if it be possible the hour may pass from him,
14:36 [15] and he said, 'Abba, Father; all things are possible to Thee; make this cup pass from me; but, not what I will, but what Thou.'
14:37 [15] And he cometh, and findeth them sleeping, and saith to Peter, 'Simon, thou dost sleep! thou wast not able to watch one hour!
14:38 [12] Watch ye and pray, that ye may not enter into temptation; the spirit indeed is forward, but the flesh weak.'
14:39 [9] And again having gone away, he prayed, the same word saying;
14:40 [13] and having returned, he found them again sleeping, for their eyes were heavy, and they had not known what they might answer him.
14:41 [14] And he cometh the third time, and saith to them, 'Sleep on henceforth, and rest -- it is over; the hour did come; lo, the Son of Man is delivered up to the hands of the sinful;
14:42 [9] rise, we may go, lo, he who is delivering me up hath come nigh.'
14:44 [21] and he who is delivering him up had given a token to them, saying, 'Whomsoever I shall kiss, he it is, lay hold on him, and lead him away safely,'
14:45 [24] and having come, immediately, having gone near him, he saith, 'Rabbi, Rabbi,' and kissed him.
14:46 [25] And they laid on him their hands, and kept hold on him;
14:47 [20] and a certain one of those standing by, having drawn the sword, struck the servant of the chief priest, and took off his ear.
14:48 [18] And Jesus answering said to them, 'As against a robber ye came out, with swords and sticks, to take me!
14:49 [19] daily I was with you in the temple teaching, and ye did not lay hold on me -- but that the Writings may be fulfilled.'
14:50 [22] And having left him they all fled;
14:51 [17] and a certain young man was following him, having put a linen cloth about [his] naked body, and the young men lay hold on him,
14:52 [17] and he, having left the linen cloth, did flee from them naked.
14:53 [24] And they led away Jesus unto the chief priest, and come together to him do all the chief priests, and the elders, and the scribes;
14:54 [16] and Peter afar off did follow him, to the inside of the hall of the chief priest, and he was sitting with the officers, and warming himself near the fire.
14:55 [12] And the chief priests and all the sanhedrim were seeking against Jesus testimony -- to put him to death, and they were not finding,
14:56 [12] for many were bearing false testimony against him, and their testimonies were not alike.
14:57 [9] And certain having risen up, were bearing false testimony against him, saying --
14:58 [9] 'We heard him saying -- I will throw down this sanctuary made with hands, and by three days, another made without hands I will build;'
14:59 [7] and neither so was their testimony alike.
14:60 [12] And the chief priest, having risen up in the midst, questioned Jesus, saying, 'Thou dost not answer anything! what do these testify against thee?'
14:61 [14] and he was keeping silent, and did not answer anything. Again the chief priest was questioning him, and saith to him, 'Art thou the Christ -- the Son of the Blessed?'
14:62 [11] and Jesus said, 'I am; and ye shall see the Son of Man sitting on the right hand of the power, and coming with the clouds, of the heaven.'
14:63 [13] And the chief priest, having rent his garments, saith, 'What need have we yet of witnesses?
14:64 [13] Ye heard the evil speaking, what appeareth to you?' and they all condemned him to be worthy of death,
14:65 [14] and certain began to spit on him, and to cover his face, and to buffet him, and to say to him, 'Prophesy;' and the officers were striking him with their palms.
14:66 [14] And Peter being in the hall beneath, there doth come one of the maids of the chief priest,
14:67 [13] and having seen Peter warming himself, having looked on him, she said, 'And thou wast with Jesus of Nazareth!'
14:68 [13] and he denied, saying, 'I have not known [him], neither do I understand what thou sayest;' and he went forth without to the porch, and a cock crew.
14:69 [13] And the maid having seen him again, began to say to those standing near -- 'This is of them;'
14:70 [14] and he was again denying. And after a little again, those standing near said to Peter, 'Truly thou art of them, for thou also art a Galilean, and thy speech is alike;'
14:71 [14] and he began to anathematize, and to swear -- 'I have not known this man of whom ye speak;'
14:72 [14] and a second time a cock crew, and Peter remembered the saying that Jesus said to him -- 'Before a cock crow twice, thou mayest deny me thrice;' and having thought thereon -- he was weeping.
15:1 [19] And immediately, in the morning, the chief priests having made a consultation, with the elders, and scribes, and the whole sanhedrim, having bound Jesus, did lead away, and delivered [him] to Pilate;
15:2 [18] and Pilate questioned him, 'Art thou the king of the Jews?' and he answering said to him, 'Thou dost say [it].'
15:3 [21] And the chief priests were accusing him of many things, [but he answered nothing.]
15:4 [19] And Pilate again questioned him, saying, 'Thou dost not answer anything! lo, how many things they do testify against thee!'
15:5 [20] and Jesus did no more answer anything, so that Pilate wondered.
15


text:
By Christina Baltais in The Mighty.
Pacing is about energy conservation, both physical and emotional. When you're living with a chronic illness, it's an essential skill for preventing flare-ups or "crashes." This "energy bubble analogy" can be useful to help you visualize and understand the limits of your energy, and help you explain them to others.
The Energy Bubble Analogy
Imagine yourself enclosed inside a bubble. This bubble represents your available energetic capacity. If you listen to your body, you will learn the limits of your bubble and stay within them.
Routinely pacing your energy allows the energy bubble to slowly expand over time. This increase in available energy gives rise to more consistency in health. You continue to experience "good" and "bad" days, but you always stay within the limits of your bubble. This includes being cautious on the days you feel you have more energy to do things. These times are when you are most vulnerable.
To read the rest of this story, click on the link below:


World Science Day for Peace and Development (WSDPD) is celebrated on 10th November every year worldwide. It is also known as World Science Day. The day aims to raise awareness about the importance of science in society, highlights the need to link science with our day to day life, and also encourages people to participate in scientific issues.
World Science day for Peace and Development ensures that citizens are kept informed of developments and new innovations in science and technologies. This day marks an understanding of the role that our scientists play in widening the understanding of our planet and making our societies more sustainable.
United Nations Educational, Scientific, and Cultural Organization (UNESCO) declared World Science day back in 2001 and was celebrated first in 2002. Since then, it has been supported by many global governmental and non-governmental organizations as well as scientific and research institutions.
The WSDPD has the following objectives:
 - To create awareness among the public about the role of science in the development of a peaceful and sustainable society.
 - To encourage National and International unity for shared science between countries.
 - To renew National and International commitments for using scientific innovations to the benefit of societies;
 - To find out the challenges faced by science and raising support for scientific projects.
World Science Day for Peace and Development has been helpful in generating many projects, programs, and funding for science. It has also strengthened cooperation between scientists living in regions affected by conflict – For example, UNESCO supported the creation of the Israeli-Palestinian Science Organization (IPSO).
Every year, the World Science Day for Peace and Development is celebrated with a different theme.
Last year the theme was "Open Science, leaving no one behind " whereas the theme for 2020 is "Science for and with Society". This year, UNESCO is celebrating via online mode and is doing a Roundtable on "Science for and with Society in dealing with COVID-19," theme. The 2020 Roundtable aims at sharing new ideas with UNESCO to improve the link between science and society to solve global challenges like the COVID-19 pandemic.
In this corona crisis, UNESCO has been working hard to bring science closer to society. It has also supported international scientific collaborations. From the perspective of science, UNESCO's response to COVID-19 has structured around three major pillars:
 1. Promoting international scientific cooperation
To manage the COVID-19 pandemic, UNESCO aims to support scientific cooperation. It also plans to promote the conversation between researchers, private practitioners, industries, health professionals, and the public. The aim is to provide open access to scientific knowledge, data, and hypothesis to everyone. Open science can bring positive changes in society.
 1. Improving access to water and sanitation
Billions of people don't have access to clean water and sanitation facilities. Furthermore, the COVID-19 pandemic has highlighted the need for safe water. UNESCO calls for increased access to clean and safe water which is necessary to avoid the spread of COVID-19 and to fight the pandemic. UNESCO provides scientific and technical advice and develops water policies and helps in the sustainable management of water resources to provide access to clean water and sanitation for all.
 1. Supporting ecological reconstruction
Destruction of natural habitats increases the spread of infection from animals to humans. COVID-19 spread is also an example of such Zoonotic disease. This highlights the need to rethink the links between people and nature. To help people understand more about nature, UNESCO has provided some sites, such as Biosphere Reserves and Global UNESCO Geoparks. These sites provide information on integrated approaches to conserve the world's cultural, biological, and geological diversity and promote sustainable economic development.
UNESCO calls on everyone to exercise their human right to participate in World Science Day for Peace and Development and benefit from science.


instead consider what it is they're lacking. Most notably, says Chalmers, they lack free will and memory. However, many of us live in routines that we're unable to break out from. And there have been numerous cases of people with extreme memory problems, but no one thinks that makes it okay to rape or kill them.
"If it is regarded as okay to mistreat the AIs on this show, is it because of some deficit they have or because of something else?" Chalmers asks.
The specific scenarios portrayed in Westworld may not be realistic because Chalmers doesn't believe the Bicameral-mind theory is unlikely to lead to consciousness, even for robots. " I think it's hopeless as a theory," he says, "even of robot consciousness — or of robot self-consciousness, which seems more what's intended. It would be so much easier just to program the robots to monitor their own thoughts directly."
But this still presents risks. "If you had a situation that was as complex and as brain-like as these, would it also be so easily controllable?" asks Chalmers.
In any case, treating robots badly could easily pose a risk to human safety. We risk creating unconscious robots that learn the wrong lessons from negative feedback, or we risk inadvertently (or intentionally, as in the case of Westworld) creating conscious entities who will eventually fight back against their abuse and oppression.
When a host in episode two is asked if she's "real," she responds, "If you can't tell, does it matter?"
These seem like the safest words to live by.


text:
The study is the first of its kind to look at how school-based safety programs can change childrens behavior over the long term, say Sallie E. Davis Kirsch, Ph.D., R.N., of the University of Washington and colleagues.
Children who participated in the program also received custom-fit helmets, suggesting that accessibility to helmets is a necessary supplement to education to produce behavioral change, Kirsch and colleagues say.
Almost two-thirds of the children said they wore a helmet on their most recent ride, and nearly 70 percent of those said they used the helmets they received in the safety program. Children in schools with the safety program were significantly more likely to wear helmets than children outside the program, according to the researchers.
Head traumas result from 140,000 bicycle accidents annually, and 252 children die from these injuries each year. Previous studies have shown that proper use of bicycle helmets can reduce the risk of brain injury in a bicycle crash by between 74 percent and 85 percent.
Kirsch and colleagues studied 284 fifthand sixth-graders, ages 10 to 12, who had attended schools where a Washington state bicycle safety program was offered to fourth-graders. The program includes classroom discussions, a safety video, free cycling helmets and a letter to parents. Using a short questionnaire, the researchers asked the fifthand sixth-graders about their helmet use and knowledge of bicycle safety behaviors.
Girls and younger children were more likely to report using their helmets during their most recent rides, the researchers found.
The students said that helmet fit, rather than color or style, made a difference in whether they wore a helmet. They also said that they wore helmets even if they thought they were g
Contact: Sallie Davis Kirsch
Center for the Advancement of Health


,7%,50)
 A =$500,000(0.0725) + $1,000 + $20,000(0.5083)(0.0725) + $20,000(0.2584)(0.0725) + $20,000(0.1314)(0.0725) + $20,000(0.0668)(0.0725) - $100,000(0.0339)(0.0725)
 A =$38,403/year
 - e) Alternate 2 - Ballasted Track
 - (1) Present Worth Method
 P =$250,000 + $20,000(P/A,7%,35) + $200,000(P/F,7%,12) + $200,000(P/F,7%,24) - $50,000(P/F,7%,35)
 P =$250,000 + $20,000(12.9477) + $200,000(0.444) + $200,000(0.1971) - $50,000(0.0937)
 P =$631,689
 - (2) Annualized Method
 A =$250,000(A/P,7%,35) + $20,000 + $200,000(P/F,7%,12)(A/P,7%,35) + $200,000(P/F,7%,24)(A/P,7%,35) - $50,000(P/F,7%,35)(A/P,7%,35)
 A =$250,000(0.0772) + $20,000 + $200,000(0.444)(0.0772) + $200,000(0.1971)(0.0772) - $50,000(0.0937)(0.0772)
 A =$48,837/year
 Since this example used two different time periods the present worth results are not useful in comparing costs, but the annualized method is since the outcome is a cost per year. From this example it can be seen that even though Alternative 2 had a lower initial cost, it turned out to be more expensive over the long term due to greater costs to repair and maintain that alternative. This process can be used in evaluating many different aspects of tunnel maintenance and repairs from structural aspects like the example above to fan model selection for the mechanical ventilation system to which light bulb manufacturer is better over the long term. There are multiple reference materials that could be of assistance if a more detailed analysis is desired.
Updated: 05/29/2015


text:
Genetic Cause of Foal Deformities InvestigatedBy Kentucky Equine Research Staff · October 27, 2011
Many foals are born with some degree of limb deformity. In mild cases, the deformity may be self-correcting as the foal matures, or it may respond well to therapies such as corrective trimming, splinting, or surgery. A more severe level of flexural limb deformity (FLD) can affect several legs and can be serious enough that the foal will never be able to perform normally. In the worst case, known as contracted foal syndrome (CFS), the spine, neck, skull, and all four legs may be grossly abnormal. Many of these foals are euthanized.
FLD and CFS have been reported in Thoroughbreds, Standardbreds, Saddlebreds, Quarter Horses, and other breeds. More than one limb is usually involved, and males are affected somewhat more frequently than females. Mares frequently have difficulty in delivering deformed foals, possibly because the fetus can't be properly positioned to pass easily through the birth canal.
Research at the University of Kentucky studied DNA samples from foals with CFS and FLD. Preliminary results from the study showed that the deformities have a genetic component that is complex and poorly understood. Multiple genes are probably involved, and it is likely that several factors determine the extent to which the deformities are expressed. Causes may also be related to toxins, dietary balance, uterine conditions during pregnancy, and viral infection.
In the study, management practices did not seem to be a major factor in causing deformed foals. Several mares included in the study had produced as many as four deformed foals. The mares had been housed on various farms and each foal had been sired by a different stallion.
Microscopic examination of tissue samples from the muscles, tendons, and ligaments of affected foals appeared normal.
Teri Lear, Ph.D., who led the research, said many more horses need to be studied before answers are found. Anyone wishing to provide information on deformed foals or find out more about the study can contact Lear at _EMAIL_. All information will be kept confidential.


text:
What will a warmer, drier climate do to the legendary quality of Swiss cheese? To address this and other questions, researchers from EPFL and Agroscope Changins-Wädenswil had small flocks of sheep graze below plastic greenhouse tunnels in western Switzerland, near Yverdon. The main focus of the experiment was to study the effects of droughts on mountain pastures and their forage production. On Wednesday, September 12th, the organizers are holding an open day to present the campaign to members of agricultural institutions, researchers and the public.
Mountain pastures are an important, yet often underestimated ecosystem. They have been identified as havens for a diverse population of plants and microorganisms, which, through their activity, are an important driver of the carbon chain. And pastures play a central role in Swiss agricultural policy, which stipulates forage autonomy as one of its tenets: farmers should be able to feed their livestock without having to rely on foreign forage.
Adapting to a changing climate
Swiss mountain pastures have been blessed with abundant rain in the past, but this tide could soon turn. In 2003 and 2011, hot and dry summers led to poor forage yields; and climate predictions say that things are likely to get worse before they get better.
Changes in flora and micro-fauna, triggered by these changes in climate, could lead to less productive pastures, and ultimately, via the forage fed to livestock, less delicious diary products. Beyond that, they may have repercussions on the carbon cycle and could influence drinking water quality in the groundwater below.
The first phase of the joint research project took place over the summer near the hamlet of La Frêtaz, in the Jura Mountains. By covering small plots of land with plastic greenhouse tunnels, the researchers simulated the effects of aridity expected as a result of climate change on mountain pastures. Sheep grazing on some of these plots provided additional insight into how grazing ties into this equation as compared to mowing the pastures for hay.
By the end of the artificially dry summer, the lush green of the pasture had given way to a dry brown. But in the process, the researchers were able to collect valuable data, soon to be evaluated, on the effects of droughts on vegetation, plant physiology, soil respiration and underground microorganisms.
Developing a fodder report
In the coming years, the researchers will expand the size of the site under study to that of a farm, before moving on to studying an entire region of 100 square kilometers. Each of these ambitious projects is a mere stepping-stone towards their final goal: harnessing the power of remote monitoring for their applications.
In the future, farmers may well turn to satellites to help them lead their herds to the greenest pastures. New technologies use satellites to monitor the biological productivity of pastures over huge swaths of land at a time. As part of this project, the researchers will develop tools to extrapolate soil and forage analysis gathered locally over a wide area, providing an accurate, up-to-date picture of the pasture quality - a kind of fodder report.
For now the researchers are busy evaluating the outcome of this first experimental campaign, during which one thing has already become clear: the pastures do not do well during hot dry summers. The rain shelters had to be taken down 10 days before the open day, held yesterday, because visibly, the pastures had already suffered enough. But some good will come from this. By observing the recovery of the pastures, the researchers will be able to study their resilience in the event of droughts and learn how repeated dry summers could affect the ecosystem in the long run.
Explore further: Indonesia to use rain-making technology to stop fires


text:
Funding Available for Zika Virus Research
Contribute to Understanding a New Global Health Threat
The NSF has posted a "Dear Colleague Letter" noting the interest of the Ecology & Evolution of Infectious Diseases (EEID) program in proposals for research investigating the Zika virus. Proposals addressing a wide range of aspects of this new global health threat are encouraged, including issues that geographers will play an important role in answering such as determining and depicting the spatial distribution of Zika virus vectors and modeling the regional to continental scale spread of the virus. Geographers with research interests and skills in medical geography, ecological modeling, and/or spatial modeling, among others, should consider this opportunity to contribute to the research dialogue of this evolving "public health emergency of international concern" (World Health Organization). Work proposing medical research angles (e.g. disease transmission, pathophysiology, diagnostic methods) have a different agency contact so proposals by geographers and others, and the perspective they provide, are not in direct competition with medical researchers for funding consideration. View the full NSF letter for proposal submission information.


Angular Security Best Practices
Software security is a hot topic nowadays. We, web developers, need to be up-to-date with all latest security issues that we could encounter when developing a web application. In this blog we'll check what kind of best practices we should have in mind when building an Angular app so we limit the amount of security issues we could have.
Up-to-date Angular libraries
The angular team is doing releases at regular intervals for feature enhancements, bug fixes and security patches as appropriate. So, it is recommended to update the Angular libraries at regular intervals. Not doing so may allow attackers to attack the app using known security vulnerabilities present within older releases.
1. Preventing cross-site scripting (XSS)
XSS enables attackers to inject client-side scripts into web pages viewed by other users. Such code can then, for example, steal user data or perform actions to impersonate the user. This is one of the most common attacks on the web.
1.1. Sanitization and security contexts
To systematically block XSS bugs, Angular treats all values as untrusted by default. When a value is inserted into the DOM from a template, via property, attribute, style, class binding, or interpolation, Angular sanitizes and escapes untrusted values.
This is the declaration of the sanitization providers in the BrowserModule:
export const BROWSER_SANITIZATION_PROVIDERS: Array = [
 {provide: Sanitizer, useExisting: DomSanitizer},
 {provide: DomSanitizer, useClass: DomSanitizerImpl},
 providers: [
 exports: [CommonModule, ApplicationModule]
export class BrowserModule {}
The DOM sanitization service
The skeleton of the class looks like this:
export enum SecurityContext { NONE, HTML, STYLE, SCRIPT, URL, RESOURCE_URL }
export abstract class DomSanitizer implements Sanitizer {
 abstract bypassSecurityTrustHtml(value: string): SafeHtml;
 abstract bypassSecurityTrustStyle(value: string): SafeStyle;
 abstract bypassSecurityTrustScript(value: string): SafeScript;
 abstract bypassSecurityTrustUrl(value: string): SafeUrl;
 abstract bypassSecurityTrustResourceUrl(value: string): SafeResourceUrl;
As you can see, there are two kinds of method patterns. The first one is the sanitize method, which gets the context and an untrusted value and returns a trusted value. The other ones are the bypassSecurityTrustX methods which are getting the untrusted value according to the value usage and are returning a trusted object.
The sanitize method
If a value is trusted for the context, this sanitize method will (in case of a SafeValue) unwrap the contained safe value and use it directly. Otherwise, the value will be sanitized to be safe according to the security context.
There are three main helper functions for sanitizing the values. The sanitizeHtml function sanitizes the untrusted HTML value by parsing the value and checks its tokens. The sanitizeStyle and sanitizeUrl functions sanitize the untrusted style or URL value by regular expressions.
How can we disable the sanitization logic?
In specific situations, it might be necessary to disable sanitization. Users can bypass security by constructing a value with one of the bypassSecurityTrustX methods, and then binding to that value from the template.
An example:
 selector:'my-app',
 template: '

export class App {
 constructor(private sanitizer: DomSanitizer) {
 this.html = sanitizer.bypassSecurityTrustHtml('DomSanitizerourSuperSafeCode()') ;
Be careful: If you trust a value that might be malicious, you are introducing a security vulnerability into your application!
1.2. Content security policy (CSP)
To enable CSP, configure your web server to return an appropriate Content-Security-Policy HTTP header. You can find a very detailed manual how to enable CSP on the MDN website. To check if your CSP is valid you can use the CSP evaluator from google.
1.3. Use the offline template compiler (aka AOT-compiler)
Angular templates are the same as executable code: HTML, attributes, and binding expressions (but not the values bound) in templates are trusted to be safe. This means that if an attacker can control a value that is being parsed by the template we have a security leak. Never generate template source code by concatenating user input and templates. To prevent these vulnerabilities, use the offline template compiler, also known as template injection.
If you use the Angular CLI, it's easy to enable AOT:
ng build --aot
ng serve --aot
More info can be found on the Angular Guide website.
1.4. Avoid direct use of the DOM APIs
The built-in browser DOM APIs don't automatically protect you from security vulnerabilities. For example, document, the node available through ElementRef, and many third-party APIs contain unsafe methods. Avoid interacting with the DOM directly and instead use Angular templates where possible.
1.5. Server-side XSS protection
Injecting template code into an Angular application is the same as injecting executable code into the application. So, validate all data on server-side code and escape appropriately to prevent XSS vulnerabilities on the server. Also, Angular recommends not to generate Angular templates on the server side using a templating language.
2. HTTP-level vulnerabilities
Angular has built-in support to help prevent two common HTTP vulnerabilities, cross-site request forgery (CSRF or XSRF) and cross-site script inclusion (XSSI). Both of these must be mitigated primarily on the server side, but Angular provides helpers to make integration on the client side easier.
2.1. Cross-site request forgery (XSRF)
Cross-site request forgery (also known as one-click attack or session riding) is abbreviated as CSRF or XSRF. It is a type of malicious exploit of a website where unauthorized commands are transmitted from a user that the web application trusts.
In a common anti-XSRF technique, the application server sends a randomly generated authentication token in a cookie. The client code reads the cookie and adds a custom request header with the token in all subsequent requests. The server compares the received cookie value to the request header value and rejects the request if the values are missing or don't match.
This technique is effective because all browsers implement the same origin policy. Only code from the website on which cookies are set can read the cookies from that site and set custom headers on requests to that site. That means only your application can read this cookie token and set the custom header.
Angular HttpClient provides built-in support for doing checks on the client side. Read further details on Angular XSRF Support.
2.2. Cross-site script inclusion (XSSI)
Cross-site script inclusion (also known as JSON vulnerability) can allow an attacker's website to read data from a JSON API. The attack works on older browsers by overriding native JavaScript object constructors, and then including an API URL using a


General And Administrative Leverage
DEFINITION of 'General And Administrative Leverage'
A variable within a cost benefit analysis of an acquisition where the potential reduction in overall general and administrative expenses of the combined company are considered. Through synergies and cost-saving programs, the general and administrative costs of the combined company often will be considerably less than the sum of the general and administrative costs of the two independent companies. The more the potential savings, the more attractive the acquisition becomes, when all else is equal.
INVESTOPEDIA EXPLAINS 'General And Administrative Leverage'
When valuing an acquisition it is essential that a company accurately value the benefit of a target company's general and administrative leverage. One of the reasons, a company would want to acquire another company is the economies of scale that can be achieved. Subsequently, if the cost savings that have been identified from general and administrative leverage are overestimated, the acquiring company may be worse off after the acquisition. But it is important to note that this is only one aspect of the overall analysis of a potential acquisition.
 1. Acquisition
 2. Economies Of Scale
 3. Synergy
 4. Merger
 5. Acquisition Premium
 6. Target Firm
 1. How can a company resist a hostile takeover?
 Several different defense strategies can be applied by existing corporate boards to ward off a hostile takeover. The most... Read Full Answer >>
 2. How does a letter of intent work in the context of mergers and acquisitions?
 A letter of intent, or LOI, is used to set forth the terms of a proposed merger or acquisition. It is usually the first step... Read Full Answer >>
 3. What happens to the shares of a company that has been the object of a hostile takeover?
 The shares of a company that is the object of a hostile takeover rise. When a group of investors believe management is not... Read Full Answer >>
 4. What are some roles of an investment bank?
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Streak to Amazon RDS
How To Replicate Streak Data to Amazon RDS
Copying Streak data to Amazon RDS cannot be simpler. You just need to perform the following three simple steps.
Step 1
Specify necessary connection parameters for Streak.
Step 2
Specify necessary connection parameters for Amazon RDS.
Step 3
Select Streak objects to replicate.
Powerful Replication Features
Automatic Schema Creation
You don't need to prepare the Amazon RDS database — Skyvia creates the tables, corresponding to the Streak objects, in the data warehouse automatically.
Complete or Partial Replication
With Skyvia you can extract and load all the data from a Streak object or disable loading for some Streak object fields. You can also configure filters for data to replicate.
Change Data Capture
Skyvia not just copies Streak data to Amazon RDS once, it can keep your Amazon RDS database up-to-date with Streak automatically, ensuring you always have fresh data for data analysis without any user intervention.
Optimized Data Loading
True ETL — Data Import Tool
If you need more than just to copy data from Streak to Amazon RDS, you may use Skyvia's powerful data import functionality. Skyvia's data import tools will correctly extract Streak data, transform it, and load to Amazon RDS when Amazon RDS tables have different structure than Streak objects.
Automation and Monitoring
Flexible Scheduling
Use flexible scheduling settings to automate replication
Detailed Logging
Email Notifications
Enable email notifications and always know if anything goes wrong.
Integrate Streak and Amazon RDS with minimal effort and in only a few clicks!


Dog Found Breastfeeding A Starving Abandoned Child
 YouTube/QueOpinaChileTV
The remarkable instincts of a sweet dog are being credited for helping to save the life of a young child who had been abandoned by his mother.
The 2-year-old boy was rescued last week in the Chilean village of Arica, half-clothed and in a dangerous state of malnutrition. It's unclear how long he had been left to fend for himself, but despite being deserted by his parent, the child was not completely without maternal attention.
Incredibly, the boy was discovered being cared for by a neighborhood pet, named Reina. The dog, who is pregnant with a litter of puppies, had evidently taken the starving child in as her own, nursing him with her life-giving milk, reports Estrella de Arica.
"Police were called to verify the witness's report, noting the obvious state of malnutrition of the child and verifying that he was drinking milk from a canine that was in the area, so he was moved immediately to a hospital," police captain Diego Gajardo told the paper.
According to the Associated Press, the boy was treated and later released into the custody of child services.
click to play video
While Reina's actions on behalf of the child are truly remarkable, similar stories of animals breastfeeding starving children are not unheard of. Perhaps the best-known instance of this stems from ancient mythology in the story of Romulus and Remus, traditionally cited as the founders of Rome.
According to legend, the twin boys were on the verge of death after being abandoned by their mother in infancy, only to be rescued by a she-wolf who suckled them.


text:
File size: 202 kb
File type: pdf
Last download on: Tue Mar 26, 2013 11:28:29 AM
Mobile robots are beginning to move out of the lab and into real environments [Roman, 1991]. However, as the convenience of a laboratory is left behind, development, debugging, site-installation, and end-user operation are becoming more difficult. While in the laboratory, many mobile robot developers use tethers to link the onboard computer to a convenient desktop monitor and keyboard.
This paper presents the design and implementation of a Wireless Development System (WDS) for mobile robots. The WDS has unique features that can greatly facilitate the development and debugging process for mobile robots. In experimentation with mobile robots, a development cycle usually consists of two parts: run-time, and what we call "debug-time." Debug-time is the portion of the development cycle in which the experimenter modifies and compiles the software that controls the functions of the mobile robot. Then, during run-time, the robot is actually moving while the experimenter evaluates the effects of the software modifications. The described WDS provides a wireless user-interface for both components of the development cycle, allowing the experimenter full interaction with the onboard computer from a stationary location. The paper provides information on the three main components of the WDS: One component is a radio control-to-computer interface for wireless joystick operation. This interface is inexpensive, independent of the type of onboard computer, and provides important safety features. The second component is the wireless computer-computer interface, which is specifically designed for IBMPC type computers. The optional third component of the WDS provides graphical video feedback from the onboard computer during run-time.
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I'm facing problem in adding a drawable object to a Parcel object, in order to send an object from one activity to another activity.
There are methods like writeString(String) to add strings to a Parcel object. But do not know how to add a Drawable to the Parcel object.
share|improve this question
3 Answers 3
up vote 3 down vote accepted
You cannot add a Drawable to a Parcel, as Drawable does not implement the Parcelable interface. Certain types of Drawable might implement Parcelable, but I am not aware of any.
You can put in the Parcel some identifier (e.g., drawable resource ID) and have the recipient obtain the Drawable on its own.
share|improve this answer
I think you can try wrapping the Drawable inside an object that implements Parcelable.
share|improve this answer
You can do that using Bitmap and BitmapDrawable.
Let's say you have a Drawable called drawable and a Parcel (in which the object should be written) called parcel.
To write a Drawable into a Parceable:
if ( drawable!= null ) {
 Bitmap bitmap = (Bitmap) ((BitmapDrawable) drawable).getBitmap();
 parcel.writeParcelable(bitmap, flags);
else {
 parcel.writeParcelable(null, flags);
To read the Drawable from the Parceable:
Bitmap bitmap = (Bitmap) in.readParcelable(getClass().getClassLoader());
if ( bitmap!= null ) {
 drawable = new BitmapDrawable(bitmap);
else {
 drawable = null;
In particular, since the constructor BitmapDrawable (Bitmap bitmap) has been deprecated, you might want to use BitmapDrawable (Resources res, Bitmap bitmap) instead.
drawable = new BitmapDrawable(context.getResources(), bitmap);
share|improve this answer
Your Answer


text:
The dynamics of economies and infectious disease are inexorably linked: economic well-being influences health (sanitation, nutrition, treatment capacity, etc.) and health influences economic well-being (labor productivity lost to sickness and disease). Often societies are locked into ''poverty traps'' of poor health and poor economy. Here, using a simplified coupled disease-economic model with endogenous capital growth we demonstrate the formation of poverty traps, as well as ways to escape them. We suggest two possible mechanisms of escape both motivated by empirical data: one, through an influx of capital (development aid), and another through changing the percentage of GDP spent on healthcare. We find that a large influx of capital is successful in escaping the poverty trap, but increasing health spending alone is not. Our results demonstrate that escape from a poverty trap may be possible, and carry important policy implications in the world-wide distribution of aid and within-country healthcare spending.
Escaping the poverty trap: modeling the interplay between economic growth and the ecology of infectious disease
Georg M. Goerg, Oscar Patterson-Lomba, Laurent Hébert-Dufresne, Benjamin M. Althouse


Boy Names baby nameLabhrainn
What does the name Labhrainn mean?
The different meanings of the name Labhrainn are:
 - Latin meaning: Man from Laurentum
 - French meaning: Man from Laurentum
The meaning of the name "Labhrainn" is different in several languages, countries and cultures and has more than one possibly same or different meanings available.
Origins:,
Starts with:


11 Parts of an Award Certificate
How many of these elements does your certificate design have?
An award certificate for recognizing achievements is a simple piece of paper. There is usually a title plus the name of the recipient but there are also a few more components that make up most award certificates.
The components discussed here apply primarily to certificates of achievement; employee, student, or teacher recognition awards; and certificates of participation. Diplomas and similar official documents of certification may have additional elements related to their legal status.
Necessary Text Elements
Most informal certificates include the following items:
 - Title: Usually, at the top of the certificate, the title is the main headline that usually reflects the type of document. It may be as simple as the word Award or Certificate of Achievement. Longer titles might incorporate the name of the organization giving the award or some catchy title such as Johnson Tileworks Employee of the Month Award or Award to the Wise Spelling Bee Certificate of Participation.
 - Presentation Line: This short line of text usually follows the title and may say is awarded to, is hereby presented to or some other variation, followed by the recipient. Alternately, it may read something like: This certificate is presented on [DATE] by [FROM] to [RECIPIENT].
 - Recipient: Simply the name of the person, persons, or group receiving the award. In some cases, the recipient's name is enlarged or made to stand out as much as or even more than the title.
 - From: This element presents the name of the person or organization bestowing the award. It may be explicitly stated in the text of the certificate or implied by the signature at the bottom or perhaps by having a company logo on the certificate.
 - Description: The reason for the certificate is explained here. It could be a simple statement (such as a high score in a bowling tournament) or a lengthier paragraph outlining specific characteristics or achievements of the award recipient. The best award certificates are personalized to reflect exactly why the recipient is receiving the recognition.
 - Date: The date when the certificate was earned or presented is usually written out before, within, or after the description. Typically the date is spelled out as in 31st Day of October or Fifth Day of May 2017.
 - Signature: Most certificates have a space near the bottom where the certificate is signed by a representative of the organization authorizing the award. The name or title of the signatory may also be included below the signature. Sometimes there may be space for two signatories, such as the company president and the recipient's immediate supervisor.
Important Graphic Elements
Beyond the text elements, most informal awards and certificates include a handful of common visual motifs:
 - Border: Not every certificate has a frame or border around it, but it's a common component.
 - Logo: Some organizations may include a logo or some other image related to the organization or subject of the certificate. For example, a school might include their mascot, a club might use a picture of a golf ball for a golf club award, or a picture of a book for a summer reading program participation certificate.
 - Seal: A certificate might have a seal affixed (such as stick-on gold starburst seal) or have an image of a seal printed directly on the certificate.
 - Lines: Some certificates may include blank spaces while others will have lines, like a fill-in-the-blank form where the name, description, date, and signature go (to be either typed or handwritten).
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text:
All about that bass: Sound-based fire extinguisher puts out flames (VIDEO)
The sound-based fire extinguisher they recently demoed uses low-frequency sound waves to take out flames. In a video posted on YouTube, students Viet Tran and Seth Robertson demonstrated their booming new device.
"I see this device being applied to a lot of things. First off, I think in the kitchen, it could be on top a stove top," said Tran, who also imagines far bigger uses for the technology.
"Eventually, I'd like to see this applied to swarm robotics, where it'd be attached to a drone, and that would be applied to forest fires or even building fires where you wouldn't want to sacrifice human life."
Tran and Robertson began with the idea that sound waves can cause a physical impact on objects, reported science news website Tech Xplore. If sound waves could be used to come between whatever's burning and oxygen – which fuels the fire – the students believed the flames themselves would go out.
Initial experiments with high-frequency sound waves didn't yield many results, but low-frequency waves (30-60 Hertz) actually worked.
Still, it's unclear just how effective the concept could be when it comes to putting out large fires. As noted by Tech Xplore, the current design does not feature a coolant, so it's possible that once the sound waves halt, a still-hot object could reignite.
With a preliminary patent in hand, though, the two are determined to explore the possibilities.
"Engineering is all about finding a way to make the impossible possible," said Robertson, "so that's what we do."


Take the 2-minute tour ×
Recently in a seminar someone mentioned that monotone maps are equivalent to gradients of scalar convex functions, but it's not clear to me why this is true. One direction of the equivalence is straightforward but the other is not (as far as I can tell).
Definition. A map $F:\mathbb{R}^n \rightarrow \mathbb{R}^n$ is monotone on a convex set $C$ if $$(y-x)^T(F(y)-F(x))\ge0$$ for all $x,y \in C$.
One direction of the equivalence:
Prop. Let $f:\mathbb{R}^n \rightarrow \mathbb{R}$ be convex and sufficiently differentiable. Then $\nabla f$ is monotone.
Pf. Convex differentiable functions satisfy $$f(y) \ge f(x) + \nabla f(x)(y-x).$$
By choosing the points in reverse, we also have, $$f(x) \ge f(y) + \nabla f(y)(x-y).$$ Add these inequalities and rearrange to get $(\nabla f(y)-\nabla f(x))(y-x) \ge 0$.∎
Now the other direction:
Prop. Let $F:\mathbb{R}^n \rightarrow \mathbb{R}^n$ be monotone and sufficiently differentiable. Then there exists a convex function $f:\mathbb{R}^n \rightarrow \mathbb{R}$ such that $F=\nabla f$.
Pf.???
It seems like this should be easy, but I'm stuck and google/wikipedia have been of little help. I'm actually starting to doubt whether it is true.
share|improve this question
By "sufficiently differentiable", I believe you mean that the gradient exists? You assume nothing else... I think you really need more precise conditions to know what happens next, but I'm not confident about the truth behind this result. – Patrick Da Silva Feb 21 '12 at 19:26
The obvious thing to try would be $f(x) = \int_0^1 F(xt) \, dt$. A simple computation shows that $\nabla f = F$. Then maybe the monotonicity of $F$ can be used to show that $f$ is convex? – Jeff Feb 21 '12 at 20:06
_USER_ The point was to allow anyone answering to use as many derivatives as needed. I don't think it even needs a single derivative though so long as the gradient is generalized to an element of the subderivative, but this is not really important to me so feel free to assume it is smooth. – Nick Alger Feb 21 '12 at 20:28
_USER_ Yeah, so for 1D that's totally right. But does it also hold for higher dimensions? This line of thought makes me think the result may be related to the subject of integrable systems. – Nick Alger Feb 21 '12 at 20:30
Not all fields $F$ are gradients. If $F=(F_1,\dots,F_n)$ is $C^1$, a necessary condition for $F$ to be a gradient is that $\partial F_i/\partial x_j=\partial F_j/\partial x_i$for $1\le i


Create a specific type of bid strategy
Specify constraints
Constraints make the Search Ads 360 bid strategy less efficient, but may be needed to account for other business goals.
In the Constraints section of the Search Ads 360 bid strategy editor:
 1. Enter the default minimum and maximum bids for the Search Ads 360 bid strategy.
 Maximum/minimum bids are the best way of ensuring that bid-strategy bids are always within a range you are comfortable paying.
 After you create the bid strategy, you can also set minimum/maximum bids for specific keywords. Minimum/maximum bids that you set for keywords override the bid strategy's Minimum/maximum settings.
 2. Optional. If you selected a CPA goal, you can set additional constraints by clicking More constraints. You can save the bid strategy without setting additional constraints which will allow Search Ads 360 more freedom to optimize against the primary settings.
 If you want to set constraints, choose one of the following additional constraints:
 - Select a position constraint: Combines a position goal with the CPA goal to help your program meet multiple objectives. Search Ads 360 will first ensure that the bid is within the minimum/maximum bid range, then bid to stay within the position range, and finally bid toward the CPA target. Enter a top and a bottom position for keywords.
 A position constraint doesn't apply to the Google Ads campaigns that are managed by the bid strategy.
 - Select a max CPA constraint. Set a max CPA that is more than the target CPA to allow Search Ads 360 to occasionally bid more to achieve the bid strategy's goal.
 3. Click Save bid strategy or optionally click Next to see the advanced configuration options.
Max CPA constraint
We suggest that the value of the max CPA constraint is set to at least 1.5 times the target CPA to allow the Search Ads 360 bid strategy some room to continue to optimize bids for the portfolio. However, this is not a requirement because you may also be able to improve profitability with a lower max CPA.
 - max CPA ≥ (1.5 * target CPA)
For example, you sell light fixtures for $40 each. You set your target CPA at $30 because you want to make a $10 profit per fixture after advertising costs.
Your campaign portfolio contains the keywords brand name, lighting fixtures, hanging lights, and bulbs.
To achieve the target CPA of approximately $30 (actual CPA is $31.25), without a max CPA constraint, the bid strategy adjusts bids on the specific keywords as follows:
 - $5 for the brand name keyword because it's at position one. You're probably the only one bidding on your brand name and because it's at position one, the bids cannot be any higher.
 - $60 for lighting fixtures because the lighting fixtures keyword is popular
 - $30 for hanging lights
 - $30 for bulbs
While the overall bid strategy is profitable, the $60 bid for lighting fixtures is well beyond the $30 target CPA and is unprofitable. To reduce overspending on keywords, you might set the max CPA to $35.
Note: Even though you set a max CPA that allows more room for optimization, it still limits the optimization performance of the bid strategy and may cause Search Ads 360 to bid more on lower performing keywords.
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text:
BPSS Curriculum Guideline: Certified Nurse Aide/*Nurse Aide Advanced and Patient Care Technician
These Guidelines concern NYSED and/or BPSS expectations for curriculum review. Prior to submitting your new curriculum for review, please make sure to follow the instructions and advice below:
- When uploading curriculum material to my.ny.gov, always use the tab instead of or .
- For new curriculum, expect up to 90 days for review. Note that an approved curriculum may sometimes have to be revised/updated afterwards.
- Note that BPSS approval for Nurse Aide/Nurse Assistant is valid for 2 years. The curriculum re-approval should be submitted electronically 120 days before the expiration date.
- Curriculum title MUST be descriptive and clear, with NO advertising.
- The sole goal of a CNA curriculum is to make students eligible to take the NYS skills and written nurse aide certification examination, and obtain the nurse aide license. There is no other educationally legitimate purpose for a nurse aide curriculum. Please note that the exam is set by the Department of Health, in conjunction with Prometric. The DOH is the final authority over matters related to the CNA examination.
- The ESL requirements are relevant if students have non-English-speaking backgrounds. It needs to be determined that they can follow the program instruction in English. In addition to meeting the prerequisite for the entrance requirement - through an HSD, its equivalency, or an ATB test - students will need to take an ESL test and score at an intermediate level. Note that NO LOTE classes or exam are being offered for this program.
- The BPSS entrance requirement for this specific curriculum is either a high school diploma/GED/TASC, or passing a standard Ability-to-Benefit test in English and Math equivalent to 6th grade, such as Wonderlic Basic Skills Test, verbal 200/quantitative 210. You CANNOT use a self-created entrance test. An Allied Health credential such as a Personal Care Aide certificate may serve in lieu of a High School Diploma or ATB test, if you ask for this during curriculum approval.
- The standard length of this program is 125hrs, with an internship of 30hrs. 60hrs will be theory and 35hrs for skills lab. An instructional hour is considered to be 60min. Note that the 85% BPSS attendance rule does NOT apply here. The student MUST complete, in-class or through make-up hours, all 125hrs of this curriculum. Schools MUST track attendance daily, not only for the overall hours, but also by subject, to document that students completed the hours allotted to each unit and sub-unit. This includes make-up hours. Do NOT track your course as "Nurse Aide"— which is the name of the curriculum—but by the individual courses/units it is broken down into.
- You may add additional subjects, such as VESL at the beginning or exam prep at the end. The additions MUST be germane to the curriculum.
- Schools MUST use the standard curriculum in the BPSS NATP Information Booklet (2016) in conjunction with the NYS DOH Curriculum (January 2006) and make use of the Clinical Skills Performance Record Evaluation Checklist
- The content of a Nurse Aide curriculum should include units in: Introductory Curriculum and Resident's Rights; Basic Nursing Skills; Personal Care Skills; Mental Health & Social Service Needs; Care of Residents with Special Needs; and Basic Restorative Services.
- When creating the curriculum on the BPSS system, check the box . The Content Outline and Equipment List will then input automatically.
- All clinical skills MUST be demonstrated LIVE during the training by the student. The skills lab is an extension of the classroom that provides adequate equipment, supplies and work stations for the number of students assigned to the site to practice skills on mannequin, and then live on fellow students or volunteers, before demonstrating competency in a clinical setting during the internship. The final skills demonstration for all clinical procedures MUST be 100% accurate.
- Unlike agencies which train nurse aides under a DOH license, BPSS-regulated schools CANNOT have multiple training locations under the same school license. Each location MUST have its own license and curriculum approval, including a separate OBRA number.
Method of Instruction
- For this curriculum, select . Note that Blended Learning is NOT an option for this program.
- The program MUST identify a Primary Instructor/Primary Care Instructor (PI), who is also the Program Coordinator (PC) required by DOH. The PI/PC oversees the integrity of the delivery of the curriculum, and maintains program standards, incl. administrative responsibility and accountability for the program. The PI MUST be a registered professional nurse with at least 2 years practical (not supervisory) experience caring for the elderly and/or chronically ill, and MUST be licensed as career school teacher for Nurse Aide-Primary Instructor (you should upload a copy of the teacher license of the PI). An RN without the experience needed to be a PI can teach all parts of the curriculum under the oversight of the PI. An LPN with 2 years of Direct Care experience may only supervise interns during the internship under the direction of the PI.
Textbooks and Instructional Aids
- Your instructor MUST use the BPSS booklet and the NYS DOH Curriculum (January 2006) in preparing instruction.
- Your students MUST have a textbook. DOH and BPSS do NOT mandate the use of a specific textbook. You can select a standard published textbook of your choice, but it MUST cover the New York State Department of Health mandated curriculum. If minor parts are NOT covered by the textbook, hand-outs can be added. Handouts should be uploaded under . You CANNOT use only hand-outs.
- The equipment list is pre-set and will upload automatically after selecting as the category. Do NOT add or change anything. *Note that for the Nurse Aide Advanced and Patient Care Technician programs you can include the appropriate additional equipment under.
Content Outline and Performance Objectives
- For this curriculum, the Content Outline (the former 21a) is found in Part V of the BPSS booklet, from p. 23 onwards. You MUST teach these parts in this order. You need to track how students progress through the curriculum using the Content Outline.
- Using (the former 21b) Performance Objectives, you MUST describe what the student will do to show the instructor that he/she has learned the subject matter. For the theory component, this will include quizzes, homework, and class answers; for the skills component, practical demonstrations. Please refer to the Clinical Skills Performance Record Evaluation Checklist for skills testing. This checklist, with 61 mandated skills, MUST be filled out for each student. The student MUST receive a copy after graduation. Note that NOT all skills must be demonstrated during the internship, some can be performed during live training in the skills lab.
Internship/Externship/Supervised Clinical Experience
- Use the latest CNA Affiliation Agreement. Do NOT use the forms developed specifically for Home Health Aide.
- The internship MUST be 30hrs in a licensed long-term residential health care facility (RHCF), i.e. "nursing home." You should include a copy of the operating license of the facility with the signed Affiliation Agreement.
- During the internship, students MUST demonstrate their successful final performance of most of the 61 skills in the Clinical Skills Performance Record Evaluation Checklist. Each individual's nurse aide trainee training record MUST clearly document the trainee's competence prior to the individual taking the state nurse aide certification examination.
Certification Exam by Prometric
- The DOH test for Nurse Aide is given by Prometric. After BPSS has approved your NATP program, BPSS will issue you a confidential OBRA-Number, which you will need in order to set-up testing with Prometric. BPSS will notify Prometric and the NYS Department of Health. Prometric will then contact you to set up practical and written testing for your students. After receiving BPSS licensure, it is important to set aside enough time for this part of the process, as otherwise your students would graduate too early and would have to wait weeks before being allowed to test. Upon successfully testing, the student will automatically be included in the NYS Nurse Aide Registry.
- Indicate any and all changes in a letter uploaded under . Upload the complete, previously approved, curriculum (incl. approval letter) in one PDF under . Then upload the revised/amended curriculum as a second PDF.
*Nurse Aide Advanced and Patient Care Technician
- Nurse Aide-related supplementary options include the Nurse Aide Advanced and the Patient Care Technician programs. Both consist of EKG and Phlebotomy, and sometimes Lab Work. Note: label Nurse Aide Advanced if the student will begin with the Nurse Aide curriculum and end with the supplemental courses; use label of Patient Care Technician if the student already holds a Nurse Aide certificate and only has to take the supplemental courses. Note that as the student will have taken Medical Terminology and A & P for the Nurse Aide curriculum or certificate, he/she will need fewer hours for the EKG and Phlebotomy courses than when these are taught as self-standing programs. Please refer to the BPSS guidelines on EKG Technician and Phlebotomy Technician (contact _EMAIL_).
- Note that NO BPSS CURRICULUM APPROVAL, EVEN WHEN GIVEN IN ERROR, CAN OVERRIDE THE LAW! You MUST be familiar with the legal requirements in your offering.
Any further questions, please contact _EMAIL_


text:
How To: Organize Kids' Schoolwork
What You Need
Follow These Four Easy Steps
Purchase as many plastic containers as you have school-age children. Choose deep lidded containers that are big enough to
lay schoolwork and standard-size artwork flat. Label each bin with the child's name and grade. If you wish, you can add the
names of classroom and art teachers.
Tip: Select containers that come in different colors and designate one color per child.
When your child comes home with art or class work, simply drop it in the bin, discarding anything you don't wish to save.
Aha! The only surefire way to preserve your children's most special works of art is to frame them using acid-free matting and UV-filtering glass.
For items that can't be saved—dioramas or collages made with food products such as macaroni—and for oversize artwork that
doesn't fit in the bin, snap a photograph, print it, and pop it in the bin.
Tip: Consider asking your child to hold or stand next to the art project you're photographing. The resulting image will bring back even clearer memories of a particular time in your child's life.
When the school year is over and you have the time and inclination, open the bin and leaf through everything you've saved. You can reminisce while deciding what's worth saving for good and what can be discarded. When you're finished, close the lid securely and store the bin with the label facing outward.


text: Rachel Stovall moved to Tennessee to complete her B.F.A. at the Memphis College of art. Now a long-term resident of Memphis, Rachel has shown her pottery in multiple venues such as the Dixon Botanical Gardens, The Brooks Museum, The Memphis Potter's Guild, and Tennessee Arts Commission Gallery. Her pottery explores both sculptural and illustrative gestures. She graduated from the Memphis College of Art as a sculptor, and she strives to include sculptural components in her work. She is interested in the lines between utilitarian and decorative, and she seeks to blur those lines by making objects that have influences from both elements. Mark making, whether it be with a stamp, tool, or found object, also helps to add dimension to her vessels. Every day she seeks to push and pull the two-dimensional and the three-dimensional, creating a rhythm that displays itself in her forms. She finds it very necessary that this push and pull takes place so that her forms become more than just objects; they become cherished vessels that have their own unique rhythms.


Cable test equipment
High voltage cable testing
High voltage cable testing
Off shore cable fault finding and diagnosis
Withstand tests may include a DC withstand or hi-pot (though not to be used on XLPE cables); a line frequency AC hi-pota 0.1 Hz AC VLF hi-pot; or a damped AC (DAC), where electrical stresses are created at a frequency ranging from around 50 Hz to several hundred Hertz depending on the test object capacitance.
High voltage testing will also check for local faults. For example, an XLPE cable will tend to turn critical water trees into electrical trees and subsequently cause a failure. Having been subjected to adverse impulses/surges during its service lifetime, testing will be necessary to find and avert imminent in-service failures in the future.
If cable testing highlights a subsequent failure, this indicates that the cable is already in a highly compromised condition. Company staff should be prepared at this stage to make any necessary repairs to the cable at the position indicated by previous tests. After repair, the cable will have a withstand test again until it passes the required voltage of the test.


text:
In Hindu mythology there are several myths about moon. Even amavasya or no moon has a mythological explanation behind it. Somdev or Chandra dev is the God of the moon according to Hindu mythology. He is shown riding a chariot pulled by ten white horses or an antelope. His image is of a young, beautiful, fair man, holding a club and a lotus in his hands. All rabbits are under his protection and he presides over Monday. But what causes his periodical waxing and waning? Lets get into some mythological explanations for the natural phenomenon of no moon.
- Somdev is said to have been married to the 27 daughters of Prajapati Daksha. Among all of them he loved Rohini the most as she was very beautiful. All the other daughters complained to their father of this injustice and Daksha became very angry. An infuriated Daksha cursed Chandra to lose his beauty and radiance. But the world became too dark without a shining moon in the sky at night. So Chandradev came down to earth and worshipped lord Shiva to free him of the curse. Lord Shiva extremely impressed by his penance freed him of the curse of darkness but not completely. This causes the periodical waxing and waning of moon. And once in a month it becomes completely dark which is popularly known as amavasya.
- Another story that runs with the same background is that when Daksha came to know of Chandra's negligence towards his other 26 daughters due to his passionate love for Rohini he became very angry. Daksha cursed Chandra with darkness. He also said that Chandra would lose his beauty as he was very proud of it. So whenever he neglects his other wives and is with Rohini there is amavasya or no moon in the sky. But as soon as he starts paying his other wives a visit he passes out of the amavasya stage and stars gaining back his light and vigour.
- Soma was an important drink of energy and intoxication in the Vedic period. This juice is extracted from the stalks of the plant and a drink is made. The Moon God is also called Somdev as he is thought to be the storehouse of this elixir. The moon wanes when the Gods drink out of the store of this drink. And when the store depletes completely it is amavasya or no moon.
All these myths are an integral part of Hindu mythology. The phenomenon amavasya has a scientific explanation behind it. But in spite of all known scientific facts, these mythological stories fascinate us and take us into an otherworldly aura.


Global distillation
From Wikipedia, the free encyclopedia
Jump to: navigation, search
Global distillation or the grasshopper effect is the geochemical process by which certain chemicals, most notably persistent organic pollutants (POPs), are transported from warmer to colder regions of the Earth, particularly the Poles and mountain tops. Global distillation explains why relatively high concentrations of POPs have been found in the Arctic environment and in the bodies of animals and people who live there, even though most of the chemicals have not been used in the region in appreciable amounts.[1]
The global distillation process can be understood using the same principles that explain distillations used to make liquor or purify chemicals in a laboratory. In these processes, a substance is vaporized at a relatively high temperature, and then the vapor travels to an area of lower temperature where it condenses. A similar phenomenon occurs on a global scale for certain chemicals. When these chemicals are released into the environment, some amount evaporates when ambient temperatures are warm, blows around on winds until temperatures are cooler, and then condensation occurs. Drops in temperature large enough to result in deposition can occur when chemicals are blown from warmer to cooler climates, or when seasons change. The net effect is atmospheric transport from low to high latitude and altitude. Since global distillation is a relatively slow process that relies on successive evaporation/condensation cycles, it is only effective for semi-volatile chemicals that break down very slowly in the environment, like DDT, polychlorinated biphenyls, and lindane.
Effect of global distillation[edit]
Several studies have measured the effect, usually by correlating the concentrations of a certain chemical in air, water, or biological specimens from various parts of the world with the latitude from which the samples were collected. For example, the levels of PCBs, hexachlorobenzene, and lindane measure in water, lichens, and tree bark have been shown to be greater in higher latitudes.[2]
The effect is also used to explain why certain pesticides are found in Arctic and high altitude samples even though there is no agricultural activity in these areas,[3] and why indigenous peoples of the Arctic have some of the highest body burdens of certain POPs ever measured. New studies, however, revealed that the relatively high levels in cold regions are determined by slower degradation compared to warm regions.[4][5]
See also[edit]
Stockholm Convention
 1. ^ "Ridding the world of POPs: A guide to the Stockholm Convention on Persistent Organic Pollutants" (PDF). United Nations Environment Programme. April 2005. Retrieved 2008-06-06.
 2. ^ Simonich SL, Hites RA (September 1995). "Global distribution of persistent organochlorine compounds". Science 269 (5232): 1851–4. doi:10.1126/science._PHONE_. PMID _PHONE_.
 3. ^
 4. ^ Schenker, Scheringer, Hungerbühler: Do Persistent Organic Pollutants reach a thermodynamic equilibrium in the global environment? Environmental Science & Technology, 2014, doi:10.1021/es405545w.
 5. ^ Fabio Bergamin: The result of slow degradation, ETH News, 2014.
Further reading[edit]
Cone, Marla (2006). Silent Snow: The Slow Poisoning of The Arctic. Grove Press. ISBN 0-8021-4259-1.
External links[edit]


text:
Christopher W. Blackwell, edition of March 21, 2003
page 1 of 7
· Summary ·
Apophasis refers to an investigation into serious threats to the Athenian democracy, especially treason and bribery, although there is some evidence for it being used for lesser offenses. This investigation involved several branches of the Athenian government: the Assembly, the Areopagus, and the People's Court. This procedure, an innovation of the later 4th century BCE, began with an investigation conducted by the Areopagus, which would issue a report. The report was called an apophasis (ἀπόφασις). Eventually, the whole procedure—investigation, report, prosecution—came to be known by this term. When the Areopagus issued its report on suspected treason or bribery, it included a recommendation, either to prosecute certain parties or not to. If the Areopagus recommended prosecution, the Assembly would appoint prosecutors, and the matter would be tried before the People's Court. The different institutions seem to have served to balance each other, and we hear of several cases in which the Areopagus recommended conviction, but the Assembly or People's Court acquitted the defendant.
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page 1 of 7


text:
High level introduction to SAS using basic overview from SASCrunch.com with various Lessons Learned:
Accessing data from a file
-Within the code, the first line in tutorial is:
Filename file1 'folders/myfolders/file1.csv'
-I was able to easily create the CSV, but within the Mac it was in the myfolders directory, and I didn't realize that SAS is configured first for 'folders'
-Within SAS, Code, Server Files and Folders, I first click on select "My Folders"
-Click on the icon above called Folder Properties
-Note: I was thinking this was just within the tutorial, but this actually is the path
Different formats of files for input
Note: This was an issue because I was getting ahead of the documentation, and didn't realize that there are different kinds of input file formats (space-delimited, comma-delimited, aligned by columns. I was creating the file in Mac MS-Excel and saving in comma separated values (.CSV), but there are different forms of that within Save-As, and I'm choosing what's specifically name "comma separated values (CSV)".
-Because I'm saving as comma delimited, I'll try:
Infile file1 firstobs=2 dlm=',';
Input ID $ Age;
Issue: Within Output Data, there is only data in first row, ID of: ID0001,2
Note: Properties of the.csv file is that it's opened within MS-Excel. Maybe the raw.CSV file needs to be saved differently.
Note: Now I'm finding myriad ways of doing this, including right-clicking on the file1.csv (in SAS Studio), selecting "Import Data", and accepting all the defaults – does everything for me.
Note: I need to dig deeper into differences between file formats, exporting, importing. Will probably be a different blog post.
-This is the code that was auto-generated when I right-clicked on the data file and chose to "Import Data":
/* Generated Code (IMPORT) */
/* Source File: file1.csv */
/* Source Path: /folders/myfolders */
/* Code generated on: 6/9/19, 9:01 AM */
FILENAME REFFILE '/folders/myfolders/file1.csv';
PROC IMPORT DATAFILE=REFFILE
PROC CONTENTS DATA=WORK.IMPORT; RUN;
Note: SAS is using various variables like "DBMS". This gives me some clues on what's really required for importing files.
Note: This one didn't quite work as planned. I didn't see the "flag" after running it. Need to work on this one.
proc sort data=sashelp.class out=class;
by sex height;
by sex height;
if first.sex then flag = "Shortest";
else if last.sex then flag = "Tallest";
-SAS has a forte, of course, of statistics. Appears easy to run a program to request a bunch of data. The sashelp.cars data set is something that comes with SAS University Edition.
Proc univariate data=sashelp.cars;
-This gives results of mean and standard deviation (stdev)
Proc means data=sashelp.cars;
-This gives results of frequencies, with various tables
Proc Freq data=sashelp.cars;
Table Make * DriveTrain;
Proc SQL – Retrieving data from dataset and manipulating it
-This is the primary reason I'm working with SAS University Edition – to learn and practice SQL with various relational databases.
-Example of some code is:
Proc sql; (SQL commands to retrieve data from data set and do things like sorting)
select make, model, msrp (focus on specific variables)
from sashelp.cars (location of the dataset)
where make = "Audi" (subsetting within a variable for a specific field)
order by msrp; (sorting the results by a specific field)
Proc SQL – Summarizing Data
Proc sql; (Using SQL commands within SAS)
select make, (Select a specific field within dataset)
count(make) as n, (Count up the number of entries by make, and return the count)
mean(msrp) as mean_msrp (find the mean within each grouping of make)
from sashelp.cars (pull data from this dataset)
group by make; (group together by make)
Proc SQL – Creating table (data set)
Proc sql; (SQL commands within SQL)
create table bigfish as (will create a table and call it bigfish)
select * (go into dataset and select all fields within the dataset)
from sashelp.fish (specific dataset)
where weight >1000; (only pull data over a certain weight)
-I'm going to hold off on this for the moment. Need to get more comfortable with the manual stuff before automating with scripts.