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Khris Krepcik is a world renowned etheric healer and metaphysical teacher with a lifetime of training in ancient wisdoms and mystic arts. He is considered to be down to earth, natural, and real — authentic and genuine.
With over thirty years of experience in the extensive study of ancient teachings, altered states of consciousness, philosophies, shamanism, mysticism, and metaphysics, Krepcik has a rare perception and profound understanding of human consciousness and the human energy field. His profound understanding comes from direct experience and perception of the spirit worlds, the subtle vibrational etheric body and energy field, and the multidimensional nature of reality. He sees things that few others can see. He answers things that few others can answer. His style is direct and concise, with a true warmth, wisdom, and understanding.
Khris Krepcik studied with Stuart Wilde for over 20 years, eventually leading to providing healing and lectures at Stuart Wilde's workshops. In 2007, after traveling and working together for several years, Wilde asked Krepcik to write down a system of philosophical disciplines to guide others and become the next teacher. Krepcik's teachings embody the Warrior's Wisdom into one complete philosophical method of disciplines, meditations, and etheric techniques.
Krepcik's teachings are provided exclusively through The Hooded Sage Course — an online school of disciplines and personal guidance designed to help people develop inner power and perception. He teaches that one can create a spiritual reality of their own and transcend the collective human evolutionary path of ego, emotion, and mind, which is often ruled by a system of programming and control. Krepcik spends his time writing and teaching. He has students in over twenty five countries.
© 2009 – 2021 — Khris Krepcik
The Hooded Sage. All Rights Reserved


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Ryan Kiros, Richard Zemel, Russ R. Salakhutdinov
In this paper we propose a general framework for learning distributed representations of attributes: characteristics of text whose representations can be jointly learned with word embeddings. Attributes can correspond to a wide variety of concepts, such as document indicators (to learn sentence vectors), language indicators (to learn distributed language representations), meta-data and side information (such as the age, gender and industry of a blogger) or representations of authors. We describe a third-order model where word context and attribute vectors interact multiplicatively to predict the next word in a sequence. This leads to the notion of conditional word similarity: how meanings of words change when conditioned on different attributes. We perform several experimental tasks including sentiment classification, cross-lingual document classification, and blog authorship attribution. We also qualitatively evaluate conditional word neighbours and attribute-conditioned text generation.

source: openbmb/Ultra-FineWeb


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Mataram Kingdom was established in 1582, the centrum of the kingdom was located on the south east of Yogyakarta, Kotagede. In Islam history, Mataram Islam KIngdom had a pivotal role in Islam kingdoms in Indonesia. Ullema were involved as well in developing culture with Islam value in Java. Mataram Islam dynasty was initially from farmer family, as written in babad Tanah Jawi. On the bank of Opak river, currently Yogyakarta. Oneday, there was a farmer, his name was Ki Ageng Giring. When he hacked the soil in his fam land, suddenly there was a young coconut fell and there was a mysterious sound said ' whoever drank water of this coconut, his descendant will be the rulers of Java'. People belief that the coconut water was the word of Sunan Kalijaga. Ki Ageng Giring brought the coconut home and but he did not drink the water, as he was fasting that day. He went to river to clean himself. Not long after his friend, Ki Gede Pemanahan visited his empty house. Seeing the coconut, he drank the water till the last drop. Ki Ageng Giring came home and home and saw his coconut water was drank by his friend. He asked Gede Pemanahan that after his 7 generation, his descendant will be the ruler of Java.
There are other versions about the establishment of Mataram according to myth and legend. Generally, those versions were related to previous kingdoms sucha s Demak and Pajang. According to one of the versions, after Demak sat back, the capital was moved to pajang and Pajang functioned as a kingdom. The kingdom then expanded to East Java and involved in a family conflict with ARya Penangsang from Jipang Panolan regency. After conquering Aryo Penangsang, Sultan Hadiwijaya (_PHONE_), king of Pajang gave award to 2 men who served him in that project, they were Ki Ageng Pemanahan and Ki Penjawi. Ki Ageng Penjawi was awarded with Mentaok forest and Ki Penjawi was awarded with a land in Pati. Pemanahan opened Mentaok forest and became a prosperous village, and gradually became small kingdom and was ready for rivalry with Pajang as the main Kingdom. Pemanahan died in 1575 and replaced by his son, Danang Sutawijaya or known as Pengeran Ngabehi Loring Pasar. Sutawijaya then rebelled Pajang. After Sultan Hadiwijaya passed away in 1582, Sutawijaya promoted himself as the king of Mataram with title Panembahan Senopati. Pajang then became part of Mataram, and the capital of Mataram was in Kotagede.
After Demak Kingdom fell, Pajang Kingdom was the olny kingdom in Central Java. But king of Pajang had strong enemies tried to ruin the kingdom, he is Aryo Penangsang. The king then made a contest that whoever could defeat of kill Aryo Penangsang would be rewarded with land in Pati and Mataram. Ke Ageng pemanahan and Ki Penjawi were two soldiers of Pajang who were intended to participate in the contest. In the end of the war, finally Danang Sutawijaya could defeat and kill Arya Penangsang. Sutawijaya was the son of Ki Pemanahan and the foster son of Pajang king. As Sutawijaya was the foster son of Sultan, so it was impossible for Ki Pemanahan to tell Sultan Adiwijaya. Kyai Juru Martani then suggested Ke Pemanahan and Ki penjawi to tel Sultan that they both who killed Arya Penangsang. Ki Ageng Pemanahan was rewarded with Mentaok forest and Ki Penjawi was rewarded with land in Pati.
After panembahan Senopati died, he was replaced by his son, Mas Jolang or Panembahan Seda Krapyak, who only reigned for 12 years (_PHONE_) as written in his govt, and he built Danalaya garden on the west of Kraton. He died when he hunt at Krapyak forest. He was replaced by Mas Rangsang, known as Sultan Agung Hanyakrakusuma. He ruled from _PHONE_ and Mataram reached its glorious day. The capital, Kotagede was then moved to Kraton Plered. Sultan Agung also conquered littoral regions so they would not harm Mataram. Sultan Agung fought VOC that ruled over Batavia. Sultan Agung masterpiece was Grebeg Pasa and Grebeg Maulud Ritual. Sultan Agung died in 1645. He was replaced by Amangkurat I. Amangkurat I did not inherited his father nature. There were lots of killing and cruelty during his period. Mataram capital was moved to Kerta. In 1674 Trunajaya war broke. Trunajaya was supported by ullema and noble class a. nd even the royal prince. Kerta fell and Amangkurat I (with his son that finally on his side), escaped to get help from VOC. Arriving at Tegal Arum (nearby Tegal, Central Java), Amangkurat I fell sick and died. He was replaced by his son, Amangkurat II or known as Sunan Amral. Sunan Amangkurat II reigned from _PHONE_, and he was obedient to VOC to maintain his throne. Finally Trunojoyo could kill AMangkurat II by favor of VOC and as compensation VOC wanted an agreement that Mataram should hypothecate Semarang Port and Mataram should bear war cost.
After the death of Amangkurat II in 1703, he was replaced by his son, Sunan Mas (Sunan Amangkurat III). He was also against VOC, that VOC did not agree Sunan Amangkurat III was promoted as sultan and VOC promoted Paku Buwono I (Pangeran Puger). Civil was could not be avoided, between Amangkurat III and Paku Buwana I, Amangkurat III lost and he was exiled to Sailan by VOC. Paku Buwono I died in 1719 and then replaced by Amangkurat IV (_PHONE_). During his period particians rebelled and VOC was implicated. Therefore, throne fight II broke in _PHONE_. Sunan Prabu or Sunan Amangkurat IV died in 1727 and replaced by Paku Buwana II (_PHONE_). In his period, Chinese rebelled against VOC.
Paku Buwana II was on side of Chinese and helped to destroy VOC fortress in Kartasura. VOC was supported by Panembahan Cakraningrat of Madura and could finish Chinese rebellion. Paku Buwana was worried and then he change to side VOC> THis caused Raden Mas Garendi rebellion who fought with Chinese to attack Keraton, that Paku Buwana II escaped to Ponorogo. Kraton could be regained by the assistance of VOC in 1743, as kraton was damaged badly, then kraton was moved to Surakarta in 1744. Another rebellion was led by Raden Mas Said. Paku Buwono assigned Mangkubumi to silence the rebellion and promised Sukowati (currently Sragen). Although Mangkubumi could finish his call, Paku Buwono denied his promise and finally Mangkubumi was on Mas Said side. They both rebelled in Throne Fight III (_PHONE_)
Paku Buwono II could not fight both forces and he fell sick and died in 1749. VOC promoted Paku Buwono II. Mangkubumi kept his action and he could reign Jogja, bagelen, and Pekalongan. But in that period there was a conflict between Mangkubumi and Mas Said. VOC was very keen knowing this. VOC sent an arabic messenger from batavia to asked Mangkubumi to reconcile. Mangkubuni accepted and there was a Pailhan Nagari or Giyanti Agreement in 1755. Giyanti Agreement content was splitting Mataram into two. The west was given to Mangkubumi entitled as Hamengkubuwono I and the palace was in Yogyakarta. The east was given to Paku Buwono. Since then, Mataram was divided into two, Kasultanan Yogyakarta with the king was Sri Sultan Hamengkubuwono I and Kasunanan Surakarta reigned by Sri Susuhunan Paku Buwana III.
Kings of Mataram Islam:
1. Panembahan Senopati (_PHONE_ M)
2. Mas Jolang atau Seda Ing Krapyak (1601- 1613 M)
3. Mas Rangsang / Sultan Agung Hanyakrakusuma (_PHONE_ M)
4. Amangkurat I (1646- 1676 M)
5. Amangkurat II / Sunan Amral (1677- 1703 M)
6. Sunan Mas / Amangkurat III in 1703 M
7. Pangeran Puger / Paku Buwana I (_PHONE_ M)


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'Avalanche!' printed from _URL_
Mathematicians and scientists use experiments to model what happens in avalanches, so they can understand them better. In this investigation, students will model an avalanche, collect data and display their findings with graphs.
Equipment required (per small group of students):
- at least two (preferably more) of sand, gravel, couscous, small seeds (eg. coriander), dried peas, raisins, lentils, rice, or similar - you need enough of each to give a good heap on an A5 size piece of paper
- a funnel and a clamp-stand to hold it vertically over a sheet of squared paper (A4 would be OK, A3 would be better)
- a set of measuring spoons or weighing scales (the kind you cook with would be fine)
The basic experiment:
- Put the funnel in the clamp so the funnel points vertically downwards.
- Put the piece of squared paper on the table so the funnel is pointing down at the middle of the paper.
- Pour 1 tablespoon or 20g of the chosen avalanche substance through the funnel.
- Mark the area covered on the piece of paper, and record it as the 1st tablespoon or 20g of the substance.
- Measure the height of the heap as accurately as possible, ensuring the ruler is vertical.
- Measure the angle between the piece of paper and the slope of the heap as accurately as possible.
- Repeat steps 3-6 until an avalanche occurs, recording the number of tablespoons or 20g portions at each stage. Describe the avalanche (see below).
- Continue with the experiment until the avalanche substance runs out.
- Make a note of any problems in the experiment, or anything which may have made it less accurate than would have have been desirable.
Describing the avalanche:
- Record that an avalanche has occurred on the area, height and angle results.
- Describe the avalanche. Questions to help:
- was it just a small trickle or a large fall or somewhere in between?
- how far down the slope did the avalanche go?
- is there anything else you observed?
Graphing the data:
- Draw a bar graph to show the height of the heap at each stage, with the number of tablespoonfuls or 20g measured amounts of the substance on the horizontal axis and the height of the heap on the vertical axis.
- Repeat for the angle between the horizontal and the slope of the heap.
- Estimate the area covered by the heap at each stage, by counting squares. Then draw a bar graph of area (vertical axis) against the number of amounts of the substance (horizontal axis).
- On your graphs, label the points at which avalanches occurred.
Questions to consider:
- Do the three graphs have much the same shape, or not? How are they similar, how are they different?
- Can you see any patterns in when avalanches occurred, or does it seem to be quite random?
Now look at the descriptions of the avalanches, and try to classify them as small, medium or large events.
- Are there any patterns in the graphs for the severity of the avalanches?
At this stage, it would be good if groups of students make reports on what they have observed about avalanches so far, using their graphs, their observations about when avalanches occur and about how severe they are.
There are several ways in which the basic experiment might be extended. Students should start by deciding what they want to investigate, then plan their experiments, making notes on what they will do. Planning should include quantitative information where appropriate.
Students could decide on their own question, or use these sets of questions as a guide:
- What difference does the size of particle make? What happens if the particle size is smaller/larger? How do the results compare with previous ones?
- What difference does it make if two or more substances are mixed? How does the mixture compare with what happens with the substances on their own? Does it make a difference if the particle sizes are similar or different? How does varying the proportions of each affect the results?
- What difference does it make if water is added to a substance? Water should be added in measured amounts, seeing how this affects the results.
Using your graphs to think about avalanches
Collect all your results and graphs together. What do they tell you about avalanches? Try answering these questions to help you:
- Which substances had the most frequent avalanches?
- Which substances had the least frequent avalanches?
- Which substances had the most severe avalanches?
- Which substances had the least severe avalanches?
- Is there a maximum area covered, or height, or angle, for heaps of particular substances?
- Does the frequency or severity of an avalanche relate to the area of the existing heap, or its height, or the angle it makes with the paper?
- What difference do you think particle size makes?
- What difference does the amount of water make?
- How does it affect things if you mix two or more substances?
- Do the proportions in which they are mixed matter?
Now apply what you've discovered to snow avalanches:
- What sort of snow is likely to have the most dangerous avalanches - snow with small or large particles?
- Is wet snow likely to be more dangerous than dry snow, or vice versa?
- Avalanches happen on snowy slopes. Are slopes with slight (say up to 20°), moderate (say 20° to 50°) or steep (more than 50°, say) likely to be most dangerous?
- If snow melts then refreezes, making bigger icy particles, and then new, smaller snow crystals fall, what would be predict about the likelihood of an avalanche?
Which of these suggestions do you think would be sensible advice to people trying to prevent or at least control avalanches? Which wouldn?t be sensible?
- Chop down all the trees in case they are damaged by avalanches.
- Trigger small, controlled avalanches very early in the morning to clear away accumulated snow.
- Put fences, posts, windbreaks or dams on slopes to divert the avalanches.
- Grow new trees on slopes to break up avalanches.
- Build houses on snowy slopes to divert the avalanches.
- Fire guns in the late afternoon to start an avalanche and clear away accumulated snow.
Can you suggest any ideas of your own?

source: HuggingFaceFW/fineweb-edu


text:
- By Smith
- Published 29/05/2013
- ISBN 9781442545915
- Format Book
Basic Plumbing Services Skills: Roof Plumbing provides students with the fundamental skills and basic knowledge required for roof plumbing.
This resource is divided into two parts:
Part A—Roof Plumbing Fundamentals provides learners with a thorough foundation in the key principles of r...


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Rena Oil Spill: A Brief History
On October 5, 2011, an oil spill began off the coast of New Zealand that would become what many describe as the country's worst maritime environmental disaster.
When the MV Rena tanker (owned by Greek shipping company Costamare Inc.) ran aground on Astrolabe Reef 12 miles off the coast of New Zealand's North Island, an leak of fuel and diesel oil eventually spilled 93,000 gallons into the Bay of Plenty.
The disaster killed thousands of birds, with some death estimates as high as 20,000. Some species, such as the New Zealand dotterels, were preemptively captured and sequestered for their own survival. Some dotterels weren't so lucky; a number died of respiratory infections due to the spill.
Many local residents disregarded orders from the goverment and began to organize cleanup efforts. Five thousand volunteers were involved in cleaning the bay's shoreline.
Although signs of the ship splitting in two were reported as early as Oct. 12, the Rena eventually broke apart in January. More oil was found leaking from the wreckage, but it is unknown how much more leaked into the ocean. One slick from this secondary spill stretched over one square kilometer of water.
As early spring storms lashed against the wreckage, oil continued to slowly leak from the hull. Much of the wreckage continued to be collected eight six months after the crash.
On May 25, Captain Mauro Balomaga and his navigation officer, Leonil Relon, were found guilty of operating the ship in a dangerous manner as well as changing navigation records in order to mislead investigators. They were both sentenced to seven months.
In early June 2012, New Zealand's government appropriated $1 million for the long term study of the oil spill's environmental effects.


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Sankey diagrams visualize the magnitude of flow between nodes in a network.
The plugin takes as input the nodes and weighted links, computing positions via iterative relaxation. After fixing the horizontal position of each node, the algorithm starts from the sources on the left, positioning downstream nodes so as to minimize link distance. A reverse pass is then made from right-to-left, and then the entire process is repeated several times. Overlapping nodes are shifted to avoid collision.


Harquebusier, 16th century
Caption: Harquebusier, 16th century
Portable firearms such as the one used by this harquebusier became common in European armies during the 16th century although they were complicated to handle and slow to fire. Pikemen, crossbowmen, archers and swordsmen continued to be present on battlefields in the old as well as the new world. Print after Vecellio.


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This resource is no longer available
The Role of Data Integration CRM
Most companies realize the value of collecting customer data, but they're faced with many challenges when trying to analyze and translate that data into actionable insights. To overcome these issues, savvy organizations are combining data mining technology with their CRM efforts - especially online programs.
This e-guide explores the significant role of data integration in electronic customer relationship management (e-CRM) analytics. In the first article, industry experts introduce e-CRM, provide a foundation for their research, propose hypotheses, and present their new framework. In the second article, those experts detail their research methodology, and discuss findings and organizational implications.


African-American History
Who was Askia?
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Answered 2010-02-22 22:13:43
Askia the great:A king of the Songhai empireborn in 1442, died in 1538, full name: Muhammad Ture. From: Soninke
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How did askia the askia the great?
about 35 years
Was askia Muhammad a ruler?
Yes, Askia Muhammad was a ruler.
When was Askia Jones born?
Askia Jones was born in 1971.
When did Askia Daoud die?
Askia Daoud died in 1582.
When did Askia Musa die?
Askia Musa died in 1531.
When did Askia Ishaq I die?
Askia Ishaq I died in 1549.
When was Askia Mohammad I born?
Askia Mohammad I was born in 1443.
When did Askia Mohammad I die?
Askia Mohammad I died in 1538.
Who was the greatest emperor of songhai?
Askia the Great, ie. Askia Mohammed.
Who was the great leader of the Songhai empire?
Askia the Great, ie. Askia Mohammed.
When did Askia Mohammad Benkan die?
Askia Mohammad Benkan died in 1559.
When was Askia M. Touré born?
Askia M. Touré was born in 1938.
When was Regina Askia-Williams born?
Regina Askia-Williams was born in 1967.
Who expands the songhai civilization into a major power?
Askia Mohammed, AKA Askia the Great.
What economic achevements did Askia Toure have?
Why did Muhammad Ture become known as Askia the Great?
Muhammad Ture chose the title askia, a title of high military rank. Eventually, he became known as Askia the Great.
How did askia Muhammad gain control of songhai?
Askia Muhammad gain his power and respect to get control of songbai
What does askia mean or stand for?
askia means the great leader or warrior. It was the name given to a african king
Why did Askia the Great overthrow Sunni Baru?
Askia The Great overthrew Sunni Baru Because he was not a muslim
What did mansa musa and askia the great have in common?
Mansa Musa and Askia the great both believed that education was important.
Why was Askia Muhammad an important ruler?
Askia Muhammad was an imp ruler because of the achievements he madeex: the spread of Islam
Who is sunni baru?
Askia The Great
Was Mansa Musa Songhais greatest ruler?
No. He was a ruler of Mali, not Songhai. Askia the Great (Askia Mohammed) was the greatest ruler of Songhai.
When did askia the great die?
Askia Mohammed I died in 1538 after falling off his horse and drowning in a river. Oddly the river was at its lowest level because it was not rainy season. He was buried in a Step Pyramid at Gao. He is fondly remembered as Askia the Great.
What did Askia Mohammad do to strengthen his country?
Askia Mohammed the Great encouraged literacy and learning. In the Songhai Empire, there were the best scholars that made Islamic books that are still used today. Askia also spread Islam all over Africa.
Still have questions?


Discover the meanings of thousands of Biblical names in Abarim Publications' Biblical Name Vault: Jeuz
Jeuz meaning
Source: _URL_
🔼The name Jeuz: Summary
Counseling, He Will Counsel
From the verb עוץ ('us), to create inner strength by contemplation.
🔼The name Jeuz in the Bible
The name Jeuz occurs only once in the Bible. Jeuz is mentioned as one of the seven sons of Shaharaim of Benjamin and Hodesh of Moab (1 Chronicles 8:10).
🔼Etymology of the name Jeuz
The name Jeuz is an active form of the verb עוץ ('us) meaning to counsel, regard:
Excerpted from: Abarim Publications' Biblical Dictionary
Verb עצם ('asam) speaks of a skeletal structure that (a) lies hidden beneath an obvious surface, and (b) provides the invisible inner strength that keeps the whole in shape. Noun עצם ('osem) means might or skeleton. Noun עצמה ('osma) means strength. Noun עצם ('esem) means bone but may also be used to refer to one's whole body. Adjective עצום ('asum) means mighty or numerous. Noun תעצמה (ta'asuma) is a plural and intensive form meaning might but a whole lot of it.
Our verb may also mean to shut or close, predominantly of eyes, and presumably in order to review one's inner mental structures. Noun עצמות ('asumot) appears to refer to the "bones" of one's reason, the certainties upon which all creativities are grafted.
Like the previous, the verb עצה ('asa) also means to shut and its sole Biblical occurrence also speaks of closing one's eyes in order to hatch plans in one's heart: to review or form one's inner and structural strength. The very common noun עץ ('es) means tree (whose fruits proverbially show its "heart"). Collectively, trees are known as עצה ('esa). The similar noun עצה ('aseh) describes the backbone of an animal.
Obviously, the Bible is not concerned with the history of political power and solely with the evolution of the wisdom tradition and thus information technology (from cave paintings to the alphabet to blockchain). That means that very few references to wood and trees in the Bible — from the trees of Paradise to Noah's ark, Abraham's oaks, the cedars of Tyre and even the cross of Christ — should be expected to actually be about trees.
Probably a by-form of the previous, the verb עוץ ('us) means to counsel or regard with deep inner contemplation.
🔼Jeuz meaning
For a meaning of the name Jeuz, NOBSE Study Bible Name List reads Counseling and Jones' Dictionary of Old Testament Proper Names proposes Counsellor. BDB Theological Dictionary does not offer an interpretation of the name Jeuz but does list it under the verb עוץ ('us) meaning to counsel.


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Application advantages of automatic sandblasting machine in the paint fading of propeller parts
- 2020-07-27-
due toAutomatic sandblasting machineThe surface of the workpiece can be cleaned, so that the surface of the workpiece can obtain a certain degree of cleanliness and roughness. Therefore, this equipment can also be applied to the parts of aircraft propellers for paint removal operations. At the same time, this is also what must be completed in a certain aircraft propeller maintenance manual. Compared with the traditional chemical paint fading, the automatic sandblasting machine also has the following advantages when performing paint fading operations:
1. Little damage to parts. Because the paint bleaching operation of the automatic sandblasting machine is a physical process, it relies on the abrasive driven by the high-speed airflow to remove the paint layer on the surface of the part by hitting. As long as the selected abrasive is suitable, the surface of the part can be prevented from being hit by the abrasive. Injury, you can get a better fade effect. However, traditional chemical paint removal methods are not only easy to produce chemical residues and cause surface corrosion of parts, but some also contain toxic substances, which are easy to cause harm to the air and operators.
2. Good fading effect. Because the shape of the parts of the aircraft propeller is irregular and more complicated,If you use copper wire brushes, scrapers and other tools to clean it, not only the effect of paint fading is relatively poor, butAnd it is easy to cause surface damage of parts. However, with the automatic sandblasting machine for sand blasting and bleaching, because the diameter of the abrasive is small, the surface of irregular partsThe paint layer was cleaned up.
3. Fast fading speed. The traditional chemical paint fading process is cumbersome and complicated. Generally, it takes at least 1 hour to complete a complete set of paint fading operations. However, it only takes 10 minutes to perform sand blasting and fading with a fully automatic sandblasting machine. The speed is very fast, which can effectively improve the paint fading efficiency of the entire part and save paint fading time.


How to Stop a Heat Cycle in Dogs?
A Stopwatch! Could it Stop a Dog from Being in Heat?Several people have asked me recently, if it is possible to stop a heat in dog. They were unpleasant with the whole situation when the dog must not be let alone in the yard, had to be guarded, and were restless most of the time.
To answer short, Yes, there is a method to stop a heat cycle in dogs.
However, owners who seek a relief for their misery may be left disappointed, because you will still need to protect your dog. Protective period will be shorter, but it will not disappear at all. If someone wants to escape from caring for a dog in heat, using medications is not the best option. But it's your choice.
How the heat cycle postponement work in dogs?
Heat cycle in dogs can be halted by using megestrol acetate (commercial name: Ovaban).
Above all, these medications must be used under veterinarian recommendation and supervision only. While they may be available with no prescription in some countries, most of the world markets require it. And it's not without a reason.
Megestrol acetate is a synthetic derivative of a hormone called progesterone.
Naturally, level of this hormone starts climbing near the ovulation of the dog (about day nine of he heat). It then suppresses the hormone called estrogen, which is high before it, and plays an important role in continuation of the heat.
If megestrol acetate, that is a synthetic derivative of progesterone, is given to the dog during the beginning of the heat, output of the estrogen (the hormone which is high before ovulation) is suppressed and stops developing, thus breaking the heat cycle.
Is stopping a heat cycle in dogs safe?
Stopping the heat cycle by using Ovaban sounds like an easy and harmless hormonal modification. Like speeding up things and ending the heat cycle earlier. However, there are things you should be aware of:
 - Veterinary guidance and manufacturer instructions. I already wrote it above (there, in bold, red letters – it's important), but it's not possible to mention it too often. Do not use ovaban on your own. Ask a vet for instructions, do not exceed prescribed dosages and inform him if unexpected happens.
 - Contraindications. Megestrol acetate should not be used in pregnant dogs, dogs who have uterine disease, diabetes mellitus or mammary tumors. Also, there should be caution using it for young dogs who have not developed stable heat cycle, or for dogs who undergo stress. Contraindications, not mentioned here, must be discussed with a veterinarian.
 - Aversive effects. Like most medications, Ovaban also has a long list of contraindications. They vary starting from increased appetite (and weight gain), or fatigue, and ending with mammary tumors, and some studies showed a development of diabetes. Some may say, most drugs have long lists and they are used anyway. That's right, every treatment is about taking risks. If we are healing cancer, we may take the risk of getting diabetes in exchange. But if we are treating heat cycle (which is not even a disease), diabetes is an unnecessary risk, no matter how small.
 - Keep your dog isolated during therapy. While the therapy, in most cases, is intended to stop the heat cycle and stop worries about unwanted pregnancy, you still have to avoid your dog mating during the therapy. In most cases, it lasts for eight days or more. If the mating occurred, use of the megestrol acetate must be cancelled (unless your vet says you may continue it which often happens if mating occurred near the ending of the therapy).
 - Consider spaying. If megestrol acetate (Ovaban) is used to escape worries about the dog in heat, and the dog is not intended for breeding, spaying must be seriously considered. However, surgery must done when the dog is not in heat. I know there are people, who say, spaying is not natural, but you know what is not natural, as well? Giving hormonal medications and domesticating wild animals (even if dogs were domesticated thousands of years ago).
If the above contraindications or aversive effects did not scare you, you may go to your vet and ask for more information about halting a heat cycle in dogs. Therapy must be started during the first three days of the heat, though. But remember, list of aversive effects is not just letters on instructions. They actually do happen, and many of them are not rarities.
If you are really responsible dog owner, you'd want to stop dog from coming in heat by spaying, not halting the cycle each time it starts.
This article is a part of series about dogs in heat.
Dog Health / Dogs
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How to dry muscle?
Many of those who are engaged in bodybuilding,know that as a result of training gaining "dirty" weight. Therefore, in order to obtain a beautiful inflated body, it is necessary not only to gain mass, but also to cut off the "superfluous" and leave only the muscles. About what is drying, and how to dry muscles, and will be discussed in this article.
Drying is a period for which the body needsget rid of excess weight, and get in shape. Suppose you have gained 5 kilograms of weight over the winter. Unfortunately, our body is arranged so that this weight is distributed both to muscle mass and fat, and since we do not need it, it must be burned. So it turns out that in order to gain 2 kg of muscles, you need to type 5 and burn 3. The main result after drying is weight reduction, but the appearance of the relief in comparison with the state before drying.
- special diet,
- adapted trainings,
- taking drugs.
To begin with, it is necessary to prepare the body for 2-3 weeks, namely to lower the carbohydrate content to a minimum, and the protein content to the maximum. This diet can be divided into several stages:
- The period of low carbohydrate diet (50-60% protein, 10-20% fat, carbohydrates - the rest) for 4-5 weeks.
- The period of the carbohydrate diet (80% protein, 20% fat, minimum carbohydrate) during the term.
- Period of carbohydrate diet and water draining (maximum protein, minimum fat, no carbohydrates, distilled water) is less than a week.
- The period of carbohydrate loading. The muscles after drying will shrink and will be able to accumulate more carbohydrates than before drying. Due to this you can, for example, prepare for competitions.
During the drying you will have to eatexclusively boiled food. For example, you can boil a chicken breast, changing the water every 5 minutes, that is, pour out, drain the water - pour boiling water, etc. Much attention is paid to sports nutrition - protein cocktails, amino acids, multivitamins.
They will be much more difficult for the whole body, so you need to reduce weight in all types of exercises, but increase the number of repetitions, for example, from 8mi-9 to 13ti-14ti.
Here the main volume of training. Running or cycling in the morning and in the evening for 40-50 minutes is best.
I think that it is not worth mentioning that it is not useful, but if you still decided on this, here is a list of more accessible ones:
- B2 - fdrenomimetiki (clenbuterol)
- Adaptogens (ginseng, leuzea)
- Energy (guarana, caffeine)
- Vitamins, including injectable
It should be noted that drying does not have anyattitude to a healthy lifestyle, and it is used to improve your body for a very short time. We hope that we have answered the question of how to dry the muscles, but whether to do it or not, this is your choice.


Canada Visitor?
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What is Potassium Hydroxide?
Potassium hydroxide is an inorganic compound, commonly called by its chemical formula designation KOH or caustic potash. Along with sodium hydroxide, this colorless solid is a prototypical strong base. It has many industrial and niche applications, most of which exploit its corrosive nature and its reactivity toward acids.
Can Potassium Hydroxide be used for soaps?
The saponification of fats with KOH is used to prepare "potassium soaps," which are softer than the more common sodium hydroxide-derived soaps. Because of their softness and greater solubility, potassium soaps require less water to liquefy, and can contain more cleaning agent than liquefied sodium soaps.
Is this Potassium hydroxide allowed for food and electronic manufacturing?
Yes in food products, potassium hydroxide acts as a food thickener, pH control agent and food stabilizer. KOH is also used for semiconductor chip fabrication.
Is Ingredient Depot's Potassium Hydroxide Kosher certified?
Yes, our Potassium hydroxide is Kosher tested and certified from our manufacturer.
In what country is this KOH manufactured?
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➜ Certificate of Analysis


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The Phoenix Park is the most important site for birds in Dublin City. The expanses of semi-natural habitat offer cover, abundant food supplies and nesting sites. Recent surveys recorded seventy two species in the Park throughout the year, of which forty seven are breeding. The park supports twenty eight species of conservation concern in Ireland including four which are red listed. The total number of species found comprises 35% of the total number of species found in Ireland. The greatest density of birds was found in Dublin Zoo where the wild birds share in the food provided to its permanent residents. The lowest density was recorded along Chesterfield Avenue where noise and disturbance makes the area unattractive for birds.
Important features of bird biodiversity in The Phoenix Park include:
- Presence of fourteen species of conservation concern in Europe
- Presence of four species of bird under threat in Ireland. These are the Shoveller, Golden Plover, Black Headed Gull, and Herring Gull
- Presence of seventeen Amber listed species of medium conservation concern in Ireland. They include Tufted Duck, Coot, Stock Dove, Skylark and Swallow
- Breeding Kestrel and breeding Skylark. It is remarkable to find Skylark so near the city centre
- Presence of Jay and Stock Dove associated with woodlands. These species are an indicator of good old woodlands.
The Phoenix Park is an important site for bats in Dublin as its lakes, ponds, woodlands and grasslands support significant numbers of insects on which they feed, whilst buildings and old trees provide numerous roosting sites. At dusk, bats can be easily seen foraging over the lakes and ponds or along the tree lines or woodland rides within the Park. The greatest amount of bat activity is associated with Dublin Zoo.
Important features of bat biodiversity within The Phoenix Park include:
- Six of the ten bat species found in Ireland are present in the park including species of Pipistrelle not previously recorded in Dublin City. Natterers' and Whiskered Bats are also present.
- Evidence for large roosts at several locations (chimney in St Mary's Hospital Complex, Ordnance Survey Ireland, west of Dublin Zoo).
- Minor roosts in The Cooley Chapel in St Mary's Hospital Complex, The Park Superintendents Lodge and Magazine Fort.
Half of all species of terrestrial mammals found in Ireland can also be found in The Phoenix Park. They are principally found at the western end which is bounded by Farmleigh and Mount Sackville. Hares and red squirrel were present in the recent past but the former were disturbed by dogs and the latter have disappeared through competition with the grey squirrel.
Important features of mammal biodiversity in The Phoenix Park include:
- The established herd of 400-450 fallow deer descend from the original herd introduced in the 1660s.
- The presence of over 20 badger setts which are occupied by at least six social groups. They are concentrated around the edges of the Park. Badgers forage in grasslands and signs of digging for earthworms provide evidence of their presence.
- Other animals abundantly present in the Park include foxes, hedgehogs, rabbits, pygmy shrew, house mice, wood mice and brown rats.
A long established tradition of the use of the Park to support research on mammals and particularly deer. As a result staff, residents and visitors are very aware of mammals and there is considerable baseline data on the status of this group of animals.


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man 3 ls will only show you a man page for
ls in section 3 of the manual. Section 3 covers library functions; since there's (probably) no library function named
ls, it won't find anything.
man command without a section number searches the sections in a predefined order that I don't remember, but it's likely to be close to numerical order starting at 1. So
man ls will find the
ls man page in section 1, which covers user commands.
The sections (on my Ubuntu system) are:
1 Executable programs or shell commands
2 System calls (functions provided by the kernel)
3 Library calls (functions within program libraries)
4 Special files (usually found in /dev)
5 File formats and conventions eg /etc/passwd
7 Miscellaneous (including macro packages and conventions), e.g. man(7), groff(7)
8 System administration commands (usually only for root)
9 Kernel routines [Non standard]
Specifying the section can be useful for things that exist with the same name in more than one section. For example,
man printf will show you the man page for the
printf user command in section 1; to see the man page for the
printf function, use
man 3 printf. You'll often see these man pages referred to as
Stealing Borrowing from abernert's answer, it's common to see a user command (section 1) that's a wrapper for a system call (section 2) or library call (section 3) with the same name;
chmod are good examples of this.


Three years ago, San Marcos CISD trustees ended the district's random drug testing for student athletes and other extracurricular participants, saying it didn't seem necessary after only five students tested positive for illegal drug use in five years.
Fast facts
Starting again this school year, San Marcos High School students who participate in organized sports or other UIL competitions must agree to random drug screenings in order to participate. Here's the bottom line for students and parents:
What will they test for?
The tests will detect amphetamines and methamphetamine; barbiturates; marijuana; cocaine; hallucinogens such as LSD; opiates such as heroine; and phencyclidines such as PCP and angel dust.
Athletic director and new Rattler head football coach Mark Soto said the program will not test for steroids at the onset but that steroids or other performance enhancing drugs could be added later if the school board wants to pay additional costs.
What happens if I test positive?
First positive:
- Parents or guardians are notified and a conference is scheduled with school administrators and/or coaches. Student is notified of right to appeal result.
- Student is enrolled in the Rattler Respect counseling program, which can last up to 10 days.
- Student is suspended from competing in his sport or other competition for 45 days. She will still be required to practice and participate with the team but won't be allowed to take the field.
- Student is automatically tested each of the eight next random drug screening days.
Second positive:
- Student is expelled from extracurricular activities for the remainder of his high school careers.
But after "recent incidences with students involving the use of drugs and alcohol," as a memo to trustees said, board members voted unanimously this week to reinstate the program starting with the upcoming academic year.
They were urged to do so by Superintendent Mark Eads and athletic director Mark Soto, who said the precious few positive results turned up when students were last subjected to random screenings is a sign the program was effective in deterring drug use, not that it wasn't needed.
"It's important to this community along with other communities in the area. There's a prevalence of drugs in this area," Soto told board members during a regular meeting on Monday evening. "I think kids need to understand that this is not right. It's not okay to try. It's not okay to sample. We're trying to hold these kids to a higher level. We're trying to make them be more productive in society."
Board members adopted the drug testing requirement 5-0 with trustees Lupe Costilla and David Castillo absent.
Under the new policy, San Marcos High School students who participate in University Interscholastic League athletic or academic competitions — from athletics to One Act Play, drill team to debate — will be required to provide an urine sample on demand if their name is drawn on one of eight unannounced testing dates each school year.
A student who tests positive for any of tested drugs will be suspended for 45 days from competing in his sport or other activity during which time he will be required to complete a 10-day remediation program being called Rattler Respect. A student who tests positive a second time will be suspended from extracurricular activity for the remainder of her high school career.
"Some people may say that's harsh but it's setting a high standard. The standard is: 'If you use drugs, you can't play with us'," Eads said.
The tests will detect amphetamines and methamphetamine; barbiturates; marijuana; cocaine; hallucinogens such as LSD; opiates such as heroine; and phencyclidines such as PCP and angel dust. Soto said the program will not test for steroids but that steroids or other performance enhancing drugs could be added later if the board wants to pay for it.
School district staff is budgeting $13,000 to pay contractor Pinnacle Medical Management to randomly select 30 students — 15 women and 15 men — every month to be screened. In addition to the random pool, "there will be some individuals we can take the liberty of adding to the random list if we're suspicious," Eads said.
Between 2004 and 2009, San Marcos CISD randomly tested 60 students a month — 30 from the high school and 15 each from Goodnight and Miller middle schools. During those five years, 1,200 tests triggered initial positives but the vast majority of those instances — all but five — turned out to be because of prescription medication or other medical issues, the San Marcos Daily Record reported in 2010.
Based on scant evidence of illegal drug use among students yielded by the testing program, trustee Kathy Hansen, then the school board president, called the decision to end testing "a no-brainer" but said she was opened to bringing it back if officials decided it was worthwhile.
"If we start having problems we would certainly look at it again. I just don't think it's that serious a problem at the high school or we would have had a lot more positives," Hansen told the newspaper.
This time around, students and their parents will have a form they can use to disclose prescription or medical issues that could prompt a false positive. Even if the program identifies a relative few drug users to school officials, drug testing should be district policy from here on out, Eads said.
"Our goal is that we never get a positive test," Eads said. "And if we don't after a while have any true positives, that doesn't mean we should do away with it in a year or two. That means it's working."
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12 thoughts on "San Marcos CISD to restart random drug tests for student athletes, others
 1. If testing is a deterrent to a child with a problem, it is a deterrent to participation. Yet participation is an answer to those kids with problems, so I don't want to deter participation.
 Plus, throwing in UIL academic should make this unconstitutional. The supreme court opinion upholding random testing of kids relied upon the fact that student athletes showered together to mean they had less of an expectation of privacy. The debate team shouldn't be showering together, so they should still have an expectation of privacy (and respect).
 2. What about alcohol, which typically leaves the body very quickly? A student could get wasted every Friday night but be "clean" in time for Monday morning drug tests. They don't seem to be testing for alcohol, but if things are the same as they were when I went to SMHS, that's what most of the kids are doing on the weekends – especially the "popular" athletes. And there are other drugs that can also be metabolized and leave the body very quickly, like cocaine.
 I wonder how effective this truly is at both catching and deterring drug use. Perhaps the low rate of positives previously seen was a result of more kids drinking alcohol than doing meth or PCP.
 3. How about we leave the moral policing/socialization with the parents where it belongs? Now if some kid does something AT SCHOOL deal with it according to the established disciplinary rules, sure. But do we really want our school systems getting involved with whether or not a debater or point guard smokes pot on their own time over the weekend? How is this the school's responsibility?
 4. Implementing random drug testing will virtually wipe out the SMHS basketball and football teams (as last seasons issues with drug use did to the basketball team). As the football team is already predicted to fail again this season, why not invest the money instead into life-long-valuable programs dealing with character, goal setting, self-esteem, etc.? (Have any of you heard of the program "Above the Influence"?) It IS possible to make it through SMHS without joining the drug/alcohol culture so prevalent throughout this town, but it's difficult. I am thrilled that the school board is finally facing the facts of rampant drug use at the junior/senior high school levels.
 5. When a child is forced into government schools to learn the government mandated curriculum, a safe environment should be a minimum expectation. The alcohol and drug use is not just happening on the weekends, but during school, school functions and school trips: teachers drinking alcohol in soda cups during school trips, kids smoking weed in hotel rooms during school trips, kids smoking weed on campus are just a few examples. The parents of a couple of teen boys who were involved in the recent death of one of those boys probably wish random testing had never gone away. What are the stats on the relationship of drug use to drop outs?? Drug use is not done in a vacuum.
 6. Does the Explorers club still exist at SMHS? When I was a student there, it was widely known that the students in the Explorders club drank heavily on all the overnight camping trips. But, again, these drug tests won't catch alcohol use.
 I don't think these tests will deter drug use as much as they'll prompt students to drink instead because they know the alcohol will leave their systems in time to produce "clean" drug tests. Alcohol is also much easier and cheaper to get than illegal drugs: raid mom and dad's cabinets, have an older sibling or friend purchase, wait outside H-E-B and give a college kid a few bucks to purchase, go to parties at the college apartment complexes, etc. I knew people who did all of those things while I was a student at SMHS, and the majority of them were athletes and/or students in AP classes.
 7. Unless I missed something, our judicial system is (was) based on a theory of being innocent until proven guilty. Random drug testing, be it of


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2017 Volume 137 Issue 7 Pages 499-510
This study aims to quantitatively clarify the impact of large variable renewable energy (VRE) which is concentrated in some districts. Such districts will have difficulties to balance between power demand and supply, and keep the load frequency control (LFC) ability, and will be forced to curtail much VRE. Authors developed a simulation model to optimize generation mix and hourly operation of thermal and pumped hydro generation considering partial load efficiency, LFC supply and demand, and power transmission between districts. With this model, the authors obtained the following results on Japan's power system in 2030. (1) When VRE ratios to power system size are averaged, the VRE curtailment rates will much decrease. This way is difficult for wind power and other measures are required. (2) The curtailment rates can decrease a little by having some extra capacity of LNGCC though this is a very expensive way. (3) The capacity factors of LNGCC will be very low in some districts, and some incentives to hold LNGCC are required to use VRE stably.


How to Connect Multiple Headphones/Speakers to Your Laptop when Recording
When recording a track, it is always better to record with another person. This person can help you trigger the record controls, so you do not have to worry about anything else. You can focus on what you are recording and have better execution. When recording vocals, the room has to be silent as the mic may pick up any unnecessary audio. Good thing there is a way to connect multiple headphones so you and another person can hear the monitor without using a speaker that may interfere with the track.
There are several ways to connect multiple headphones or have various outputs. And here is how: The more advanced way to combine multiple outputs is to buy extra equipment such as a HEADPHONE AMP or MONITOR AMP. Both primarily work the same in terms of extending the output without compromising the quality of the sound. With these two options, the outputs will surely be accurate, depending on which monitors or headphones you use. There are some inexpensive ways to connect multiple outputs, but the quality of the sound won't be at its best. However, for a home music studio, these other options can be adequate.
There are many reasons for needing multiple outputs when recording audio. When you are recording vocals for a client, you will need a way to listen on the other end without loudspeakers interfering with the input signal. Some professional studios will have an isolated vocal booth. Still, since we are talking about home recording, we can't go to the trouble of modifying our bedroom.
You would not need multiple outputs when you are recording guitar tracks straight to the interface. The sound would not interfere as it is directly recording into your laptop or computer. Although you could use multiple headphone outputs for your computer with recording any instrument, it is ideal for recording instruments or vocals utilizing a microphone.
Another reason for having multiple outputs is because some serious music producers would like to listen and mix their tracks using different monitors. As you know, you will need excellent monitors to mix a track accurately. Your track is supposed to sound good on any speakers by whoever will be listening to it in the future. That is why intermediate record producers like to have multiple outputs. Although you can always switch up the outputs when you use different speakers, it is easier to have multiple outputs to save you the trouble.
NOTE: If you only need two outputs, the audio interface may work as it will already have a headphone jack output. The other output will come from your computer's headphone jack.
A headphone amp is essential if you will be recording some clients. It increases the outputs of your rig and lets you connect more headphones so that several people can monitor tracks at the same time. Not only will a headphone amp give you multiple outputs, but it can also give your volume a substantial boost, hence the word "amplifier." A headphone amp will also have a volume knob for each output so you can control the volume levels individually without adjusting the input and output from the laptop or device. Here are some examples of suitable headphone amps for your home recording studio:
(Price: $24)
The Behringer 4-channel stereo headphone amp is a tiny but useful device. It can fit anywhere in your bedroom music studio and would not take up too much space. You can use this device to connect up to four headphones. However, some reviews say that there is a little noise when you put the volume on max. However, for a small studio setup, this device should be adequate. Well, it is what you would expect for the meager price of $24.
(Price: $130)
If you are looking for a more reliable headphone and monitor amp, the PreSonus HP4 is the way to go. They come in different variants, the 4-channel, and the 6-channel. The 4-channel headphone amp is suitable enough for a home music studio, but The 6-channel option will have a lot more knobs and EQ. Unlike the Behringer HA400, this headphone amp will surely have minimal to no noise at all. It will cost a lot more, but if the quality is what you are after, the PreSonus is the way to go.
You can get the 6-channel variant for $300 that will feature six output channels and two line-level stereo inputs for all of you tech-savvy producers out there. Both inputs are routed for each headphone output.
(Price: $80)
This 4-channel stereo headphone amp has eight outputs with a mixture of ¼ and 1/8 inch inputs and outputs. It also features low noise and low distortion even if you crank up the volume to max. (which you will probably not need to do unless you are feeling quite rebellious) This compact product is ideal for any home or professional music studio.
Your tracks will sound different depending on the monitor. A monitor amp lets you connect more speakers for output. Dedicated music producers have this in this item in their studio to compare how their tracks sound like on different sets of monitors and speakers. Monitor amps and headphone amps are almost the same. You can use headphone amps for studio monitors, and vice versa.
One of the inexpensive ways to get multiple outputs is by using an audio splitter. An audio splitter will split the signal int two or up to four outputs. However, in recording, this example might not be effective if you are looking for quality. However, for listening to music on one device, an audio splitter would be enough. Unlike, headphone and monitor amps. An audio splitter will not have independent volume and EQ knobs. I do not recommend this for trying to mix in high quality. Still, it could be an option for just monitoring the recording of instruments and vocals.
Some headphones will have an output jack so you can connect a different set of headphones and hear the same output from a laptop or computer. Again, like the audio splitter, this method will only work effectively for monitoring and not for mixing and mastering. You would not have an individual volume knob for each, not unless your headphones will have its own knob.
If you only need two outputs for you and another person. An audio interface will work better than an audio splitter or headphone output. Most audio interfaces will have their own headphone input. Since audio interfaces connect to the computer via USB, you would have an extra output from the computer where you would usually connect your monitors. Make sure you go to your DAW's preferences and enable both outputs from your computer and the audio interface. You can also allow a Bluetooth output for a third channel if your laptop is equipped with Bluetooth.
Aside from the options mentioned, there are more ways you can have multiple headphones and monitor outputs for recording. Some mixers will have two or more outputs. The Behringer Xenyx Q502USB has four inputs, one headphone output, one two-track output, and a stereo output. That is a total of 3 outputs ideal for monitoring recording simultaneously. If you add the option of the output from your laptop, you get a total of 4 outputs. That is pretty much all you need, especially if you are just starting to learn home recording.
 - How can you record multiple inputs at once?
To record multiple tracks at once, you can either buy an audio interface with two or more inputs. You can also use a mixer with a USB output so you can record all the inputs straight to your computer. However, if you only need one input to record one instrument at a time, you can opt for a compact audio interface. They usually have one instrument input, and one microphone input with a preamp.
 - Are headphones better than studio monitors when mixing a track?
In my opinion, both are great for mixing a track. But if you have a set of excellent headphones, you can try to listen and mix the tracks with headphones, and remix it using monitors. The more types of speakers you can get the track to sound good on, the better the track will sound on any speaker. If you are just starting to build a home music studio, you can opt for studio monitors first. They have a more accurate sounding EQ that ranges from low to high.
 - What is a speaker simulator?
A speaker is a piece of computer software you can use to enhance your track and monitor it using a simulation of different speakers. One example is NOISEASH INC. For a price of $30, you have the option to mix and monitor your track on different types of speakers, making t radio-ready. Dropping hits start with the quality of the recording, so producers should not overlook this aspect when recording.
If you are a serious beginner who plans on taking your production skills to the next level, it is always better to invest in the gear you need. For us gearheads, no gear will ever be a waste once you know how to utilize it to its maximum capacity. Every piece of equipment you invest in will say so much about how serious and dedicated you are to your craft. Although some equipment maybe a little too much if you cannot utilize it to improve your work. With that being said, in this ever-changing world of music production, it is always nice to try out new things. I hope you learned something after reading this article. Have fun recording!
Recent Content


text:
Posted on 24 February 2011.
A new study on the Irish electricity system has revealed that the growing levels of wind generation on the Irish electricity network are not adding to the wholesale price of electricity. The report by grid operator EirGrid and the Sustainable Energy Authority of Ireland, uses detailed modelling tools to look in detail at the wholesale prices in the Irish electricity system in 2011, which has a total annual value of almost €2 billion
The analysis showed that wind generation lowers wholesale prices by over €70 million, which almost exactly offsets the costs of the Public Service Obligation (PSO) levy and other costs associated with the generation of wind energy. The study clearly demonstrates that wind energy is not contributing to higher wholesale electricity prices on the Irish electricity system.
Wind generators have high capital costs, but as they do not consume fuel they have no short-term costs. By displacing higher cost fossil fuel generation, wind energy tends to reduce the wholesale cost of producing electricity, the study has found. When balanced against other costs, the overall cost impact of wind is less than half of one percent, which is within the study's margin of error.
The increased use of wind energy on the Irish electricity system increases Ireland's security of supply and ensures a more diverse fuel supply in the long-term.
Dermot Byrne, chief executive of EirGrid, says: "Reliable, economic and sustainable power is crucial to Ireland's future. Renewable energy can play an important part in the energy mix but it is important to continuously look at the effect on prices of all sources of energy, in the interest of consumers. This report is a significant contribution to that."
Dr Brian Motherway, chief operations officer of SEAI.
Dr Brian Motherway, chief operations officer of SEAI, remarks: "It is important that our energy debates are based on solid facts and clear evidence. This detailed analysis answers an important question – that exploiting our strong wind energy resource comes at no additional cost. It is right that we keep a focus on energy costs, and it is very good news to see that we can capture the benefits of wind energy without having to pay extra for them. And as fossil fuel prices increase the economic benefits become more significant."
IWEA (Irish Wind energy Association) has today welcomed the publication of the Eirgrid/Sustainable Energy Authority of Ireland study. "The report is further proof that Ireland's most abundant and environmentally friendly natural energy resource, wind, can be harvested without any additional cost to the consumer," comments Dr Michael Walsh, chief executive of IWEA. "The study, we anticipate, will be supported by the findings of our own comprehensive report, titled 'The Impact of Wind on Pricing Within the Single Electricity Market', which will be published on March 1st. This report, which was conducted by international specialist energy consultancy Redpoint, follows an in-depth analysis of the impact that wind generation has on two components of consumer bills; electricity prices and renewable support."


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The overall goal of the innovation network XR-INTERACTION is the cross-partner implementation of research and development work on innovative technologies and applications of Extended Reality for social and cultural application areas.
Technological core areas of research and development work in the innovation network XR-INTERACTION
Technical development goals
The network pursues the development of holistic implementation chains from the digitization, transmission, display and interaction of virtual content to its embedding in scalable multi-user applications.
One of the network's implementation goals is to increase the experience of XR applications while simultaneously taking transmission and performance limitations into account. Therefore, the development and advancement of basic technologies for 3D-based recording (I) and real-time capable processing and transmission of real content (II), such as people, objects and environments, as well as for a presentation (III) and interaction (IV) based on these technologies is pursued. The technology-open approach integrates different technology areas from visual streaming, motion capturing, the creation of virtual environments and objects to AI. Another implementation goal focuses on improving and scaling social functions for joint interaction and collaboration. For this reason, corresponding infrastructure technologies are being developed that allow content to be distributed in a scalable manner and interactions to be implemented individually even for a large number of participants. The transfer of these technological approaches into innovative and marketable applications enables a holistic implementation chain and is part of the innovation strategy of the network.
Lines of development for use in social and cultural areas
Immersive and spatial computer technologies offer great potential, especially for retail. Products can be made tangible and social shopping experiences or consulting scenarios can be implemented. Both are lacking in current forms of digital commerce. Even if fully immersive virtual shopping experiences are still a long way off, spatial content can already enrich e-commerce with conventional end devices. That is why hybrid formats and accessibility that is as device-independent as possible also play a major role in the network.
Culture and Live Entertainment
Virtual technologies create a spatial and social experience of presence. A feeling of "being there" and "being together" is made possible, regardless of where one is located. This results in the possibility of participating in cultural activities regardless of location. Passive media consumption, which is dominated by current audio-visual media, can be supplemented by active forms of cultural and social participation. This opens up great potential for the culture and entertainment industry, but can also be applied to other events, such as trade fairs or sports events.


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Heard of hog fuel? The name might not be immediately familiar, but it's likely you've come across it somewhere, in some form.
A type of fuel made from the unprocessed waste debris, bark and organic matter produced as a result of commercial forestry, hog fuel is used to power things like boilers and dryers at industrial forestry facilities (as it is at Drax Biomass' pellet manufacturing plants). However, it has wider uses, such as for lining flower beds and garden paths, too.
In short, it's a valuable and versatile substance. But what else is there to know about hog fuel?
The most eye-catching thing about hog fuel is its name, and this has several possible origins. One is the instrument used to create it: a hammer hog – a machine made up of several spinning hammers that chip wood and wood fiber down into small, rough pieces. The other possible derivation is from Norway, where 'hogge' and 'hogde' literally mean 'chopped' (present and past tense respectively). There's no consensus on which of these origins hog fuel owes its name to, however – instead, it's likely indebted to both.
What it's made of
Like its porcine cousin the sausage, hog fuel can be made from a wide array of ingredients. However, all come from the forestry and wood products industries and are all thought of as waste products. The rule is, if a wood product isn't good for anything else, it's good for hog fuel.
Hog fuel includes bark, wood chippings, shavings and sawdust – all plentiful by-products of forestry and saw mills. Because hog fuel is often piled up outside, on the ground, dirt and even ice (in cold enough climates) can end up in the mix. However, an increasing amount of hog fuel customers are moving hog fuel to hoppers and bins, or at least a cement pad, to reduce foreign debris.
How it's used
The most common use of hog fuel is to power equipment used within the forestry industry. At Drax Biomass' pellet facilities this means it's used to fuel the massive dryers, which ensure wood chips have a moisture content of between 11.5% and 12% before being pelletized. Trucks travelling between forest and facility arrive at Drax's pellet plants throughout the day to deliver it, helping ensure nothing goes to waste from properly managed forests.
However, it also has uses beyond as a fuel. Its toughness and resilience makes it a great material for flooring outdoor areas likely to sustain heavy impact, like paddocks, dog tracks, and pathways.
Hog fuel may not be the most glamorous part of the forestry industry – neither its name nor its physical characteristics make it particularly attractive. What is, however, is how it turns a plentiful waste product into a useful, renewable fuel.


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In proof theory, proof nets are a geometrical method of representing proofs that eliminates two forms of bureaucracy that differentiates proofs: (A) irrelevant syntactical features of regular proof calculi such as the natural deduction calculus and the sequent calculus, and (B) the order of rules applied in a derivation. In this way, the formal properties of proof identity correspond more closely to the intuitively desirable properties. Proof nets were introduced by Jean-Yves Girard.
For instance, these two linear logic proofs are "morally" identical:
\vdash A, B, C, D
\vdash A B, C, D
\vdash A B, C D
\vdash A, B, C, D
\vdash A, B, C D
\vdash A B, C D
And their corresponding nets will be the same.
Correctness criteria[edit]
Several correctness criteria are known to check if a sequential proof structure (i.e. something which seems to be a proof net) is actually a concrete proof structure (i.e. something which encodes a valid derivation in linear logic). The first such criterion is the long-trip criterion[1] which was described by Jean-Yves Girard.
See also[edit]
 1. ^ Girard, Jean-Yves. Linear logic, Theoretical Computer Science, Vol 50, no 1, pp. 1–102, 1987


" preterites evolved through regular sound change from their Latin ancestors as follows:
SAPUI > saupi > Old Spanish sope
CAPUI > caupi > Old Spanish cope
POTUI > pouti > pudi > Old Spanish pude
POSUI > pousi > pusi > Old Spanish puse
Note that of all of these Old Spanish preterites, only those of poder and poner had the vowel u in their stem. It was the preterite of these two verbs, and in particular, pude, that influenced the final change in all the others. That is, pude (and perhaps puse) caused Old Spanish ove, tove, estove, sope, and cope to shift to uve (now spelled hube), tuve, estuve, supe, and cupe.
QUESTION: Why is veía, and not *vía, the imperfect form of ver?
Because in Old Spanish the verb was veer, like leer and creer. Thus we have in modern Spanish veía, like leía and creía. Old Spanish veer later contracted to ver, while leer and creer have not.
QUESTION: Why are era, eras, etc. the imperfect forms of ser, and iba, ibas, etc. the imperfect forms of ir?
Because both sets of forms continue the Latin paradigms with very little, though regular, sound change, as shown below:
ESSE "to be" ser
ERAM ERAMUS era éramos
ERAS ERATIS > eras erais
ERAT ERANT era eran
IRE "to go" ir
IBAM IBAMUS iba íbamos
IBAS IBATIS > ibas ibais
IBAT IBANT iba iban
QUESTION: Why do the present tense forms of ir look like forms of the -ar verbs?
The present tense of this verb is actually made up of forms from two different Latin verbs, namely, IRE "to go", and VADERE "to go quickly". Some of the forms of IRE became, through regular sound change, too short, and were replaced by forms of VADERE. The forms of VADERE should have actually evolved like those of CADERE (Spanish caer "to fall"), yielding *vaes, *vae, etc., but did not. Instead, because of analogy with forms of the verb DARE "to give", Spanish dar, we find in the earliest Old Spanish texts, the forms vo, vas, va, and van (like Old Spanish do, das, da, dan from Latin DO, DAS, DAT, DANT). In fact, in Old Spanish, the entire paradigm was: vo, vas, va, imos, ides, van, showing two other forms originally from IRE, namely, imos < Latin IMUS, and ides < Latin ITIS. These were eventually replaced by vamos, vais (in the mid-15th century). The only other change from there was Old Spanish vo > modern Spanish voy, explained below.
QUESTION: Why do the verbs voy, soy, doy, and estoy end in -y?
These forms descended from Latin SUM, VADO, DO, STO, which, through regular sound change, evolved to so, vo, do, estó in Old Spanish. The syntactic combinations of these verbs with the postposed subject pronoun, i.e., so yo, do yo, vo yo, estó yo, eventually produced articulations such as soy yo, doy yo, voy yo, estoy yo, while they remained unchanged if the pronoun came before or did not appear at all. After many generations, however, the verbs themselves, that is, even without the postposed subject pronoun, were reinterpreted by speakers as soy, doy, voy, estoy. The reason why this did not occur with other verbs, for example, digo yo, creo yo, etc., is because the final -o of these is unstressed, whereas the final -o of Old Spanish so, vo, do, estó was indeed stressed. It was the stressed nature of the final vowel of these forms that attracted an element of the pronominal form yo to them.
QUESTION: Why do all three conjugations (-ar, -er, -ir) have the same endings in the future? (This phenomenon applies to Portuguese, French, and Italian as well.)
Because, historically, the future forms are really a combination of the infinitive + the verb haber (Old Spanish aver). Haber was often used in place of, or where one would expect in modern Spanish, tener. If one said he/she had to do something, this obligation carried an implied futurity. There was then a shift in meaning: hablar (h)é con él "I have to speak with him" > "I will speak with him".
QUESTION: Why do some verbs, like morir, poner, escribir, etc., have irregular past participles?
Because these were "irregular" in Latin. For example, the forerunner of Spanish escrito was Latin SCRIPTUM, which evolved regularly as follows:
SCRIPTUM > iscriptu > escritto > escrito
Note the English derivatives, scripture, script, manuscript (manu "hand" + script "written").
We provide below a list of the most common "irregular" past participles of Spanish along with their Latin ancestors and English derivatives:
Infinitive Spanish Latin English derivatives
Morir muerto MORTU(U)M mortuary, mortician
Poner puesto POS(I)TUM position, posit, post
Ver visto VIS(T)UM vision, visor, visual
Infinitive Spanish Latin English derivatives
Escribir escrito SCRIPTUM scripture, (manu)script
Abrir abierto APERTUM aperture, apertural
Romper roto RUPTUM rupture, errupt
Through the Latin connection and association with the English derivatives, students may more readily remember the -t- or -st- element of the past participle, thus avoiding the common errors *morido, *ponido, *escribido, etc.
QUESTION: Why does Spanish have the letter h if it is never pronounced?
There are three reasons.
First, Latin had some words that began with h-, and this letter was pronounced as it is in English. It soon ceased to be pronounced, so that the Latin words beginning with this letter appear in the oldest Spanish texts without it. For example, Latin HABERE "to have" > Old Spanish aver. The h- was eventually replaced to make these Spanish words look more like Latin in the hope that Spanish would attain the same level of prestige. Thus, Old Spanish aver, for example, was given a new spelling, haber (note that the b, which has changed to v in some texts and u in others, was also replaced.).
Second, many Latin words that began with f- underwent a change from Old to modern Spanish in which this sound came to be pronounced like h, and eventually, like the original Latin H, not at all. For example, FABULARE "to tell fables" > Old Spanish fablar "to speak" > Late Medieval Spanish hablar (in which the h was pronounced like the h of English) > modern Spanish hablar (in which the h is no longer pronounced). The now silent h- has simply been retained.
Third, in Old Spanish, the letter u could represent either a vocalic or consonantal element. Thus, the Old Spanish spelling, ueuo, could have represented either the word for "egg", or "I drink". In order to indicate that the word-initial u- was a vowel, scribes adopted the practice of adding a silent h- (which was never part of the Latin spelling). Thus, ueuo, when meaning "egg" (< Latin OVUM), was later written hueuo to indicate the vocalic nature of the u-, and eventually, huebo. The word ueuo, when meaning "I drink", was eventually respelled bebo, again, to give it a more Latin look, cf. Latin BIBO "I drink". Another example is Latin OSSUM "bone" > Old Spanish ueso (which could also be pronounced like beso "kiss") > hueso.
One notes that French also employed h- for the same reason: Latin OCTO "eight" > Old French uite (which was also the old spelling for modern French vite "quickly") > modern French huite "eight".


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Each learning objective is met with assessment strategies, exercises, content, subject matter analysis, and interactive activities.


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CC Ādi 16.32
śuniluṅ phāṅkite tomāra śiṣyera saṁlāpa
There are many schools of grammar in the Sanskrit language, the most famous of which are the systems of Pāṇini and the Kalāpa and Kaumudī grammars. There were different branches of grammatical knowledge, and a student of grammar was supposed to study them all in twelve years. Caitanya Mahāprabhu, who was famous as Nimāi Paṇḍita, taught grammar to His students, who became expert in dealing with the word jugglery of complicated grammar. Almost anyone expert in studying grammar interprets the śāstras in many ways by changing the root meanings of their words. A student of grammar can sometimes completely change the meaning of a sentence by juggling grammatical rules. Keśava Kāśmīrī indirectly taunted Lord Caitanya Mahāprabhu by implying that although He was a great teacher of grammar, such grammatical jugglery of root meanings did not require great expertise. This was a challenge to Śrī Caitanya Mahāprabhu. Because it was prearranged that Keśava Kāśmīrī would have to discuss the śāstras with Nimāi Paṇḍita, from the very beginning he wanted to bluff the Lord. Thus the Lord replied as follows.


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In string theory, a worldsheet is a two-dimensional manifold which describes the embedding of a string in spacetime. The term was coined by Leonard Susskind around 1967 as a direct generalization of the world line concept for a point particle in special and general relativity.
The type of string, the geometry of the spacetime in which it propagates, and the presence of long-range background fields (such as gauge fields) are encoded in a conformal field theory defined on the worldsheet. For example, the bosonic string in 26-dimensional Minkowski space has a worldsheet conformal field theory consisting of 26 free scalar fields. Meanwhile, a superstring worldsheet theory in 10 dimensions consists of 10 free scalar fields and their fermionic superpartners.


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Reduces the size of the backup and restore history tables by deleting the entries for backup sets older than the specified date. Additional rows are added to the backup and restore history tables after each backup or restore operation is performed; therefore, we recommend that you periodically execute sp_delete_backuphistory.
The backup and restore history tables reside in the msdb database.
|Applies to: SQL Server ( SQL Server 2008 through current version).|
sp_delete_backuphistory [ _USER_ = ] 'oldest_date'
[ _USER_= ] 'oldest_date'
Is the oldest date retained in the backup and restore history tables. oldest_date is datetime, with no default.
Return Code Values
0 (success) or 1 (failure)
sp_delete_backuphistory must be run from the msdb database and affects the following tables:
The physical backup files are preserved, even if all the history is deleted.
Requires membership in the sysadmin fixed server role, but permissions can be granted to other users.
The following example deletes all entries that are older than January 14, 2010, 12:00 A.M. in the backup and restore history tables.
USE msdb; GO EXEC sp_delete_backuphistory _USER_ = '01/14/2010';


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The World Academy of Tirana (WAT) is authorized to provide the IB Primary Years Programme (PYP) (ages 3-11). After completion of the PYP Programme, WAT students continue to our IB Middle Yeas Programme (MYP) (ages 11-15).
The PYP curriculum has an international perspective where we recognize and welcome the diversity of student experiences and backgrounds. A PYP school strives to develop globally minded students who demonstrate the attributes of the IB Learner Profile. At WAT, we believe that by sharing experiences in the classroom setting and beyond, students can develop their awareness and understanding of the experiences of others beyond the local or national community.
At the heart of the programme is a commitment to structured inquiry as the leading vehicle for learning. Six transdisciplinary themes provide the framework for the exploration of knowledge and teachers and students are guided by these themes as they design curricular units for exploration and study. Students explore subject areas through these themes. In doing so they develop an understanding of important concepts, acquire essential skills and knowledge, develop particular attitudes and learn to take socially responsible action. The core curriculum is taught by the class teacher, while other subject such as music, French, Albanian, ELL and physical education are taught by specialist teachers.
Transdisciplinary themes
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Do My Salinon Class Checklist
Do My Salinon Class
Do My Salinon Class
A "Salinon Class" QE" is a standard mathematical term for a generalized constant expression which is utilized to resolve differential equations and has options which are routine. In differential Class fixing, a Salinon function, or "quad" is utilized.
The Salinon Class in Class type can be revealed as: Q( x) = -kx2, where Q( x) are the Salinon Class and it is an essential term. The q part of the Class is the Salinon consistent, whereas the x part is the Salinon function.
There are four Salinon functions with appropriate solution: K4, K7, K3, and L4. We will now look at these Salinon functions and how they are resolved.
K4 - The K part of a Salinon Class is the Salinon function. This Salinon function can also be written in partial portions such as: (x2 - y2)/( x+ y). To resolve for K4 we multiply it by the right Salinon function: k( x) = x2, y2, or x-y.
K7 - The K7 Salinon Class has an option of the kind: x4y2 - y4x3 = 0. The Salinon function is then increased by x to get: x2 + y2 = 0. We then need to multiply the Salinon function with k to get: k( x) = x2 and y2.
K3 - The Salinon function Class is K3 + K2 = 0. We then multiply by k for K3.
K3( t) - The Salinon function equationis K3( t) + K2( t). We increase by k for K3( t). Now we multiply by the Salinon function which offers: K2( t) = K( t) times k.
The Salinon function is also known as "K4" because of the initials of the letters K and 4. K implies Salinon, and the word "quad" is pronounced as "kah-rab".
The Salinon Class is among the main techniques of fixing differential formulas. In the Salinon function Class, the Salinon function is first multiplied by the suitable Salinon function, which will give the Salinon function.
The Salinon function is then divided by the Salinon function which will divide the Salinon function into a genuine part and a fictional part. This provides the Salinon term.
Finally, the Salinon term will be divided by the numerator and the denominator to get the quotient. We are left with the right hand side and the term "q".
The Salinon Class is an important idea to understand when resolving a differential Class. The Salinon function is simply one technique to fix a Salinon Class. The techniques for fixing Salinon formulas consist of: particular worth decay, factorization, ideal algorithm, numerical option or the Salinon function approximation.
Hire Someone To Do Your Salinon Class
If you wish to end up being knowledgeable about the Quartic Class, then you need to first start by looking through the online Quartic page. This page will show you how to utilize the Class by using your keyboard. The description will likewise show you how to create your own algebra formulas to assist you study for your classes.
Before you can understand how to study for a Salinon Class, you should first understand the use of your keyboard. You will discover how to click on the function keys on your keyboard, as well as how to type the letters. There are 3 rows of function keys on your keyboard. Each row has four functions: Alt, F1, F2, and F3.
By pressing Alt and F2, you can increase and divide the worth by another number, such as the number 6. By pushing Alt and F3, you can utilize the 3rd power.
When you press Alt and F3, you will type in the number you are trying to multiply and divide. To increase a number by itself, you will press Alt and X, where X is the number you want to increase. When you press Alt and F3, you will type in the number you are attempting to divide.
This works the same with the number 6, except you will just key in the two digits that are 6 apart. Lastly, when you press Alt and F3, you will utilize the 4th power. However, when you press Alt and F4, you will utilize the real power that you have actually found to be the most appropriate for your problem.
By utilizing the Alt and F function keys, you can increase, divide, and then utilize the formula for the third power. If you require to increase an odd variety of x's, then you will require to go into an even number.
This is not the case if you are attempting to do something complex, such as increasing two even numbers. For instance, if you wish to multiply an odd number of x's, then you will require to enter odd numbers. This is particularly true if you are trying to figure out the answer of a Salinon Class.
If you wish to transform an odd number into an even number, then you will need to push Alt and F4. If you do not know how to multiply by numbers on their own, then you will need to use the letters x, a b, c, and d.
While you can multiply and divide by utilize of the numbers, they are much easier to utilize when you can take a look at the power tables for the numbers. You will need to do some research study when you initially start to utilize the numbers, however after a while, it will be second nature. After you have actually produced your own algebra equations, you will be able to develop your own multiplication tables.
The Salinon Formula is not the only way to resolve Salinon formulas. It is very important to learn more about trigonometry, which uses the Pythagorean theorem, and then utilize Salinon formulas to solve problems. With this technique, you can learn about angles and how to resolve issues without having to take another algebra class.
It is necessary to try and type as quickly as possible, due to the fact that typing will help you learn about the speed you are typing. This will assist you compose your answers faster.
Hire Someone To Take My Salinon Class
Take My Salinon Class
A Salinon Class is a generalization of a linear Class. For example, when you plug in x=a+b for a given Class, you obtain the worth of x. When you plug in x=a for the Class y=c, you obtain the worths of x and y, which offer you an outcome of c. By using this basic concept to all the formulas that we have tried, we can now resolve Salinon equations for all the worths of x, and we can do it quickly and efficiently.
There are lots of online resources offered that offer totally free or economical Salinon equations to resolve for all the worths of x, consisting of the cost of time for you to be able to make the most of their Salinon Class project aid service. These resources normally do not require a subscription charge or any kind of financial investment.
The answers supplied are the result of complex-variable Salinon formulas that have been fixed. This is also the case when the variable used is an unidentified number.
The Salinon Class is a term that is an extension of a direct Class. One benefit of using Salinon formulas is that they are more basic than the direct formulas. They are simpler to fix for all the worths of x.
When the variable utilized in the Salinon Class is of the kind x=a+b, it is simpler to fix the Salinon Class due to the fact that there are no unknowns. As a result, there are less points on the line specified by x and a continuous variable.
For a right-angle triangle whose base points to the right and whose hypotenuse indicate the left, the right-angle tangent and curve graph will form a Salinon Class. This Class has one unknown that can be found with the Salinon formula. For a Salinon Class, the point on the line specified by the x variable and a continuous term are called the axis.
The existence of such an axis is called the vertex. Since the axis, vertex, and tangent, in a Salinon Class, are a given, we can find all the worths of x and they will sum to the provided worths. This is attained when we use the Salinon formula.
The aspect of being a continuous factor is called the system of formulas in Salinon equations. This is in some cases called the main Class.
Salinon equations can be resolved for other worths of x. One way to resolve Salinon formulas for other worths of x is to divide the x variable into its element part.
If the variable is given as a positive number, it can be divided into its aspect parts to get the normal part of the variable. This variable has a magnitude that amounts to the part of the x variable that is a constant. In such a case, the formula is a third-order Salinon Class.
If the variable x is negative, it can be divided into the same part of the x variable to get the part of the x variable that is multiplied by the denominator. In such a case, the formula is a second-order Salinon Class.
Option assistance service in resolving Salinon


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2-6, see text
The Sardinian Warbler (Sylvia melanocephala) is a common and widespread typical warbler from the Mediterranean region. Like most Sylvia species, it has distinct male and female plumages. The adult male has a grey back, whitish underparts, black head, white throat and red eyes. Plumages are somewhat variable even in the same locality, with the intensity of a reddish hue on upperand/or underside varies from absent to (in some subspecies) pronounced. The female is mainly brown above and buff below, with a grey head. The Sardinian Warbler's song is fast and rattling, and is very characteristic of the Mediterranean areas where this bird breeds.
Taxonomy and systematics
Together with Menetries' Warbler it forms a superspecies. Both thave white malar areas and light throats, and otherwise black theads in adult males, as well as a naked ring around the eye. The Subalpine Warbler, which seems the superspecies' closest relative, has a dark throat and breast and a dark gray upper head in males, but otherwise shares these characters. These three species are related to a dark-throated superspecies consisting of Rüppell's Warbler and the Cyprus Warbler, which also share the white malar area with blackish above.
The geographical variation in the Sardinian Warbler conforms to some extent with Gloger's Rule, though not as strongly as in some other typical warblers. The validity of leucogastra and norissae is not accepted by some authors, and valverdei has been described very recently. On the other hand, leucogastra might be more than one subspecies.
- Sylvia melanocephala melanocephala (Gmelin, 1789)
- Iberia across the northern Mediterranean to western Turkey. Extends into the Maghreb from Iberia, and into Libya from Italy via Sicily. Migrates to the Sahel and oases in the Sahara in winter.
- Large, long wings, tail tip rather pointed. A dark form, usually lacking any reddish in males but flanks extensively grey. Females' uppersides vary between deep olive brown and greyish olive.
- Sylvia melanocephala leucogastra (Ledru, 1810) - often included in melanocephala; phylogenetic status requires review
- Canary Islands, resident, probably some vagrancy between eastern islands and Maghreb.
- Medium size, short-winged and large-billed. Tenerife and La Palma (western) birds are most distinct, being dark above with some rusty/beige hue on the underside in males. Eastern birds (Fuerteventura, Lanzarote and Gran Canaria) are more like melanocephala and momus but differ in measurements.
- Sylvia melanocephala momus (Hemprich & Ehrenberg, 1833)
- Near East. Resident, some local movements.
- Smallish, short-winged. Varies between brownish grey and rusty above; underside almost always has reddish hue. Females rusty to rusty olive.
- Sylvia melanocephala norissae Nicoll, 1917: Fayyum Warbler - probably only a local morph of momus
- Sylvia melanocephala valverdei Cabot & Urdiales, 2005 - recently split from melanocephala
Distribution and habitat
It breeds in the southernmost areas of Europe and just into Asia in Turkey and the eastern end of the Mediterranean. This small passerine bird, unlike most "warblers", is not particularly migratory, but some birds winter in north Africa, and it occurs as a vagrant well away from the breeding range, as far as Great Britain.
Behaviour and ecology
This is a bird of open country and cultivation, with bushes for nesting. The nest is built in low shrub or brambles, and 3-6 eggs are laid. Like most "warblers", it is insectivorous, but will also take berries and other soft fruit.
- Cabot, J. & Urdiales, C. (2005): The subspecific status of Sardinian Warblers Sylvia melanocephala in the Canary Islands with the description of a new subspecies from Western Sahara. Bull. B.O.C. 125(3): 165-175.
- Helbig, A.J. (2001): Phylogeny and biogeography of the genus Sylvia. In: Shirihai, Hadoram: Sylvia warblers: 24-29. Princeton University Press, Princeton, N.J.. ISBN 0-691-08833-0
- Jønsson, Knud A. & Fjeldså, Jon (2006): A phylogenetic supertree of oscine passerine birds (Aves: Passeri). Zool. Scripta 35(2): 149–186. doi:10.1111/j._PHONE_.2006.00221.x (HTML abstract)
|Wikimedia Commons has media related to: Sylvia melanocephala|


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As I'm trying to read through Readwithtajweed, I am confused about the meaning of harakat / count, in regards to Madd.
What is 1 (or 2,3, etc.) count? I've read that it is equivalent to seconds (1 count = 1 second). Are count durations relative to the speed with which I read, like beat/rhythm in music?


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Charged-Higgs production in the Two-Higgs-doublet model — the τ ν channel
MetadataShow full item record
We update the allowed parameter space of the CP-violating 2HDM with Type II Yukawa couplings, that survives the current experimental and theoretical constraints on the model. For a representative set of allowed parameter points, we study the production of charged Higgs bosons, both at the LHC at 14 TeV and at a possible future hadronic collider at 30 TeV. Two classes of production mechanisms are considered, "bosonic" (pp → H ± W ∓ X) and "fermionic" (pp → H + t(b)X). After commenting on our previous H ± → W ± H 1 investigation, we focus on the tauonic decay mode, H ± → τ ν, performing a detailed signal-over-background analysis at the parton level. The increased features provided when considering CP violation, i.e., the extension of the parameter space and the mixing of the would-be CP-odd scalar boson, only marginally increase the discovery prospects, which remain very challenging both when increased luminosities and higher energies are considered.
CitationJournal of High Energy Physics (JHEP) 2015, 2015:83
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