drugs in.
Although many people would think the crystal meth epidemic in Hawaii would affect the local surfer population, it hasn't had much impact. Some of the latest NDIC reports say there could be over 120,000 meth addicts in Hawaii, so with a total population of about 1.2 million, that means about 10 percent of the population is using meth.
Over 35 percent of the males who're jailed in Honolulu test positive for meth, and this percentage is higher than any other location in America. Although it hasn't had a direct impact, meth has indirectly affected the Hawaiian surfing community. A lot of women in Hawaii trade sexual services in exchange for crystal meth. There is a lot of drug-related prostitution taking place in Hawaii, and this doesn't sit very well with the tourism boards.
The Drug Mortality Rate in Hawaii
Regarding the drug overdose mortality rate, Hawaii is 34th on the list. About 11 out of every 100,000 Hawaiians are killed from a drug overdose. A large percentage of these overdose deaths are the result of prescription drug abuse.
Since 1999, the percentage of people killed by a drug overdose has increased by 68 percent. Sadly, the state also scores very low for strategies implemented to curb the abuse of prescription drugs.
The Sharp Rise In Drug-related Deaths
Recently, there has been a sharp rise in the number of people who've died from drug abuse in Hawaii. Since 1979, the overdose mortality rate has increased to three times what it used to be. Due to the great accessibility of prescription drugs in Hawaii, most of the fatal overdoses are caused by the abuse of these medications.
Hawaii happens to be just one of 29 different states where more residents are killed by a drug overdose than automobile accidents. For many health officials, this is a serious wakeup call. In 2010, 10 out of every 100,000 residents were killed in automobile accidents while many more were killed by a fatal drug overdose.
Controlling Drugs in Hawaii
The latest statistics show that a whopping 10 percent of Hawaiian residents have used some illicit drug in the last month while the national average still sits at about 8.8 percent. In Hawaii, the majority of drug treatment admissions are for stimulants and marijuana, so it's easy to see that meth and marijuana are still the biggest drug problems in Hawaii.
About 42 percent of the treatment admissions are for methamphetamine and similar stimulants, and about 43 percent of treatment admissions are for marijuana. The remaining treatment admissions were for all other types of drugs. Hawaii deals with probationers in a special way.
It has what is called a HOPE Probation program. To prevent probationers from continuing to use drugs, the HOPE program uses frequent drug testing and swift, modest sanctions.
When compared with a control group, 72 percent of Hawaiians enrolled in the HOPE program were not as likely to use drugs again. Since it has been very successful, the HOPE program is being implemented by Nevada, Alaska, Florida and several other states.
Drug Trends in Hawaii
In the latest study for drug trends, about 10 percent of all Hawaiians have used some illicit substance in the month before the study. The study also shows that about 3.5 percent of Hawaiians used an illicit substance besides marijuana in the same period. These days, drug overdoses are killing more Hawaiians than automobile accidents.
Drug Treatment Data
Currently, most Hawaiians are seeking preliminary drug treatment for stimulants, and out of this group, meth is used even more than cocaine.
Almost as many Hawaiians are seeking drug treatment for hashish and marijuana. Almost half of all of the Hawaiians seeking drug treatment are trying to get treated for marijuana abuse. Although cocaine use has decreased over the last few years, it's still a top drug that Hawaiians are seeking treatment for.
Drug Trends for Crystal Meth in Hawaii
The familiar name for crystal methamphetamine is ice, and currently, this is the most popular drug in Hawaii. The transportation, usage, and sale of this drug have completely devastated Hawaii. Its most noticeable effect has been on the Hawaiian society. As evidenced in other states, crystal meth tears families apart and causes an explosion in street violence.
Every year, this drug extracts millions of dollars from the local economy, and it destroys the lives of many youngsters in Hawaii. Crystal meth also takes a significant toll on Hawaiian healthcare and criminal justice systems. Statistics show that crystal meth has had a profound impact on the crime rate in Hawaii, and it has caused the crime rate to spike.
Over 90 percent of all of the property crimes in Hawaii are directly or indirectly influenced by crystal meth. A lot of homicides, hostage situations and other violent crimes in Hawaii are linked to meth use. About 90 percent of the child abuse cases in Hawaii are also linked to meth use.
The number of assaults against Hawaiian police officers has increased by 500 percent over the last few years, and law enforcement officials attribute this increase to the steady rise of crystal meth use in the state. Aside from significantly increasing the crime rate, crystal meth has also caused the local economy to take a massive hit. Meth has even taken a stab at the social image of Hawaii.
Each year, Hawaiian authorities spend nearly 500 million dollars on counseling, education and other programs that are needed to reduce the meth epidemic. Thousands of Hawaiian residents are addicted to crystal meth, and some residents spend as much as $170 on the drug every day.
Experts say that the meth problem is even damaging the natural Hawaiian environment. The FBI says that the meth problem in Hawaii has deep ties to organized crime and that the problem goes much deeper than anybody could've imagined. The majority of the meth that flows into Hawaii comes from California and Mexico, and it's smuggled into the state through large trafficking organizations.
Drug Distribution in Hawaii
The wealth of drugs that get smuggled into Hawaii is distributed through many outlets. Independent distributors are primarily responsible for moving the drugs throughout the major Hawaiian Islands. However, a large portion of the drugs is distributed through beach-front sites, street corners, and night clubs.
It should be obvious that drugs continue to be a major problem in Hawaii, and the FBI, in partnership with several other government agencies, are implementing some different strategies that are aimed at eliminating the drug epidemic in Hawaii. If swift action is not taken by officials, the drug problem in Hawaii could completely destroy the social image of this tropical paradise.
Drug Rehab Facilities Can Help Addicts
Drug rehab facilities aim to help addicts and their loved ones cope with addictions, and learn to live a life free of addiction. Get connected with a drug treatment center by calling toll-free!
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RE: What is a cleanroom?
What is a cleanroom and why are they called clean rooms?
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A cleanroom is a controlled environment where products are manufactured. The cleanroom provides an aseptic environment in which the concentration of airborne particles is controlled to specified limits. These limits are defined by the nature of the process or production happening within the environment. Within the cleanroom environment, air particles are measured in microns or micrometers. Micron-sized particles are smaller than a living cell and can be seen only with the most powerful microscopes. To achieve the required environmental conditions deemed necessary by the cleanroom production, the air in a cleanroom is purified using High Efficiency Particulate Air (HEPA) filters. Air is forced through the filters, which remove particles as small as 0.5 microns. The filtration system depends upon the required level of cleanliness. Cleanrooms are controlled environments in which contaminants, temperature, pressure, static, humidity or other elements are controlled even if adherence to a cleanroom standard is not required.
Answered on May 17, 2017.
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Image: Variable Pressure SEM
Variable Pressure SEM
Scanning Electron Microscope (SEM)
Zeiss EVO LS 15 SEM: Variable Pressure SEM
The Variable pressure SEM allows the examination of surfaces of almost any specimen, wet or dry, insulating, uncoated and untreated because the environment around the specimen no longer has to be at high vacuum. The environment can be water vapour or other gases in the pressure range from 10 to 3,000 Pa.
When the Pressure Limiting Apertures are fitted in the final aperture of the column, a controllable amount of gas molecules, usually air, can be introduced into the specimen chamber whist maintaining a good vacuum in the electron optical column and the electron gun. Collisions between the high energy electrons of the beam and the gas molecules will cause the gas to ionise. The positive ions that are produced will neutralise the negative charge that has formed on the surface of an insulating material and will enable disturbance free images of the specimen to be obtained. The secondary electrons (SE) and backscattered electrons (BSE) passing through the gas will interact with the molecules and cause photos of light to be emitted. These photons can be collected by a VPSE detector or a BSE detector to give an image of the surface of the specimen similar to that produced by SE and BSE detectors under high vacuum.
The introduction of water into the chamber slows down the dehydration of specimens containing water and helps maintain the shape of the specimen.
Martin Pueschel
© Australian Museum
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We Show You How To Prepare Perfect Vegetables
In this article, we take a look at how to prepare vegetables, including tips on skinning tomatoes and preparing globe artichokes for cooking.
How to Chop Onions
 1. Chop off the neck of the onion, but do not cut off the root end.
 2. Peel the onion, by scoring down its side, then removing the skin and first layer of flesh. Try peeling it under running water to prevent the release of the sulphuric compounds that may make your eyes water.
 3. Halve the onion through the root and lay it cut side down.
 4. Slice down into narrow strips, cutting from tip end towards the root end – do not let the strips fall apart.
 5. Holding the half onion together, cut across the strips, at right angles to the first cuts.
 6. Remove the root end and the onion will fall into dice.
How to Revive Wilted Lettuce
Wilted lettuce leaves may be revived using the following method:
 1. Place the leaves in a bowl of warm water; this will open up the pores of the lettuce so that they become full of water.
 2. After soaking for 10 minutes, plunge the leaves into a bowl of ice water; this will close the lettuce pores, sealing the water in.
How to Skin a Tomato
 1. Place the tomato in hot water for 1 minute.
 2. Remove from water and then peel the soft skin away from the wet tomato.
Alternative Method
 1. Hold the tomato over a gas flame until the skin chars.
 2. Remove from flame and then peel away the charred skin from the tomato.
Preparing Avocados
 1. Cut the avocado in half lengthways all the way round and down to the stone.
 2. Twist the two halves in opposite directions and pull them apart.
 3. Using the point of a knife, lift out the stone and remove it.
 4. Avocado flesh will soon start to turn brown after it has been cut, so you should only prepare it just before you are ready to serve. Alternatively, sprinkle lemon or lime juice over its surface to prevent it from discolouring. This is particularly important for purÃ©ed dishes such as guacamole.
Preparing Garlic
 1. Separate the garlic into cloves, then lay one clove on a chopping board.
 2. Take a broad-bladed knife or cleaver, lay it sideways on the clove and pound it once with your fist. The garlic skin will easily pull away.
 3. Continue chopping, mashing or crushing as required. If the garlic clove has a green shoot inside, you should remove it before preparing any further, as it has a bitter taste.
 4. Whether you chop the cloves, mash them under the flat of a knife, or crush them in a garlic press is a matter of taste: the finer the result, the more of the pungent oils are released. In this way, crushing the garlic clove will give a more intense flavour than slicing.
Preparing Globe Artichokes
When working with globe artichokes, rub all cut surfaces with juice from lemon halves to prevent discoloration.
 1. Snap off the stalk of the artichoke at the base, pulling out the fibres with it.
 2. Bend a large lower leaf over towards the base until it snaps, and then pull it off. Snap off all the large outer leaves in the same way.
 3. Cut off the cone of paler green, soft inner leaves, by cutting straight across just above the hairy choke.
 4. Using a small knife, trim away all the dark green parts from around the base and sides of the artichoke. When you have finished, the artichoke should be a neat round shape.
 5. Using a teaspoon, scoop out the hairy choke in the centre.
 6. Either plunge the artichoke heart in water acidulated with lemon juice to prevent discoloration, or cook it immediately.
Preparing Leeks
 1. Trim off the roots and any tough, outer green leaves.
 2. Cut the leek in half lengthways.
 3. Rinse the halved leek under cold running water until all traces of grit and soil have been removed. You may need to loosen the leaves gently so that the water can run right into the furled vegetable.
 4. Cut into lengths or slices as desired.


If you want your finish to enrich the colors of that bland mahogany, try this recipe. To understand how to finish mahogany, one must know its history. In this article, professional finisher Jeff Jewitt explains why mahogany stock used to look so much better than it does now, and then offers tips on how to improve the appearance of today's wood. Start by filling wormholes, sand it, lay on some water-soluble dye, seal with tinted oil, and then build up the finish with thin coats. Jewitt also includes handy finishing tips, such as using Scotch Brite pads for sanding.
From Fine Woodworking #164


text:
The Encyclopedia Americana (1920)/Schiaparelli, Giovanni Virginio
SCHIAPARELLI, skyä-pä-rĕl'lē, Giovanni Virginio, Italian astronomer: b. Savigliano, 5 March 1835; d. Milan, 5 July 1910. He was educated at the University of Turin, and later studied at Berlin, under Encke, and at Pultowa, Russia, under Struve. Returning to Italy in 1859, he became assistant astronomer at the Milan Observatory, and its director in 1862. In 1861 he discovered the asteroid Hesperia. His discoveries of the relations between comets and falling stars were published as 'Note e riflessioni sulla teoria astronomica dele stelle cadenti' (1867). In 1877 he published the first accounts of his observations of the "canals" of Mars, to which his name has been given. He published many books on astronomy.

source: openbmb/Ultra-FineWeb


text:
Boy Oh Boy! Boise Combats Childhood Obesity With New Child Care Workshop Series
When parents are busy at work all day, child care providers play a crucial role in maintaining a child's health and wellbeing.
That's why the Blue Cross of Idaho Foundation for Health and the Idaho Association for the Education of Young Children (Idaho AEYC) have teamed up to provide Boise-area child care providers with a series of free educational workshops.
Providers learned about appropriate portion sizes for young kids as part of a lesson on healthy eating.
The series is based on the First Lady's Let's Move! Child Care initiative whose main goals include increasing physical activity, reducing screen time, serving more fruits and veggies, avoiding sugary drinks, and supporting moms who choose to breastfeed.
With such success, the Boise team has some tips for you on how to develop workshops in your area:
Collaborate with programs in your area
Look for other groups in your area with an interest in combating childhood obesity that may want to help with providing materials and funding for workshops. In Idaho, Idaho AYEC was able to partner with Let's Move! Boise and IdahoSTARS for support.
Use community resources
Invite local organizations to be guest presenters or share resources at workshops. Examples include community garden projects, a Cooperative Extension Office and a Child and Adult Food Care Program Sponsor. Idaho AEYC invited the Boise Urban Garden School to introduce hands-on activities for children that teach kids how to make good choices about the food they eat.
Offer awards, materials, or incentives to child care providers that attend all of the workshops and complete the Let's Move! Child Care Checklist Quiz, a simple online quiz that asks providers questions about physical activity and nutrition. In Boise, engaged participants received free continuing education credits, lesson plans with sample activities geared toward LMCC, sample policies around nutrition and physical activity that they could incorporate into their child care settings, and a goody bag full of hands-on materials.
Boy oh boy, aren't you excited? Start planning your own workshop masterpiece today!


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Does tracking school children with computer chips make them more safe -- or more vulnerable?
A San Antonio school district has sided with the former, though not without some debate. The end result is that Northside Independent School District will begin the 2012 school year by distributing ID cards enabled with radio frequency identification (RFID) chips throughout three schools and to 6,290 of its students.
The main idea here is to be able to determine where any given student is at any time during the school day. That's the main idea. The other part of this is that it could help the school district net hundreds of thousands -- if not millions -- of additional dollars. But more on that in a moment.
The chips will be able to detect when a student boards a school bus and where in the school they are located, though it won't work outside of school grounds.
"Parents expect that we always know where their children are, and this technology will help us do that," said district spokesman Pascual Gonzalez. "This way we can see if a student is at the nurse's office or elsewhere on campus." The San Antonio Express-News reports that Gonzalez also said the only people who can access the tracking data will be school administrators.
The ACLU, though, has previously voiced strong objections to chipping students, pointing out that these "insecure" card readers have been copied "with a handheld device the size of a standard cell phone that was built using spare parts costing $20." Equipped with one, they argue, it would be simple for someone to track a student. The group says an even larger concern is that chips could also be copied, allowing would-be kidnappers to take a child off campus while the duplicate chip continues to tell RFID readers that the child is safely at school."
Scary stuff. But a blogger over at Babble thinks these fears are a bit extreme. "God knows I'm one of the most nervous moms around, but even I'm not convinced that utilizing high-tech ID cards is going to trigger a rash of kidnappings," writes Joslyn Gray. "It's not like they're implanting a chip into the kids' necks, like something out of 'X-Files.' It's a chip in an ID card, just like those used by businesses."
Gray adds that "privacy is all well and good until you want to know where your kid is."
So what about those parents whose children will now be part of the district's pilot program? One mom told the Express-News, "I would hope teachers can help motivate students to be in their seats instead of the district having to do this. But I guess this is what happens when you don't have enough money."
Aah, right -- the money.
Because state funding is partly based on attendance, the school district also stands to make quite a bit of cash by tracking students. No small deal in a district which the News-Express reports had to cleave $61 million from their budget last year. According to the paper, "Northside would get $1.7 million next year from both higher attendance and Medicaid reimbursements for bussing special education students."
And that's just with implementing the program in three schools. In all, there are 112 schools in the district.
The program will reportedly cost $525,065 to roll out and then $136,005 annually to support. Officials believe if it's successful, it will pay for itself in a very short time.
Do you believe the proposed safety and financial benefits outweigh privacy concerns? With school funds being slashed across the nation, are these the types of options they need to be exploring? Share your opinion with us in the comments.

source: HuggingFaceFW/fineweb-edu


text:
Kids love trains. I'm pretty sure trains rank up there with puppies, cartoons, giant lollipops and sprinklers. Why? Maybe it's because trains look like giant versions of the toys we played with on wooden tracks. Trains are fast, big and can whistle! And they provide a fascinating look into the engineering, mechanical and operating principles of rail transportation. Metro offers free tours of our MetroLink facility located on Ewing in St. Louis City near Market Street. What do these tours have to offer students of all ages?
- How do MetroLink trains run? (Pssst! Through electricity suspended from catenary lines above the tracks.)
- What happens in the train hospital?
- How is the engine of a light rail train different/similar than an automotive combustion engine?
- How do we fix trains when they have problems? Especially the REALLY big parts.
- How do we clean trains?
- What type of engineering work does it take to design and/or maintain light rail trains?
- How do trains stop? How do we apply the basic principles of friction to stop trains?
- What do all of those buttons do? How much does the operator "drive" the train?
- How do we keep trains running to over one million miles???
The tour of the MetroLink facility also includes a look into our communication center, where dispatchers keep track of EVERY bus and train on the system. The MetroLink communication system shows exactly where the train is and how the tracks and other technical components are operating. It is where they "talk" to the system. Students can also watch security dispatch monitoring images from cameras we have throughout the system.
MetroLink Training Manager Suzanne Whitehead said tours also focus on other interesting aspects of the operations, like which jobs are required to keep the system running (everyone from engineers to mechanics to operators to computer programmers) and what types of jobs are available for people who want to work in transit. She also hopes to integrate a scavenger hunt-type activity for riding on MetroLink that pays attention to its mechanical, design and land use features.
And the tours are not just limited to kids…if you'd like to take a tour and find out what light rail is all about, you just need to schedule ahead. After all, it's your public transit system. Come see how interesting it looks from the bottom up.


Heimann-Bielschowsky phenomenon
Recommended Reading
Teaching Video NeuroImages: Heimann-Bielschowsky phenomenon
A harmless monocular nystagmus
Heimann-Bielschowsky phenomenon (HBP) is a rare form of dissociated nystagmus.1 A 38-year-old man complained of poor vision in his right eye for 6 years. Right visual acuity was 20/200 due to traumatic aphakia (cataract extraction without intraocular lens) and 20/20 in the left eye. An asymptomatic coarse, low frequency, pendular, vertical nystagmus was manifest in the right eye only (video, _URL_ HBP is an asymptomatic monocular slow, pendular, mostly vertical nystagmus, which can develop years after uniocular severe visual loss.1 The pathogenesis of HBP is debated, but vertical fusion disruption due to monocular visual loss is hypothesized.2 Recognizing HBP should prevent unnecessary investigations or treatments.
Teaching slides: _URL_
Video: _URL_
February 20, 2018; 90 (8)
 1. Yee RD, Jelks GW, Baloh RW, Honrubia V. Uniocular nystagmus in monocular visual loss. Ophthalmology 1979;86:511–522.
 2. Leigh RJ, Thurston SE, Tomsak RL, Grossman GE, Lanska DJ. Effect of monocular visual loss upon stability of gaze. Invest Ophthalmol Vis Sci 1989;30:288–292.


12 Common Struggles Experienced Writers Still Deal With Almost Daily
You are not immune to struggle just because you've been writing for a while.
1. Writing a near-perfect first line on the first try. (It will never happen, will it? Sigh.)
2. Believing that even their worst ideas are worth considering.
3. Figuring out how to write when there are 5,000 other things going on, almost always all of equal importance (or so it seems).
4. Not letting imposter syndrome stop them from reaching their goals.
5. Worrying about what other people might think of them/their writing.
6. Feeling like they still aren't "good enough" and never will be.
7. Quieting their self-doubt just enough so that they can concentrate on the stories they're desperately trying to tell.
8. Asking for help.
9. Not letting other people's negativity or criticism stop them from writing.
10. Reminding themselves why they wanted to start writing in the first place … and letting that drive them forward even on their toughest days.
11. Facing their fears and writing about/doing things that absolutely terrify them.
12. Remembering that in one way or another, hard work does pay off. Eventually.
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text: As announced in 2015, TestWorks Group acquired Polytronics Design, based in Emsworth, Hants. A requirement arose to develop a system capable of controlling glue guns that are used to print glue on the flaps of cardboard panels, prior to automatic folding on high speed cardboard box production lines. To achieve this requirement, a custom circuit board was designed that was capable of receiving all of the timing pulses created by the production machinery and generating the precisely timed signals required to operate the glue coating mechanisms. A PCB was developed and loaded with special control firmware which incorporated the timing algorithms, and was then incorporated into an enclosure. Systems were developed proving single and three-channel operation.


text:
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Encouraging conservation-based planning in the transboundary watersheds of southeast Alaska and northwest British Columbia.
Rivers Without Borders Canada works with communities, scientists, First Nations, conservation allies, and others to encourage the adoption of long-term ecosystem-based planning to protect the extraordinary wildlife and marine habitat and cultural values of the transboundary watersheds of southeast Alaska and northwest British Columbia.
We promote a watershed-based conservation vision for an ecologically-rich region that virtually defines the essence of North American wilderness, and represents one of the continent's best conservation opportunities.
See why people support Rivers Without Borders
By working directly with First Nations like the Taku River Tlingit and other northern partners, Rivers Without Borders Canada is part of a vital movement towards sustainable northern communities.


text: This report presents the latest version of the Rossby Centre regional atmospheric model, RCA3, with focus on model improvements since the earlier version, RCA2. The main changes in RCA3 relate to the treatment of land surface processes. Apart from the changes in land surface parameterizations several changes in the calculation of radiation, clouds, condensate and precipitation have been made. The new parameterizations hold a more realistic description of the climate system. Simulated present day climate is evaluated compared to observations. The new model version show equally good, or better, correspondence to observational climatologies as RCA2, when forced by perfect boundary conditions. Seasonal mean temperature errors are generally within ±1oC except during winter in north-western Russia where a larger positive bias is identified. Both the diurnal temperature range and the annual temperature range are found to be underestimated in the model. Precipitation biases are generally smaller than in the corresponding reanalysis data used as boundary conditions, showing the benefit of a higher horizontal resolution. The model is used for the regionalization of two transient global climate change projections for the time period 1961- 2100. The radiative forcing of the climate system is based on observed concentrations of greenhouse gases until 1990 and on the IPCC SRES B2 and A2 emissions scenarios for the remaining time period. Long-term averages as well as measures of the variability around these averages are presented for a number of variables including precipitation and near-surface temperature. It is shown that the changes in variability sometimes differ from the changes in averages. For instance, in north-eastern Europe, the mean increase in wintertime temperatures is followed by an even stronger reduction in the number of very cold days in winter. This kind of performance of the climate system implies that methods of inferring data from climate change projections to other periods than those actually simulated have to be used with care, at least when it comes to variables that are expected to change in a non-linear way. Further, these new regional climate change projections address the whole 21st century.


OptiBPM is a powerful, user-friendly software system that enables you to create designs for a variety of integrated and fiber optics guided wave problems on your computer. Beam Propagation Method (BPM) is a step-by-step method of simulating the passage of light through any waveguiding medium. An optical field can be tracked at any point as it propagates along a guiding structure in integrated and fiber optics. BPM allows computer-simulated observation of the light field distribution. You can examine the radiation and the guided field simultaneously. OptiBPM provides easy data entry for laying out waveguide devices. The layout environment contains waveguide blocks called primitives. You can design devices easily and configure various simulations. The graphical project layout is a user-friendly graphical interface for designing photonic devices. Designing tools are provided in toolbars and menu options. The tools include waveguide primitives, editing and manipulation tools, and special layout regions.
The OptiBPM program simulates light propagation in two-dimensional (2D) and threedimensional (3D) waveguide devices.
The 2D dimensions are:
- X-direction (vertical)—Transverse
- Z-direction (horizontal)—Propagation
The 3D dimensions are:
- X-direction (vertical)—Transverse
- Y-direction—Depth
- Z-direction (horizontal)—Propagation
Note: The simulated devices have a step-like effective refractive index distribution in the transverse dimension.
To obtain a 2D device from a real 3D device, apply the effective index method. The reduction from 3D to 2D consists of replacing the two-dimensional transverse crosssection of the device with a one-dimensional cross-section. The actual index crosssection is replaced by a one-dimensional effective index distribution. Although the effective index method is an approximate solution, it works for many devices.
BPM 3D provides all the tools you need for step-index waveguide design. In BPM 3D, the entry modeling data consists of the refractive index distribution, the starting propagation field, and a set of numerical parameters. The index of refraction distribution is provided by the waveguide structure laid out in the project layout. The starting field can be a waveguide mode, a Gaussian field, a rectangular field, or a user-defined field supplied from a file. The starting field and other simulation parameters are specified in the Global Data dialog box that is accessed through the Simulation menu. Output data consists of different files that can be displayed or used for other simulations.
Numerical Simulations
The OptiBPM processing environment contains the Beam Propagation Method (BPM) as its core element, as well as mode solvers that are compatible with the BPM algorithms. BPM is based on a numerical solution of equations that govern light propagation in dielectric media. BPM considers monochromatic signals and is related to solving the Helmholtz equation. Models of propagation based on approximations of the Helmholtz equation are used to:
- simplify the simulations
- reduce the processing time
- manage computer memory better
The 2D BPM simulator is based on the unconditionally stable finite difference method algorithm of Crank-Nicolson. You can customize the following program options, depending on the design:
- Algorithms giving a choice between TE and TM polarization
- Wide-angle propagation based on Padé approximants, Padé (1,1) and Padé (2,2) up to Padé (4,4)
- Starting field choice as a waveguide mode, a Gaussian field, a rectangular field, or a user field
- Starting field can be launched at an angle
- Reference refractive index choice as modal, average, or user-defined
- Simple or full transparent boundary condition (TBC)
The full 3D BPM simulator is based on:
- The Alternating Direction Implicit (ADI) scheme
- Scalar algorithms
- Semi–Vector algorithms giving a choice between quasi-TE and quasi-TM polarization
- Full–Vector algorithms governing both transversal field components
Scan parameters automatically
The designer's goal is to achieve the optimum device performance. To find the optimum conditions, you often need to repeat the simulations with different design parameters. OptiBPM enables you to perform automatic, loop-like calculations called parameter scan calculations. The program names the result data files sequentially and saves the files.
Mode solvers
In OptiBPM, the mode solvers are compatible with the 2D and 3D BPM algorithm. The solvers employ different methods:
- Transfer Matrix Method (TMM) in 2D for multi-layer planar structures,
- Alternating Direction Implicit (ADI) method in 3D
- Correlation Function Method (CFM) in 2D and 3D
The program for planar structures is based on resolving multiple boundary conditions at dielectric interfaces between layers. During propagation of a user-defined field, the CFM calculates the correlation integral between the input field and the propagating field at every point. This creates the field amplitude correlation function for the waveguide. The correlation function provides all the information required for a complete modal description of the fields, including:
- propagation constants
- weights of each mode
- mode eigenfunctions
The ADI method separates the X and Y derivatives into two parts of one iteration step. This method is superior to other finite-difference techniques because of its fast convergence. The ADI method also provides all propagation constants and mode eigenfunctions.
OptiBPM has state-of-the-art graphics that enable you to view, manipulate, and print field amplitude, phase, effective index distribution, and other calculated data.
The graphical features include:
- Topographical view of the 3D graphs
- Color height coding
- Solid modeling in 3D graphics
- Adding customizable colors
A monitoring window allows you to track the signal along selected multiple paths in the waveguide circuit.


How Do I Change The Paper Size On My Cricut Air 2?
What to do when Cricut says image is too large?
Print then Cut Image Too Large If you get the "Project incompatible" pop-up, just click "Customize" and click the yellow triangle, which will be on the layer or layers with the issue.
If you have a print then cut image that is too large (greater than 6.75″ x 9.25″) you will see a yellow triangle in the layers panel..
Can you use printer paper in a Cricut?
Obviously, you can use paper for the Print and Cut setting on the Cricut. … Really, any kind of white paper that can fit in your printer can be used for print and cut. If you have a Cricut Maker, you can also use colored paper (lighter colors work best for the sensors), and in some cases, a patterned paper could work.
How do I change the material settings on my Cricut explore AIR 2?
Tap All Materials to access the vast list of material settings. You can swipe to scroll through the list or enter a search term in the search field. As you type the list will refresh with results. Swipe up/down to scroll through the list of search results, then tap on a material to select it.
Can you cut an image in half on Cricut?
The Slice tool is an option in Cricut Design Space that allows you to split and crop out two overlapping images or layers in order to create a whole new design.
What is the largest size a Cricut can cut?
If you are using a 12 inch square cutting mat, the largest you can cut is 11.5 inches squared. If you are using a 12 inch by 24 inch cutting mat then the largest you can cut is 11.5 inches by 23.5 inches. If you are wanting to cut larger than these options then you simply must cut your design.
Can you just print from Cricut design space?
Once you have inserted printable images in your project or changed your images' Linetype to Print, select Make It from Design Space. … Then select Send to Printer to open the Print Then Cut dialog. An image bleed will automatically be applied to the image(s) so that there is no white border left once the cut is complete.
How big can you print on a Cricut?
Can Cricut explore AIR 2 cut wood?
Cutting wood is a fun new material to work with with your Cricut cutting machine. However, if you have an Explore Air 2, you might think that wood is not an option for you. … You can cut wood with the Explore. You just have to get a little creative with the settings to make it work.
Can you cut a Cricut mat in half?
I went and bought Cricut Expression Mats (12×12 cutting mats) for my regular sized Cricut(which only takes 6×12 sized cutting mats). I brought them home and cut them in half.
How do I resize in Cricut Design space?
Images can be resized by dragging the arrow button or entering the desired measurement in the edit bar. In order to maintain the correct proportions, the padlock should be left in the locked position. When a new value is entered in either the width or height box, the other measurement will adjust automatically.
How do I change the paper size on my Cricut?
Move the cutting blade to the upper right corner of the paper using the Blade Navigation Buttons, and then push the Set Paper Size key. The size of your paper will appear on the display.
What does flatten mean Cricut?
Print then Cut featureFlatten is used with the Print then Cut feature. It takes a multi-layer project and squishes (or flattens) it down all the selected layers into one layer that can be printed on your home printer then cut on your Cricut machine.
How do I get my Cricut to print and not cut?
How do I print a large picture?


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The Campbell Collaboration online library
Full text keyword search[?]
"search" : Search for an exact word or phrase
-search : Exclude a word. Add a dash (-) before a word to exclude all results that include that word.
OR : Search for either word. If you want to search for pages that may have just one of several words, include OR (capitalised) between the words. For example, "labor" OR "labour" will show results containing pages with "labor" and "labour". Without the OR, your results will show only pages that match all terms.
intitle: Search for a word or phrase. Unlike the Title search field below the Keyword search field, you can combine terms. For example: intitle:female OR intitle:women will show results containing pages with "female" and "women" in the title.
intext: Search only in the description text field of the page. This field usually contains the abstract or summary of the publication.
Campbell systematic reviews
Browse by Coordinating Group
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See all reviews
Planned publications (titles and protocols)
Browse by Coordinating Group
- Crime and Justice
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See all planned publications
Interventions to improve the labour market situation of adults with physical and/or sensory disabilities in lowand middle-income countries
- Authors: Janice Tripney, Alan Roulstone, Nina Hogrebe, Carol Vigurs, Elena Schmidt, Ruth Stewart
- Published date: 2015-11-02
- Coordinating group(s): Education, International Development
- Type of document: Title, Protocol, Review
- Volume: 11
- Issue nr: 20
- Category Image:
- Title: Interventions to improve the labour market situation of adults with physical and/or sensory disabilities in lowand middle-income countries
Disability is a development issue, with widespread poverty, inequality and violation of human rights. Recent estimates suggest that more than one billion people are living with some form of disability. Persons with disabilities are over-represented among the world's poor, and significant labour market disadvantage helps maintain the link between poverty and disability in many country contexts. The costs of disability are particularly acute in lowand middle-income countries (those with gross national income per capita of less than $12,616), where up to 80% of people with disabilities of working age can be unemployed, around twice that for their counterparts in high-income countries. When people with disabilities do work, they generally do so for longer hours and lower incomes, have fewer chances of promotion, are more likely to work in the informal labour market, and are at greater risk of becoming unemployed for longer periods. The barriers faced by people with disabilities globally in accessing and sustaining paid work is a profound social challenge. There is now growing recognition of employment as a key factor in the process of empowerment and inclusion into society, and the role of interventions to improve labour market outcomes for disabled people is receiving increased international attention. It is therefore both vital and timely to increase understanding of the impacts of available programmes, in order to ensure that they are effective in delivering positive outcomes for people with disabilities and provide value for money. Although several reviews have attempted to summarise the existing research in this area, there are a number of substantive and methodological limitations to these reviews. Thus, there is a need to systematically examine the evidence base to provide an overview of the types of interventions being used to improve employment outcomes, to identify those that are effective and ineffective, and to identify areas in which more research needs to be conducted.
- To describe the range and diversity of interventions available for addressing the low labour market participation of adults with physical and/or sensory disabilities in developing country contexts.
- To systematically identify, assess, and synthesise the evidence on the effects of interventions on labour market outcomes for disabled adults in lowand middle-income countries. As part of this, to critically analyse the evidence along the causal chain framework, linking interventions with intermediate outcomes and final impacts, and document the level/strength of evidence on potential pathways of impact using the framework.
- To assess if effects are moderated by characteristics of the participants, interventions, and/or settings.
- To provide an explanation for the intervention effects by examining what participants in the included studies reported about why the interventions did, or did not, work for them.
To be included in the review, studies were required to meet several eligibility criteria. First, studies must have evaluated an intervention with the means to improve the labour market situation of adults with disabilities. Such interventions could take the form of a device, policy, programme, strategy, or other type of action. Second, studies must have investigated outcomes for adults aged 16-65 years with physical and/or sensory impairments associated with disability. Third, the study setting must have been a low-or middle-income country (L&MIC). Fourth, studies must have utilised one of the following: (a) randomised experimental design, (b) rigorous quasi-experimental design that used robust methods for removing biases due to non-random assignment of treatment, or (c) quasi-experimental design that used less rigorous methods for constructing the counterfactual, including uncontrolled studies. Fifth, studies must have reported at least one quantitative employment-related outcome variable. Sixth, the date of publication or reporting of the study must have been within the period 1 January 1990 to 31 December 2013. Finally, no language or form of publication restrictions was applied.
A systematic and comprehensive search was used to locate both published and unpublished studies. Ten major bibliographic databases were electronically searched, along with 32 specialist databases and library catalogues, and 59 websites of relevant organisations. Six journals were manually searched and search engines used. The reference lists of previous reviews and included studies were examined, and forward citation checking exercises were conducted. Finally, information was requested from authors of included studies and other relevant stakeholders.
Data collection and analysis
Each study was subject to a rigorous process of data extraction and quality assessment, conducted independently by pairs of reviewers using a coding tool specifically designed for this review. Descriptive analysis was undertaken to examine and describe data related to the characteristics of the included studies and interventions. The findings from the included studies were combined descriptively using a narrative approach to synthesis.
The literature search yielded a total of 20,417 potentially relevant reports, 479 of which were retrieved for full-text screening. A total of 14 studies met the eligibility criteria. Publication dates of included studies ranged between 1992 and 2012, with six studies published in the four-year period 2010-2013. Studies were conducted in nine different L&MICs in Asia, Africa and Latin America: Bangladesh (three studies); Brazil (two studies); China (one study); India (four studies); Kenya (one study); Nigeria (one study); Philippines (one study); Vietnam (one study) and Zimbabwe (one study). The majority of studies examined outcomes for adults with physical impairments. There was variation in sample sizes. One study had a sample size greater than 500 participants, the sample size was between 251 and 500 in three studies, and the remaining ten studies had a sample size of less than 250. Different methodologies were employed to construct the counterfactual and evaluate the impacts of the interventions. The majority were uncontrolled before-and-after studies. One quasi-experiment (ex-post) utilised propensity score matching techniques and one study applied logistic regression to pre-test/post-test data. The remaining studies used a non-equivalent groups design. All 14 studies were assessed as high risk of bias.
The 14 studies examined 15 different interventions grouped as follows: treatment & therapy (four interventions); assistive devices and accommodations (two interventions); occupational rehabilitation services (four interventions); financial services (one intervention); and community-based rehabilitation (four interventions). Thirteen were multi-component programmes. All 15 interventions were targeted at people with disabilities, with some designed for people with a specific impairment or diagnosis. Six interventions targeted persons with specific types of physical impairment, and a further two interventions were available to adults with any type of physical impairment. Three interventions were targeted at persons with visual impairments. Finally, four interventions were available to persons with any/multiple impairments. Non-governmental organisations (NGOs) were the most common source of funding. The main aim of eight interventions was to improve employment prospects for persons with disabilities. The other interventions sought improvements in a wider range of outcomes. The interventions were designed and implemented on different scales, with the majority available over a large geographical area, such as one or more districts, provinces or regions. Information about duration of the interventions was often not reported, but typically they were available for periods of less than six months.
All 14 studies measured relevant labour market outcomes and assessed the following impacts: motivation to work (one study); professional social skills (one study); employment participation (12 studies); self-employment (two studies); income (four studies) and hours worked (one study). Five studies measured additional outcomes: health-related outcome (four studies); social outcomes (five studies); and empowerment-related outcome (one study). Several studies relied solely on self-reported outcome data. The majority of study reports did not provide clear information about the timing of outcome measurement. Only one study examined longer-term outcomes, evaluating impacts after two and four years of participants entering the programme. In all 14 studies, the direction of effect was positive for the outcome variables measured. Five studies reported results of tests for statistical significance and indicated study findings were significant. Effects on motivation to work. One study measured this outcome. It investigated two interventions for visually impaired students. Effects on professional


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What is an MP3?
MP3, or Mpeg audio layer 3, is a popular compressed file format for audio recordings. MP3s are indicated by the file extension.mp3.
How does an MP3 work?
MP3 is a form of lossy compression, meaning it sacrifices some of the original quality to save space. An MP3 can reduce the size of a digital audio recording by a factor of 10 to 1 without most listeners noticing the difference.
MP3s are often used by streaming music services like Spotify due to the low bandwidth required to play them without buffering, and because individual frames of sound can be lost in transmission without affecting the successfully delivered frames.


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Issue No. 08 - August (1995 vol. 44)
DOI Bookmark: _URL_
Abstract—Achieving race-free state assignments is an important objective in the synthesis of asynchronous sequential logic circuits (ASLCs). Traditionally, adjacency diagrams are used to help identify and resolve race conditions; however, this approach has a high degree of computational complexity. This paper presents an efficient state assignment algorithm that utilizes a pattern matching technique to predict races and to eliminate the need for enumerative searches. More specifically, the race-free state assignment problem is formulated as the embedding of a bipartite connected graph onto an n-cube and achieves a near minimum number of state variables. This algorithm has been evaluated using several representative examples. Results show that the developed algorithm provides better performance than existing algorithms. Due to the simplicity of the bipartite representation of an n-cube, the developed algorithm is suitable for ASLC synthesis that may involve a relatively large number of states.
Asynchronous sequential logic circuits, adjacency diagram, bipartite adjacency table, bipartite graph, bipartite representation of an n-cube, mapping, partitioning, race-free state assignments, state assignments algorithm.
Jun-Woo Kang, P. David Fisher, Chin-Long Wey, "Application of Bipartite Graphs for Achieving Race-Free State Assignments", IEEE Transactions on Computers, vol. 44, no., pp. _PHONE_, August 1995, doi:10.1109/12.403716


How do I create an Adobe Digital Editions account?
2016-02-11 16:53
Some ebooks provided by the Carthage Library require setup of an account and download of a reader. Adobe Digital Editions is one of those ebook vendors.
There are two ways available for creating an Adobe ID. First, there are instructions at this link:
Otherwise, it can be done in the following three steps from Adobe Digital Editions.
 1. Click the "Help" menu at the top of the program and then click "Authorize Computer."
 2. Click "Create Adobe ID" next to the "eBook Vendor" dropdown.
 3. Fill out the information in the webpage that pops up and select "Sign Up."
 4. (Optional) You can then authorize the copy of Adobe Digital Editions using the email and password you just registered.
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Hinduism, the most ancient of all religions continue to illuminate humankind to this day, says CIF
_TAG_; _TAG_; _TAG_; _TAG_
Toronto/Canadian-Media: As the Hindu Heritage Month in Ontario is nearing its conclusion, it is a good time to ponder, explain and understand ideas and concepts behind Hinduism, the most ancient of all religions that continue to illuminate humankind to this day, Canada India Foundation said.
As a part of Ontario's Hindu Heritage Month celebrations, a major virtual event would be held on Nov.29, 9.30 by Canada India Foundation in collaboration with several IndoCanadian organizations.
Hindu Philosophy and its Relevance
The keynote address would be delivered online by Yog Rishi Baba Ramdev, one of the world's most popular Yoga Gurus, a great orator with an estimated following of 800 million, to celebrate Hindu Heritage in Ontario. Besides, there will be more dignitaries joining the virtual event with greetings to the community.
The event would highlight the salient features of the millennia-long rich Hindu Heritage, said CIF to provide an opportunity to educate and enlighten the rest of Canada on the basic principles that guide Sanatan Dharma, or the Eternal Tradition, a concept that predates all religious texts.
CIF continued to say that primary Hindu texts the Vedas, Upanishads, the Ramayana, and the Mahabharat passed down the centuries first through a robust oral tradition and later through written down texts, which contain hymns, incantations, philosophies, rituals, poems, and stories from which nearly a billion Hindus draw their inspiration.
The combined wisdom inherent in those words, said CIF resulted in creating an inclusive, forward-thinking, and innovative culture encompassing the great discoveries in sciences, logic, economics, politics, and every sphere of human activity to influence the world.
As the Covid19 pandemic has put the whole world in a crisis, it becomes important to consider the wisdom inherent in the Vedic sciences, like that of yoga and Ayurveda. Recent evidence establishes the practices and medicines recommended thousands of years ago for good health and wellness may still be valid in the time of Covid19.
Vasudhaiva Kutumbakam (the world is one big family), first found in the Vedic literature, and the only such universal humanistic concept should be considered a crucial guiding principle of Hinduism, said CIF.
Thinkers, scholars, and seekers have made a beeline to the shores of India in search of truth for millennia. Many world figures have been fascinated by the myriad aspects of the Hindu way of life, said CIF and the depth and originality of Hindu thoughts and traditions have been praised its core values in their writings by great men and women
The event is being held with enthusiastic participation and supported by various diaspora organizations.
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Tiny Things
Micro-advice from a microbiologist
Photo by Andrea Piacquadio on Pexels.com
I am going to use this blog to cover some questions I frequently see on Twitter and other sites. As always these are just my opinions.
Q: How do I start a new research project?
This is the hardest thing to do! So if you are frustrated you should be! Here are some steps that may be helpful to you as you begin your research journey.
 1. Read the literature. Anything you can get your hands on related to the subject. I find that publicly available dissertations and reviews are very helpful when starting a project on a new subject.
 2. Find holes or unanswered questions within the literature. Sometimes the authors of papers will give it away talk about this in the discussion of papers.
 3. Ask yourself if you could make a project based on that unanswered question. Would it be feasible with the technology available (to you)?
 4. Go back to the literature and be sure no one else has already answered this question. If they did, it's ok, maybe they still missed something!
 5. Just do it! NO FEAR! You will fail at some point just try again.
Remember this is the hardest thing you will ever do as a PhD student and beyond so be patient. Contact me for specific advice.
Here are some links that may be helpful too.


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There is a post on Jezebel talking about how "age is never just a number." Wait for it….
17! 42. 83. 1/2. 2 months. 2 month old baby. -4. -4 month old baby. Invisible number (like a Ghost, like Casper). 969 LIKE METHUSELAH. 5,000 like a lady vampire in an Anne Rice novel. Those were numbers. Those are all just numbers. They are ages with numbers attached.
However. Sometimes age is not a number. Not never, but sometimes.
Here are some times when age is not a number.
The Age of Innocence
The Age of Reason
The Age of Corrupt Irrationality (_PHONE_, approximately. Or whenever Bret Easton Ellis was writing).
The Bronze Age
The Iron Age
The Golden Age
The iPhone Age
The Dark Ages
The Age Of Light
The Space Age
The Age of Anxiety
Age of Aquarius
Age of Empires
Age of Empires 3
Age of Empires 2 sucked.
Age of War
Age of not war?
Age of Exploration (also known at the age of discovery)
The Age Where Witches Made You Do Stuff (all fairy tales, many Shakespearean plays)
The incredibly specific age of your lover, who is older than you, and this is a thing you are grappling with in a vague sort of way.
So there you go. None of them numbers.


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|Probability density function
|Cumulative distribution function
|Parameters||(degrees of freedom)|
|MGF||Complicated (see text)|
|CF||Complicated (see text)|
|This article does not cite any references or sources. (October 2009)|
In probability theory and statistics, the chi distribution is a continuous probability distribution. It is the distribution of the square root of the sum of squares of independent random variables having a standard normal distribution. The most familiar example is the Maxwell distribution of (normalized) molecular speeds which is a chi distribution with 3 degrees of freedom (one for each spatial coordinate). If are k independent, normally distributed random variables with means and standard deviations, then the statistic
is distributed according to the chi distribution. Accordingly, dividing by the mean of the chi distribution (scaled by the square root of n − 1) yields the correction factor in the unbiased estimation of the standard deviation of the normal distribution. The chi distribution has one parameter: which specifies the number of degrees of freedom (i.e. the number of ).
Probability density function
The probability density function is
where is the Gamma function.
Cumulative distribution function
The cumulative distribution function is given by:
where is the regularized Gamma function.
Generating functions
Moment generating function
The moment generating function is given by:
Characteristic function
The characteristic function is given by:
where again, is Kummer's confluent hypergeometric function.
The raw moments are then given by:
where is the Gamma function. The first few raw moments are:
where the rightmost expressions are derived using the recurrence relationship for the Gamma function:
From these expressions we may derive the following relationships:
The entropy is given by:
where is the polygamma function.
Related distributions
- If then (chi-squared distribution)
- (Normal distribution)
- If then (half-normal distribution) for any
- (Rayleigh distribution)
- (Maxwell distribution)
- (The norm of n standard normally distributed variables is a chi distribution with k degrees of freedom)
- chi distribution is a special case of the generalized gamma distribution or the nakagami distribution or the noncentral chi distribution
|noncentral chi-squared distribution|
|noncentral chi distribution|


Quick Answer: How Many Seconds Can A Goalie Hold The Ball?
What happens when the goalkeeper holds the ball for more than 6 seconds?
How many seconds does a goalie have to kick the ball?
six secondsThe FIFA laws of the game do not allow the goalkeeper to hold (or even handle) the ball for more than six seconds. If he holds it for a longer time, the opponent is awarded an indirect free kick.
What is the six second rule in soccer?
The six second rule came as an amendment to FIFA's Law 12 back in 1998, which states that "a goalkeeper is not permitted to keep control of the ball in his hands for more than six seconds."
What's the offside rule?
You are offside when you are in the opponents' half and any part of your head, body or legs is closer to the opponents' goal line than both the ball and the second-last opponent.
Can you get a 3 second violation with the ball?
With the ball in the frontcourt and in his or her team's control, it is a violation in NFHS rules if an offensive player spends three seconds in contact with the free-throw lane. NCAA M/W rules similarly outline a violation but with language that states "more than three consecutive seconds."
Can a goalkeeper put the ball down then pick it up again?
The goalkeeper cannot pick the ball up when it has been intentionally passed back to them, except via the head or chest. They also cannot drop the ball from their hands and then handle it again before anyone else has touched it.
Can a referee score a goal?
The ball is in play at all other times, including when it rebounds off a match official, goalpost, crossbar or corner flag post, and remains in the field of play. The interpretation is that, if the ball hits the referee and goes into the net, then it's a goal.
Can a keeper catch a throw in?
However the back-pass rule prohibits goalkeepers from handling the ball after it has been deliberately kicked to them by a team-mate, or after receiving it directly from a throw-in taken by a team-mate. … The penalty for the offence is an indirect free kick.
Can you score from a throw in if the keeper touches it?
A goal cannot be scored directly from a throw-in; if a player throws the ball directly into their own goal without any other player touching it, the result is a corner kick to the opposing side. … A player may not be penalised for an offside offence when receiving the ball directly from a throw-in.
Can you throw to yourself in football?
What does the 5 second rule mean?
Almost everyone has dropped some food on the floor and still wanted to eat it. If someone saw you drop it, he or she might have yelled, "5-second rule!" This so-called rule says food is OK to eat if you pick it up in 5 seconds or less.
Can a football team play 2 goalkeepers?


While taking part in an event, every competitor sees themselves as winners. They are usually ready to go the extra mile to see themselves getting the victory crown. The secret to being a winner, in every competition, is how one prepares. The following are some tips for successful preparation for cycling races.
Get Enough Rest
While preparing for a contest, one may be tempted to overdo the training. Most cyclists think that doing extra training increases their chances of winning. This concept is not always accurate and may cause more harm than good. The human body requires some time to rest, and repair the broken tissues caused by vigorous training. Thus, taking some time to relax is important while practising.
Have Enough Financial Support
When a cyclist decides to take part in a race, they should be financially prepared. They should know who is going to fund their race from the start to the end. This preparation is essential since it determines how far one will go. Among the most important financial needs, is the purchase of the cycling attire, and paying for the trips. A poorly calculated financial plan can lead to sabotage of the entire race to a rider.
Be Mentally Prepared
Some challenges are obvious in sports competitions, while others are unseen. A cyclist should remain mentally prepared, in case anything they had not planned, does happen. This preparation is important, as it helps them to carry on with the race to the end. Some occurrences can be devastating, but with proper mental preparation, it becomes easy to get through it.
Do Enough Practice
Enough practice does not mean overdoing, or under doing one's training. It means taking the recommended time and distance in a day. Being underprepared may lead to panic for the cyclist. That panic can then affect the overall performance of a cyclist.
On the other hand, overdoing the training can be more damaging. It causes anxiety and fatigue, which may cause a cyclist not able to make it to the competition. Therefore, moderation is the key to successful practising.
Seek Professional Assistance
While undertaking cycling practice, it is essential to involve the eye of a professional. Such professional help can spot one's weaknesses. Through this, a cyclist improves their cycling and seals any loophole that may be present. Professional assistance helps one in finding tricks, they would not have realised while alone. An expert is also a confidant in such issues, and one can share what is bothering them in their careers. This sharing helps in reducing stress and tension in a cyclist.
Involve Passion
Passion is a driving factor in any career. It helps one to keep moving, even when they fail to meet their expectations. Being passionate while practising for these races, is a way of self-belief. It is what keeps burning inside when everything else fails. One should not expect to get passion from someone else. If they lack passion, it is a clear indication that cycling is not their area. It becomes high time for them to consider trying another profession, where they are likely to be passionate.
Above all, patience is an essential factor to consider. Training is always tough, and on most occasions, the results are contrary to the expectations. One should keep in mind, that first attempts are not always successful.


SW Legal Educational Publishing
Direct Link to Physical Injury Not Needed to Prove Emotional Distress
Description Iowa high court held that in a case in which a driver suffered physical injury and later emotional trauma from a traffic accident, expert testimony was needed to show emotional distress, but for there to be recovery there does not need to be a direct link between the physical injury suffered and the emotional distress.
Topic Torts
Key Words Emotional Distress; Physical Injury
C A S E S U M M A R Y
Facts Roling, the driver of a semi-truck, suffered broken ribs and other injuries when a car crossed the center line and ran into his truck. The two occupants of the car were both killed. Roling was depressed by the accident and kept having flashbacks to seeing the mangled bodies. He saw a psychologist for two years. He sued the estates of the deceased for causing the accident for his physical injury and emotional distress. The jury awarded him $151,186, but the judge overturned the verdict, holding that he did not show there was a relationship between his physical injuries and the emotional distress, nor did he have expert testimony to prove his physical injuries. Roling appealed.
Decision Reversed. In such a case, the plaintiff does not have to have an expert witness testify as to the fact of his physical injuries; the record on that was clear. In cases claiming emotional distress, expert testimony at trial is required. Damages for negligent infliction of emotional distress are usually denied unless accompanied by some physical injury. Testimony of the psychologist that the accident caused depression and other mental problems was sufficient to establish a causal connection between the negligence of the other party and Roling's emotional injuries. The emotional distress recovery is not for observing the horrifying aftermath of the accident, but for the later emotional condition caused by the accident.
Citation Roling v. Daily, 596 N.W.2d 72 (Sup. Ct., Iowa, 1999)
Back to Torts Listings
©_PHONE_ South-Western, All Rights Reserved


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Abraham Lincoln's Most Notorious Forgers
Probably one of the most infamous forgers of the early 20th century was Joseph Cosey. His counterfeit documents and signatures of
Joseph Cosey was born Martin Coneely in February 1887, in Syracuse, New York. Although little is known about his youth, he managed to get into a great deal of trouble with the law starting at a young age. According to an article by Dorthy Twohig, Cosey served as a printers apprentice before joining the U.S. Army at age 22. However, after serving four years in the army he was dishonorably discharged for assaulting another soldier. The incident was to mark the beginning of a criminal career that would span his adult life.
To make ends meet after the army, Cosey embarked on a life of thievery.
Between 1914 and 1916, Cosey was convicted several more times. The charges ranged from attempting to cash counterfeit checks to concealing a deadly weapon. His offenses resulted in his eventual imprisonment in
Twohig stated that the defining moment of Coseys life was when he visited the Library of Congress and viewed a pay warrant dated from 1786, which was signed by Benjamin Franklin. He promptly stole the valuable object and spent days practicing
Cosey continued to profit by forging other historical figures writing styles and signatures. In fact, his technique of emulating the script of famous personalities became so sophisticated, that it was difficult for handwriting experts to detect authentic documents from Coseys imitations. Nonetheless, though it was a precarious source of revenue, it proved to be highly lucrative.
In addition to his Benjamin Franklin forgeries, Cosey also reproduced the signatures of numerous American legends, including John Adams, Thomas Jefferson, James Monroe, Button Gwinnett, Patrick Henry, George Washington, and Abraham Lincoln. He also forged documents and signatures of other greats, including, Edgar Allan Poe, Mark Twain (Samuel L. Clemens), Walt Whitman, Theodore Roosevelt and Rudyard Kipling.
Cosey was by all means a creative manufacturer of forgeries, yet not all of his reproductions and fabrications went unobserved. Some of the more skilled experts were able to find inaccuracies in his work. Those critical errors, which made Coseys forgeries distinguishable from authentic historical manuscripts, eventually landed him in more legal trouble.
Cosey made even more recognizable mistakes when he forged. For example, when comparing Abraham Lincolns signature with Coseys forgery, one can see a variation in writing technique.
Coseys luck with passing falsified documents was short-lived. In January 1937 he was arrested for selling a letter allegedly written by
Following his release, Cosey continued to forge a living making counterfeit documents until his death in the early 1950s. To date, many of his documents are still in circulation and have gone undetected as fakes. Those documents that have been exposed as Cosey fabrications are considered highly valued and sought by collectors who appreciate the forgers unique genius.


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Inclusion: Attitude is Everything
"Supporting Students with Autism: 10 Ideas for Inclusive Classrooms"
Positive Autism News
Busy Bee Book Review -
"You're Going to Love this Kid!": Teaching Students with Autism in the Inclusive Classroom
Product of the Month
New Resources on Positively Autism
Thank You/Future Issue Contents
Inclusion: Attitude is Everything
When we talk about inclusion there are many definitions and applications of the term. This issue will focus primarily on educational inclusion, that is, students with exceptionalities being educated in general education classrooms for all or a portion of the school day. There has been much educational research conducted on inclusion (see "References" below this article and "Inclusion Links" in this issue for more information) that gives ideas about strategies, teaching methods, and other factors that contribute to successful inclusion experiences. The beliefs and attitudes of the teachers, one of these factors, is, in my opinion, vital to any inclusion experience.
As a special education teacher, I have visited general education classrooms to support students with autism in this setting. In many cases, the teachers are very welcoming and accepting of their student with autism, and are willing to do what it takes to make all of the students successful. Unfortunately, I have also seen some classrooms where the teachers' initial attitudes have not been as positive. An example that I always remember was when I walked into a classroom and approached the teacher standing next to the desk of the student with autism, monitoring his work. When she saw me, she said, loud enough for the student (as well as the rest of the class) to hear, "I'm so glad you're here. Will you work with him? I can't deal with him right now. He's driving me crazy." In this teacher's defense, the student with autism did not typically react overtly to people talking around him, but as we know, students with autism often understand much more than they show expressively. I believe that this student was fully capable of understanding this statement, and I can't imagine the impression that this gave to the rest of the students in the class. Again, in this teacher's defense, she had not received much training or information about autism, so, of course, I made it a goal to support her and work together to find ways to help this student be successful in a positive, supportive learning environment. This teacher later became a great advocate for this student.
I believe that the best advice in a situation like this would be, in whatever role you play in a child with autism's life, to collaborate and work closely with the child's teachers. Parents, you can share your favorite books and websites about autism, and if you have a home program of some kind (ABA, OT, speech, etc.), you can share what your child is working on at home and what strategies have been successful there. The same goes for home program providers, with the parent's permission, you can contact the child's teacher to offer to set up a meeting to share ideas and implement consistent routines across home and school. Giving a teacher tools and support, and letting the teacher know that he/she is appreciated, can go a long way in improving a teacher's attitude about inclusion.
According to research, a positive attitude by teachers is important to student success. In a study conducted in 2003 by Robertson, Chamberlain, and Kasari, when teachers had more positive perceptions of their teacher-student relationship with their included students with autism, the students' behavior problems were reported to be lower, and the students were more socially included with their peers. Strategies for supporting positive behavior, as well as developing a positive teacher-student relationship, I believe, are important in this case.
In a series of steps to create an inclusive classroom environment, M.A. Prater (2003), lists elements relating to teacher attitude as the first two steps. The first step to a successful inclusive environment, according to Prater, is to set a positive tone for the classroom, and focus on the strengths and abilities of the students, not just their areas of weakness; the second step is to believe in the student, as well as yourself as a teacher.
In a case study of a student with autism's inclusion experiences, the authors of the study shared that the student's success was due, at least in part, to the attitude of his teachers: "The expectation for José to participate fully in the activities in the classroom was highly dependent on each new teacher's attitude about José's ability to learn and part of the intervention was to provide support to the teacher in recognizing Jose's particular set of strengths and needs" (Diehl, Ford, & Federico, 2005).
Positive outcomes have also been reported for children with autism who participate in inclusive programs. According to a review of research conducted by Levy, Kim, and Olive (2006), the presence of typically-developing children in educational programs for children with autism was reported to have positive effects on social skills and behavior for the children with autism. In a report on an inclusive preschool program by Jan S. Weiner (2002), it was reported that one-hundred percent (nine out of nine) of the preschool children who completed the inclusion program (three of whom have autism) went on to attend a general education Kindergarten classroom, versus a separate special education classroom. This is a very small number of participants, so we do need to keep in mind that these results may not be typical for the larger population, but I think that the results are encouraging. Additionally, three out of the four preschools that participated in the project elected to continue their inclusion programs, even after the research funding ended.
This is not to say that programs that focus on a one-to-one teaching arrangement, such as ABA/Discrete Trial Training or private occupational therapy or speech therapy, are not effective or appropriate. I believe that these two types of programs can be used to complement each other and support the student's success across multiple environments. When all of the professionals (including the parents) involved in the education of a child with autism collaborate and work together, I believe that success will follow.
I'd like to conclude by referring back to the quote that began this article: "…central to the philosophy of inclusion are the beliefs that everyone belongs, diversity is valued, and we can all learn from each other." I believe that when we focus on students' strengths, abilities, and gifts, we will see that everyone does belong, everyone can contribute in their own way, and that everyone does learn important lessons from ALL students in a classroom. I hope you enjoy the inclusion issue of Positively Autism, and please feel free to e-mail me any time with your comments or suggestions. Happy New Year!
FYI: Here is the format for the Reference List: Author's Last Name, Initial. (Year Published). Title of article. Journal/Magazine Title, Volume#(Issue#), page _TAG_.
Diehl, S.F., Ford, C.S., & Federico, J. (2005). The communication journey of a fully include child with an autism spectrum disorder. Topics in Language Disorders, 25(4), 375-387.
Levy, S., Kim, A., & Olive, M.L. (2006). Interventions for young children with autism: A synthesis of the literature. Focus on Autism and Other Developmental Disabilities, 21(1), 55-62.
Prater, M.A. (2003). She will succeed: Strategies for success in inclusive classrooms. Teaching Exceptional Children, 35(5), 58-64.
Renzaglia, A., Karvonen, M., Drasgow, E., & Stoxen, C.C. (2003). Promoting a lifetime of inclusion. Focus on Autism and Other Developmental Disabilities, 18(3), 140-149.
Robertson, K., Chamberlain, B., & Kasari, C. (2003). General education teachers' relationships with included students with autism. Journal of Autism and Developmental Disorders, 33(2), 123-130.
Weiner, J.S. (2002). Full inclusion preschool project: Year one research outcomes brief report. Downloaded December 28, 2006 from _URL_
Supporting Students With Autism: 10 Ideas for Inclusive Classrooms
by Paula Kluth
© 2005 Paula Kluth. Adapted from: P. Kluth (2003). "You're going to love this kid": Teaching students with autism in the inclusive classroom. Baltimore: Brookes Publishing.
As I speak with colleagues in primary and secondary schools, I have noticed that many teaching veterans understand how to include students with learning disabilities, cognitive disabilities, emotional disabilities, and physical disabilities in general education classrooms; but they remain puzzled at how to support and teach students with autism in these same environments and learning experiences.
These tips are designed for the teacher who is just beginning to work with a student with autism. These simple ideas may work for a myriad of students but they are particularly helpful for educating students with autism, Asperger's syndrome, and other spectrum labels. They can help a teacher of any grade level or subject area plan lessons and engineer a safe and comfortable classroom for students with autism and other unique learning characteristics.
1) Learn About the Learner From the Learner
Oftentimes, educators needing information about a student will study the individual's educational records. While these documents are certainly one source of information, they are seldom the most helpful source of information. Teachers wanting to know more about a student with autism should ask that student to provide information. Some students will be quite wiling and


text: Early onset aggression precipitates a cascade of risk factors, increasing the probability of a range of externalizing and internalizing psychopathological outcomes. Unfortunately, decades of research on the etiological contributions to the manifestation of aggression have failed to yield identification of any risk factors determined to be either necessary or sufficient, likely attributable to etiological heterogeneity within the construct of aggression. Differential pathways of etiological risk are not easily discerned at the behavioral or self-report level, particularly in young children, requiring multilevel analysis of risk pathways. This study focuses on three domains of risk to examine the heterogeneity in 207 urban kindergarten children with high levels of aggression: cognitive processing, socioemotional competence and emotion processing, and family context. The results indicate that 90% of children in the high aggression group could be characterized as either low in verbal ability or high in physiological arousal (resting skin conductance). Children characterized as low verbal, high arousal, or both differed in social and emotional competence, physiological reactivity to emotion, and aspects of family-based contextual risk. The implications of this etiologic heterogeneity of aggression are discussed in terms of assessment and treatment.


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Centro de Información empowers Hispanics with the ability to effectively integrate into our greater community through the facilitation of information, education, citizenship and well-being.
Core Values Statement
The following principles form the basis for all conduct and decision-making within our organization, with those we serve, and with our greater community:
- Cultural Sensitivity
- Respect for Diversity
- Community Integration


text: Herbert Gintis and Dirk Helbing have developed a highly impressive, over-arching theoretical framework, using rational choice theory, general equilibrium theory, and game theory. They extend this to cover "moral, social and other-regarding values," plus social norms, culture, and institutions. While accepting the value of their contribution, I argue that there is a tension within their work between their depiction of the rational choice framework as a general "expression" of behavior and searching for explanations of, and detailed motivations for, particular phenomena such as punishment, altruism or moral sentiments. There is also a danger of over-generalization where a framework is stretched to cover every possible behavior. Indeed, rational choice theory with "otherregarding" preferences is strictly unfalsifiable. Furthermore, because "other regarding" agents are also depicted as maximizing their own utility, this framework cannot encompass adequate notions of altruism or morality. Instead, we should follow Darwin in seeking to explain the evolution of morality as a distinctly human motivation. The article concludes with a discussion of the implications of the Gintis–Helbing arguments for the future of sociology as a separate discipline.


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Green Art Gallery presents Proposals on Monumentality, group show curated by İpek Ulusoy Akgül, and featuring the work of Aslı Çavuşoğlu, Iman Issa, Christian Jankowski, Amina Menia, Seher Shah and Santiago Sierra.
The exhibition poses a set of questions for us to reflect upon: Can monuments go beyond representing the past and evoking collective memory? Is it possible for them to resist absorption into memorial narratives? How can monuments express fragmentation and forgetting?
Working across different histories and geographies, Proposals on Monumentality offers possible scenarios and alternative perceptions for monuments. Both Christian Jankowski and Aslı Çavuşoğlu make specific references to historical monuments: the former humorously suggests a need to fight or challenge history, while the latter rephrases the fragile story of a long-gone memorial. Similarly, Amina Menia gazes at the often-forgotten (and sometimes ignored or harmed) monuments as she draws on Nietzsche: 'the past must be forgotten if it is not to become the gravedigger of the present.' While Seher Shah demonstrates a formal exploration into monumentality through strong visual gestures, Iman Issa and Santiago Sierra present alternative structures through abstracting an existing monument and imagining a new one respectively.
As architecture receives increasing significance in the Gulf, iconic landmark buildings and large-scale museum projects – both agents of urban branding – are popularly described as 'monuments'. Moreover, the development and redevelopment of cities, in other words constant flux of urban fabric, lead to feelings of dislocation and even spatial amnesia. In light of the region's changing political context and urban environment, it is much needed to revisit monumentality's complex relation to memory as well as spatial and political dynamics.


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"That really was one of the first real roads through the county," said Mark Ware, director of the Somerset Historical Center. "It set the stage for subsequent settling, trade and industry in the county."
"They then became major highways which played a role in the way goods were delivered and where major cities were located. Now, very little remains of the original."
In fact, the Forbes Road was so well-suited for development it was almost completely subsumed or destroyed in the subsequent expansions and settlements. A couple dozen historical buildings, some roadside markers and a few forts like Ligonier and Pitt remain preserved throughout the state.
In Somerset County a few feet of wooden road — from a section called Corduroy Road — and a small fortified supply post called a "redoubt" remain from 19 miles of trail.
"A lot of it has been stripped (mined) or destroyed. Most of it is on private land, what remains," Ware said. "The public doesn't have easy access to the sites."
Corduroy Road is a good example. That section was named for the clothing material because logs were laid side by side through a muddier stretch and reminded the soldiers of ridged wale.
The historical society has "a one-foot chunk of rotted log" from Corduroy Road, Ware said.
Larry Powell, a local expert on the road, said that the redoubt near Shade Township on private property is one of the last remaining in the state. "Many of these sites, people never thought about preservation," he said.
"But Forbes Road played a tremendous part in how Somerset County developed," he said.
For the army building the road, the Somerset sections were among the most difficult and dangerous. "Shade Township, well, it was named for the road," Ware said. "The soldiers called it 'The Shades of Death' as they struggled through."
The trees were particularly tough and close-growing. Soldiers suffered from Indian attacks. The heat and exertion killed or sickened others. "You could read in the letters the soldiers wrote home how difficult it was. They encountered some very tough conditions," Ware said.
"After the war was over, some of the earliest settlers in the county followed the road in," he added.


Thirty-Year Treasury
DEFINITION of 'Thirty-Year Treasury'
A U.S. Treasury debt obligation that has a maturity of 30 years. The 30-year Treasury is the benchmark U.S. bond and one of the world's most closely watched financial instrument.
The 30-year is the world's most liquid financial asset, as well as the most widely reported bond yield.
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Solar Cycle Variation of the Interplanetary Magnetic Field Spiral
C. W. Smith and J. W. Bieber
The Astrophysical Journal, 370, 435-441 (1991)
Interplanetary measurements spanning the time interval from 1965 through 1987 and a distance range from 0.7 to 15.9 AU are employed to test the Parker theory for the large-scale structure of the interplanetary magnetic field. Examination of data recorded by Earth-orbiting spacecraft reveals that the interplanetary magnetic field spiral depends upon the phase of the solar cycle, such that the annual mean winding angle in the years surrounding solar maximum is about 10 deg larger than in the years surrounding solar minimum. An analysis of Pioneer-Venus Orbiter observations from 1979 through 1987 confirms this result. The observed variation of the solar wind speed with the solar cycle is shown to account for much of the recorded variation in the winding angle, but it is shown that the Parker theory requires excessive solar rotation rates to fully account for the observed winding of the field. Both Pioneer-Venus Orbiter and Voyager 2 observations confirm this conclusion. It is suggested that nonzero azimuthal field components arising from differential solar rotation may be convected into the corona to provide a steady source of azimuthal magnetic fields at the source point of the solar wind. A straightforward extension of the Parker theory shows how such seed fields would account for the observed discrepancy in the interplanetary spiral winding. Implications of this theory for high-latitude interplanetary fields are also discussed. It is shown that differential solar rotation may lead to significantly greater winding of the high-latitude interplanetary magnetic field than the Parker theory predicts.
Return to Charles W. Smith's Publication Page
Return to Charles W. Smith Home Page


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American English Video Vocabulary Builder
Lesson 42. Body parts - 7. Past tense, 3rd person
Lesson 43. Body parts - 1. Future tense, 1st person
Lesson 44. Body parts - 2. Future tense, 1st person
Lesson 45. Body parts - 3. Future tense, 1st person
Lesson 46. Body parts - 4. Future tense, 1st person
Lesson 48. Body parts - 6. Future tense, 1st person
Lesson 49. Body parts - 7. Future tense, 1st person
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Magic Squares WorksheetsName: ______________________________
Instructions: Complete the Magic Squares by figuring out the magic number. The sums of the columns, rows and diagonals must be the same.
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