text:
PHPKB knowledge base software has the ability to allow admin users (authors) to create/manage custom fields for the knowledge base articles. Custom fields are user-defined variables that can be assigned to articles. Custom fields are a form of meta-data that allows you to store arbitrary information with each knowledge base article. This meta-data is handled with key/value pairs. The key is a "name" which identifies the specific field thus it is a constant and should stay the same for all articles in the knowledge base. The value is the information that will be displayed for the field when you view an article on the public area. This arbitrary extra information might be useful for the knowledge base users and it can include bits of information such as:
- Product Version: 2011
- Operating System: Windows 7, Windows XP, Ubuntu Linux
Benefits of Custom Fields in Knowledge Base Software
- Custom fields provide additional level of organization and filtration of articles in your knowledge base.
- You can create unlimited number of custom fields.
- Once a custom field is made, it can be used for all articles in the knowledge base, with same or different values.
- You can assign as many custom fields as you want for a knowledge base article.
- Custom fields can be marked as 'Required' so that it becomes mandatory for the article authors to specify their value.
- Only those custom fields would be displayed on the front-end that contain data. Blank value custom fields are not displayed on the front-end.
- They are stored in a separate database table.
- If selected (from settings), the knowledge base users can also search the content of custom fields on public area.
Types of Custom Fields
The types of custom fields available in PHPKB knowledge base software are:
- Text Field - Use this to gather small amount of information about your article. You can use this custom field type for small amount of data that is to be entered manually by an article author.
- Dropdown List - This type of custom field allows your article authors to select only one option from a predefined list of options. For example, You could use this to ask for 'Article Type' so that authors can select if it is a 'FAQ', 'Known Issue', 'Release Note', 'Enhancement' etc.
- Check Boxes - Check boxes allow your users to select multiple options from a predefined set of values. For example, You can use this type of custom field to ask for selection of 1 or more values. For example, you can use it to ask for product versions that the article applies to, where custom field name can be 'Applicable To' and field values can be 'Version 1.5', 'Version 2.0', 'Version 6.0' etc.
You are most welcome to see the screenshots of various operations on the custom fields such as:
- Creating a Custom Field
- Managing Custom Fields
- Editing a Custom Field


"What's the difference between a religion and a cult" with guest Susan Palmer
To listen to the podcast via iTunes, click here.
For a transcript of this episode, click here.
We throw the words 'religion' and 'cult' around, like we know what they mean, but do we? Sure, Judaism and Buddhism are religions, but why not the Branch Davidians or Scientology? And, why should we trust the charismatic pastor of a mega-church, but not the quirky but powerful spokesman who is selling his faith on a street corner? Why do new religions make us so uncomfortable? These are important questions, not just because they help us understand the human experience, but because we use them to approve or condemn others' choices.
Susan J. Palmer is a researcher, sociologist and writer in the area of new religious movements. She is a member of the Religious Studies Faculty at McGill University, and an Affiliate Professor and Part-time Instructor at Concordia University. She is the author of numerous books, most recently Storming Zion: Government Raids on Religions with co-author Stuart Wright.
Read Susan's article Caught up in the Cult Wars for free. This is the article mentioned in the episode.
Click here to join the conversation at r/whyradioshow, Why? Radio's official discussion site.
2 thoughts on ""What's the difference between a religion and a cult" with guest Susan Palmer
 1. The best quote I've ever heard regarding this question is: "The difference between a cult and a religion is what happens when you try and leave."
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7 Of The Most Common Mistakes People Make With Pasta
Who doesn't love a good bowl of pasta? Pasta is there for us in our times of need, like when we forget about dinner and people are starting to get hangry. Noodles, meet sauce—and dinner is served!
But here's the thing about our favorite quick and easy dinner: with a few low-effort changes to our cooking, we can all make pasta that is perfectly cooked and genuinely delicious! All it takes is avoiding a few key pasta mistakes.
So today I'll be sharing 7 of the most common mistakes that people make when it comes to pasta. By avoiding these behaviors, you can take your pasta dishes from a pile of noodles to a gourmet meal! :-)
7 Pasta Mistakes That Are Surprisingly Common
1. Using A Too-Small Pot
Sure, it can be a bit of pain to wash your big pasta pot, but it's no excuse to use a smaller pot! You'll always get better results cooking your pasta in a big pot with lots of water than a small pot with less water.
The extra space gives the pasta room to move around while it cooks. And the more it can move, the less likely it is you'll end up with sticky, unevenly cooked pasta globs.
2. Pouring Sauce On The Pasta
The final stages of the cooking process can make or break a pasta dish! The simple act of marrying your pasta and sauce together on your stovetop can make the difference between a delicious, gourmet pasta dish and a bowl of sauced noodles.
While the pasta is cooking, make or warm your sauce in a wide pan on your stovetop. When the pasta is 1-2 minutes shy of being done, move it over to the sauce and finish cooking it there.
It only takes a couple of extra minutes, and you'll love the difference it makes!
3. Not Using The Pasta Water
That salty, starchy pasta water can make a big difference in your finished dish! The starchiness will help add body to your sauce, and help the sauce stick to the noodles themselves.
You can either save a small amount of the pasta water to add to your sauce, or just make sure your noodles are still a bit wet when you transfer them over to your sauce.
4. Adding Oil To The Cooking Water
You don't need to add oil to your pasta water. Some people do this to prevent long noodles from sticking together, but noodles are supposed to be sticky and starchy! (If they aren't, the sauce won't really adhere to them.)
And if you finish your pasta in the sauce, you won't have to worry about the noodles sticking together anyway. So skip the oil!
5. Serving Pasta On A Plate
Even if you have a relatively thick pasta sauce, it's still a good idea to serve pasta in a bowl instead of on a plate. The curved bowl will keep your pasta warmer for longer than a plate, and it usually makes it a bit easier to eat.
6. Not Waiting For The Water To Boil
I realize that as an impatient person myself, it's a bit rich for me to be advocating for patience. But we should all be a bit more patient when it comes to bringing our pasta water to a boil!
If you add your noodles to the water before it starts boiling, it will take even longer to get it up to the boiling point. And until that happens, your noodles will just be steeping in warm water and their texture will likely suffer for it.
7. Putting Pasta In Your Garbage Disposal
Leftover pasta should go in your fridge, the trash can, or really anywhere other than your garbage disposal! Pasta expands considerably when wet, and anything that expands spells out bad news for a garbage disposal.
So avoid those potentially nasty clogs and expensive repairs by making your disposal a No Pasta Zone!
What's the best pasta dish you've ever eaten?
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Dr. Evie Malaia, EURIAS fellow
Event reference time representation in grammar: sign languages and spoken languages
Evie Malaia is the guest speaker at this ACLC seminar. Abstract and title are NOW available.
Human languages base sentence structure on predicates, often corresponding to perceptually-available events. Temporal boundary of an event, identified as linguistic feature verbal telicity, is critical for lexicon-grammar interface in sentence-building: it affects transitivity, (un)accusativity, and number and type of argument roles of the verb. The talk will illustrate two paths of grammaticalization - transformation of perceptual parameters of event boundaries into linguistic features - in Croatian Sign Language and American Sign Language. We will also consider neural (EEG and fMRI) data, which indicates that once temporal reference is grammaticalized in the language, it becomes critical for memory management during online language processing.
Spuistraat 134 | 1012 VB AmsterdamGo to detailpage
+31 (0)20 _PHONE_

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text:
The completion of the Human Genome Project triggered a whole new field of genomic research which is likely to lead to new opportunities for the promotion of population health. As a result, the distinction between genetic and environmental diseases has faded. Presently, genomics and knowledge deriving from systems biology, epigenomics, integrative genomics or genome-environmental interactions give a better insight on the pathophysiology of common diseases. However, it is barely used in the prevention and management of diseases. Together with the boost in the amount of genetic association studies, this demands for appropriate public health actions. The field of Public Health Genomics analyses how genome-based knowledge and technologies can responsibly and effectively be integrated into health services and public policy for the benefit of population health. Environmental exposures interact with the genome to produce health information which may help explain inter-individual differences in health, or disease risk. However today, prospects for concrete applications remain distant. In addition, this information has not been translated into health practice yet. Therefore, evidence-based recommendations are few. The lack of population-based research hampers the evaluation of the impact of genomic applications. Public Health Genomics also evaluates the benefits and risks on a larger scale, including normative, legal, economic and social issues. These new developments are likely to affect all domains of public health and require rethinking the role of genomics in every condition of public health interest. This article aims at providing an introduction to the field of and the ideas behind Public Health Genomics.
Epidemiology; Genomics; Epigenomics; Prevention; Public Health; Public Health Genomics; Translational Research; Policymaking; Personalised Healthcare
Microbiology reference laboratories are critical in the development of high-quality clinical and public health services. In Belgium, the reference laboratories performed their activities on a voluntary basis and lacked a legal status.
Pathogens or groups of pathogens necessitating a national reference center (NRC) were prioritized based on diagnostic and epidemiologic relevance. Terms of reference for each of these pathogens were developed.
Recently, 40 NRCs for different pathogens or groups of pathogens have been installed in Belgium to fulfill the following core functions: offering reference diagnostics, collecting reference materials, sharing information and scientific advice, participating in national and international networks, collaborating with research workgroups, and contributing to surveillance activities.
These NRCs are important focal points of the national and international network in public health microbiology.
National reference centers; Public health microbiology
Cancer is a major European public health issue and represents the second most important cause of death and morbidity in Europe. Moreover, as a result of constant advances in medicine, medical technology and other sciences, and due to improvements in economic circumstances, cancer survival rates are increasing in Europe and prevalent cases (i.e. number of subjects who have experienced cancer) represent a growing proportion of the population. In order to tackle cancer efficiently throughout the European Member states, the European Commission launched the Joint Action (JA) 'European Partnership for Action Against Cancer' (EPAAC) facilitated by the Community Health Programme, in September 2009. EPAAC is designed to fill a gap in cooperation, collaboration and shared experiences for countries with similar needs and diverse experience in the area of their national cancer control policies. Activities and studies are tackling the main challenges of cancer control in Europe as a whole and in the Member states, including the provision of services and health system responses, human resources and research. In contrast with previous European actions in the field of cancer, EPAAC joins different partners and stakeholders at various levels ranging from Member states (including Iceland and Norway) and Regions to patient representatives.
EPAAC; Cancer; Health policy; Public health; Joint Action
Alzheimer's disease and other related dementias are public health priorities in the European Union due to their prevalence, cost and profound impact on society. Because of these pressing implications, the European Union decided to create a Joint Action to share knowledge about dementia and health policy in order to preserve the health, quality of life, autonomy and dignity of people living with dementia and their carers in Europe.
ALCOVE is a European Community-funded Joint Action coordinated by the HAS (French National Authority for Health) with a 24-month duration. The project's life cycle has been divided into the following four steps: (1) collection of existing information, (2) analysis of existing information and making comparisons across Member States, (3) identifying Evidence, Needs, and Priorities, (4) drafting recommendations and disseminating them.
19 countries are participating in the ALCOVE initiative. The project will publish its final findings in 2013. The project's objectives, participants, method, on-going procedures and work plans are already available on the ALCOVE website:
_URL_ Preliminary results show that recommendations will need to focus on clinical and epidemiological data collection, diagnostic system assessment, outstanding approaches for treating behavioural disorders, limiting antipsychotic use, and competence assessment in this vulnerable population.
The European Member States involved are mobilized to share best health policy practices in order to tackle the challenge of dementia's threat on European health and social systems and to improve the quality of life and care for individuals and their family carers.
Alzheimer's disease and related dementia; Dementia; Public health; BPSD; Antipsychotics; Risk reduction; Prevalence; Diagnosis; Advanced declaration of will; Health care system
Life expectancy has been increasing during the last century within the European Union (EU). To measure progress in population health it is no longer sufficient to focus on the duration of life but quality of life should be considered. Healthy Life Years (HLY) allow estimating the quality of the remaining years that a person is expected to live, in terms of being free of long-standing activity limitation. The Joint Action on Healthy Life Years (JA: EHLEIS) is a joint action of European Member States (MS) and the European Union aiming at analysing trends, patterns and differences in HLY, as well as in other Summary Measures of Population Health (SMPH) indicators, across the European member states.
The JA: EHLEIS consolidates existing information on life and health expectancy by maximising the European comparability; by analysing trends in HLY within the EU; by analysing the evolution of the differences in HLY between Member States; and by identifying both macro-level as micro-level determinants of the inequalities in HLY. The JA: EHLEIS works in collaboration with the USA, Japan and OECD on the development of new SMPHs to be used globally. To strengthen the utility of the HLY for policy-making, annual meetings with policy-makers are planned.
The information system allows the estimation of a set of health indicators (morbidity and disability prevalence, life and health expectancies) for Europe, Member States and shortly their regional levels. An annual country report on HLY in the national languages is available. The JA: EHLEIS is developing statistical attribution and decomposition tools which will be helpful to determine the impact of specific diseases, life styles or other determinants on differences in HLY. Through a set of international workshops the JA: EHLEIS aims to develop a blueprint for an international harmonized Summary Measure of Population Health.
The JA: EHLEIS objectives are to monitor progress towards the headline target of the Europe 2020 strategy of increasing HLY by 2 years by 2020 and to support policy development by identifying the main determinants of active and healthy ageing in Europe.
Health status indicators; Gender; Socioeconomic status; Public health; Health expectancy; Healthy life years; EU
Aims of the study
This study wants to examine the availability of Belgian healthcare data in the three main international health databases: the World Health Organization European Health for All Database (WHO-HFA), the Organisation for Economic Co-operation and Development Health Data 2009 and EUROSTAT.
For the indicators present in the three databases, the availability of Belgian data and the source of these data were checked.
The most important problem concerning the availability of Belgian health-related data in the three major international databases is the lack of recent data. Recent data are available for 27% of the indicators of the WHO-HFA database, 73% of the OECD Health Data, and for half of the Eurostat indicators. Especially recent data about health status (including mortality-based indicators) are lacking.
Only the availability of the health-related data is studied in this article. The quality of the Belgian data is however also important to examine.
The main problem concerning the availability of health data is the timeliness. One of the causes of this lack of (especially mortality) data is the reform of the Belgian State. Nowadays mortality data are provided by the communities. This results in a delay in the delivery of national mortality data. However several efforts are made to catch up.
Belgium; databases; health status indicators; public health
The small but growing literature on socio-economic inequality in morbidity among older persons suggests that social inequalities in health persist into old age. A largely separate body of literature looks at the predictors of long-term care use, in particular of institutional care. Various measures of socio-economic status are often included as control variables in these studies. Review articles generally conclude that the evidence for such variables being a predictor for institutionalization is "inconclusive". In this paper we look at the association among older persons in Belgium between one particular measure of socio-economic status – preferential status in public health care insurance – and first use of home long-term care and residential care. Preferential status entitles persons to higher reimbursement rates for health care from the public health care insurance system and is conditional on low income. We also study whether preferential status is related to the onset of five important chronic conditions and the time of death.
We use survival analysis; the source of the data

source: HuggingFaceFW/fineweb-edu


PPL Tutor Help Center
The CAA e-Exams
Written by Karl Bunyan
Updated 4 months ago
All PPL Ground School exams in the UK are now taken through the CAA's e-Exam System. This differs from the old system in that there is now a much larger question bank, and questions are randomised (rather than being one of three non-changing papers). The syllabus, however, is the same.
At PPL Tutor we've always believed that the best way to prepare for the exams was also the best way to prepare for flying i.e. learn the material rather than just the answers. Although we realise that being able to practice the exact exams before you sit them "for real" is a real benefit, the larger question bank means that 1) there are many more questions a student would have to attempt to memorise, if that was how they wanted to pass and 2) it's much harder for any exam application to mirror that database.
Given that, we are taking the approach of expanding both our question banks and our revision content so we can help you to learn the subject, not just the questions.
Plus, of course, we provide all Air Law content for free. As this is generally the first exam to be taken then, as before, the best approach is to study and practice for this exam with PPL Tutor and if you think the application has helped you to pass then you can consider paying for the other subjects.
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Creating accurate projections of the expenses needed to complete a construction project is hugely important to running a profitable contractor firm. There are some variables that are difficult to calculate, however, which makes the entire process of tracking—and improving—productivity challenging.
One such tricky matter is labor productivity. Finding an exact figure for labor utilization is generally an imprecise science, as there are inevitable inconsistencies in the human factors of construction work. The primary way to make this process less demanding for your organization and get labor utilization data you can use in your overall projections and calculations is to invest in new construction management software.
Today's electronic content management platforms purpose-built for the construction industry allow you to create a single, integrated data environment in which modules including human resources, finance and more all share data. Harnessing the power of these data environments is one way to take the ambiguity out of construction productivity and become more data-driven in your operations overall.
The incentive to monitor and control labor utilization more effectively comes from talent's massive effect on overall construction budgets. The Turner & Townsend International Construction Market Survey found that the relative cost of labor is wildly divergent in different markets around the world, with North America topping the list. In areas where it's relatively expensive to hire skilled workers, the U.S. included, companies are focusing on both building efficiency through technology—and on monitoring productivity.
Studying the various ways in which businesses can measure the production of their workforces can help you improve construction project management, manage your own costs and enhance the quality of your jobs overall.
Labor Productivity Formulas for Construction
While it is difficult to create a clear framework to calculate construction labor utilization rates, experts have attempted to do so over the years. Inspecting these formulas can demonstrate how imprecise calculations of construction productivity have historically been while also pointing out the elements that need to be considered in calculating labor utilization.
Accounting for 17 Variables
As one example of labor productivity tracking, a scholarly attempt to create a productivity formula at the University of Warsaw acknowledged that there are so many variables inherent to construction work that designing one catchall formula is highly challenging. The tasks needed to complete a construction project's lifecycle vary widely across and even within employee specialties. Not only can two workers on the same crew be given very different tasks based on their expertise, the same person can tackle divergent roles from one day to the next.
The University of Warsaw researchers also noted the impact of individual human factors on productivity: How can a mathematical model determine the relative efficiency of a construction worker when each employee is a human being with unique preferences, traits and abilities? Add in the impact of environmental and other external factors on the progress of construction work and it becomes clear there is no 100% accurate way to craft a numerical model for completing work on the jobsite.
In the end, the Warsaw team developed a 17-factor model of efficiency, spanning everything from the day of the week to the temperature of the jobsite and the level of organization present. While the calculations proved relatively useful in initial testing, the complexity of the model mostly serves to demonstrate just how many factors go into determining relative productivity on any given day.
Developing a 3-Factor Model
A second attempt at creating a labor utilization formula, this one presented at the Seminar on Industrial Engineering and Management, tied the ability to predict worker efficiency to the final quality of construction projects and used three variables to determine the contribution of a worker: effective working time, contributory working time and ineffective working time.
The authors of this study noted some of the same difficulties that faced the other team. Namely, they pointed out that each individual unit of construction work is different. Working on disparate parts of a building will take divergent amounts of time, so simply measuring how much of a project an employee has accomplished does not give the whole picture of that person's contributions relative to another team member with their own task.
The researchers also noted that unlike another industry where measures of productivity are important— manufacturing—construction work can't be broken down into standardized and repetitive tasks. Therefore, companies hoping to bring over labor utilization formulas that are useful on the factory floor won't get satisfactory results.
The final labor utilization rate formula, designed to be simple enough for use on the jobsite without breaks for heavy calculations, has some drawbacks. Namely, it does not allow the capture of information describing the why behind an individual's performance. Furthermore, there is room to improve the calculation through the addition of digital real-time data, perhaps captured by the sensors that make up the internet of things.
Useful Technology Deployments for Intelligent Te
Useful Technology Deployments for Intelligent Team Utilization
Given that scholar-created formulas for determining and improving construction productivity are provisional and complex, you need something more practical. What you need is an ECM tool integrated with other modules used across your entire organization, from building information modeling and drawing management to human resources and inventory, so that you can make more informed decisions and immediately see the complete effects of changes.
The real-time flow of information between the jobsite and the office is not a speculative feature. If you use the right ECM solution, namely one purpose-built for the needs of the construction space, you can enable this high level of information visibility and utilization now. Accurate and frequently updated information on labor utilization can deliver insights that are actionable in the moment to get your projects completed more efficiently.
While you may not have the ability to track dozens of metrics regarding employee performance, jobsite conditions and more, you do have the ability to gather highly accurate data regarding employees' time spent working on various tasks on the jobsite. Modern time-tracking solutions are compatible with smart devices for use on the jobsite. In addition, they enable the gathering of data from RFID chips. With such a module as part of your ECM platform, you can create more accurate projections of timelines and resource utilization.
HR, equipment usage, budgeting and more are intrinsically linked. Therefore, the modules dealing with each of these variables should be integrated through a single ECM solution. Real-time data regarding employee attendance or absenteeism can have an immediate effect on projected inventory, job timelines, finances and more. Keeping centralized information on these factors and making them accessible to internal and external stakeholders helps you complete jobs effectively, with no surprises and open communication between owner and contractor.
To reach its labor oversight potential, your firm needs an ECM deployment with a modern human capital management system. Such a system creates a paper-free and highly efficient labor management environment. When you have more accurate reporting on every individual working on the jobsite, you can maximize the utilization of each employee's skills and efforts, all while keeping track of the effects on the overall budget.
Greater data visibility and real-time updates enable you to discover and eliminate the hidden project costs that can hold your organization back in its talent management efforts and improve productivity overall. Visit the CMiC resource center to see how our platform can transform your organization's capabilities.
Author Bio:
Mauricio Barberi, chief marketing officer, CMiC
Mauricio BarberiMauricio is a marketing and growth executive with two decades of experience helping emerging and middle-market technology innovators realize their market potential. With responsibility for all aspects of marketing, he has been instrumental in defining and establishing the marketing function; recruiting and leading a team of marketing professionals and agencies; and laying down the foundation for sustained business growth at CMiC.
Previously, Barberi worked as SVP global marketing at GT Nexus, a PE-backed $130M cloud supply chain innovator, where he established the go-to-market strategy and program prior to its acquisition by Infor for $675M. As SVP of marketing at Mobius, a $90M enterprise software vendor, he partnered with sales leadership to restore growth, culminating in its sale at 3x the baseline valuation. As VP of marketing at C3i, a $55M CRM services firm, Barberi helped to double revenues while creating and launching a new on-demand analytical service. Earlier in his career, he led client engagements with Accenture's business strategy practice and developed state-of-the-art test systems for Schlumberger in Silicon Valley.
Barberi earned an S.B. in mechanical engineering from MIT and an MBA from Harvard Business School. He is a frequent panelist at industry events and lives in New York City with his wife and two teenage daughters.


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Pigeonhole principle
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Pigeons in holes. Here there are n = 10 pigeons in m = 9 holes. Since 10 is greater than 9, the pigeonhole principle says that at least one hole has more than one pigeon. (The top left hole has 2 pigeons.)
In mathematics, the pigeonhole principle states that if items are put into containers, with, then at least one container must contain more than one item.[1] For example, if one has three gloves (and none is ambidextrous/reversible), then there must be at least two right-handed gloves, or at least two left-handed gloves, because there are three objects, but only two categories of handedness to put them into. This seemingly obvious statement, a type of counting argument, can be used to demonstrate possibly unexpected results. For example, given that the population of London is greater than the maximum number of hairs that can be present on a human's head, then the pigeonhole principle requires that there must be at least two people in London who have the same number of hairs on their heads.
Although the pigeonhole principle appears as early as 1624 in a book attributed to Jean Leurechon,[2] it is commonly called Dirichlet's box principle or Dirichlet's drawer principle after an 1834 treatment of the principle by Peter Gustav Lejeune Dirichlet under the name Schubfachprinzip ("drawer principle" or "shelf principle").[3]
The principle has several generalizations and can be stated in various ways. In a more quantified version: for natural numbers and, if objects are distributed among sets, then the pigeonhole principle asserts that at least one of the sets will contain at least objects.[4] For arbitrary and this generalizes to where and denote the floor and ceiling functions, respectively.
Pigeon-hole messageboxes at Stanford University
Dirichlet published his works in both French and German, using either the German Schubfach or the French tiroir. The strict original meaning of these terms corresponds to the English drawer, that is, an open-topped box that can be slid in and out of the cabinet that contains it. (Dirichlet wrote about distributing pearls among drawers.) These terms were morphed to the word pigeonhole in the sense of a small open space in a desk, cabinet, or wall for keeping letters or papers, metaphorically rooted in structures that house pigeons.
Because furniture with pigeonholes is commonly used for storing or sorting things into many categories (such as letters in a post office or room keys in a hotel), the translation pigeonhole may be a better rendering of Dirichlet's original drawer metaphor. That understanding of the term pigeonhole, referring to some furniture features, is fading—especially among those who do not speak English natively but as a lingua franca in the scientific world—in favour of the more pictorial interpretation, literally involving pigeons and holes. The suggestive (though not misleading) interpretation of "pigeonhole" as "dovecote" has lately found its way back to a German back-translation of the "pigeonhole principle" as the "Taubenschlagprinzip".[5]
Besides the original terms "Schubfachprinzip" in German[6] and "Principe des tiroirs" in French,[7] other literal translations are still in use in Bulgarian ("принцип на чекмеджетата"), Chinese ("抽屉原理"), Danish ("Skuffeprincippet"), Dutch ("ladenprincipe "), Hungarian ("skatulyaelv"), Italian ("principio dei cassetti"), Japanese ("引き出し論法"), Persian ("اصل لانه کبوتری"), Polish ("zasada szufladkowa"), Swedish ("Lådprincipen"), Turkish ("çekmece ilkesi"), and Vietnamese ("nguyên lý hộp").
Assume a drawer contains a mixture of black socks and blue socks, each of which can be worn on either foot, and that you are pulling a number of socks from the drawer without looking. What is the minimum number of pulled socks required to guarantee a pair of the same color? Using the pigeonhole principle, to have at least one pair of the same color (m = 2 holes, one per color) using one pigeonhole per color, you need to pull only three socks from the drawer (n = 3 items). Either you have three of one color, or you have two of one color and one of the other.
If there are n people who can shake hands with one another (where n > 1), the pigeonhole principle shows that there is always a pair of people who will shake hands with the same number of people. In this application of the principle, the 'hole' to which a person is assigned is the number of hands shaken by that person. Since each person shakes hands with some number of people from 0 to n − 1, there are n possible holes. On the other hand, either the '0' hole or the 'n − 1' hole or both must be empty, for it is impossible (if n > 1) for some person to shake hands with everybody else while some person shakes hands with nobody. This leaves n people to be placed into at most n − 1 non-empty holes, so that the principle applies.
This hand-shaking example is equivalent to the statement that in any graph with more than one vertex, there is at least one pair of vertices that share the same degree.[8] This can be seen by associating each person with a vertex and each edge with a handshake.
One can demonstrate there must be at least two people in London with the same number of hairs on their heads as follows.[9][10] Since a typical human head has an average of around 150,000 hairs, it is reasonable to assume (as an upper bound) that no one has more than 1,000,000 hairs on their head (m = 1 million holes). There are more than 1,000,000 people in London (n is bigger than 1 million items). Assigning a pigeonhole to each number of hairs on a person's head, and assigning people to pigeonholes according to the number of hairs on their head, there must be at least two people assigned to the same pigeonhole by the 1,000,001st assignment (because they have the same number of hairs on their heads) (or, n > m). Assuming London has 8.9 million people,[11] one can even state that at least nine Londoners have the same number of hairs, as having eight Londoners in each of the 1 million pigeonholes accounts for only 8 million people.
For the average case (m = 150,000) with the constraint: fewest overlaps, there will be at most one person assigned to every pigeonhole and the 150,001st person assigned to the same pigeonhole as someone else. In the absence of this constraint, there may be empty pigeonholes because the "collision" happens before the 150,001st person. The principle just proves the existence of an overlap; it says nothing of the number of overlaps (which falls under the subject of probability distribution).
There is a passing, satirical, allusion in English to this version of the principle in A History of the Athenian Society, prefixed to "A Supplement to the Athenian Oracle: Being a Collection of the Remaining Questions and Answers in the Old Athenian Mercuries", (Printed for Andrew Bell, London, 1710).[12] It seems that the question whether there were any two persons in the World that have an equal number of hairs on their head? had been raised in The Athenian Mercury before 1704.[13][14]
Perhaps the first written reference to the pigeonhole principle appears in 1622 in a short sentence of the Latin work Selectæ Propositiones, by the French Jesuit Jean Leurechon,[2] where he wrote "It is necessary that two men have the same number of hairs, écus, or other things, as each other."[15] The full principle was spelled out two years later, with additional examples, in another book that has often been attributed to Leurechon, but may have been written by one of his students.[2]
The birthday problem[edit]
The birthday problem asks, for a set of n randomly chosen people, what is the probability that some pair of them will have the same birthday? The problem itself is mainly concerned with counterintuitive probabilities; however, we can also tell by the pigeonhole principle that, if there are 367 people in the room, there is at least one pair of people who share the same birthday with 100% probability, as there are only 366 possible birthdays to choose from (including February 29, if present).
Team tournament[edit]
Imagine seven people who want to play in a tournament of teams (n = 7 items), with a limitation of only four teams (m = 4 holes) to choose from. The pigeonhole principle tells us that they cannot all play for different teams; there must be at least one team featuring at least two of the seven players:
Subset sum[edit]
Uses and applications[edit]
The principle can be used to prove that any lossless compression algorithm, provided it makes some inputs smaller (as the name compression suggests), will also make some other inputs larger. Otherwise, the set of all input sequences up to a given length L could be mapped to the (much)


What is it?
DNAlysis is a test which has been developed to test specific genes which may affect your health and influence who you body deals with food and calories. It takes a lot of the guess work out of know what type of diet you should be on and which health risks you should be aware of. There is no blood test, it's just a simple cheek swab that is used for the testing.
Why is it important?
The importance of these test are to focus on your specific risk areas possibly even before they become a problem. Your DNA also doesn't change so you will only ever have to do the test once.
How can i help you?
As a registered Dietitian, I have done a course on DNAlysis and am accredited with them to do the tests and interpret our results so that you can start to make the changes toward a healthier you. authority on the DNA health program.
_EMAIL_ | _PHONE_
©2019 by Toni Brien Registered Dietitian.
Created by 36 Craft
Monday - Friday
Saturday (by appointment)
Health & Education Centre
52 Kingfisher Drive, Fourways


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Table of Contents:
- Setting the Brightness using the Power Control Widget
- Manually Adjusting the Brightness
This article provides information on adjusting the brightness settings on the Dell Venue 7 and Venue 8 Tablets.
1. Setting the Brightness using the Power Control Widget
Using the Power Control Widget, you can set the brightness using the pre-programmed brightness settings. Touching the brightness icon on the far right toggles through the options (Figure 1-4).
Figure 1: Auto Brightness
Figure 2: Full Brightness
Figure 3: Half Brightness
Figure 4: Lowest Brightness
Back to Top
2. Manually Adjusting the Brightness
To manually adjust the brightness of the tablet screen perform the following steps.
- From the home page, touch the Apps icon in the center of the bottom row to access all your apps (Figure 5).
Figure 5: Apps Icon
- Touch the Settings icon (Figure 6 or 7, you may have to swipe to the second page of Apps).
Figure 6 and 7: Setting Icons
- On the left side, scroll down to the Device section, touch the Display icon.
- Touch Brightness, use the slider to adjust the brightness.
Note: You can also change the wallpaper, the time the tablet goes to sleep, the font size among other options.
Back to Top


Adhesives and sealants troubleshooting tips from Dr. Dave Dunn.
Question:We apply our epoxy adhesives automatically and need to ensure that the adhesive has been mixed correctly and that it has actually been applied to the part. How can we accomplish this, other than having someone actually observe it visually?
Answer:Epoxy adhesives, which comprise both the adhesive component and the hardener, are usually mixed with a static mixer. It is possible to use and monitor automatic flow controllers on both components of the adhesive. However, the most common way to determine the correct mix ratio is to periodically take a sample of the mixed adhesive and measure its properties, including density, cure speed, bond strength, etc.
A few years ago, a major adhesives manufacturer collaborated with an auto company to develop a novel method for controlling the mix ratio of two-part epoxy adhesives. They discovered that the mix ratio can be continuously measured via a tagging system that incorporates microscopic stainless steel-coated glass bubbles in one component of the adhesive. The bubbles are detected by two eddy current sensors integrated into the dispensing equipment. This technique enables 100% knowledge and control of the dispense ratio.
A few methods can be used to detect your adhesive on the parts. One standard method is to incorporate a fluorescent agent into the adhesive and use a fluorescence detector to monitor its presence. Photo cells or a camera system can also be effective. If you use a three-dimensional camera system, you can measure the width, height and position of the bead of adhesive.
Question:What would you recommend as a general-purpose wood adhesive?
Answer:There are several types of wood adhesives, though craftsmen tend to refer to these as glues rather than adhesives. The traditional white glues, or carpenters' glues, usually do a good job, as do tough acrylics or special formulations of cyanoacrylates.
One-component polyurethane adhesives have also become popular in recent years. These adhesives have a single component and depend on moisture for curing. The moisture is sometimes available in the wood or the atmosphere, but it is common practice to dampen the surface before applying the adhesive. One has to be careful to use the right amount of adhesive and to clamp the parts, because the adhesive generates foam on curing and tends to expand.


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(1846–1922). American public official Luke Edward Wright served as attorney general of the state of Tennessee in the 1870s. Among his other appointments, he was secretary of war under President Theodore Roosevelt from 1908 to 1909.
Wright was born on August 29, 1846, in Giles county, Tennessee. He was the son of Archibald Wright (1809–84), who served as a judge on the Tennessee Supreme Court from 1858 until he was replaced in 1865. After the American Civil War began, the younger Wright served in the Confederate Army, where he was commended for bravery. He entered the University of Mississippi in 1867 but left the next year to intern and study law in his father's office. After being admitted to the bar, Wright began practicing law in Memphis, Tennessee.
Wright served as Tennessee's attorney general from 1870 to 1878. During the yellow fever epidemic in Memphis in the late 1870s, he used his supervisory skills to help in the relief efforts. In 1900 President William McKinley appointed Wright a member of the Second Philippine Commission (also called the Taft Commission), which was established to help govern the Philippines. In 1901 he became the vice-governor of the Philippines and then served as governor-general from 1904 to 1906.
President Roosevelt appointed Wright as the first ambassador to Japan in 1906. Wright resigned the next year. In 1908 he became secretary of war under President Roosevelt, serving until Roosevelt's term ended in 1909. During his tenure Wright stressed the importance of developing the new aircraft industry. After his public service work, Wright returned to Memphis, where he died on November 17, 1922.


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Learninsta presents the core concepts of Microbiology with high-quality research papers and topical review articles.
Mode of Action of Chemical Agents
Chemical agents act on microorganisms by:
- They may damage the lipids and proteins of the cytoplasmic membrane of microorganisms.
- They may denature microbial enzymes and other proteins usually by disrupting the hydrogen and disulfide bonds that give the protein its 3-D shape. This blocks metabolism function.
Modes Of Action
Mechanisms Of Resistance:-
- Most antimicrobials fall into one of four main categories, based on their site of activity.
- These include inhibition of cell wall synthesis, protein synthesis, nucleic acid synthesis, or disruption of cell membrane integrity.
There are a number of factors which influence the antimicrobial action of disinfectants and antiseptics, including:-
- The concentration of the chemical agent.
- The temperature at which the agent is being used.
- The number of microorganisms present.
- The nature of the material bearing the microorganisms.
- The chemical agent that kills bacteria is Bactericide.


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A pub (pron.: //), formally public house (a house "open to the public", as opposed to a private house), is a drinking establishment fundamental to the culture of Britain, Ireland, Australia, Canada and New Zealand. In many places, especially in villages, a pub can be the focal point of the community. The writings of Samuel Pepys describe the pub as the heart of England.
Historically, pubs have been socially and culturally distinct from cafés, bars, bierkellers and brewpubs. Most pubs offer a range of beers, wines, spirits, and soft drinks. Many pubs are controlled by breweries, so cask ale or keg beer may be a better value than wines and spirits. Traditionally the windows of town pubs were of smoked or frosted glass to obscure the clientele from the street but in the 1990s and after in the UK and other countries there has been a move towards clear glass, in keeping with brighter interior décors.
The owner, tenant or manager (licensee) of a pub is properly known as the "pub landlord". The term publican (in historical Roman usage a public contractor or tax farmer) has come into use since Victorian times to designate the pub landlord. Known as "locals" to regulars, pubs are typically chosen for their proximity to work, the availability of a particular beer, as a place to smoke (or avoid it), hosting a darts team, having a pool table, or appealing to friends.
Until the 1970s most of the larger pubs also featured an off-sales counter or attached shop for the sales of beers, wines and spirits for home consumption. In the 1970s the newly built supermarkets and high street chain stores or off-licences undercut the pub prices to such a degree that within ten years all but a handful of pubs had closed their off-sale counters.
The inhabitants of Great Britain have been drinking ale since the Bronze Age, but it was with the arrival of the Romans and the establishment of the Roman road network that the first inns called tabernae, in which the traveller could obtain refreshment, began to appear. After the departure of Roman authority and the fall of the Romano-British kingdoms, the Anglo-Saxons established alehouses that grew out of domestic dwellings. The Anglo-Saxon alewife would put a green bush up on a pole to let people know her brew was ready. These alehouses formed meeting houses for the villagers to meet and gossip and arrange mutual help within their communities. Here lie the beginnings of the modern pub. They became so commonplace that in 965 King Edgar decreed that there should be no more than one alehouse per village.
A traveller in the early Middle Ages could obtain overnight accommodation in monasteries, but later a demand for hostelries grew with the popularity of pilgrimages and travel. The Hostellers of London were granted guild status in 1446 and in 1514 the guild became the Worshipful Company of Innholders.
Inns are buildings where travellers can seek lodging and, usually, food and drink. They are typically located in the country or along a highway. In Europe, they possibly first sprang up when the Romans built a system of roads two millennia ago. Some inns in Europe are several centuries old. In addition to providing for the needs of travellers, inns traditionally acted as community gathering places.
In Europe, it is the provision of accommodation, if anything, that now distinguishes inns from taverns, alehouses and pubs. The latter tend to provide alcohol (and, in the UK, soft drinks and often food), but less commonly accommodation. Inns tend to be older and grander establishments: historically they provided not only food and lodging, but also stabling and fodder for the traveller's horse(s) and on some roads fresh horses for the mail coach. Famous London inns include The George, Southwark and The Tabard. There is however no longer a formal distinction between an inn and other kinds of establishment. Many pubs use "Inn" in their name, either because they are long established former coaching inns, or to summon up a particular kind of image, or in many cases simply as a pun on the word "in", as in "The Welcome Inn", the name of many pubs in Scotland.
The original services of an inn are now also available at other establishments, such as hotels, lodges, and motels, which focus more on lodging customers than on other services, although they usually also provide meals; pubs, which are primarily alcohol-serving establishments; and restaurants and taverns, which serve food and drink. In North America, the lodging aspect of the word "inn" lives on in hotel brand names like Holiday Inn, and in some state laws that refer to lodging operators as innkeepers.
Beer Houses and the 1830 Beer Act
Traditional English ale was made solely from fermented malt. The practice of adding hops to produce beer was introduced from the Netherlands in the early 15th century. Alehouses would each brew their own distinctive ale, but independent breweries began to appear in the late 17th century. By the end of the century almost all beer was brewed by commercial breweries.
The 18th century saw a huge growth in the number of drinking establishments, primarily due to the introduction of gin. Gin was brought to England by the Dutch after the Glorious Revolution of 1688 and became very popular after the government created a market for grain that was unfit to be used in brewing by allowing unlicensed gin production, whilst imposing a heavy duty on all imported spirits. As thousands of gin-shops sprang up all over England, brewers fought back by increasing the number of alehouses. By 1740 the production of gin had increased to six times that of beer and because of its cheapness it became popular with the poor, leading to the so-called Gin Craze. Over half of the 15,000 drinking establishments in London were gin shops.
The drunkenness and lawlessness created by gin was seen to lead to ruination and degradation of the working classes. The distinction[clarification needed] was illustrated by William Hogarth in his engravings Beer Street and Gin Lane. The Gin Act 1736 imposed high taxes on retailers and led to riots in the streets. The prohibitive duty was gradually reduced and finally abolished in 1742. The Gin Act 1751 however was more successful. It forced distillers to sell only to licensed retailers and brought gin shops under the jurisdiction of local magistrates.
By the early 19th century, encouraged by lower duties on gin, the gin houses or "Gin Palaces" had spread from London to most cities and towns in Britain, with most of the new establishments illegal and unlicensed. These bawdy, loud and unruly drinking dens so often described by Charles Dickens in his Sketches by Boz (published 1835–6) increasingly came to be held as unbridled cesspits of immorality or crime and the source of much ill-health and alcoholism among the working classes.
Under a banner of "reducing public drunkenness" the Beer Act of 1830 introduced a new lower tier of premises permitted to sell alcohol, the Beer Houses. At the time beer was viewed as harmless, nutritious and even healthy. Young children were often given what was described as small beer, which was brewed to have a low alcohol content, as the local water was often unsafe. Even the evangelical church and temperance movements of the day viewed the drinking of beer very much as a secondary evil and a normal accompaniment to a meal. The freely available beer was thus intended to wean the drinkers off the evils of gin, or so the thinking went.
Under the 1830 Act any householder who paid rates could apply, with a one-off payment of two guineas (roughly equal in value to £159 today), to sell beer or cider in his home (usually the front parlour) and even to brew his own on his premises. The permission did not extend to the sale of spirits and fortified wines, and any beer house discovered selling those items was closed down and the owner heavily fined. Beer houses were not permitted to open on Sundays. The beer was usually served in jugs or dispensed directly from tapped wooden barrels on a table in the corner of the room. Often profits were so high the owners were able to buy the house next door to live in, turning every room in their former home into bars and lounges for customers.
In the first year, 400 beer houses opened and within eight years there were 46,000 across the country, far outnumbering the combined total of long-established taverns, pubs, inns and hotels. Because it was so easy to obtain permission and the profits could be huge compared to the low cost of gaining permission, the number of beer houses was continuing to rise and in some towns nearly every other house in a street could be a beer house. Finally in 1869 the growth had to be checked by magisterial control and new licensing laws were introduced. Only then was it made harder to get a licence, and the licensing laws which operate today were formulated.
Although the new licensing laws prevented new beer houses from being created, those already in existence were allowed to continue and many did not close until nearly the end of the 19th century. A very small number remained into the 21st century. The vast majority of the beer houses applied for the new licences and became full pubs. These usually small establishments can still be identified in many towns, seemingly oddly located in the middle of otherwise terraced housing part way up a street, unlike purpose-built pubs that are usually found on corners or road junctions. Many of today's respected real ale micro-brewers in the UK


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To select their class projects, students review and vote their interest among a set of Design Challenges. These are short project proposals compiled by D-Lab staff, based on criteria including community partner interest, past D-Lab activity, and overall value.
Voting happens with the Project Selection Form, which also helps the instructors create teams with an appropriate mix of skills, backgrounds and interests.
- Project Selection Form (PDF)
The following table lists the six design challenges selected by the Spring 2010 class to become class projects, followed by brief summaries of the other candidates not selected by the class.
|TOPICS ||SUMMARIES ||DESIGN CHALLENGES |
|Selected Design Challenges |
|Bamboo Pencil Maker ||Process for easy manufacturing of bamboo pencils that are comparable to pencils made from wood. ||Compiled descriptions (PDF) |
|Chlorine Generation ||Using locally run electrolysis for a do-it-yourself approach to chlorine generation. |
|Plastic Bottle Recycling ||Device that granulates and cleans used plastic bottles into reusable flakes. |
|Portable Bicilavadora ‡ ||Pedal-powered washing machine that easily transports from house to house. |
|Spiral Pine Needle Cookstove ‡ ||Cookstove for burning pine needles as an alternative fuel source in India. |
|Vegetable Cutter ||Mechanized device for dicing large volumes of potatoes for an orphanage in Peru. |
|Other Candidates (Not Selected) |
|Braille Typewriter ||Low-cost Braille typewriter that can be manufactured and distributed among blind and partially sighted individuals ||These design challenge descriptions are not available |
|Charcoal Briquette Maker ||Faster briquette-making devices to improve the feasibility of producing charcoal from agricultural waste as an income generating activity in Haiti |
|Clay Molder ||Device that helps women in Brong-Ahafo, Ghana to mold clay more quickly into the appropriate shapes for selling |
|Forestry Growth Management ||SMS integrated device to measure and record tree growth for forestry management in Vietnam |
|Low CO Stove ||A fuel-efficient charcoal stove with low carbon monoxide emissions |
|Maize Sheller Attachment ||Redesigning a component of a bicycle attachment to remove maize kernels from the cob so that the entire device can be made locally in Tanzania |
|Paper Bag Maker ||Improving the production process for recycled paper bags at a women's shelter in Kolkata, India |
|Straw Chopper ||Chopping straw to use as a substrate for growing mushrooms, to supplement income in Assam, India |
|Water Siting ||Low-cost tools to accurately locate groundwater before labor-intensive manual well drilling in Ghana |
‡ For the Portable Bicilavadora and the Spiral Pine Needle Cookstove, the design review presentations and final reports are presented at the end of this page.
The Design Packet describes the sequence of process steps and milestones to be followed by the design teams. The earlier steps serve as homework assignments, leading into a final phase of prototype fabrication, testing, and evaluation.
Complete Design Packet (PDF)
For ease of use and website cross referencing, the Design Packet is also presented in this sequence of four webpages.
Sample Project Results
These final project reports are presented courtesy of the students and used with permission.
Movilavadora (Portable Bicilavadora) (PDF - 2.8MB)
Spiral Pine Needle Cookstove (PDF - 1.7MB)
Project Follow-up Survey (PDF)
Many D-Lab projects continue through multiple years of testing and refinement. See the D-Lab website for the latest information on recent projects.


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SI-EtherCAT allows Control Techniques general purpose and servo drives to connect and interface with EtherCAT networks.
- Up to 64,535 nodes on a segment
- Data rate of 100 Mbps (100BASE-TX)
- Update 40 axes in 250 μs (assuming 2 words command data and 3 words feedback data per axis, a control word and basic cyclic synchronization data)
- Jitter of less than 1 μs with Unidrive M600 to M700
- Non-cyclic data using the CoE mailbox
- CANopen DS-402 profile supported (drives and motion control) LED indication of network port activity


COMP9414/9814 Artificial Intelligence
Review Questions on Prolog Programming, Rules, Semantic Nets, Frames
 1. What is the difference between [[1] | [2, 3]] and [1 | [2, 3]]?
 2. What would be the output from the query
 ?- likes(jane, Y) = likes(X, pizza).
 3. Write and test a Prolog procedure to compute the sum of whole numbers from 1 to N.
 4. What is the difference between the Specificity Ordering and Rule Ordering conflict resolution strategies?
 5. Explain what is meant by the term partitioned production system.
 6. In a semantic net, explain the difference between an isa link and an ako link. What does ako stand for?
 7. Below are some Prolog facts. Draw them as a semantic network. How do you think semantic nets might be implemented in Prolog (don't cheat and look at the sample code linked to the lecture notes!) OK... you can look at the sample code after you've written down an answer.
 can_fly(bird, yes).
 ako(bird, vertebrate).
 have_feathers(bird, yes).
 ako(emu, bird).
 can_fly(emu, no).
 isa(ernie, emu).
 steals_potato_crisps(ernie, yes).
 8. What do frames have that semantic nets don't have?
 9. List all seven types of demon in the frame system described in lectures. When are their associated bits of code executed?
Solutions: don't read until you've tried the questions yourself!
Bill Wilson's contact info
UNSW's CRICOS Provider No. is 00098G


Managing website languages
Editors can create content in a particular language after you add and activate the language, and set an access level for a language. This prevents unauthorized editors from creating or editing pages in that language.
When an editor copies a page, all language versions are copied regardless of the editor's language rights. This means that if an editor with access rights to English only, copies a page that exists in English and French and pastes that somewhere, both language versions are copied.
Language overview
Go to the Config tab > System Configuration > Manage Website Languages. The installed website languages appear. You can see which languages are enabled for active editing in edit view, and the order in which languages are available. You can adjust the order of the languages using the arrows to the left of the language. To change a language's settings, click its name.
Image: Manage Website Languages screen
Adding and enabling languages
Before an editor can edit content in different languages, you need to add and enable the languages in the admin view and then enable them for editing in the CMS edit view.
1. Adding and editing languages
 1. From the admin view > Config tab > System Configuration, select Manage Website Languages.
 2. Click a language to edit its settings, or click Add Language to add a new language. A list of available language codes appears. Select a language code by clicking the name.
 3. In Name, enter a name for that language to be shown in the edit view. The field contains the name of the language encoding, but you can change this if you want.
 4. Select Enabled if you want the language to be active for editing in edit view. This option also affects whether the language is available to website visitors. A disabled language is not visible in the edit view. Existing content in that language is still accessible, but it cannot be edited.
 Image: Enable language screen
 5. In the Template icon field, enter the relative path to an icon that symbolizes the language. Several flags are zipped in modules\_protected\CMS.zip\App_Themes\Default\Images folder. If you want to make your own icons, make them 15x15 pixels so they fit properly in the edit view.
 6. In the Web address prefix field, you can provide a specific prefix to show the content of the relevant language. If you do not provide a prefix, the language code is used, such as _URL_
 7. Use Access level to define which editor groups have access to create and edit content in this language (see below). When you add a language, it is available for the Everyone group by default. Only users with access rights for a language have it available on the Sites tab, and can create and edit content in that language.
 An editor's create and edit access rights to content and language determine which actions the editor can perform on the content. This means that an editor must have edit access for a specific language and a specific item to edit the content in that language.
 When a language has Everyone as access rights, access rights for an item apply to all languages. This also means that an editor with delete access rights for content can delete an entire node with content in all languages, including content in languages to which the editor does not have access.
 If you remove the Everyone group in a certain language, it may cause some editors to lose their access rights to create and edit content in that language.
 8. Click Save.
2. Enabling a language on a website (if not already done)
 1. In the admin view, go to the Config tab > System Configuration > Manage Website Languages.
 2. Click the desired language in the list.
 3. Select the Enabled check box and click Save.
 Image: Enable language screen
3. Enabling a language for editing in CMS
This step makes the language available for content creation by editors. A language can be made available for the entire site structure, or for parts of it. By default, subpages inherit language settings from their parent page.
 1. In the CMS page tree, select the root page for the branch for which you want to enable the language. In this example, you want to make "French" available for the entire site, so the language setting is defined on the start page.
 2. Open the page in All Properties editing.
 3. Select Tools and Language Settings in the header.
 4. Under Available Languages, select Change.
 5. Select the language you want to enable, click Save, and close the dialog box.
 Image: Language settings for page
 6. For a correct display, the website start page also needs to be available in the new language. To do this, switch to the newly activated language, go to the start page, select Translate, then publish it.
 Image: Translate button
Once the language is enabled as described above, it is available for content translation.
Deleting an existing language
Remove a language from the website by opening the language for editing, and clearing the Enabled option.


All peel apart instant products stop developing when you peel them apart. They have an acid layer and a timing layer to reduce alkalinity.
All integral instant products have a timing layer that kicks in roughly 2 - 5 minutes after the pod bursts and this brings the pH down which shuts off development.
All instant products, just like all normal photo products are temperature sensitive and the results vary with temperature.
So, the answer is "NO" they do not develop to completion, but they can suffer from temperature effects which can over or under-develop them.


Team develops 1,000-core processor. Yes, really.
Posted by Kate Taylor
University of Glasgow scientists have created an ultra-fast 1,000-core processor which they say can run at 20 times the speed of current processors.
Dr Wim Vanderbauwhede and his team used a Field Programmable Gate Array (FPGA) and divided up the transistors within it into small groups, thereby creating more than 1,000 mini-circuits within the FPGA chip.
The researchers were then able to use the chip to process an algorithm central to the MPEG movie format at a speed of five gigabytes per second.
"FPGAs are not used within standard computers because they are fairly difficult to program, but their processing power is huge while their energy consumption is very small because they are so much quicker – so they are also a greener option," said Dr Vanderbauwhede.
Traditional multi-core processors must share access to one memory source, which slows the system down. But the Glasgowe team was able to make the processor faster by giving each core a certain amount of dedicated memory.
"This is very early proof-of-concept work where we're trying to demonstrate a convenient way to program FPGAs so that their potential to provide very fast processing power could be used much more widely in future computing and electronics," said Dr Vanderbauwhede.
"While many existing technologies currently make use of FPGAs, including plasma and LCD televisions and computer network routers, their use in standard desk-top computers is limited."
But with microchips combining traditional CPUs with FPGA chips now being announced by developers, including Intel and ARM, he says he expects this type of application to become more common.


Reverting Your Changes in Kiln
While working with changesets in Kiln you have three options for reverting your changes. Depending on the repository you use, git or Mercurial, the commands you will use will be different. To make the explanation simple and use common wording, we grouped these three options in the following concepts:
Start Over
If you want to scrap your local changes and want to get back to your last good commit use the following commands:
git git reset --hard
mercurial hg update --clean
Any uncommitted files will be reset, letting you start coding again with a clean slate.
Back to the top
If you find a bug in a changeset that's buried in your repository history, you want to undo that changeset by applying a new commit that's the exact opposite of the old changeset.
git git revert
mercurial hg backout
To get the changeset ID, grab it from the URL in Kiln or from git log or hg log at the command line. Both commands work similar, except that with Mercurial, you also have to commit after you run backout.
One of the advantages of undoing a changeset versus modifying your repository's history (by using Remove) is that the "undo changeset" becomes a part of your repository history. You make a mistake. You fix the mistake. It's all tracked in version control. This is preferable to modifying (removing) history, which isn't tracked.
Make sure you're committing granular changesets. Meaning, if you have 3 different bugs to fix, each bug fix should be its own changeset. That way, if you need to undo one changeset, you can undo one without affecting the others.
Back to the top
Removing changesets from your repository should be considered only as a last resort because it changes the history of your modifications. If you simply wish to Undo the effects of a changeset, use git revert or hg backout instead (see Undo above).
The most common reason to remove a changeset from your history is that it contains sensitive information, e.g. passwords, tokens, etc.
When modifying the history of a changeset by removing some modifications, it is recommended that the removal should be done in all repositories where the given changeset has been pushed.
Removal - using Kiln Web Interface
Changesets can be removed directly from within Kiln by Stripping Changesets using Kiln's Web Interface. After the strip completes, make sure to perform the same strip locally or reclone the repository.
Removal - using git or Mercurial commands
Git and Mercurial don't have exact equivalents of the strip in Kiln. Mercurial's command is the same, but git is different.
Note the ^ in the git command, which indicates the parent of the specified changeset.
In Mercurial, you're saying "remove this changeset and all its descendants".
In git, because you're targeting the parent of the changeset, you're saying, "remove all the history of the descendants of the *parent* of the specified changeset". Because of this, you could end up removing multiple branches if the changeset's parent has multiple lines of descendants.
git git reset --hard ^
mercurial hg strip
For example, let's say you wish to remove the following changeset (marked with the tag Adam). Let's say this changeset has the following IDs:
 - in Mercurial the changeset ID is ace5a7f8b03e and
 - in git the changeset ID is 0733de811a74
In the screenshots below, the parts of the DAG outlined in blue for each image is the part that would be removed.
In Mercurial you remove only the changeset and its descendants:
hg strip ace5a7f8b03e
In git you remove all descendants of the parent (not just the given changeset):
git reset --hard 0733de811a74^
NOTE: You can also use git reset --hard changesetId~1, which is the same as git reset --hard changesetId^. If you're using Windows command prompt, the ^ character won't work. Consider switching to Powershell or use ~1.
Back to the top
Related Articles
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This survey received 285 records totaling 1500 bees. With bees seen from Jersey to Thurso (3 bumblebees). 34 was the highest bumblebee count from Teignmouth. Winter active bumblebees is a recent phenomenon. Two species the Buff- & white-tailed bumblebees have started nesting in winter in the UK; the queens do this instead of hibernating. So workers can be seen through the winter gathering resources. Whether for the 2 of the 24 resident bumblebee species now staying active over the winter this is a successful way of weathering climate change remains to be seen. What is certain is that without greater connectivity of habitats bumblebees will not be able to move north.
This is why a habitat recovery network incorporating B-Lines is urgently needed for bumblebees and thousands of other species to be able to move through the countryside and respond to climate change. Otherwise species will become stranded & face extinction. This also raises questions about providing sufficient winter pollen sources for bees. Honeybees were also found to be very active in the survey, when they too would normally hibernate.
There is an existing bumblebee survey that can provide further interest: BeeWalk is a long-term bumblebee monitoring scheme run by the Bumblebee Conservation Trust, involving volunteers walking a fixed route once a month between March and October and counting the bumblebees that they see. This lets us understand how bumblebee populations are changing, before species are lost from areas of their current range. To take part, visit.
Alternatively consider joining in with the Flower-Insect Timed Count (FIT Count) is run by the UK Pollinator Monitoring Scheme (PoMS) collecting records that contributes pollinator abundance data at a national scale (currently England, Wales, and Scotland). This simple citizen science survey collects data on the total number of insects that visit a particular flower. Anyone with a spare 10 minutes can volunteer and complete a FIT Count between April and September. To find out more information and get involved, you can download the materials, and watch the PoMS: Flower-Insect Timed Count video, from here.


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Student Learning Objectives:
- Explain how size, structure, and scale relate to surface features
- Describe the function of compliant surfaces with regard to adhesion
(What happens when a surface of an object is applied to the surface of another object?)
At a Glance for Teachers:
- Mini-Me Activity (optional)
- Visualization and diagramming of surface of gecko foot at various scales
Note: Some questions in the Student Journal are underlined as formative assessment checkpoints for you to check students' understanding of lesson objectives.
Vocabulary: Adhesive, Compliant, Lamella, Seta, Spatula, Surface Terrain, Topography Refer to the end of this Teacher Guide for definitions.
- PowerPoint for Lesson 4
- Student Journals for Lesson 4
- Computer with LCD or overhead projector
- Transparent tape
- Pipe cleaners (for Mini-Me optional activity)
- Measuring tape (for Mini-Me optional activity)
- Modeling clay (for Mini-Me optional activity)
Student Journal Page #
Teacher Background Information and Pedagogy
Slides 1 & 2
Student Journal Page: 4–1
By definition, an adhesive is any material that will be useful in holding two objects together solely by surface contact. For an adhesive to achieve extremely close contact with an object, it must have the properties of a liquid, which makes it capable of coming into intimate contact with the surface. In use, an adhesive must be able to resist any applied force that attempts to break the bond formed between it and the object or surface to which it was applied. In other words, it will need the properties of a solid.
Adapted from Johnston, J. (2003). Pressure sensitive adhesive tapes. Pressure Sensitive Tape Council. Northbrook, Illinois, Page 23.
1. Provide each student with a piece of transparent tape.
"Observe the transparent tape on a smooth surface, like a desk. Place the tape on the surface and "rub" out as many of the bubbles as possible. Use a pen to circle the bubbles on the tape. Place the actual tape onto the journal page 4–1 with the bubbles marked."
Student Journal Page: 4–1
2. Based on student observations and this text, ask students questions similar to these below. Solicit from the students their ideas about the properties of the tape. Draw out the properties of solids and liquids and explanations for what makes the tape work.
"Would you consider the tape stuck to a surface to be an adhesive? Why or why not?"
"Work in your small groups to describe how transparent tape has the properties of both a liquid and a solid."
3. Ask the students the following:
"Recall the activity we did with the shoes. What forces exist between each pair of surfaces?"
"Tape and smooth surface"
"Shoe and floor"
Students might say "adhesive force" for the tape and "gravity" for the shoe.
"Which surface to surface interaction do you think is most similar to a gecko climbing a wall? Explain your answer."
Allow students to explain their response.
4. Note to teacher: For image 4.3, point out that two compliant surfaces would come into even closer contact than one compliant surface with a hard surface.
5. The Gecko Up-Close Activity: A gecko can "stick" or adhere to just about any surface from a single toe. Ask the students to make predictions.
"We are going to be making some close-up observations of the surface of the gecko's foot. Before we take a closer look, predict what you think the surface of the gecko's foot looks like at the nanoscale level." Solicit student predictions without comment.
"Let's take a closer look at the foot of a gecko. Each of the following images takes a progressively closer look at the foot of a gecko."
Student Journal Pages: 4–2 4–3 4–4 4–5
Teacher Background Information: The following description of the anatomy of a gecko's toe is adapted from "The Life of Reptiles Volume I" by Angus Bellairs:
Each toe pad is covered on its under surface by rows of wide scales called lamellae, which overlap each other at their edges. Each lamella is covered by fine projecting hairs or setae about in length. The setae branch and sub-branch several times, the final twigs ending in a pair of minute flattened tips called spatulas. It has been estimated that the total number of setae on all the lemellae of all the toes of the four feet of a gecko is about one million. Each seta carries between and spatulas on its branches.
Optional Hands-On Activity: Use the Mini-Me activity located at the end of this teacher guide (courtesy of the University of Wisconsin, Madison) to provide students with the experience of picturing themselves much smaller than what they are and then sculpting an image that symbolizes their understanding of the invisible world. Once students have built their mini-me, have them proceed to the student journal page 4-2.
6. Working in pairs, students should respond to the journal prompts and visualize what it would be like to shrink down to these scales and interact with the various structures. Tell them to be creative with their drawings, but also to be as accurate as they can when they "enter" this new world. Provide an example of the first sketch on the board. Students may describe the "view" as appearing like hills and valleys. Below is a sample student drawing depicting the centimeter scale from the field test.
Optional: You may want to add some discussion about what makes a good scientific drawing.
7. Use the slides at the end of the PowerPoint of this lesson to illustrate a field test student's for each magnification.
As you introduce the four images on this slide, you may wish to use the following descriptions and explanations:
Image (a): "The toes are lined with deep ridges."
Image (b): "At the next higher magnification, one can see that the surface looks like a rug. These yarn-like projections are called "setae." Each seta is times thinner than a single hair on your head. The very end of each seta is frayed into even tinier projections."
Image (c): "At the next higher magnification, one can see that the tiny projections are actually flattened on the end."
Image (d): "These tiny objects are called "spatulas" because of their shape. Each spatula is about thick. This is the upper limit of the range of what is considered nanoscale science. Nanoscale science is the study of objects in the range of."
"It has been estimated that a gecko has a total of about one million setae on all its feet."
7. Ask the students:
"What is the significance that each seta contains between and spatulas?"
Students should conclude that with one million setae, each with spatula, there is a lot of potential for surface contact between the surface and the gecko.
"As the scale decreased, what did you find out about the structure of the gecko's toe?"
As the scale decreased, more and smaller structures became evident in the images.
8. As a culminating discussion, ask students to respond to the questions in "Making Connections."
"Let's review briefly your understanding."
1. "Describe one or two ideas that you learned during this lesson."
2. "Which range do gecko setae fit into?"
3. "Which force would make best use of these many points of contact?"
4. "How might the gecko's foot structure help the gecko climb a wall or ceiling?"
Make sure to talk with the students about the structure of the gecko's foot being compliant with a surface.
9. The end of each lesson contains this flow chart that provides an opportunity to show students the "big picture" and where they are in the lesson sequence. The following color code is used:
Yellow: Past Lessons
Blue: Current Lesson
Green: Next Lesson
White: Future Lessons
Appendix: NanoLeap Physical Science Vocabulary
Something that tends to remain in association or attachment
- Soft and able to conform to the surface of another object
- Yielding to physical pressure
Lamella (Lamellae plural)
Each gecko toe pad is covered on its under surface by rows of wide scales
Seta (Setae plural)
Each gecko lamella is covered by fine projecting hairs or setae about in length
Spatula (Spatulas plural)
The setae branch and sub-branch several times; the final twigs end in a pair of minute flattened tips called spatulas
The physical features of a surface, usually referring to the topography
- The physical or natural features of an object and their structural relationships
- The depths and rises on a surface
To understand the concept of scale
To relate to changes in scale
To learn how to accurately measure length and height
If the properties of matter are to be truly understood scientists need to be able to change their perspective to understand scale and size. How do we begin to understand a scale we cannot see, a scale that is characterized by less than one hundred millionth of a meter? First we must be able to see ourselves on a very small scale. We must be able to picture ourselves much smaller than what we are and sculpt an image that symbolizes our understanding of the invisible world. Imagine yourself of your size, for example if your height is your new size would be. You will now sculpt a miniature of yourself from clay making sure to keep your height, and the length of your arms and lengths to their normal size. You have moved from the meter scale to the centimeter


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Author(s): Paulina Alberto
Winner of the 2012 Roberto Reis Prize in Brazilian Studies.
In this history of black thought and racial activism in twentieth-century Brazil, Alberto demonstrates that black intellectuals, and not just elite white Brazilians, shaped discourses about race relations and the cultural and political terms of inclusion in their modern nation.
Publisher: University of North Carolina Press
Year of Publication: 2011
Location: Chapel Hill, North Carolina


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The teacher's work is a godly calling, according to the biblical perspective. But trips to the video store to rent popular movies about teachers from the 1930s, 1940s, 1980s, and 1990s show a dramatic decline in the spiritual character of the educator.
MGM's 1939 adaptation of James Hilton's novel Goodbye Mr. Chips tends to be thought of in Hollywood circles as a sweet melodramatic relic of a past "as dead as Latin." But thanks to video, audiences can enjoy a revival of not only classical curriculum but classic faith as the film traces the career of Latin master Mr. Charles Edward Chipping (Oscar winner Robert Donat) from the day he departs for Brookfield School to the day he departs this life.
Mr. Chipping's first mentor is the stern headmaster, Dr. Wetherby (Lyn Harding), who threatens to dismiss him if he cannot bring his students under authority. Strong words-but seeing the headmaster pray for faculty and students as servants "to the greater glory of God and piety in learning" makes it clear that Dr. Wetherby means more than the authority of the teacher.
This film is saturated with a biblical mindset and presents characters who are in right relationship with one another. The parents are supportive of the school; their children are prepared to learn; and the faculty, in turn, honors and respects the families. There isn't antagonism here-there is mutual encouragement. When Mr. Chips suffers his greatest loss, the children gently pay their respects, and in a turnaround years later, Mr. Chips mourns for them and comforts their families as World War I devastates their ranks.
The famous 1945 Bette Davis film The Corn Is Green represents the first in a flood of films that idealize the humanist and dispose of the monotheist. Miss Davis plays a smart, high-minded heiress, Miss L.C. Moffatt, who gives her all in the noble struggle to raise the status of poor Welsh coal miners by means of classical education. In 1895, before our century's dumbing down of the curriculum, that included reading, writing, calculus, and Greek.
But the Miss Moffatt of this film is out of place with her setting. She doesn't belong to the turn of the century-she's a woman of the post-World War II era, filled with "modern" ideas. The virtuous educator has subtly metamorphosed into an agnostic and antagonistic pedagogue-at-large. Miss Moffatt repeatedly clashes with the citizens of Glasarno but emerges victorious because she outwits them all.
The two Christians in this film are cardboard caricatures. One, a teacher assisting Miss Moffatt, is without initiative and quick to condemn sinners, and the other-a former thief, now a member of the Militant Righteous Corps-is used for "hilarious" effect when she accosts unknown people with the question, "Are you saved?"
Of particular note is the resolution of a subplot involving a child of out-of-wedlock pregnancy. Not only does Miss Moffatt hide the knowledge of this child from the father, her favored student, but she decides to become a single mother to the child, pressing the point that young adults must not delay their pursuits to raise their children. 'Tis nobler to let your teacher be the single parent of your child. Where could this be going?
Two recent box-office successes stand as evidence of the complete reversal in our culture's concept of educators, and both films also happen to be products of Disney's conglomerated companies. For those not already participating in the boycott of this corporation, a review of Disney's "good" work should be informative.
The modern counterpart of Mr. Chips is Robin Williams, starring as John Keating, the beloved master of literature at Welton Academy in 1989's Dead Poets Society. This time, the teacher finds soulmates among the children and mortal enemies in the administrative offices. Mr. Keating hangs a portrait of "Uncle Walt" Whitman at the top of his classroom, extols the epicurean's appetite, and gets in trouble when his mantra of carpe diem begins to take effect.
Introducing the sinister element of family faith through the scenario of school chapel, the film equates God-fearing parents with spiritual hypocrisy, blind allegiance to empty tradition, greediness, hostility to the arts, and child abuse. Of course, the parents are responsible for all evil and for the unjust downfall of Mr. Keating.
Last year's Dangerous Minds slumps to the scholarly nadir. Michelle Pfeiffer, as (former Marine) Miss Johnson, tackles the education of "at risk" (i.e., cursing, slovenly, homicidal) teens. Following in Miss Moffatt's footsteps, Miss Johnson aims to save the poor by virtue of her will and higher knowledge. Unlike Miss Moffatt however, this academic neophyte must lower her sights; forget the Greek poets, she teaches Dylan-Bob Dylan-in her English class.
The bulk of the film is angst: teacher's angst, teen angst, administrator's angst, and parental angst, which is thankfully silenced when the teacher's pet dies in a gangland incident and the obligatory out-of-wedlock pregnancy is identified. Fighting a bad case of teacher burnout, Miss Johnson threatens to leave, but her students rally and, hailing her as their "light," persuade her to remain. An "inspirational" movie, according to Disney and the NEA.


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Stop Snoring with Compression Stockings
by: Susan Bilheimer
Results of a new study have opened the door to a simple, effective treatment for snoring and sleep apnea: compression stockings.
Researchers found that when snoring and sleep apnea sufferers wore compression stockings during their waking hours as well as at night, their sleep greatly improved. The stockings worn in the study were the same kind commonly used to treat leg swelling, circulatory problems, and varicose veins.
While snoring can be just a minor nuisance caused by such factors as allergies, sinus problems, or being overweight, Dr. Salim Dib, chief of neurology at University of Miami Hospital's Sleep Division, says, "Snoring is often a sign of a more serious problem, like obstructive sleep apnea."
The Association for Respiratory Care estimates 18 million Americans suffer from sleep apnea, a disorder in which the throat muscles collapse during sleep. As the passageway narrows, breathing becomes increasingly restricted and may even stop for 10 seconds at a time. Fortunately, when oxygen is reduced, brain signals jostle the sleeper and normal breathing resumes. Those afflicted can experience five, 10, or even hundreds of episodes a night.
Apnea is a serious health issue that can lead to heart problems, diabetes, and stroke. In addition, the disturbed sleep caused by apnea means that sufferers are not getting the deep rest they need, which can dramatically affect daytime functioning.
Until now, the gold standard of treatment for sleep apnea has been nightly use of a continuous positive airway pressure machine (CPAP). However, many patients find wearing the necessary mask uncomfortable. Some find it so annoying that they refuse to wear it, which can expose them to life threatening health problems.
That's where compression stockings enter the picture. Researchers at the University of Brescia, Italy, recently found that sleep apnea sufferers who wore the stockings for a week had dramatically fewer apnea episodes and less snoring.
"The extent to which simply wearing compression stockings reduced apnea in just one week was not expected," said lead researcher Dr. Stefania Redolfi.
Dr. Dib agrees that this is "an interesting out-of-the-box approach. It is a promising adjunct form of therapy to CPAP in that patient population. But further studies are needed."
Researchers don't know exactly why compression stockings lessen snoring, but they believe it is be related to the fact that the stockings caused less fluid to accumulate in neck tissue at night.
Compression stockings do not work for every snorer, but they cost only about $20 and it can't hurt to try them – and the person sleeping next to you may thank you.
When to See Your Doctor
If you experience any of the following symptoms along with snoring, have your doctor evaluate you for sleep apnea:
1. Heavy snoring in all sleep positions
2. Waking up gasping or choking
3. Not feeling rested when you wake
4. High blood pressure
5. Falling asleep during daytime tasks
6. Morning headaches
Tips to Reduce Snoring
1. Lose weight – excess pounds, especially around the neck, increase pressure on throat muscles when laying down.
1. Avoid alcohol at bedtime – drinking can affect the throat's muscle tone.
2. Don't smoke – smokers are at increased risk for sleep apnea.
3. Use a humidifier in your bedroom – dry air can irritate the throat, causing you to snore.
4. Sleep on your side – doing so helps keep the throat open. TIP: To prevent rolling onto your back, place a tennis ball inside a pillow and put the pillow behind your back when you sleep.