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The purpose of a dc motor is to produce movement from a battery. If a current is passed through a coil positioned in a magnetic field, the coil will experience a force according to Fleming's Left Hand Rule. The left hand of the coil AB will experience an upwards force and the right hand side CD of the coil will experience a downwards force. When the coil reaches the vertical position the commutator changes polarity. This means that current will reverse direction in the coil, but since the coil has undergone a half turn, CD is on the left and AB is on the right. Now CD experiences and upwards force, AB experiences a downwards force and the coil continues to turn in the same sense -clockwise above.
The rate of rotation can be increased by
Increasing the number of turns onthe coil. Each wire experiences an upwards force, so doubling thewire double the force.
Increasing the strength of themagnetic by using stronger magnets.
Putting more cells in the battery.
The gap between the two halves of the split-ring commutator is so wide that a carbon brush can
only touch one half of the split-ring at any time. This protects the circuit. It also means that
sometimes the motor will not start when switched on, if the carbon brushes are not in contact with the commutator.


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Talk To A Local Eutaw, Alabama Workers' Comp Attorney Near You!
If You've Been Injured At Work, Fill Out The Form Below To Talk To A Eutaw Workers' Compensation Attorney Near You!
There Are Strict Time Limits For Filing A Workers' Compensation Claim or Responding To An Information Request, So It's Important To Talk With An Experienced Eutaw Workers' Compensation Lawyer To Make Sure Your Claim Isn't Denied.
WORKERS' COMPENSATION EXPLAINED
Workers' Compensation Injuries
The following are common types of injuries that are typically covered by Workers' Compensation Benefits.
- Preexisting conditions that the workplace accelerates or aggravates. Examples may include a back injury, even though you don't notice the pain from the injury until later.
- Injuries caused during breaks, lunch hours, and work-sponsored activities (such as a company picnic), and at-work injuries caused by company facilities, such as a chair in the company lunchroom.
- Diseases such as lung cancer, if contracted by exposure to toxins at work as a result of normal working conditions.
- Injuries resulting from mental and physical strain brought on by increased work duties or work-related stress. In some states, this includes employees who develop a disabling mental condition because of the demands of the job and a supervisor's constant harassment.
Have You Suffered A Work-Related Injury In Eutaw, AL?
Here are some guidelines on what you should do if you believe you suffered a work injury covered by Workers' Compensation:
- Report the injury to your employer
- Complete a claim form
- File the claim as soon as possible
Talk To An Experienced Eutaw, Alabama Workers' Comp Lawyer Today To Protect Your Legal Rights
Workers' Compensation laws are complex and they typically have specific timelines that must be followed with filing a workers' comp claim. Fill out the form above to get connected with a Eutaw Workers' Comp Lawyer near you!

source: openbmb/Ultra-FineWeb


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The tree of life is a richly evocative symbol seen in sacred art, architecture, houses of worship, and literature throughout the ages and around the world. With its roots reaching downward and its branches extending upward, this tree signifies a mystical, primordial linkage between heaven and earth that is the locus of manifold blessings reflective of a culture's deepest yearnings--be it unity with the gods, wisdom, wholeness, renewal, peace, or everlasting life in God's presence.
The tree's precious fruit carries similar connotations, such as the pure love of God, eternal joy, and triumphal entry into the eternal realms. Perhaps no other religious motif is so rich in allegorical potential or so accommodating of spiritual meanings for so many religious traditions.
No image of eternal life is more powerful or persistent than the tree of life. From the paradisiacal Garden of Eden to the apocalyptic New Jerusalem, the tree of life dominates the landscape, being mentioned explicitly more than two dozen times in the Latter-day Saint scriptural canon and alluded to many other times therein. From the temple to the cross, the symbol of the tree of life invites all to come unto Christ, to become planted by rivers of living water, and to bring forth and enjoy the fruits of God's love that are sweet about all else.
This highly informative and beautifully illustrated book contains original essays by leading Latter-day Saint scholars and scholars of other faiths--including Donald W. Parry, Daniel C. Peterson, Andrew C. Skinner, John W. Welch, and Margaret Barker--that focus on the tree of life symbol in the Bible, early Christianity, and the Book of Mormon, as well as in Southeast Asian, Islamic, and Maya temples, cultures, and art.

source: HuggingFaceFW/fineweb-edu


Homelessness declining in nation's cities, but hunger is on the rise
Homelessness declining in nation's cities
Posted at 11:37 AM, Dec 14, 2016
and last updated 2016-12-14 15:07:59-05
NEW YORK (CNNMoney) -- Even though homelessness in America's cities continues to decline, food banks and pantries are still being stretched thin as the number of people seeking emergency food assistance climbs, according to a survey of mayors from 38 of the nation's cities.
The majority, or 63%, of those seeking assistance were families, down from 67% a year ago, the survey found. However, the proportion of people who were employed and in need of food assistance rose sharply -- increasing to 51% from 42%.
The primary cause of hunger, the mayors said: low wages.
"We're looking at the wealth gap. Jobs in our cities are coming back, but they are not paying what they we're paying before the meltdown," said Mick Cornett, mayor of Oklahoma City.
High housing costs and poverty were also major reasons cited by the mayors.
"We're talking about the working poor and we may be looking at people who are sheltered but spending more of their income on housing and seeking food assistance," said Helene Schneider, mayor of Santa Barbara.
The growing number of hungry has put a strain on city food banks and pantries.
Nearly half of cities said they had to reduce the quantity of food an individual or a family could receive per pantry visit or the food received per meal. Due to a lack of resources, 47% of the cities said emergency food facilities had to turn people away altogether, a slight improvement from the 57% who said they had to do so a year prior.
Washington, D.C., estimated that the city was unable to meet nearly 24% of the overall demand for food assistance in 2016. Meanwhile, Des Moines said it could not meet 22% of the demand at its food pantries and kitchens.
One glimmer of hope: The homelessness rate continued to decline.
Approximately two-thirds of the cities surveyed by the Council of Mayors reported decreases in the rate of homelessness from 2009 to 2016. The largest reported decrease was in New York City, with 1,800 fewer homeless people, the report said.
About 5% of homeless people were veterans, the U.S. Conference of Mayors reported. With Durham, North Carolina, and Indianapolis reporting the highest proportion of homeless veterans.
The Council of Mayors stressed that the report on their cities doesn't necessarily reflect national trends, however. Nationally, 7.2% of homeless people are identified as veterans, they said.
A shift in policy away from transitional housing toward more permanent housing since 2009 has helped reduce the numbers of homeless people living in U.S. cities. However, there is more to be done. The mayors reported that even if every one of their cities' shelter beds were filled, more than 34,000 people would still lack shelter.
City officials overwhelmingly said housing assistance and affordable housing were what is needed most to reduce homelessness. They also want better employment and training, and better coordination with mental health and substance abuse services.
With about a month before the inauguration of President-elect Donald Trump, the mayors stressed the need for continued collaboration between federal, state and local governments.
"We look forward to meeting with the president-elect and his cabinet at our upcoming [Conference of Mayors] meeting on January 17th in D.C.," said Mitch Landrieu, mayor of New Orleans. "These are bipartisan issues and we will do everything we can to support these people with a strong federal partnership."


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and Implementation of Screencasts for the Study of Neuropathology in Medical Education
Case Western Reserve University School of Medicine
Growing up in a technology-rich world, millennials crave information at their fingertips. When confronted with a question, they want just enough information right when they need it. When faced with these immediate needs in pathology, many medical students become frustrated when required to sift through volumes of text and resources before arriving at a clear and concise answer. While traditional resources have their place in pathology, there is still much room for technology-enhanced resources, such as screencasts, to enrich the undergraduate medical pathology curricula.
Screencasting is a dynamic technology, well suited towards teaching highly visual content such as pathology. Through a screencast, an instructor is able to simultaneously display images while providing narration for these images. Unlike a recorded lecture, which may be provided simply for student convenience, a screencast is designed with the primary intent to be an asynchronous learning tool. It is apparent that medical students are already turning to screencasts. The availability of such resources with the intent to teach pathology, however, is lacking. Additionally, these existing resources fail to meet the needs of millennials in being concise, effective at delivering the intended message, and readily available.
One of added advantages of screencasts are the potential for availability across platforms. The technology gives students to access the resource on the go through mobile devices or during a dedicated study session on personal computers. The simplicity of the screencast platform has shown an improvement of student buy-in to use of the technology.
Here we describe the development and evaluation of concise screencasts which are both effective and efficient at delivering information right when a student needs it.
We have developed short (5 minute) screencasts related to neuropathology topics and designed them according to established multimedia design principles. To evaluate the educational value of these screencasts we conducted a randomized control trial in which medical students were administered a pre-test to assess baseline content knowledge, assigned a screencast or a text-based resource to interact with. These students were subsequently administered an immediate post-test to assess learning gain, and 2 weeks later administered a second post-test to assess retention.
We show the difference in both knowledge acquisition and retention in learning neuropathology through screencasts when compared to text-based resources. We also describe the relative efficiency of each resource by describing the relationship between time spent with a resource and learning gains.
This study demonstrates the value of neuropathology screencasts in undergraduate medical education. It takes the approach of evaluating a technology-enhanced resource for its educational value before including it in the medical curriculum. This allows us to have greater confidence in the educational value of these screencasts compared to traditional text-based resources.
114 – Qualitative Perspectives Addressing Challenges in Preparing Medical Students for the Boards, Wards, and Practice: A Reflection in Designing a More Student-Oriented Pathology Curriculum
Sarah Li, OMS-II
Touro College of Osteopathic Medicine – Harlem
At Touro College of Osteopathic Medicine – Harlem, the General Pathology (GenPath) first-year course is designed to be sequential with the second-year Systemic Pathology (SysPath) course. They are both constantly evolving, focusing more towards board-style questions and clinical vignettes. The flipped classroom curriculum utilizes pre-recorded lecture videos, three-hour weekly discussions, and limited exam questions. Also, medical students can attend weekly optional boards review sessions, held for about two to four hours during the academic year, to solve boards-based questions.
To continually evolve courses, meet required curriculum, and maximize preparation for medical boards exams (USMLE Step 1/COMLEX Level 1), a focus group of six participants, comprised of 3rd year medical students and alumni (1 resident and 1 practitioner), was undertaken. Questions gathered opinions and suggestions to: (1) the General and Systemic pathology courses, (2) the flipped classroom format, and (3) the optional boards review sessions. Focus groups were recorded using Zoom video conference and transcribed. Two authors reviewed the recordings and compiled themes for discussion and future course development.
The overwhelming amount of foundational GenPath material necessary for SysPath was insufficiently reviewed during SysPath. Participants recommended streamlining GenPath content, emphasizing key concepts, and reviewing supplemental GenPath concepts prior to corresponding SysPath lectures, allowing students to integrate foundational and clinical knowledge. Additionally, Histology/Histomorphology recognition should be waned while increasing emphasis on Pathophysiology, Radiology, and Lab Medicine, concepts stressed more on the boards. Furthermore, interactive sessions should integrate more multidiscipline-based clinical vignettes with application and higher-order multiple choice boards-style questions. Lastly, supplemental resources such as Pathoma should be incorporated into the courses to emphasize high-yield boards relevant content.
The universal advantage of the flipped classroom allows for students to manage their time and the option to rewind/review concepts requiring extra time to commit to memory; however, consensus was that the videos were too long. Students take 5-7 concurrent courses with 1-4 video lectures per class per week, culminating in insufficient time to grasp concepts and prepare for weekly interactive sessions. Recorded videos also varied in year of recording, which may cause confusion regarding up-to-date content and boards relevancy. In addition, multiple faculty involvement in lecture recordings, interactive sessions, and writing exam questions contributed to "too many cooks in the kitchen," causing confusion with different teaching styles.
Overall, participants feel that review session were helpful; the practice questions guided thinking towards boards exam skills. This bolstered critical thinking over recall. One challenge to the extra-curricular boards review sessions was that there was insufficient time to add to students' busy schedules. A universal suggestion was to incorporate previous systems reviews during boards review sessions as a refresher and also reminder to keep on top of previous material.
To continually make Pathology education more student-oriented as to maximize their future as physicians, feedback was obtained from previous students on course challenges, flipped classroom learning, and optional boards review sessions effectiveness. Streamlined content, organized lecture styles, boards preparation, and clinicopathologic integration were emphasized.
115 – Bone Marrow Biopsies on Cadavers as a Model to Integrate Laboratory Medicine within a Basic Science Curriculum
Texas Tech University Health Sciences Center El Paso Paul L. Foster School of Medicine
Medical education in laboratory medicine is lacking considering the impact of laboratory testing on the current medical community. Appropriate ordering and interpretation of lab tests is an important skill for practicing physicians. Challenges to integrating lab medicine instruction into the pre-clinical medical education include finding time within an already packed curriculum and low medical student interest. Team based learning and interactive sessions have been utilized by medical schools to improve student engagement and learning. Medical students have found that procedure-based activities such as lumbar puncture simulations and bone marrow biopsy learning modules improved their anatomy knowledge. However, few studies have explored the utilization of a procedure-based activity to teach aspects of laboratory medicine.
We propose that a team-based activity featuring bone marrow biopsies on cadavers can be a model to engage medical students to learn important aspects of laboratory medicine in the setting of a comprehensive study of related gross anatomy, histology, physiology, and pathology. Organization of the activity led by a trained pathologist could be as follows:
- Team-based learning: Medical students would be assigned into groups of 5 or 6 students. Each group would be given a scenario of a patient on whom a bone marrow biopsy has been ordered. The scenario would include history and physical exam findings as well as initial laboratory results and imaging if relevant.
- Procedure-based learning: Each medical student would have the opportunity to take a bone marrow biopsy on a cadaver in the gross anatomy lab with guidance from a pathologist after reviewing the related anatomy of the pelvis. If possible, the pathologist would also show students how the bone marrow aspirate and biopsy are processed.
- Comprehensive learning: Each team of students would be provided slides to be viewed under a microscope or electronic images that reflect results from their patient's bone marrow biopsy and aspirate. Depending on the scenario, students would be exposed to other tests like flow cytometry immunophenotyping, chromosome analysis, fluorescence in situ hybridization (FISH), molecular testing, or microbiology testing. Each team's case scenario and findings would be discussed within the entire group at the conclusion of the activity.
Current trends in medical education have reduced traditional didactic methods of teaching in favor of team-based learning and flipped classrooms. A procedure-based activity such as performing bone marrow biopsies on cadavers would introduce students to concepts of laboratory medicine in the context of a comprehensive review of anatomy, histology, and physiology. Such an activity would maximize time dedicated to the instruction of these topics in a tight curriculum and expose medical students to the clinical relevance of lab medicine in the context of a procedure they will likely see on the wards and will need to be able to interpret.
116 – Application of Interactive Self-directed Online Pathology Modules with Gaming Features in Place of Traditional Lectures
Amirah Kuzu MS4
Texas Tech University Health Sciences Center El Paso
Analyzing an H&E-stained tissue sample for histologic abnormalities can be an overwhelming task for a medical student. It is difficult to differentiate between normal versus abnormal structural features, especially when there are multiple structures within the tissue sample and it is not clear to medical students which structure(s) they should be viewing.
The plethora of material in the time allotted for each lecture makes it difficult to ask the professor for clarification. Thus, it should not be surprising that many medical students rely heavily on outside Step 1 resources, such as pathoma, to learn anatomic pathology. The problem with such resources is the cost and the unavoidable deficiency in pathology and histology education their use creates compared to the information provided


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Scientists from New Zealand for the first time have claimed that vaccine can protect against the sexually transmitted infection gonorrhoea. They have found that Men B jab vaccine originally developed to stop an outbreak of meningitis B can protect from gonorrhoea.
Scientists claim was based on analysis of vaccination data of about a million adolescents in New Zealand who were vaccinated by Men B jab vaccine between 2004 and 2006. They found that gonorrhoea cases had fallen by 31% in vaccinated adolescents. The bacterium that causes meningitis, Neisseria meningitidis, is a very close relative of the bacterium species Neisseria gonorrhoeae, which causes gonorrhoea. Thus, it appears the Men B jab vaccine is giving "cross-protection" against gonorrhoea.
Antibiotic resistance making gonorrhea difficult to treat
According to a new warning from the World Health Organization (WHO), antibiotic resistance is making gonorrhea difficult to treat.. Therefore, developing a vaccine is urgently needed to stop global spread of super-gonorrhoea.
Gonorrhoea disease (also called the clap) is caused by the bacterium Neisseria gonorrhoeae. It spreads by unprotected sex. Its symptoms include a thick green or yellow discharge from sexual organs, pain when urinating and bleeding between periods in case of in women. In many cases, no symptoms are seen at all. Untreated gonorrhoeae infection can lead to infertility in both genders, pelvic inflammatory disease in women and can be passed on to a child during pregnancy. According to WHO, about 78 million people pick up the sexually transmitted infection each year due to Gonorrhoea.


Diversity of load
I have tried to figure out the diversity of load formula in Appendix B of the 1999 Code, but haven't been able to figure out how the numbers or variables are arrived at. Could you please answer by showing several formulas as examples and use other than 50% load diversity and tell me how the diversity is deduced? Is it the average percentage of total ampacity per wire? I have contacted two electrical engineers who had no idea what I was talking about.
It is important to understand that an appendix or a fine print note is not part of the requirements of the NEC. Mandatory terms are never used in an appendix or in a fine print note. The heading of Appendix B clearly states that the appendix is not a part of the requirements of the Code but is included for informational purposes only.
Section B-310-15(b)(1) is related to Section 310-15(a)(1). This section allows ampacity to be determined through the use of Article 310 tables or under engineering supervision through the use of Section 310-15(c). The formula for this calculation is given in Section 310-15(c) along with a fine print note directing you to Appendix B for information.
Section B-310-15(b)(2) refers to IEEE paper 57-660, "The Calculation of the Temperature Rise and Load Capability of Cable Systems," by J. H. Neher and M.H. McGrath. The formula found in Section 310-15(C) is based on this paper and is commonly known as the Neher-McGrath formula. The Neher-McGrath paper itself is 20 to 25 pages in length. If you intend to use this calculation, you should obtain a copy of this IEEE paper.
Application of the engineering calculation is far too complex to be covered in the Code Guide format. Over the years, a number of articles have been published on the subject in various trade journals. Most of the articles in my files offer only an outline of the application of the method.
Dann Strube
Termination ampacities
Could you please explain the use of dual-temperature rated wires in the ampacity Table 310-16? I was under the impression that I could only use the 90°C values if the terminations, and devices, were rated for 90°C. In the McGraw-Hill handbook a section addresses de-rating wire for "more than three wires in a conduit" that indicated the advantage of using the higher 90°C value. In this case I am using six aluminum conductors in a 2-in. conduit with a calculated load of 88A. These are two residential feeders 120V/208V single-phase three-wire circuits, which come from a three-phase system.
Because there are more than three wires I will have to adjust the ampacity of the wire to 80%. The breaker will be 100A or less. I have been told that it is permissible to use the 90°C rating for No. 1 aluminum at 15A and derate to 115 × 80% = 92A.
Is there any clear explanation as to the use of these dual temperature ratings? These feeders will be in a dry location, XHHW insulation.
I have also tried to understand the use of the load diversity formula and the examples in Appendix B to no avail.
 - The example in Appendix B is based on 50% load diversity. How is the load diversity calculated? Is it simply the total amperage divided by the number of conductors for an average amperage per conductor?
 - Is the 0.5 number in the Code book formula a static or given number and always the same in the formula or is it based on the 50% diversity and does it change with a different diversity?
 - In the formula, "N" and "E" are different, based on what? If my phase conductors are both loaded to 88A then my neutrals in this instance also carry 88A.
But more important than applying this formula to my specific situation I would like to understand the use of the formula.
Termination ampacities and ampacities for conditions of use are two separate considerations. In your example, you have a conductor with a 90°C insulation rating. This means the conductor can operate at up to 90°C without damage to the insulation. According to Section 310-15(B)(4)(b), the neutrals are current-carrying because they are derived from a 208/120Y system. For your conditions of use, normal ambient and six current-carrying conductors, the temperature correction factor is 1.00, and the adjustment factor is 0.80, so the ampacity of No. 1 Aluminum XHHW is 115 × 0.80=92A. Since your load is 88A, the conductor is big enough for the load. Rounding up from 92A in accordance with Section 240-3(b) allows the feeder conductors to be protected by a 100A overcurrent device.
In this example we have considered the temperature factors explained in Section 310-10 to be sure the conductors will not be overheated. However, we haven't considered whether the terminals would be overheated.
The 100A overcurrent device is assumed under Section 110-14(c) to have 60°C terminals. For 60°C terminals, the maximum ampacity of the No. 1 XHHW conductors comes from the 60°C column of Table 310-16. Therefore, the load on the conductors would be limited to 85A to avoid overheating the terminals, and the No. 1 conductors would not be big enough. However, if the terminals are actually 75°C, which is fairly likely, or if the feeders qualify for the special rules of Section 310-15 (b)(6), the No. 1 conductors would be suitable for the terminals.
As for the information in Appendix B, three points must be understood before we try to use this optional method. First, Section 310-15(c) requires that the Neher-McGrath formula shown be used only under engineering supervision. Second, Appendix B does not include the complete method for calculating ampacities, it only provides examples for underground duct banks. Third, in order to use this method, you will need the Neher-McGrath paper and perhaps some of the other information listed in Appendix B, Section B-310-15(b)(2). As to your specific question, the variables N and E are explained in the notes to the formula under Table B-310-11. The 0.5 in the formula is a constant for the stated 50% diversity. Example No. 1 shows an example of 50% diversity, that is N=24, and E=12, 24 conductors are in the raceway, but only 12 are current-carrying. 12/24=50% diversity, which is the assumption in the table as indicated by the asterisk note.
Note that when diversity is 50%, the number under the radical is "1," and the table factors work by themselves. The formula is for correcting the table values only when diversity is other than 50% and only when there are between 10 and 85 conductors, which was the reason for adding the formula and examples in the 1999 NEC. Example No. 2 shows a situation where N=24 and E=18. That is where there are 24 conductors but only 18 are current-carrying. In this case, the ampacity limit for the No. 14 conductors is reduced to 11.5A rather than 14A.
There has been some disagreement, even among Code panel members, as to what "diversity" means. IEEE does not help. According to the IEEE Gray Book, a diversity factor is always 1 or greater. My interpretation is that in the second example, the diversity is 18/24=75%. If only six conductors were loaded out of 24 conductors, the diversity would be 6/24=25%. As the diversity goes up, the ampacity goes down, and as the diversity goes down, the ampacity goes up, as illustrated by the formula and examples of Table B-310-11, Fine Print Note.
Noel Williams
Mike Harrington, Managing Editor, CEE News
Primedia Business Magazines & Media
9800 Metcalf Ave., Overland Park, KS 66212
Include a sketch where appropriate.


Anal sex – or anal play – is an activity that many couples enjoy incorporating into their sex lives. While it isn't exactly a "standard" addition to a sexual relationship, statistically, most couples incorporate some form of anal play (finger stimulation, rimming, toy play, or penetration) into their sexual rotation at least occasionally. While anal sex is definitely not for everyone, it could be, with the proper education to enhance pleasure and decrease discomfort. There is much to learn about anal stimulation, so if you have been thinking about exploring anal play or have already had it and want to make it even more enjoyable, then read on.
For many people – probably more than not – a huge deterrent to exploring any type of anal stimulation is that it is said to be painful for the receiver. The loads of misinformation regarding anal sex has led so many women (and men) to shy away from anal play simply for the fear that it will hurt. Or, perhaps anal sex was attempted and due to being misinformed or having a partner who was not patient and caring, anal sex WAS painful and therefore, there is no desire to try again. No one really wants sex to be painful, right? Well I am here to tell you; anal sex shouldn't hurt – ever. If it does, then there is something missing from the equation.
Here is the first component in having anal sex which is pleasurable, and not painful – LUBE!. There is no way that you should ever being having anal sex (or anal stimulation in general) without lubrication. The anal canal is not self-lubricating, which means that anal sex will not be smooth or feel good unless some lubricant is added. Furthermore, the tissue (skin) in the rectum is fragile, and can rip or tear without caution, care and lube. The biggest reason that anal sex becomes painful is a lack of lubrication. Anal sex without lube is like getting an internal rug burn – it hurts! You can never have too much lube. You should lube his penis (or finger), any toys AND you should put some lubricant up inside of the anal canal via a finger. You also should not be afraid to re-apply lubricant so that the pathway stays nice and slippery.
So, lesson number 1 in having pleasing anal play is to remember that anal sex shouldn't hurt, and to avoid the pain you need lube.
I am sure that you realize that the anal canal is used to expel feces (poop) from the human body. It is an exit-only canal that truly was not designed to have objects placed up inside. However, there are many preparatory steps that can be taken to help make anal sex or stimulation fun, pleasurable, clean and not painful. We do prep for standard intercourse too sometimes, right? We clean ourselves up, perhaps wax or shave, we get lubricants prepared – in short, we prepare our body for the event. With anal play this is even more beneficial.
Cleaning the playzone. We have already established that the anal canal is what helps feces exit the body, so it stands to reason that sticking anything up there, or licking the anal opening (rimming) can be a bit dirty if the playzone is not properly cleaned, right? From the giver's standpoint, playing down there without worry is a huge benefit to having a pleasing experience. There is bacteria present that shouldn't get into her vagina if possible, so the cleaner the better, to avoid any cross contamination.
From the receiver's point of view, knowing that this area is as clean as possible is important for worry free play. So, the first rule of prep is to, at least, clean up the nether area with a soapy washcloth or wet wipe to get any debris that may be hanging around down there. Also, stick the cloth or wipe up into the rectum via a finger to further clean the area. This will eliminate and remnants of bowel movements, eliminate odor, and make the experience overall cleaner.
Are enemas necessary? For some people, the idea of having anal stimulation is greatly deterred by "the mess factor." Meaning, feces leakage. They do not feel that simply washing with a wet wipe is going to clean them thoroughly enough. Or, they have attempted anal play and it has been less pleasing because their anal canal had a blockage (poop) that made it more difficult to achieve anal penetration. So, many people wonder if performing an enema (when you clean out your lower bowels via a solution that is forced up into the anus, and then released, eliminating any feces present) would be beneficial to more comfortable anal play. I term this "advanced prep" because this is for the hard-core anal players who really want an extremely clean play area, or are going to engage in full-on anal penetration, and not just finger stimulation.
Do you and your partner enjoy anal sex? Do you think that doggy style is the only way to achieve it? Well guess again my little friends, there are many different positions to try for anal sex and some may even take eating out of it for the receiver! Yes, you read that right! So CLICK HERE for the 10 best anal positions for the next time you are doing it booty style.
Butt plugs have multiple purposes for anal play and pleasure. They can (and should) be used to prepare and gently expand the anal canal for anal stimulation and penetration and they can be used, on their own, to provide anal stimulation and pleasure. Butt plugs are specially made to provide a smooth insertion into the anal canal to expand the opening and allow the anal muscles to expand and relax. They are also made so that they cannot be lost inside the anal canal (if there is no stopper on the end, it is possible for the item to be sucked up into the anal canal). When used prior to anal penetration, a butt plug will allow the receiver to relax into anal play and to be better prepared for actual anal stimulation, and when the penis or toy is inserted there will not need to be as much stretching of the rectal muscles to accept it. Beginner anal plugs. It seems sensical to ease an anal newbie into anal play before attempting full on anal play, right? Butt plugs are absolutely wonderful for achieving this. Many beginner's anal play sets come with a set of 3 anal plugs that range from very small (perhaps a finger in diameter) to a bit larger (2 fingers in diameter). Using a beginner's plug set for newbie play has the following benefits:
1. It gently eases the recipient into the experience of anal penetration.
2. It allows for greater control of the object being inserted. The depth, speed and lubrication level can be monitored more specifically.
3. You can begin with a smaller plug, then gently increase in size, until the largest plug is used, thereby gently easing the receiver into greater sizes.
4. You can give other stimulations during play, such as oral sex, to even more relax the recipient and make the experience positive and pleasurable.
Butt plugs for play. Sometimes we don't think about using a butt plug just for anal pleasure, especially if we are not in a relationship at the moment and are playing solo. The truth is, but plugs can bring pleasure on their own, used during intercourse, or as foreplay with a partner. Many people do not really know HOW to incorporate a butt plug into their sexual play. If you find yourself in this situation, READ HERE!
Butt plugs are not the only anal toy out there. In fact, there are many different types of anal toys, and each one will give you a different sensation during anal play. There is actually a lot to be said about anal toys, how to use them, how to pick one, how to incorporate them into sexual situations. For more information, READ HERE!
Anal beads are basically different sized beads (think marbles) that are connected on a string or are molded into a very, very thin dildo-type toy. You insert these into the rectum during or before foreplay or sex, and then take them out at the time of orgasm, which increases the intensity.
The most fascinating thing about anal sex is that it is an activity that can, and is, pleasurable for all people. Male or female. Gay, straight or lesbian. No matter your gender or sexual orientation, anal play is universally exciting and pleasing. A common misconception is that men who want anal play must be homosexual. Nothing is further from the truth! What feels good, feels good. Many people ask, "WHY, should I have anal sex?" Do you want to know what men & women get out of anal sex? READ HERE!
In short, though, anal sex, when done correctly, feels amazing for males as well as females. The anal canal is exactly the same for both males and females, so the pleasure is the same. Males do have a prostate that can be stimulated during anal play, which makes it possible to experience even greater pleasure! Keep this in mind, guys, when you are asking your partner to engage in anal sex. What is good for the goose, is good for the gander.
Prostate massagers for men. Prostate massagers are a wonderful item for men who want to explore anal play that is specifically designed just for them. These massagers are designed with a curved end that will hit the prostate when inserted properly into the anal canal. Many men report that any orgasm they achieve when a prostate massager is inserted is more intense than without. Who could argue with that? Do you want to know how to stimulate your partner's prostate? Click HERE > How To Stimulate Your Partner's Prostate
Now that you have heard our opinions on lubricants, pre


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EN12090 - Determination of Shear Behavior of Thermal Insulation Products
This European Standard specifies the equipment and procedures for determining the shear behavior. It is applicable to thermal insulating products used in building applications.
The tests described in this standard do not determine pure shear behaviour, but measure the effects of applying two opposite parallel forces to the major faces of the test specimen. The application of a force tangentially to the major surface of the test specimen is considered to represent more closely the stresses imposed upon thermal insulation products in many building applications, particularly walls, than other methods of measuring shear performance, e.g. bending tests.
In principle there are two methods of tests, both in a shear mode:
- Single test specimen arrangement
- Double test specimen arrangement
Single test specimen arrangement
The test machine exerts longitudinal shear forces through two parallel plates bonded to a single test specimen. The parallel plates are mounted to tension coupling mounted to the load cell and the base adaptor of the test machine. This flexibility takes care of the effect of specimen varied thickness.
Test specimen size: (L) 250mm (W) 50mm (T) 100mm
Double test specimen arrangement
The test machine exerts longitudinal shear forces through three parallel plates bonded to a double test specimen. The parallel plates shall be rigid, with the outer plates attached to a fixed mounting to the base of the test machine and the central plate to a tension coupling mounted to the load cell of the test machine.
Test specimen size: (L) 200mm (W) 100mm (T) 100mm
We suggest using a tensile testing system of dual-column design together with the appropriate test fixture according to the testing standard.
For this test, we use the specimen protect feature of Bluehill when loading the specimen and fixture into the machine. This is to prevent any overloading of specimen during this process prior to test. We then in the test method drive to a preload to eliminate any slack in the specimen, then at a constant speed of the crosshead of 3mm/min until a failure occurs. it is important to have a high-speed intelligent test data sampling rate of 100 Hz to the PC ensure the capture and record of shear strength and shear modulus.
We recommend using Bluehill test software package to input specimen parameters, set the desired speed control, automatically calculate the desired results and statistics, and finally to product a test report or send to a network database.
We suggest reviewing EN12090 to fully understand the test fixture and results requirements prior to performing any tests.
Bluehill Universal Software is built from the ground-up for touch interaction and an intuitive user experience. Discover simpler and smarter testing with features such as pre-loaded test methods, QuickTest in seconds, enhanced data exporting: and Instron Connect – a new feature that provides a direct communication link to Service. Users of previous versions of software such as Bluehill 2 and Bluehill 3 can easily upgrade to the newest version of Bluehill.
- 4.4 MB
Instron 3300 Series Universal Testing Systems for Tensile, Compression, Bend, and other material property tests.
- 2.2 MB
5900 Universal Testing Systems are engineered for precision, built for durability, and offer the flexibility for changing requirements. They are designed with standard and optional features that increase testing efficiency and improve the testing experience for the operator. A wide range of models are available for testing capacities from < 100N up to 600kN.
- 6.8 MB


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Theories and Principles Unit 4 Dtlls
What is the definition of theory? To me theory is something which is explained to you, a system of ideas intended to explain something, one based on general overview. A definition of principles, to me is to be opinionated on how I feel towards chosen topic. Geoff Petty (2009) states that, 'every teacher and every learner has a theory about learning.' To able to conclude my own theories and principles on planning and enabling learning I need to learn what is accepted to others. Research I understand there are many different theories relating to teaching and learning. Those that I have looked at are Behaviourist, Cognitive and Humanists elements. These are not new concepts. Although that some of these theorists are descended their work is still use into practices.
Behaviourism is primarily associated with Pavlov (classical conditioning) in Russia; and with Thorndike, Watson and particularly Skinner in the United States (operant conditioning). In educational surroundings, behaviourism implies the dominance of the teacher, as in behaviour modification programmes. It can, however, be applied to an understanding of unintended learning. Classical conditioning in its simplest form is a type of conditioning associates by an external stimulus; in Pavlov original experiment this was a bell, with the arrival of a second stimulus which was the food, this resulted in a response to the bell which would have been achieved previously by the food. Frederic Skinner's work was influenced by Pavlov's experiment and the ideas of John Watson, father
Bibliography: Skinner, B.F (Reprint 2003). The Technology of Teaching. Cambridge, MA: B.F.Skinner Foundation Petty, G (Reprint 2009). A Practice Guide Teaching Today. N. Thornes Forth Edition Holt, J C 1923- 1985 (revised edition) Classics in child development Knowles, M. and Swanson R.A, The Adult Learner: The definitive classic in adult education and human resources Harkin, J., Turner, G. and Dawn, T. (2001). Teaching Young Adults. London, Routledge. Rogers. C and J.H Freiberg (Third Edition) Freedom to learn


A comparison between the oscillometric and the auscultatory method for ambulatory 24 h blood pressure monitoring.
OBJECTIVES: To investigate the compatibility between oscillometric and auscultatory methods, and to determine whether one is preferable over the other for ambulatory 24 h blood pressure monitoring.
METHODS: For the blood pressure monitoring system we used an A&D TM 2421 device (Takeda), which enabled us to measure the blood pressure simultaneously with the two methods on the same arm. Our investigation included 281 patients (122 women and 159 men, aged 18-85 years) with suspected hypertension or undergoing treatment for hypertension.
RESULTS: We obtained 23 531 measurements by the oscillometric method, which was 98% of the maximal possible number, and 81% of the maximal possible number were obtained by the auscultatory methjod. We were able to compare 98% of the paired measurements. The auscultatory method showed a uniform distribution of errors throughout the 24 h. Compared to the auscultatory method, the oscillometry method had fewer errors in the evenings, but more when the subjects were at work. There was a difference in paired single readings between the two methods amounting to 1.4+/-19 mmHg (mean+/-SD) for systolic and -2.4+/-18 mmHg for diastolic readings (auscultatory - oscillometric). The differences in mean values for the 281 cases of 24 h monitoring amounted to 0.7+/- 4 mmHg for systolic and -2.2+/-6 mmHg for diastolic measurements. For the mean systolic blood pressure, we found a difference of 0.3+/-4 mmHg in the daytime and 0.3+/-8 mmHg during the night. The mean diastolic pressures differed by -2.0+/-6 mmHg in the daytime and -1.6+/-8 mmHg during the night. We found only a weak correlation between the differences in the readings by the two methods and systolic blood pressure levels, age, pulse pressure and body mass index, and no correlations between these differences and the diastolic blood pressure levels.
CONCLUSION: Although we found a considerable SD on single readings by the two methods, there was a good agreement between the mean values of the 24 h monitoring for the two methods. We obtained a significantly higher success rate by the oscillometric method. The findings suggest that, for this equipment, the oscillometric method is preferable for 24 h ambulatory blood pressure monitoring because it provides a much higher rate of successful readings.
Wiinberg N, Raymond IE, Bang LE, Malmqvist BB, Svendsen TL, Petersen LJ
Blood pressure monitoring 1:3 1996 Jun pg 187-191
Pub Type(s)
PubMed ID


Is finding a solution for a problem in a given context is an attempt to find a solution for the problem in another context?
For example, it seems some of the hardest problems of real analysis were not solved till their solutions were found in the context of geometry.
Update: I think it makes the question more clear if I provide an example. Let's say I want to prove if x+y=x+z, then y=z, where x,y,z $\in F$, where $F$ is a an algebraic field with operation "+". For example for this problem I can think of context where solution exits and that would be the ring of integers. If 1+2=2+1 then I can show 1=1. Now once this solution is found using this context of integers I can now apply this to the original problem in the context of field.
Now what I was asking was that should such a solution exists in some contexts (context as used in example above) for a problem to be solvable.
I do not know the background science behind this but it would be great if references can be introduced so I can get to know the right terminology.
 - 1
 It may help to rephrase the question a bit. At the moment, it looks almost trivial: if a problem has no solution in any context – i.e., not anywhere – then it has no solution. Presumably, that's not what you're getting at, though; so, it would help if you could expand on what you mean by 'context', and on what it takes to have a solution in a context. Constructivists hold that you can't prove 'There's such-and-such a number', except by producing a number that indeed is such-and-such. (In particular, you can't prove it by contradiction.) Is your question related to that viewpoint in any way? – MarkOxford Nov 12 '17 at 13:47
 - Do you mean : 'Is the non-solvability of a problem in any context in a given domain an indication that its solution, if any, is to be found in a context in a different domain?' E.g., does the non-solvabilty of a problem in theology indicate that its solution - or dissolution - belongs to physics? – Geoffrey Thomas Nov 12 '17 at 14:22
 - _USER_ By a context I mean something like a domain and by domain I mean something that contains similar objects. For example, an algebraic filed is a domain where objects existing in it share certain characteristic. I think Geoffrey Thomas comment is very close to what I want. – Mathnewbie Nov 12 '17 at 19:52
 - _USER_ Yes very close to what I want but a solution to a non-solvable problem of theology could exist in physics or any other domain that has not been yet explored or discovered. Of course the domain must have certain characteristics for example there should exist a one-to-one correspondence between the objects of the two domains. – Mathnewbie Nov 12 '17 at 19:55
 - I suppose I still don't really understand the question. If a problem has no solution in any domain, then where would the solution be? Are there sets that aren't domains, because their elements aren't similar enough to one another? Or is the idea that there are 'meta-domains' or 2nd-order domains? If we find no solution in any of the 1st-order domains of a particular 2nd-order domain, then we might move on to a different 2nd-order domain and look through its 1st-order domains for a solution. – MarkOxford Nov 12 '17 at 21:00
To answer the second part of your question 'it seems that the solution was found and then the question answered' Yes, that is the way it's done most of the time because it is much simpler once you know the outcome. You can simply do Sherlock Holmes eliminate all the impossible until all you're left with is the possible. And that would be a good approach I would say it is a better way than how scientists handle problems today. They did not eliminate the possible they actually attempted to explain reality with the possible even though it is impossible, such as dark energy and basically everything else in science
If a problem is worth having, it can be solved. You seem to be talking about how new techniques have been needed to solve seemingly insoluble problems, like say Fermat's last theorem.
There seem to be mistakes in tense or spelling that make your question confusing, and I am struggling to understand what you are actually asking.
It puts me in mind of how for Newton it was essential to put his theorems and proofs in geometric forms, as geometry was considered most fundamental of maths by the Greeks. Even though, this was difficult and awkward to do and made it harder to see the implications of what he did. Soon after geometry lost it's'supremacy'.
To what extent does the world divide cleanly into distinct contexts? In the end isn't there only one context, our minds, which unify all contexts? We switch language-game to adapt to each
If I correctly understand your mathematical example, then mathematics provides many examples of the following type:
A problem has no solution in the context, where the problem is stated. But the problem has a solution in a broader context.
For example take the problem:
1) Find all solutions of the quadratic equation x^2+1=0.
The problem is stated in the context of real numbers. But the problem has no real solutions. Instead the problem has two solution, namely +i and -i, from the context of complex numbers.
2) Similarly, take the problem: Find all solutions of the quadratic equation x^2-2=0. The problem has no solution in the rational numbers, but it has two solutions in the real numbers.
Your Answer


text:
Pronunciation: (wisp),[key] —n. 1. a handful or small bundle of straw, hay, or the like.
2. any thin tuft, lock, mass, etc.: wisps of hair. 3. a thin puff or streak, as of smoke; slender trace.
4. a person or thing that is small, delicate, or barely discernible: a mere wisp of a lad; a wisp of a frown. 5. a whisk broom.
6. Chiefly Brit. Dial. a. a pad or twist of straw, as used to rub down a horse.
b. a twisted bit of straw used as a torch.
7. a will-o'-the-wisp or ignis fatuus.


text:
Create a resource plan
As administrator, you can create resource plans that configure your cluster for different conditions, enabling you to improve parallel query execution and share queries on nodes running LLAP. You can allocate resources to a pool of users, groups, or applications and trigger actions in a plan.
As administrator, you can either create a new resource plan or clone another plan and then modify it.
Create a resource plan.
- Create a new resource plan (for example, one named
CREATE RESOURCE PLAN high_concurr_rp;
- Clone an existing resource plan (for example, ha_plan) and rename it
CREATE RESOURCE PLAN high_concurr_rp LIKE ha_plan;
- Create a new resource plan (for example, named high_concurr_rp) and
specify a query concurrency
CREATE RESOURCE PLAN high_concurr_rp WITH QUERY_PARALLELISM=15;
- Create a new resource plan (for example, one named high_concurr_rp):
Optionally, add one or more query pools to the plan.
CREATE POOL high_concurr_rp.bi_pool WITH ALLOC_FRACTION=75,QUERY_PARALLELISM=5; CREATE POOL high_concurr_rp.etl_pool WITH ALLOC_FRACTION=25,QUERY_PARALLELISM=10;This example configuration allocates 75 percent of the LLAP cluster resources to one pool and 25 percent to the other, and allows 5 concurrent queries by users in one pool and 10 concurrent queries by users in the other.
Optionally, map an application to a pool.
CREATE APPLICATION MAPPING tableau_to_bi IN bi_pool;This example mapping of the Tableau application to the bi_pool requires Tableau to connect to HiveServer using a JDBC connection string that includes
applicationName="Tableau". In a mapping of a group to a pool, group authorization depends on the HDFS group configuration on the cluster. You can configure Lightweight Directory Protocol (LDAP) and other mechanisms.
Optionally, create a trigger. For example, create a trigger that moves a query
to the etl_pool for execution when the execution time exceeds one minute.
CREATE TRIGGER high_concurr_rp.slow_query WHEN execution_time_ms > 60000 DO MOVE TO etl_pool;
If you are running the LLAP service, add a trigger to the pool or resource plan
as shown in the following example.
ALTER TRIGGER high_concurr_rp.slow_query ADD TO POOL bi_pool;You use the ALTER TRIGGER command to add a trigger to a pool or resource plan running under LLAP; otherwise, the trigger is considered global and runs only in Tez.


Village Residents Notice a Strange Taste in Tap Water, What They Discover Will Make You Sick
WARNING: The slideshow above contains extremely graphic photos that may be disturbing to some. Reader discretion is advised.
When villagers complained to local officials about their tap water, they uncovered the most horrific reason for the foul taste. Apparently nearby farmers had dumped over 50 dead animals into the river, The Mirror reported. Residents of a village in Jinli, China made a stomach-turning discovery after they noticed that their drinking water started to have a strange flavor.
Sanitation workers arrived to clear-up the horrific scene of rotting animal corpses was in the south-eastern province in China. They reported the number of dead animals at 55—including pigs, geese, and sheep.
A spokesman for the sanitation department said:
"When officers arrived at the river, they were greeted with a horrific sight and smell. Most of the animals seem to have been born with deformities and were killed by the farmers or had contracted illnesses and were then killed."
The spokesperson added that proper disposal of dead animals is to bury them underground to prevent potential diseases from spreading.
Polluted with the decomposing animals, villagers told local news that the smell from the river was "intolerable".
Sanitation crews rushed to clean-up the decaying livestock that were left bloated and floating along with filth and garbage in the Wulong river. The river is an off-shoot of the Yangtze river and serves as the village's main source of water.
Medics arrived at the scene to test water because of concerns of contamination and disease. Fortunately there have been no reports yet of illnesses resulting from the disgusting water conditions.
The gruesome discovery has prompted an investigation by police, who have promised to place fines on all responsible parties.
The slideshow above contains the graphic and disturbing images that document what sanitation workers found during the river clean-up.


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Natural deodorants from Biork, Zero Waste Path and Natural Spa
Natural Deodorant - What to expect when switching
Many of you will know that there is a transitional phase to go through when switching from 'commercial' shampoos to natural ones. You may not know that the same thing is true for switching to a natural deodorant.
Before we get to the transition phase, it's important to understand the difference between antiperspirants and deodorants, as they do two different things.
An antiperspirant is designed to prevent perspiration, they block your pores to reduce the amount of sweat under your arms.
Deodorants tackle the bacteria that causes nasty odours, but they do not prevent you from sweating.
Confused? Possibly one of the most important things to know is - sweat doesn't smell. Body odour, or BO as it is known, is caused by bacteria breaking sweat down not by the sweat itself.
So what does this mean? Personally, I think sweating is both natural and essential, so I choose to deodorise, not prevent sweat.
The Transition Phase
If you have been using antiperspirants for a long time and switch to a natural deodorant, you can expect the transition phase to last 2-3 weeks. The following are things you may notice; we are all different after all.
 - More sweating. This is because you are longer blocking your pores
 - Increased 'body odour'. You're body will be detoxing, and it is possible this can cause an odour.
 - Underarm sensitivity. Some natural deodorants contain sodium bicarbonate which can irritate your skin, you could find the same is true for you - if that is the case, there are plenty of natural options that do not contain this ingredient.
Tips for this phase
 - Don't give up. It may seem really difficult to adjust, especially if you feel you are sweating more, but it will be short term.
 - A little goes a long way. If you are used to aerosol deodorants, switching to a cream, powder or crystal stick will take getting used to. Start with a small amount and build up
 - Use a natural soap. The natural PH balance of your skin is important in reducing reactions/odours. Washing with gentle, natural soaps will help a lot.
 - Go bicarb free. If you find natural deodorants are irritating your skin (they do mine), try products that are free from this ingredient.
Switching deodorants was one of the changes I was most apprehensive about, but I am now really pleased I made the change.
Don't give up, many people will have changed 'commercial' brands several times to find the one that works for them - the same is true for natural ones, so if you don't find 'the one' straight away, try another (and pass the one you didn't get on with to a friend, as we are all different)
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Economics, Environment, Latest, People, Water
305. Feeling virtuous: what's it worth?
We all like to feel good about ourselves. A product that makes us seem virtuous to others, or even to ourselves, would be worth paying more for than its strictly utilitarian value.
That was one of our hypotheses behind a surprising result in some recent research. We were trying to measure the benefits of installing a rainwater tank on an urban property in Perth. We did this by measuring the premium in house sale prices for houses that already had a rainwater tank installed, compared with similar houses that did not.
The results left us deeply puzzled. First, the price premium was enormous: around $18,000. Now the water in a typical tank, when full, is worth about $3, and a tanks lasts for about 15 years. That means that to use enough tank water to make the $18,000 price premium worth paying, you would you would have to use a full tank of water and refill it from rainfall about twice each day every day for the whole 15 years (assuming a 5% interest rate on your home loan). But that's way beyond actual levels of rainwater use, and it doesn't rain that much or that frequently in Perth anyway!
We were left scrambling for explanations for the high price premium. As I started off saying, an obvious one is the feel-good factor from knowing that one is contributing to water conservation. It could be a bit like organic food. Some of the price premium for that could reflect people's concerns about environmental impacts of agricultural chemicals (as well as perceived health impacts).
Another possible explanation is that people may misjudge how much the water captured in the tanks is worth. Water from the tap really is most extraordinarily cheap, whereas the most common experience of paying for water for most people is bottled water, which is most extraordinarily expensive. So it would be understandable to some extent if people got this wrong. We cannot tell from the house sale data what is in peoples' minds (e.g. about water cost), only the overall result.
A third explanation could be that our statistical analysis was faulty. If you look at the paper you'll see that we tied ourselves in knots, testing the robustness of the stats in ways that are far beyond my own statistical skills (thanks co-authors), but we couldn't make the result go away.
There was one more puzzle we couldn't solve, as well. The price premium for rain tanks is far above the cost of installing a tank, so why doesn't everybody with a house to sell invest in a rain tank? In fact only a small minority of houses sold do have them. I guess they aren't aware of the potential price hike.
On the other hand, we don't know what would happen to the premium if the proportion of houses with installed tanks was to increase substantially. It is likely that the greater supply of tanks would drive down the price premium to some extent.
Further reading
Zhang, F., Polyakov, M., Fogarty, J. and Pannell, D. (2015). The capitalized value of rainwater tanks in the property market of Perth, Australia, Journal of Hydrology 522, 317-325. Journal web site ♦ IDEAS page (includes link to freely downloadable version of the paper)


+01 _PHONE_
+39 _PHONE_
Cleft Clauses in English Grammar
Naturally cleft wood in the forest.A Cleft Sentence (cleft, past participle of cleave = split) is a sentence that has been split into two clauses – a main clause and a subordinate clause – in order to emphasize one part of it. This part is often referred to as the "focus".
It is her kindness that I will remember.
– focus on "her kindness"
The reason why I've come is to discuss my future with you.
– focus on "discuss my future"
What we now need are actions rather than words.
– focus on actions
All I want for Christmas is YOU.
– focus on "you"
Structure & Usage
Cleft structures are more common in written than spoken English. This is because in spoken English we can use intonation to express emphasis. In written English intonation is of no use so we resort to this grammatical structure to help focus on a particular part of a sentence and to emphasize what we want to say. This is usually done by means of introducing it or building up to it with a kind of relative clause.
There are different types of clefts, but perhaps the most common, and the easiest to recognize, are the wh-clefts and the it-clefts.
The one who is causing trouble is John.
(a wh-cleft)
It's John who's causing us trouble.
(an it-cleft)
Here is a typical pattern of a cleft sentence:
it + be + X + subordinate clause
Case Study
Let's pretend that you took your suit to the dry-cleaners. A couple of days after you go back to collect it and find that they have ruined it. When recounting this you could simply make a statement like:
The dry-cleaner ruined my suit.
This is a simple sentence that tells us about an event in a fairly balanced way. But perhaps you are angry, upset, or annoyed at the dry-cleaner and want to express it. To do this you can use a cleft sentence which places the emphasis on the dry-cleaner, not the suit or the fact that it got ruined. Your cleft sentence could be:
It was the dry-cleaner who ruined my suit.
This cleft sentence expresses the same information in the original simple sentence "The dry-cleaner ruined my suit" by way of a main clause "It was the cleaner …" and a subordinate clause "… who ruined my suit." but places the most important piece of information closer to the beginning of the sentence.
Therefore X and the subordinate clause in the pattern above carry the same meaning as their corresponding simple sentence. However, the primary focus of the cleft construction is on an element, often marked by intonation, that introduces new information. This element appears either as X or in the subordinate clause.
Pseudo & Inverted Pseudo Clefts
Pseudo-clefts are a kind of cleft sentences in which the subordinated clause is a relative clause headed by an interrogative word.
wh-relative clause + be + X
Inverted pseudo-clefts are sentences in which the order of the two constituents is reversed.
X + be + wh-relative clause
What John gave to Mary were flowers.
Flowers were what John gave to Mary.
(inverted pseudo-cleft)
Useful Links
Clauses in English Grammar – an overview of what a clause is and how many types there are
Subordinate Clauses in English Grammar – a closer look at this particular type of clauses
Image © catchesthelight
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text:
This four-part jig is called "Lanxtrum's Pony" in The Gunn Book (Fermanagh, 1865), a collection of one hundred and seventy-eight dance tunes compiled by the fiddler John Gunn, an ancestor of John McManus, author of Irish Ceili and Set Dances (1992).
The tune may appear to be pretty complicated, but it is less so than it seems — appearances don't usually account for chunking. The idea of chunking is to focus on one small part of the tune at a time, and take that part phrase by phrase, or further break that down into pieces as small as you like. Work on the chunks, and build up to the whole tune. Take your time and work through each part. So, when a tune seems at first overwhelming, you know what to do. Chunk it! It sometimes helps to work backwards, starting from the concluding phrase of a tune. That is, focus on the last phrase of the last part, and then the penultimate phrase, etc. That way you will play what you have previously learned each time you learn a new phrase. Note, that the last phrase of every part in this tune is pretty much the same each time, so by starting at the end you will have learned quite a bit of the tune already! A nice version of this tune is on the CD Snug in the Blanket (2004) with Paddy O'Brien (Accordion), Jamie Gans (Fiddle), and Dáithí Sproule (Guitar). Interestingly, the tracks were recorded by O'Brien and Gans in 1993, Sproule added his accompaniment ten years later!
D A / A / D A / G / D A / A / D A / G 😐
A D / A / A G / G / A D / A / D A / G 😐
A / / G / / D A / D A / D A / G 😐
A / / / G / A / / D A / G 😐


Take the 2-minute tour ×
I'm preparing for a debate (just between friends) on evolution (I'm in support), and one of the points I plan to bring up is the Chromosome 2 evidence. I'm now trying to predict their potential rebuttals. The common statement I've seen is that since the apes have 48 chromosomes and humans have 46, then there are two possibilities: either we "lost" a chromosome, which would be fatal, or there was fusion. This, I believe, was an actual prediction prior to the answer of Chromosome 2 being identified. But couldn't there have been a third possibility - that the apes gained a pair of chromosomes, perhaps thru splitting of some kind? This seems reasonable to me due to the other claim that we didn't evolve from apes but that we share a common ancestor, and so the ape lineage could have acquired the extra chromosome after the split. (Note I'm a total biology noob, so if this doesn't even make sense, then please tell me.) I understand that this isn't the way it turned out, that Chr 2 looks exactly as we would expect from fusion, but prior to this discovery, couldn't the apes gaining a chromosome have been a possible reason? TIA.
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does this help? biology.stackexchange.com/questions/5558/chromosome-2-fusion What else might you need? – shigeta Jan 20 at 11:02
BTW splitting happens too. – shigeta Jan 20 at 17:11
shigeta, i saw that article and read it before I posted this question. That page doesn't seem to answer my question directly - specifically, WAS IT PREDICTED or was it simply taken as evidence once it was discovered? So ideally, someone could provide a reference to a paper or article that was published that says "we predict that...two chromosomes will appear fused", and which was subsequently confirmed by a later paper or article. I've heard it was about 30 years, but I have no valid source. – Michael Bray Jan 21 at 2:03
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1 Answer
I guess part of the question is...what exactly are you bring up Chromosome 2 as evidence of, exactly? It's evidence of that chromosomal rearrangements are possible, but that isn't terribly helpful to you, so I'm not sure why you are bringing it up.
I think the fusion is a rebuttal to a claim that the disparate # of chromosome is a problem for the claims of common ancestry between humans and other apes, but if they don't mention it, I'm not sure why you would need to use that particular fact.
Have you consulted talkorigin's 29 evidences of macroevolution? Lots of good stuff there.
share|improve this answer
It is useful, IF it was predicted. This is one of the main differentiators between valuable theories and useless theories, and hence this is why I'm asking the question. Creation, even if it allows fusion, doesn't predict it. Given that apes have 48 and humans have 46, the "prediction" from creation would be "that's just the way god made it" and say nothing about fusion. But evolution's prediction would be that we would see fusion (or other effects) and that's why it is useful. – Michael Bray Jan 22 at 2:27
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text:
This is because the text variable has a While scope, so it's being kept from iteration to iteration. That means when it is not set with the file text value, because of the Read Text File exception (e.g. 5.txt), then it keeps the previous value (e.g. the 4.txt text).
So when we change the scope to
Process one file, variable
text is a null value after the
append operation? How does it rid itself of the previous value?
I think this might require a technical answer related to
try catch blocks but unsure.
I tried the debugger and watched the value of text which still retains the current value until
Process one file is closed and the While loop boolean condition executes at which point it is delisted from the table of variables so I think this is something unique to try catch blocks in that this happens.


until a switch back to the first tree is necessary. The alternative is the coroutine or cofunction of the current traversal function.
 Cont = element -> Cont -> List of element
 merge tree1 tree2 =
 let rec
 traverse tree cont switch alternative =
 if null tree then
 cont switch alternative
 traverse (left tree) (travright tree cont) switch alternative,
 travright tree cont switch alternative =
 if null tree then
 cont switch alternative
 else if elt tree <= switch then
 (elt tree).(traverse (right tree) cont switch alternative)
 alternative (elt tree) (travright tree cont ), --- [*]
 m tree1 cont1 tree2 cont2 =
 if not null (left tree1) then
 m (left tree1) (travright tree1 cont1) tree2 cont2
 else if not null (left tree2) then
 m tree2 cont2 tree1 cont1
 else if elt tree1 <= elt tree2 then
 travright tree1 cont1 (elt tree2) (travright tree2 cont2)
 travright tree2 cont2 (elt tree1) (travright tree1 cont1),
 fin switch cont = cont maxint halt,
 halt switch cont = nil
 if null tree1 then
 traverse tree2 halt maxint halt
 else if null tree2 then
 traverse tree1 halt maxint halt
 else m tree1 fin tree2 fin
 fin, halt :Cont
 traverse, travright :Tree of element -> Cont -> Cont
 m :Tree of element -> Cont -> Tree of element -> Cont -> List of element
 merge : Tree of element -> Tree of element -> List of element
A continuation simulates a coroutine. Its element parameter is a parameter of the resumption. The Cont parameter is the other coroutine, itself to be resumed at a later date. When the alternative is resumed [*] it is given a switch parameter and the "current" coroutine. Note that travright is not a continuation but
 travright t c :Cont, if t:Tree of element, c:Cont
If one of the trees is empty, traverse the other tree. Otherwise'm' finds the least element of tree1 (and later tree2) while building a continuation to traverse tree1. When the continuation for each tree is built, the appropriate one is started and the two of them swap control as necessary.
Pascal and Algol.
The treemerge function cannot be programmed in Pascal because this language does not allow recursive function types such as 'Cont'. However it can be programmed in Algol-68 which does allow such types.
McVitie and Wilson give an Algol-60 program for the stable marriage problem [McVi71, algorithm 2 and sec3.2]. It uses recursive procedure calls in a way that mimics continuations. Coincidentally, it appeared at about the same time as Mazurkiewicz's paper [Mazu71]. The stable marriage problem has a natural solution by coroutines [Alli83].
The use of continuations allow a function to govern the flow of control into and out of what would normally be considered a subsequent computation. This allows unusual control regimes such as non-determinism and coroutines to be simulated in functional programming. In particular, non-deterministic grammars can be parsed by simple recursive descent plus continuations and functions can be made to cooperate as coroutines.
[Alli83] L. Allison. Stable marriages by coroutines. Information Processing Letters 16 pp61-65 Feb 1983.
[Carl84] M.Carlsson. On implementing Prolog in functional programming. 1984 International Symposium on Logic Programming pp154-159.
[Cloc81] W.F.Clocksin, C.S.Mellish. Programming in Prolog. Springer Verlag 1981.
[Jone84] N.D.Jones, A.Mycroft. Denotational semantics of Prolog. 1984 International Symposium on Logic Programming pp281-288
[Mazu71] A.W.Mazurkiewicz. Proving algorithms by tail functions. Information and Control 18 p220-_PHONE_.
[McVi71] D.G.McVitie, L.B.Wilson. The stable marriage problem. CACM 14(7) pp486-490 July 1971, and algorithm 411 CACM 14(7) pp491-492 July 1971.
[Miln76] R.Milne, C.Strachey. A Theory of Programming Language Semantics. Chapman Hall 1976 (2 vols).
[Nich85] T.Nicholson, N.Foo. A denotational semantics for Prolog. Basser Dept. Computer Science, University of Sydney 1985.
[Stra74] C.Strachey, C.P.Wadsworth. Continuations, a mathematical semantics for handling full jumps. PRG-11 Oxford University 1974
See [treemerge.a68], [Pascal] and also [1990].
window on the wide world:
Computer Science Education Week
free op. sys.
free office suite,
ver 3.4+
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web browser
like it says!
© L. Allison (or as otherwise indicated),
Created with "vi (Linux + Solaris)", charset=iso-8859-1, fetched Thursday, 27-Apr-2017 21:09:13 AEST.


Skip to definition.
Verb: restore ri'stor
 1. Return to its original or usable and functioning condition
 "restore the forest to its original pristine condition";
 - reconstruct
 2. Return to life; get or give new life or energy
 "The week at the spa restored me";
 - regenerate, rejuvenate
 3. Give or bring back
 "Restore the stolen painting to its rightful owner";
 - restitute
 4. Restore by replacing a part or putting together what is torn or broken
 "She restored her TV set";
 - repair, mend, fix, bushel [US], doctor, furbish up, touch on
 5. Bring back into original existence, use, function, or position
 "restore law and order";
 - reinstate, reestablish
Derived forms: restored, restoring, restores
Type of: alter, ameliorate, amend, better, change, give back, improve, meliorate, mend, modify, refund, regenerate, renew, repay, return
Encyclopedia: Restore


text:
Respondus LockDown Browser
LockDown Browser is a custom browser that locks down the testing environment within quiz in CougarVIEW.
- Instructor Instructions for setting up Respondus LockDown Browser
- Student Instructions for Installing Respondus LockDown Browser
Respondus Monitor is an extra tool available with Respondus LockDown Browser that uses webcam and video to prevent cheating during online exams. These two tools can be use within CougarVIEW as an option instead of proctoring.
- Instructions on setting up Respondus Monitor
What is Respondus 4.0 Campus-Wide?
Respondus is a software tool that allows you to retrieve, create and publish exam, assessments, and surveys from CougarVIEW (Brightspace by D2L). Respondus will allow a user to upload questions from text files and other documents and can convert test banks into quizzes for easy upload into CougarVIEW.
Respondus Instructions and Training Resources
- Access and Search - Training resources from Hoonuit (formerly Atomic Learning)
- Respondus 4.0 Training - from Atomic Learning.
- Instructional Videos - from Respondus.com.
- Instructional Videos - Respondus instructional videos in YouTube created by Center of Online Learning (COOL).
- Rapid Rollout - Instructor Resources - from Respondus
Respondus Support and Face-to-Face Training
Center of Online learning offers the following training:
- 1-on-1 consultation upon is available request.
- Respondus is free software for faculty and staff and if you need software to be installed on your computer, please make a request through an eQuest to UITS.
Check out these training sessions on workshop page.
Known Issues Using Monitor
Although there is an option to allow students to use an iPad, some students have reported having trouble taking the exam using their iPad. We recommend not using an iPad. Additionally, Respondus LockDown Browser and Respondus Monitor are not compatible with chromebooks, android devices or phones


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Many mobile-optimized websites disable zooming using the viewport meta tag. I'd like a way to re-enable zooming on such sites.
share|improve this question
1 Answer 1
In lieu of a better solution, I wrote a bookmarklet to re-enable zooming.
It seems to work in the Android Browser at least.
javascript: document.querySelector('meta[name=viewport]').content = 'width=device-width; initial-scale=1.0; maximum-scale=3.0; user-scalable=1;'; void(0);
share|improve this answer
Your Answer


text:
The Quasi-Gaussian Entropy theory (QGE) is a new statistical mechanics theory (Amadei et al., J. Chem. Phys. (1996), 104, _PHONE_), that can be used to predict the physical-chemistry properties of real and simulated systems in a very wide temperature range. A new expression of the Clausius-Clapeyron equation, based on the QGE, for the evaluation of the liquid-vapor equilibrium pressure of pure liquids, was developed. The new equation is able to predict the liquid-vapor equilibrium pressure curve, with high accuracy, over a large temperature range and for different fluids like water, methanol, and mercury.
The same theory was also applied to the prediction of the thermodynamic properties of a simulated Lennard-Jones fluid and ions in solution over a large temperature range.
Finally, we have developed a theoretical model, based on QGE theory, to study the thermodynamics of protein folding. The model is able to reproduce with high accuracy the heat capacity denaturation curve obtained from differential scanning calorimetry measurements of different proteins. A complete description of the theory
In a next blog, I will give a more detailed description of the theoretical method used in these studies.
- Amadei, D. Roccatano, M. E. F. Apol, H. J. C. Berendsen, A. Di Nola. Prediction of the liquid-vapor equilibrium pressure using the Quasi-Gaussian entropy theory. J. Chem. Phys., 105, 7022-7025 (1996).
- Roccatano, A. Amadei, M. E. F. Apol, A. Di Nola, H. J. C. Berendsen. Application of the quasi-Gaussian entropy theory to molecular dynamics simulations of Lennard-Jones fluids. J. Chem. Phys., 109, 6358-6363 (1998).
- D'Abramo, M. D'Alessandro, A. Di Nola, D. Roccatano, A. Amadei. Characterization of liquid behavior by means of local density fluctuations. J. Mol. Liq., 117, 17-21 (2005).
- Roccatano, A. Di Nola, A. Amadei. A theoretical model for the folding/unfolding thermodynamics of single-domain proteins, based on the quasi-Gaussian entropy theory. J. Phys. Chem. B, 108, 5756-5762 (2004).


Introduction to GeoLocation
To determing browser support for geolocation use:
if(navigator.geolocation) {
 //geolocation is supported
if(navigator.geolocation) {
 navigator.geolocation.getCurrentPosition(handle_success, handle_errors);
if(navigator.geolocation) {
function handle_success(position){
 function handle_errors(err) {
 case err.TIMEOUT: alert("Timed out");
 default: alert("Unknown error");
HTML5: Introduction to
Canvas: Tutorial of basic canvas functionality, canvas properties and methods
Your first
var el= document.getElementById("flag");
if (el && el.getContext) {
var context = el.getContext('2d');
context.fillStyle = "_TAG_";
context.strokeStyle = "_TAG_";
context.lineWidth = 1;
context.shadowOffsetX = 5;
context.shadowOffsetY = 5;
context.shadowBlur = 4;
context.strokeRect(10, 10, 300, 200);
context.fillRect(10, 10, 300, 200);
context.fillStyle = "_TAG_";
Canvas functions and properties
Set the fillStyle
Set the strokeStyle
Line widths
Line join styles
 context.lineJoin="bevel || round || miter"
Line end styles
 context.lineCap="butt || round || square"
Draw a rectangle
 context.strokeRect(left, top, width, height)
Fill a rectangle
 context.fillRect(left, top, width, height)
Erase a rectangle
 context.clearRect(left, top, width, height)
Begin a path
Complete a path
Move the pen to a location
 context.moveTo(horizontal, vertical)
Draw a straight line from current point to a new location
 context.lineTo(horizontal, vertical)
Stroke the current path
Fill the current path
Shadow color
Shadow horizontal offset
Shadow vertical offset
Shadow blur
Canvas versus SVG
CSS3 Transform Property and the various transform functions
The transform property
Supported in Firefox 3.5+. Opera 10.5 and Webkit since 3.1, the transform CSS property lets you modify the coordinate space of the CSS visual formatting model. Using it, elements can be translated, rotated, scaled, and skewed. We manipulate an elements appearance using transform functions. The value of the transform property is a list of space-separated transform functions applied in the order provided. The transform functions include:
The translate(x, y) function is similar to relative positioning, translating, or relocating, an element by x from the left, and y from the top.
 -webkit-transform: translate(15px, -15px);
 -moz-transform: translate(15px, -15px);
 -o-transform: translate(15px, -15px);
 transform: translate(15px, -15px);
The translateX(x) function is similar to the translate() function above, but only the left/right value is specified
 -webkit-transform: translatex(15px);
 -moz-transform: translatex(15px);
 -o-transform: translatex(15px);
 transform: translatex(15px);
The translateY(y) function is similar to the translate() function above, but only the top/bottom value is specified
 -webkit-transform: translatey(-15px);
 -moz-transform: translatey(-15px);
 -o-transform: translatey(-15px);
 transform: translatey(-15px);
The scale(w, h) property scales an element by w width and h height. If only one value is declared, the scaling will be proportional. Since you likely don't want to distort an element, you'll generally see only one parameter in this transform function
 -webkit-transform: scale(1.5, 2);
 -moz-transform: scale(1.5, 2);
 -o-transform: scale(1.5, 2);
 transform: scale(1.5, 2);
The scalex(w) function is similar to the scale() function above, but only the width value is specified. It is the same as declaring scale(w, 1)
 -webkit-transform: scalex(0.5);
 -moz-transform: scalex(0.5);
 -o-transform: scalex(0.5);
 transform: scalex(0.5);
The scaley(y) function is similar to the scale() function above, but only the height value is specified. It is the same as declaring scale(1, h)
 -webkit-transform: scaley(2);
 -moz-transform: scaley(2);
 -o-transform: scaley(2);
 transform: scaley(2);
The rotate(angle) function with rotate an element about the point of origin (described below) but the angle value specified.
 -webkit-transform: rotate(15deg);
 -moz-transform: rotate(15deg);
 -o-transform: rotate(15deg);
 transform: rotate(15deg)
The skew(x,y) function specifies a skew along the X and Y axes. The x specifies the skew on the x-axis, the y specifies the skew on the y-axis. If there is only one parameter, then it's the same as skew(x, 0), or skewX(x). The values are angles: degrees, turns or grads.
 -webkit-transform: skew(15deg, 4deg);
 -moz-transform: skew(15deg, 4deg);
 -o-transform: skew(15deg, 4deg);
 transform: skew(15deg, 4deg);
The skewx(x) function is similar to the skew() value above, but only the x-axis value is specified. It is the same as declaring skew(x,0)
 -webkit-transform: skewx(15deg);
 -moz-transform: skewx(15deg);
 -o-transform: skewx(15deg);
 transform: skewx(15deg);
The skewy(y) function is similar to the skew() value above, but only the y-axis value is specified. It is the same as declaring skew(0,y).
 -webkit-transform: skewy(-6deg);
 -moz-transform: skewy(-6deg);
 -o-transform: skewy(-6deg);
 transform: skewy(-6deg);
Multiple transforms
The above show single transforms, but you can include more than one transform on an element. To include more than one transform, simply separate them the tranform functions with spaces.
 .enlargen:hover {
 -webkit-transform: translate(-50%, -50%) scale(2) rotate(0);
The above makes the element twice and tall and twice as wide. By translating the element 50% up and to the left, the bottom right corner should remain in the exact same location. The rotate(0) removes any possible rotation on the element.
This 'enlargen' class may be something you would want to add to an image gallery, hilighting an image that is hovered by making it four times larget (twice as wide and twice as tall) and remove any tilt that might have been interesting as a thumbnail but tacky in full size.


text:
The US Air Force Research Laboratory's Sensors Directorate (AFRL/RY) has developed and tested an interleaved delta sigma DAC that can synthesize frequencies from near DC (0 Hz) to near the sampling frequency (fs) by switching among low-, band-, and high-pass noise transfer functions. The technology overcomes inherent trade-offs between bandwidth and maximum output frequency without sacrificing the benefits of an all-digital architecture.
The Air Force's technology is suited for highly integrated silicon systems-on-chip and offers considerable benefits to compound semiconductor applications, including lower part counts that reduce complexity, weight, size, and power requirements, in addition to simplifying digital adjustment and calibration. AFRL/RY's delta sigma DAC enables the potential for multi-standard (e.g. communications and radar) devices through on-the-fly reconfiguration of power and transmission requirements.
- Spectrally Agile: Switching amongst low-, band-, and high-pass noise transfer functions improves bandwidth over a broader RF spectrum range
- Higher I/Q Accuracy: Wholly digital up-conversion increases in-phase/quadrature modulation precision
- Reduced Design Complexity: Enables lower parts count devices with reduced weight/size and decreased calibration requirements
- US Patent 9,065,472 is available for license and commercialization
- Potential for collaboration with US Air Force Research Laboratory Sensors Directorate researchers


text:
Cleaning your patio-DIY or Call in a Pro?
With so many of us spending more time at home these days, getting the patio in tip-top shape has become a priority.
While pavers are known for being easy to care for, occasional maintenance is needed to keep them looking their best. Some patios may just need a quick once-over with detergent and soft-bristle brush, while others require a visit from a pro to restore them to their original beauty.
Prepare the space and Evaluate your needs
You should begin by clearing the space. Furniture, plants and decorative items will need to be removed to properly clean the space.
- Look for leaf stains, grease from food and mildew. Determining what kind of stains you have will determine what you'll need to do to fully restore them.
- Check the joints. The sand used between the joints can wear away over time.
- Weeds. Missing sand or overgrown plant beds can allow weeds to creep onto your patio.
- Sweep or blow off any loose debris.
- Hose down pavers with clear water.
- Most food grease or oil stains can be removed using a de-greasing dish soap (like Dawn) directly onto the stain.
- Use a paper towel to soak up any surface grease.
- Drizzle scaling hot water from a tea kettle and thoroughly rinse it off the surface.
- Apply Dawn dish detergent full strength onto the stain and allow it to sit on the for 20-30 minutes.
- Scrub with a standard household nylon bristle scrub brush.
- Rinse with hot water.
- Repeat as needed to remove as much of the stain as possible.
- Mildew can be removed by using a bleach solution. 10 parts water to 1 part bleach.Mix the solution in a watering can with a sprinkle spout.
- Apply the bleach solution over the entire surface saturating the area and leaving a liquid film on the Hardscape™ surface.
- Allow the bleach solution to remain on the surface for 20 – 30 minutes. The moss, mildew, or algae should turn brown, which indicates it has been killed.
- After letting the bleach solution sit on the surface, scrub the surface with a stiff nylon bristle brush and rinse thoroughly with fresh water. Repeat if needed.
- Do not make your bleach solution stronger, as it may affect the color of your Hardscaping.
- Be careful not to get the bleach solution directly on grass or plant material. If there are plants or grass where you expect to rinse the residue on to, saturate that area with water first.
Keep in mind that if the area is in a damp or shady location it will keep growing back. For a more permanent solution, you will need to correct the moisture and shade problems that are encouraging the moss, mildew, or algae to growth.
For tougher stains, such as motor oil or grease, visit Techni-Seal. Here, you'll find information and instructions for their paver cleaning products that are sold at your local EP Henry Authorized Hardscaping Distributor
And remember, one of the major advantages of paving stones is, if they are damaged or stained beyond repair, they can always be removed and replaced at a minimal expense.
- Sweep or blow odd any loose debris
- Get a weed killer, such as Weed-B-Gone
- Use as directed.
- After the weeds have been killed, carefully remove them from the sand joint. Take as much of root out as possible without disrupting or removing the sand joint.
Most installations have polymeric sand. This sand is formulated to harden over time, so it holds together and does not blow or wash out of the sand joints. This allows it to remain in place and resist weed growth.
- Before replacing sand, any existing sand must be removed.
- Enough of the preexisting polymeric sand must be removed from the sand joints (1.5" or more) to allow enough new polymeric sand into the sand joint so it can achieve structural stability when it is moistened.
- If possible, use the same polymeric sand that was originally used so that it bonds properly.
Note: You may want to leave this for the pros, because if done incorrectly, it could leave your pavers with an unsightly haze.
This is another project best left for a professional. Sealing requires an experienced hand in order to avoid pooling and missed spots. Done incorrectly, sealing can be expensive to correct.
In conclusion, while easier cleaning projects can be a do-it-yourself (or family) project, projects that require experience or trade skills are better left to hardscaping specialists. Done right, you'll be enjoying your patio or pool in no time.


Sunday, January 24, 2021
Island Checklist - Flora
As with fauna, flora is also part of mother nature and cannot be criticised.
Again, this is to advise clients to inspect the island carefully to see whether they can live with what is there and to study what grows on the island.
In certain areas, there are poisonous plants. Some plants can cause allergic reactions. There are coconut trees on many tropical islands. There is also a danger that a coconut could fall on your head if the trees are not maintained. If noone is maintaining the island, it would be wise to consider this safety point very carefully.
Studying flora closely also gives you an idea of what kind of ground water is on the island. Experts can read how much ground water available from the vegetation. The vegetation also signifies whether the island is self-sufficient or not.
In summary: studying the island's flora is a worthwhile and useful point on the checklist.


text:
I know some people will call me anti-semitic (that's why I have this), but there's just not that much Jewish art out there. Sure, there's great art by Jewish artists – I'm no slouch myself. But there's not much art illustrating Jewish scripture, the books of Moses, the Torah, by Jews. Most illustrations of Exodus are by Christians and this guy; illustrations with historical weight are all almost all found in churches and Bibles, the exception being some illuminated Haggadot from the Middle Ages. Yes, I know there's Jewish art outside of illustrations: Torah cases, Torah ornaments, Kiddish cups, book covers, candlesticks, textiles. And there's lots of abstract art: decorated Hebrew letters and symbols. But I'm trying to find a way to illustrate Exodus in animation (see Seder-Masochism), and there's just not much visual art tradition to build on.
What did ancient Hebrew art look like? Egyptian aesthetics influenced Assyrian art, and vice-versa, and Canaan lay between the two. Surely Egyptian and Assyrian visual art must have influenced Hebrews, just as their mythologies influenced the concept of Yahweh (the "no other gods before me" referred to neighboring deities, at least that what scholars, friends and the interwebs tell me). I can hardly find any pictures of the famous Megiddo Ivories online; I imagine they'd be a great source for me, but what can I do?
Turn to Assyrian art, that's what.
This shedu is a gatekeeper, part of a pair. I love these things. Why aren't there more mythical composite animals in Abrahamic religions? The Book of Kells has awesome fanciful creatures, but it's not Jewish, and the creatures it depicts aren't overtly mentioned in the text – although the text has been interpreted any and every way, so fanciful creatures might honestly capture its spirit as revealed to the artists. As an artist myself, I know that some things just look cool. Really cool. So cool you don't care whether they accurately illustrate anything. That's how I feel about shedus.
Fortunately, shedus may have influenced the Mosaic concept of cherubim. And right there in Exodus, after commanding the Hebrews to not make any graven images, Yahweh commands the Hebrews to make him some graven images of 2 cherubim to put on top of the Ark of the Covenant!
I'm so fascinated by shedus I made my own "shedu puppets" in Flash, with the possibility of animating them. Whether or not I ever make Seder-Masochism, or these guys make it in, I'm happy to be inspired by such great, ancient design.


text:
If your computer creating problems to read/write on
the hard drive or may become unstable then it is possible that some lost
clusters and bad sectors are on your hard drive. To check your computer
hard drive for any errors, you can use scan disk utility. You should
scan your hard disk on regular basis to maintain the status of missing
cluster and bad sectors. In windows 2000 and XP, you can use the
error-checking tools to check the health of your hard drive.
Follow the given steps to run the errorchecking


text:
Wednesday January 8 : Of Authors Authenticity and Authority | a DAI PUBLIC lecture by Dr. Nishant Shah
7:30 - 9:00
Location: DAI auditorium
The Internet as it was imagined has been dying. In the age of Edward Snowden and PRISM, the potentials and promises of all things digital have taken a sinister turn. Especially when it comes to cultural production and participatory movements, there is a deep Balkanisation where more than half the intellectual property rights reside with a handful of global media conglomerates. Remixing, as a part of the Copy+Paste cultures has been seen as a challenge and a subversive movement that challenges the intellectual property regimes that govern the production, distribution and access to digital material. In this talk, Nishant Shah draws from historical processes, personal anecdotes and contemporary battles around intellectual property rights in India to dislocate remix from its centrality within content-based processes. Instead he proposes that new structures of authorship, authority and authenticity need to be built in order to realise the true potentials of remix lie.