The Bridge as a Connection
Why were the
bridges built?
The Bridge as Machine
How did they
build the bridges?
The Bridge as Art
Why do the bridges
look like they do?
 People of the Bridge
Who designed
the bridges?
Tacoma Narrows Bridge Lesson Plans
Math/Technology/Science/Social Studies
Timeline - Curriculum Connections
Pacific Northwest History
The decision to build the Tacoma Narrows Bridge took a long time and deciding what type of bridge to build was a complicated process, due to the various bridge styles available and the costs associated with each. During the 1920s and 1930s a number of proposals were considered for building a bridge. In this lesson students will crate a timeline of proposals made for building a bridge across the Tacoma Narrows during the 1920s and 1930s. They will research the types of bridges proposed, and draw illustrations of them on the timeline. Students will also create a graph showing the estimated costs of each of the bridges proposed, and evaluate the merits of each proposal on the basis of what they learned.
Lesson Objectives
 1. Understand the complex special interest groups and political forces that led to building the Tacoma Narrows Bridge;
 2. Understand the competing forces at work planning any grand project of this nature;
 3. Explain the alternatives that were available for bridging the Narrows, and the costs of each;
 4. Compare and contrast the various alternatives proposed for the Narrows Bridge; and
 5. Evaluate the merits of each proposal for Bridging the Narrows.
Time: Three days or class periods, including one day of research, one day preparing timeline and graph, and one day to evaluate the proposals. The third day could also be used to discuss and share evaluations.
Materials Needed:
 - Internet access, graphing software such as PowerPoint or Excel, drawing paper, rulers, colored pencils.
Lesson Steps
1. Allow students to access the Tacoma Narrows Bridge website to find information for their timeline. After creating a rough draft, ask them to create their timeline on a large piece of drawing paper.
2. Next, have them research the various bridge types proposed and draw them on the timeline, using an appropriate scale.
3. While students are doing their research, they should also make a data table of the estimated costs of each proposal.
4. After completing their research, have students create a multi-colored graph showing the costs of each of the proposed bridges.
5. Ask students to evaluate various proposals and choose which they think was the best option for bridging the Narrows. Ask them to support their argument and be prepared to present it to the class orally.
6. After finishing their timelines, graphs and analysis, ask students to share their findings with the rest of the class. Discuss the merits of the various proposals and vote on the options. Which bridge would your class have chosen to build?
Related links on this site:
After the students have been working on their projects for a day or two, bring them together in a large group and ask them to help create a grading rubric. Ask them what attributes a top-quality timeline, graph or presentation might have, and list those attributes on an overhead projector or white board. Possibilities might include:
 - Information is complete and historically accurate;
 - Contains accurate and well-crafted drawings of bridges;
 - Graph is clear and colorful;
 - Arguments for building a particular bridge are well-supported;
 - Shows investment of time and effort;
 - Oral argument well presented.
Evaluate each attribute on an appropriate scale based on your own school's grading system, for example giving points or letter grades. Include student evaluations also, if desired.
 Copyright WSDOT © 2005


text:
The new Policy and Advisory Library (PAL) is now available. This page will be redirected to PAL from the start of Term 3. Make sure to update your bookmarks to the new PAL site.
This page includes an overview of whole-school and individual strategies to improve school attendance.
What schools can do
- Promote and maintain high levels of attendance through whole school strategies.
- Regularly monitor attendance patterns to identify patterns that may show a student or group is at risk of disengaging.
- Consider student and family circumstances that may explain patterns of poor attendance and look at specific support.
Factors influencing attendance
It's important to have a clear picture of all the possible factors when working to improve attendance.
Some of the factors influencing attendance include:
- Inconsistent or unclear attendance policies.
- Student behaviour management; schools expectations of students (e.g. work load, testing, performance); levels of support for students and relationships with teachers; attitudes of teachers, students and administrators.
- Ability and willingness to engage the diverse cultures and learning needs/styles of students.
- Teaching quality.
- Effective monitoring by schools of attendance and a timely and meaningful response when issues arise for a student is critical to ensuring attendance rates remain high.
- Learning needs that are not being addressed in the classroom or unidentified learning difficulties.
- Lack of timely and appropriate intervention.
- Specific parental behaviours such as limited monitoring of student whereabouts.
- Parents not being aware of attendance law and obligations.
- Lack of parental insistence that children go to school in the morning.
- Differing views about education or the value of education.
- Competing family priorities: for example, conflicts, getting organised, babysitting, interpreting for parents, transport, holidays or students caring for other family members.
- Parents with multiple jobs.
- Single parent families.
- Cultural obligations: for example, Sorry Business or commitments by families to attend significant cultural obligations, such as Chinese new year.
Low socio-economic factors
- The need for student employment to supplement family incomes.
- Lack of affordable transportation to school.
- Domestic violence, child abuse or neglect, drug or alcohol abuse.
- Employment obligations of parents/carers and inflexible employers.
- Higher family mobility rates.
- Lack of affordable child care for students with parenting responsibilities.
- Past negative school experiences, lack of interest in school and education and levels of self-insight and knowledge about future pathways and the links between school attendance, educational outcomes and work, personal occupational goals and school completion.
- A general dislike of the school environment.
- Social competence and confidence leading to conflict or isolation.
- Students' health and wellbeing; for example, low self-esteem, high levels of anxiety or physical health.
- Habituated school absence or misunderstanding or ignorance of attendance laws and incentives.
- Being bullied, feeling unsafe or having anxiety.
- Levels of attention in classes.
- Lower levels of literacy and numeracy achievement.
- A need to demonstrate 'adult' behaviour, a rejection of authority.
- Drug and alcohol use.
- Difficulties at the time of transitions.
When to intervene
Consider implementing improvement strategies when a student has been absent more than five days in a term for any reason. This includes approved health-related absences.
You should also follow up and implement improvement strategies where:
- the absence is having a significant impact on a student's education
- the student has been truant (absent without parental consent)
- a parent reports that a student refuses to attend school
- there has been no explanation for the student's absence
- a parent repeatedly fails to provide a
It's important to understand the cause of absences and respond quickly. You should work with the student and their family to find the best way to manage poor attendance so it does not become an entrenched pattern.
Strategies to improve attendance
Here are five strategies to help you influence and improve attendance:
Create a positive school culture
- Develop an instructional model that focuses on high-quality teaching and learning – classes that are stimulating and organised support student engagement and attendance.
- Create an environment where students want to be at school and on time.
- Create an environment that is safe, inclusive and caring of all members of the school community.
- Develop class and home group structures that enable increased connectedness to individual teachers and peers.
- Get to know your students – positive relationships with teachers are a significant factor in student engagement.
- Encourage teachers to show concern for students who have been absent and have returned to school.
- Build positive relationships with parents to assist in improving student attendance.
- Develop an approach to student management that is positive, restorative, respectful and consistent.
- Create a culture that models and values punctuality.
- Implement effective and supportive transition programs, including transitions between different learning areas and levels within the school, and pathways and career support programs.
- Build a collaborative network with other local schools to enhance transitions and improve attendance.
- Create a teaching culture that recognises and supports individual learning differences.
- Avoid suspensions for truancy and consider positive efforts to engage/reengage students.
Communicate high expectations
- Develop a strong and clear attendance policy with clear and realistic targets. Distribute to parents through the website, transition packs, enrolment packs and information evenings.
- Promote awareness that an absence results in quantifiable lost learning time and opportunities, talk about absences in terms that students and parents can easily understand - for example,'missing one day each week means that you miss out on about two weeks of lessons each term'.
- Inform parents about the current research that links attendance with student achievement levels and long term health and wellbeing outcomes.
- Develop consistent and clear messages for the school community about the importance of attendance through the website, newsletter, social media, assemblies and information evenings.
- Communicate with parents about their obligation to inform schools, in a timely manner, about the reasons for a student absence.
- Inform parents about the wellbeing support that is available for students who are anxious about coming to school.
- Encourage parents not to condone absences for reasons such as shopping or birthdays.
- Communicate to parents that family holidays should be planned in term holidays not during the school term.
- Emphasise to students and parents that teachers plan sequential lessons and that regular non-attendance can severely disrupt learning.
- Use technology that is appropriate for your school community to alert parents to non-attendance e.g. text messages or video messages.
- Encourage parents to be positive about school and to set up routines that support students to get to school on time.
- Collaborate with parents to develop an attendance improvement plan or return to school plan that addresses practical issues such as getting an alarm clock, negotiating transport, or changing family routines.
- Encourage parents to seek support from, and communicate regularly with, teachers and other school staff.
Monitor and follow up absences
- Implement data-driven attendance improvement strategies – monitor and analyse student attendance records and use tools for early identification of students at-risk of poor attendance.
- Use a student attendance data management system (e.g. CASES21, eCASES) and correctly enter attendance codes.
- Investigate trends in lateness and attendance across the week, the year, year levels genders and cultural groups to identify students who at risk and develop a plan to support them.
- Regularly discuss student attendance in staff meetings and in staff performance and development plans so that trends and students at risk can be identified. Reiterate to staff the importance of accurate and prompt roll marking.
- Set attendance targets for the whole school and year level cohorts.
- Identify a key member of staff to lead attendance improvement strategies.
- Ensure parents are contacted as soon a practicable on the same day as a student absence.
- Take a 'no tolerance' approach to unexplained absences by setting a zero unexplained absence target for every student.
- Follow up with parents who have not provided an explanation for a student absence.
- Have one on one conversations with individual students about their attendance and explore the reasons why they have been away.
- schedule fun events on days that normally have poor school attendance.
Provide intervention and support
- Understand the causal factors of absence and the need for targeted interventions.
- Intervene early if a student's attendance begins to deteriorate.
- Offer support for parents if their child refuses to go to school.
- Address barriers to attendance such as bullying and friendship issues.
- Provide or arrange for material aid to students who require uniform, stationery and/or textbooks.
- Offer one on one sessions for students who require additional learning, wellbeing or pathways support.
- Set up an attendance student support group meeting to explore the reasons for a student's absences and to develop an attendance improvement plan or a return to school plan.
- Access specialist support by making appropriate referrals to students support services or external allied health professionals and community agencies and organisations.
- Collaborate with other schools, organisations and community groups.
- Work closely with families and agencies when families are suffering hardships or are in crisis to ensure that students are in school in an environment that is safe and orderly.
- Conduct information sessions for parents on how to address issues such as school refusal and separation anxiety problems.
- Identify a mentor for students who are at risk and develop an individual education plan.
Tools to help improve attendance
If you have exhausted strategies for addressing unsatisfactory attendance, further action may be appropriate.
Attendance student support group
Use an attendance student support group if it becomes apparent that a student needs ongoing intensive support.
The group should:
- include the parent, a parent's advocate (if required), a teacher nominated as having responsibility for the student, the principal or nominee to act as chairperson, the student (where appropriate) and relevant welfare staff.
- ensure the parent is aware of the absences and understands the educational implications for the student
- identify the reasons for the student absences
- develop a student attendance improvement plan, a return to school plan or an individual

source: openbmb/Ultra-FineWeb


And a little more about auto-tuning textarea heights
When redesigning one "smartphone" project, I came across a chat page with textarea, which does not know how to resize depending on the number of lines. It was not a problem to find and connect a small plug-in ( autoResize ) to jQuery, able to increase the height of textarea, but when testing the form, I was vaguely missing something.
And this "something" was the impossibility of briefly hiding the textarea, which was swollen under the dominance of "many-letter books", and even so that then it would open again without unnecessary questions. That's because we seem to have learned to increase the height of the textarea, but for a while we hide it in order to free up space on the screen - for some reason we do not want to.
The solution came out on its own: tell autoResize when we change focus from our textarea to another element of the page and vice versa - when we return to it again. And make him do something.
To do this, it will be enough to insert the following code after 73 lines of the plugin:
// при онблуре сжимаемся до одной строки
 $(this).height(origHeight + 'px');
// при онфокусе восстанавливаем высоту
 $(this).height(lastScrollTop + 'px');
Now, if you want to read the text of the interlocutor without sending an incomplete answer, you can tap in the chat field and textarea will be reduced to one line. And vice versa: by tapping back on your answer, you make it open again to a comfortable height.
PS: Example on jsfiddle. From there you can download the modified plugin.
Also popular now:


text:
Animal Species:Sergeant Baker, Hime purpurissatus Richardson, 1843
The Sergeant Baker is probably named after Governor Phillip's orderly sergeant, William Baker. The species is commonly seen by divers in on the New South Wales coast.
The Sergeant Baker can be recognised by its long tapering body, blotched colouration and its behaviour. The species is commonly observed by divers as it perches on the substrate with its head raised.
Adult males and females are easy to tell apart. Several of the anterior rays of the first dorsal fin are greatly elongated in males, nearly reaching the adipose fin. The elongated dorsal fin rays can be seen in the middle image.
The Sergeant Baker is probably named after Governor Phillip's orderly sergeant, William Baker. Sergeant Baker came to Australia as a Corporal of Marines on the transport ship Charlotte. He was reported to have been a keen fisherman, and possibly the first white settler to have caught this species.
It grows to about 68 cm in length.
This species is endemic to Australia. It is recorded from temperate waters from the central Western Australian coast to southern Queensland.
The map below shows the Australian distribution of the species based on public sightings and specimens in Australian Museums. Click on the map for detailed information. Source: Atlas of Living Australia.
Distribution by collection data
Feeding and Diet
Dietary items include molluscs, fishes and crustaceans.
It is reported to be a poor to fair table fish.
- Edgar, G.J. 1997. Australian Marine Life: the plants and animals of temperate waters. Reed Books. Pp. 544.
- Glover, C.J.M. in Gomon, M.F., Glover, C.J.M. & R.H. Kuiter (Eds). 1994. The Fishes of Australia's South Coast. State Print, Adelaide. Pp. 992.
- Hutchins, B. & R. Swainston. 1986. Sea Fishes of Southern Australia. Complete Field Guide for Anglers and Divers. Swainston Publishing. Pp. 180.
- Kuiter, R.H. 1993. Coastal Fishes of South-Eastern Australia. Crawford House Press. Pp. 437.
- Kuiter, R.H. 1996. Guide to Sea Fishes of Australia. New Holland. Pp. 433.
Mark McGrouther, Collection Manager, Ichthyology

source: HuggingFaceFW/fineweb-edu


text:
Profesionales is a communicative course for adults and young adults, beginners and false beginners, who wish to learn Spanish for business purposes. Real-life situations introduce language items using task-based teaching. Real-life situations introduce language contents using task-based teaching. Each lesson is presented in a three-page spread that work independent one from each other. Each double page presents a situation that is going to take place in the company. There is a Final task at the end of each lesson. A Final Project integrates all the learned contents in each section and encourages students to work in groups and simulate the real world of a company. -This material includes a grammar appendix and a plurilingual glossary at the end. Complementary materials: Vocabulary workbooks for Law, Economics or Medical purposes. Each lesson has a part related to business culture in Spain and Latin America.
планируемая дата доставки: 29.01.2020 (Ср.)


text: Advanced fiber information system (AFIS) fiber length by weight as a function of seed position for two irrigation treatments (4.32 and 6.33 mm.d−1) in Lamesa, TX, in 2006 and 2007. First sympodial position. a,b denote the mean differences between seed position within irrigation treatments. A, B denote the mean differences between irrigation treatments within seed position. Means with same letter are not significantly different at P = 0.05 level.


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Before Christmas, Bluebirds enjoyed reading the poem "The Night Before Christmas" and looked at the layout and rhyming couplets.
They also investigated the meaning of unknown words as this poem is quite old fashioned in places! Since returning to school, Bluebirds have been looking at the features in the poem "January Brings the Snow" and have made a recording of it for you to hear. Again this poem has some dated language which initiated lots of chat and investigation into unfamiliar language. Boys and girls took it in turn to read a verse each and tried hard to perform in unison.


Israeli Startup Shakes Up Fashion Industry with Sustainable, Digital Thread Dyeing
JANUARY 7, 2020
With many people choosing to move towards a more sustainable lifestyle, one industry has stayed largely behind in its methods. The fashion industry, which produces 20 percent of the world's wastewater through textile dyeing, is the second-largest water pollution contributor in the world. Traditional thread dyeing uses 70 liters of water for one kilogram of thread.
This summer, 32 major clothing companies and fashion brands including H&M, Burberry, and Chanel signed a pact promising to take action to reduce their negative impact on the environment. By eliminating single-use plastics, reusing old clothing, sourcing sustainably grown agriculture, and using less water, the goal is for the fashion industry to have a net-zero carbon footprint by 2050. While a commendable step, the pact is not legally binding and difficult to enforce. A more specific and dependable change is needed.
Twine, a young Israeli startup specializing in digital thread dyeing, is taking a major step in the right direction to revolutionize the textile dyeing process. Based in Petah Tikvah, the company has come up with a way to dye thread using new technology that will not give off CO2 (carbon dioxide) emissions or produce wastewater.
Twine developed the TS-1800, the world's first digital thread dyer that is just 2 meters by 1.5 meters in size and does the job in minutes, eliminating the need for manual labor as well as its risks. The device does not use any water and saves on logistics by bringing the dyeing process in-house to manufacturers, designers, and apparel producers.
"Our Twine Digital Thread Dyeing system unleashes the power of thread, at the touch of a button. The fast-paced digital transformation of the textile industry is challenging both for production and its environmental impact. We are excited to bring solutions that will have much needed and crucial economic, social and sustainability benefits," said Twine co-founder Alon Moshe in an April statement unveiling the system.
To use the system, one would need to load raw white thread, select the desired shade and light, and begin the process. The thread is dyed using Twine's digital inks mixed in precise amounts for the desired color and then dried in a drying chamber. It is then applied with a lubricant and emerges ready-to-use in minutes for sewing, knitting, and embroidery. The choice is between millions of colors and shades as well as color gradients, Twine says.
The startup says its disruptive technology is revolutionizing the thread, fabric and garment industries by "eliminating the long, messy, cumbersome conventional bulk dyeing of thread that is common practice today."
Fashion industry practices have not really been updated since the Industrial Revolution, and factories are still producing copious amounts of wastewater, releasing toxins, and in some cases exploiting workers, Twine's founders, Alon Moshe and Erez Moshe, noted. For environmental, ethical, and economic reasons, they felt a radical change was needed and set up Twine in 2015 with a growing team of professionals with deep experience across a variety of disciplines, including physics, nanomaterials, AI, and mechanics.
Twine also developed a color matching app called SnapMatch, that allows designers to place a calibration card on a color sample, upload it to Twine's cloud-based data system which compares the color on the calibration card to the desired color and uses an algorithm to create an exact color match, the startup's marketing manager, Adi Mandel, explains.
This algorithm is then sent to the machine to begin the process. By perfecting the color of the thread this way, Twine says it allows designers to worry less about the time and money wasted on errors and imperfections, eliminating the need for wasted samples of the wrong color that would either be stored or disposed of. This method also does away with the back and forth travel of the samples, which can take weeks, drive up costs, and has a large carbon footprint. Typically, samples are sent back and forth between western countries and countries in South and East Asia at least two to three times. Mandel says Twine's quick dyeing process uses zero water instead of submerging thread into a pot of dyed water. There are no fumes being emitted and only electricity is needed to run the machine."
Not only are there environmental benefits to this dyeing process, but companies can also count on accuracy, Mandel explains: by using an algorithm instead of manually dyeing material, the process allows for gradient and customizable designs, and colors for customers can be made much more efficiently. Twine is in the process of beta testing with Delta Galil, an Israeli textile company that works with major brands like Victoria's Secret, Calvin Klein, and Nike.
Last year, Twine raised a strategic investment round, reported at $22 million, co-led by New Era Capital Partners and Maverick Ventures Israel, with strategic investors COATS group, a British multinational and the largest manufacturer and distributor of sewing thread and supplies, and HP Tech Ventures, joining the financing.
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text:
Popeye was right: spinach is good for you. The National Institute of Standards and Technology (NIST) now has certified exactly what's in it.
Standard Reference Material (SRM) 2385 consists of small jars of slurried spinach--pure spinach that's been blanched, pureed and passed through filter screens. The concentrations of vitamins and other constituents have been measured and certified, so that the food industry can use the SRM to validate analytical methods and provide accurate nutritional information for its products. An analytical method is evaluated by using it to measure constituents in the SRM and then comparing the results to the NIST-certified values.
The NIST values confirm that spinach is rich in antioxidants--both beta-carotene and lutein. Although the actual amounts look small (the antioxidants constitute 0.0019 percent and 0.0033 percent of the spinach by mass, respectively), spinach contains far more of the two combined than most other fruits or vegetables. Antioxidants help fight formation of free radicals, highly reactive molecules that can damage DNA and are implicated in the development of certain diseases. Beta-carotene converts to vitamin A in the body and is needed for healthy vision, skin and hair. Lutein is a pigment found in the retina and may help guard against eye diseases such as age-related macular degeneration. Among its other attributes, spinach also contains 1.55 percent dietary fiber by weight.
The new SRM was developed at the request of the food industry and with the help of more than 10 food manufacturers. NIST now supplies 37 different food SRMs to the industry, one or more for each of the nine sectors of the Association of Analytical Communities' food triangle, which categorizes food based on its fat, carbohydrate or protein content. The food triangle helps to assure the availability of validated analytical methods for all types of foods.
Source: Eurekalert & othersLast reviewed: By John M. Grohol, Psy.D. on 21 Feb 2009
Published on PsychCentral.com. All rights reserved.
Do not be too moral. You may cheat yourself out of much life. Aim above morality. Be not simply good; be good for something.
-- Henry David Thorea


text:
Units of Work
The Units of Work are delivered as downloadable WORD documents so that teachers can customise them for use in their classroom. They include references to electronic resources (software, websites and items from The Learning Federation collection of online resources), print resources (many include worksheets for students to use) and other physical resources. There is a brief outline of each unit below including suggested year level(s).
Teachers from around the country were involved in this work, and AAMT members would like to thank them for their efforts.
Melanie Bezear, Calwell Primary School, ACT
Jane McAlpine, Chapman Primary School, ACT
Anne Pillman, Marryatville Primary School, SA
Stephanie Watts, Trinity Catholic Primary School, NSW
Thomas Psomas, All Saints Grammar School, NSW
Gayle Cann, Parap Primary School, NT
Mark Darrell, Hallett Cove School, SA
Nicole Heyder, Atwell College, WA
Lyn Pierrehumbert, Durack School, NT
Shelley Jenkinson, Deanmore Primary School, WA
Bernie O'Sullivan, St Luke's Anglican School, Qld
Wendy Fletcher, Centre for Extended Learning Opportunities
Roxanne Steenbergen, Claremont Primary School, Tas
Michael Macrae, Duncraig Senior High School Education Support Centre, WA
Terry Jacka, St Hilda's School, Qld
Ed Cuthbertson, Lanyon High School, ACT
[Year 1] Counting on, counting back
The beginning of this unit focuses on ensuring that students have basic foundation skills, and an understanding of both what the number line means and the forward and backward number sequence. They then progress to developing conceptual understandings of place value, specifically tens and ones. Once these foundation skills have been mastered, students are introduced to the strategies of counting on and then counting back.
uw_003_counting_on_counting_back.doc 582.50 kB
[Years 2-4] Going places
In this unit of work students visualise and plan routes, understand and use the language of position and give and interpret directions using a variety of formats and resources.
uw_005_going_places.doc 665.00 kB
[Year 3] Area and perimeter
This unit allows students to explore the beginning concepts of perimeter and area, including the formal units of cm, m, cm sq, and m sq and to learn the differences between these measurements.
uw_006_area_perimeter.doc 140.50 kB
[Year 4] Multiplying and dividing with arrays
This unit explores the concepts of multiplication and division and offers students strategies to perform these operations.
uw_003_uniting_and_dividing.doc 282.50 kB
[Years 4-5] Cities taking shape
Students develop their knowledge of 2D and 3D shapes, and the relationships between them. They learn about how a 3D shape can look different when viewed from different positions. Students use knowledge and skills gained through the unit to design and construct a 'model' city or town block.
uw_003_cities_taking_shape.doc 948.00 kB
[Years 4-10] Telling the time
This unit introduces the formal measurement of time using the terms 'o'clock', 'half past', 'quarter past' and 'quarter to' and their representation on an analogue clock. It is specifically for students with autism spectrum disorders (ASD), so the learning experiences offered are structured, methodical and sequential and require one-to-one instruction.
uw_006_telling_the_time.doc 639.00 kB
[Years 5-6] Graphs and data
This unit of work explores why we need data, and how to collate, present and analyse it to extract the information it offers.
uw_004_graphs_and_data.doc 247.00 kB
[Years 5-6] Chances are
This unit explores the mathematics of chance. Discover the language of chance and how it affects our decisions. Explore the notion of probability, and how we can influence this.
uw_005_chances_are.doc 699.50 kB
[Year 6] You say data, I say data
This unit introduces the students to a variety of graphs. They will examine examples of various types of graphs and then conduct their own surveys to collect and present the data in a specified form.
uw_003_you_say_data.doc 495.00 kB
[Years 6-7] Places for polygons
This unit of work investigates the geometric properties of buildings to develop students' understanding of polygons.
uw_003_places_for_polygons.doc 412.00 kB
[Years 6-8] Take a chance
This unit provides students with a real life context to investigate the language of chance and how events may be manipulated to alter the chance of something happening. It also introduces the use of fractions, decimals and percentages when looking at probability.
uw_004_take_a_chance.doc 276.50 kB
[Years 7-8] Fraction action
In this unit of work students move from working with tenths, hundredths and thousandths to relating common and decimal fractions and percentages.
uw_007_fraction_action.doc 350.50 kB
[Year 8] Investigating us
This unit is designed to enable students to design and conduct simple surveys, collate the data into appropriate tables, identify the types of graphs that are suited to display the data sets depending on the number and types of variables, select appropriate display formats to represent the data and interpret data from the graphs and tables. It utilises students' natural interest regarding themselves and where they 'fit in' in relation to their peers.
uw_004_investigating_us.doc 582.00 kB
[Years 8-10] Turn up the volume
In this unit of work students explore and explain the connections between the surface area and volume of different shapes and how each attribute is measured.
uw_008_turn_up_the_volume.doc 881.00 kB
[Years 11-12] Periodic functions
This unit focuses on periodic functions and is part of a university preparation course for those aiming to study mathematics and science courses such as engineering.
uw_005_periodic_functions.doc 831.00 kB


A PIECE OF WORK by Annie Dorsen
$ 14.00 $ 18.00
Mixing live performance with algorithms and interfaces, A Piece of Work is the second project in Annie Dorsen's "algorithmic theater" series. A digital Hamlet for a post-humanist age, A Piece of Work deploys a set of ingeniously designed computer algorithms to generate real-time adaptations of Shakespeare's original play. New scenes, songs, scores and visuals emerge from an intricate web of technology. With an introduction by Dorsen, and screen-shots of the system as it runs, this book elaborates both the technological and the poetic procedures of algorithmic theater.


text:
DTV for Broadcasters
A one-hour course written by Phil Cianci, Broadcast Engineer
As the door on analog closes, engineers need to quickly become familiar with many aspects of digital television regulations, standards and even history. This course, lead by broadcast engineer Phil Cianci, provides a basic tutorial platform on the how's and why's of ATSC digital operation. From history to theory, Cianci leads students through the complex maze of digital television. This is the first of a multipart series on DTV and HD for broadcasters.
Phil Cianci is a veteran television engineer who has worked at Philips Research and ESPN. He is also the Editor of the Broadcast Engineering Transition to Digital e-Newsletter and the Focal Press book, HDTV and the Transition to Digital Broadcasting.
Return to course list


text:
Australia has four species of Quoll (Aboriginal for tiger cat)
- Spotted Tailed.
The spotted-tailed quoll is the worlds second largest carnivorous (meat eating) marsupial (The Tasmanian Devil is the largest)
The Spotted Tailed Quoll is sometimes referred to as a Tiger Quoll, or a Tiger cat
Quolls are generally the size of cats with the Spotted Tailed Quoll being the largest quoll
The Spotted tailed Quolls fur ranges orange brown to reddish brown to
dark chocolate brown to almost black, with white spots. Its underbelly is often is often cream to white
This species of Quoll is the only one in which the pattern of white spots on the body is continued into the tail. (The pattern is different on each animal)
Its face is made up of a moist pink nose, pointy ears, a thick snout and a mouth that can open wide to show a lot of sharp teeth
Males measuring up to 130 cm long and 4 kg in weight. Females are significantly smaller than males.
The long tail is not prehensile which means it is not used like a fifth leg or arm in climbing
LOCATION & HABITAT
Mainly found in Tasmania the spotted tailed quoll is also found in spots along the Eastern seaboard of the mainland (Queensland, Victoria, New South Wales)
Tiger quolls live in most types of forest so long as there is plenty of ground cover
The spotted quoll is a solitary, nocturnal animal, sheltering by day in burrows, tree holes, hollow logs or rock crevices,
Occasionally in cold weather it may sunbask or forage in daylight
They are very agile moving through the forest both up in the trees and on the forest floor
Primarily a predator, the Spotted Tailed Quoll is a hunter of other animals such as rats, birds, frogs, possums,
reptiles, insects, rabbits, mice etc
Spotted tailed quolls kill their prey by biting its victim behind the head
They also are scavengers (often seen at picnic spots and camping grounds) and they also eat dead animals (carrion)
21 days after mating (between April and July) the young are born. The first 6 to crawl into their mothers pouch (Quolls are Marsupials) and attach themselves to one of the 6 teats survive. At this stage they are hairless measure 1 gram and are around 7 mm in length
They will stay in the pouch for 7 weeks and then when furred will live in the grass lined den still suckling their mothers milk for a further 6 weeks. This allows the female to forage for food.
The next 6 weeks includes times outside the den learning to hunt, eat meat, fight etc until at around 18 weeks they will start their independent life
Life expectancy is around 6 years
Quolls are now an endangered species with the Spotted tailed quoll seriously threatened in its mainland habitats
The introduction of European foxes, feral cats & dogs, diseases and the destruction of their forest habitats has greatly reduced their numbers
These introduced animals competed for the quolls food, as well as attack them.


How to make korean bbq
What are the ingredients in Korean BBQ?
The main things you'll need are thinly sliced meat (such as raw pork belly or beef tongue, or a savory marinated beef called bulgogi ); kimchi (pick up a few varieties); rice; and lettuce or radishes for wraps.
What kind of meat do you use for Korean BBQ?
Meat Marinated
Beef Bulgogi (불고기) (also known as 'fire meat') Galbi (갈비) Jumulleok (주물럭), short steaks marinated with sesame oil
Pork Dwaeji bulgogi (돼지불고기), spicy pork bulgogi
Chicken Dak galbi (닭갈비), spicy marinated chicken
What makes Korean BBQ different?
One of the major things that sets Korean BBQ apart from many American BBQ traditions is the meat itself. While many American BBQ styles will include large cuts of pork, ribs, brisket, or chicken roasted or slowly smoked as the centerpiece, Korean BBQ will generally center beef, pork, or chicken skewered and grilled.
What are the side dishes for Korean BBQ?
15 Korean Vegetable Side Dishes Kongnamul Muchim (Seasoned Soybean Sprouts) Sigeumchi Namul (Seasoned Spinach) Oi Muchim (Spicy Cucumber Salad) Hobak Bokkeum (Stir-fried Zucchini) Gaji Namul (Steamed Eggplants) Sukju Namul (Seasoned Bean Sprouts) Oi Bokkeum (Stir-fried Cucumbers) Watercress Namul.
Why is Korean food so expensive?
Therefore, in order to protect the interests of farmers in South Korea, the Korean government has formulated a strict import policy of agricultural products, resulting in high prices of agricultural products in South Korea, so it is not surprising that food prices are expensive.
What does bulgogi mean?
Bulgogi (불고기; /bʊlˈɡoʊɡiː/ bool-GOH-gee; from Korean bul-gogi [pul. ɡo. ɡi]), literally "fire meat", is a gui (구이; Korean-style grilled or roasted dish) made of thin, marinated slices of beef or pork grilled on a barbecue or on a stove-top griddle. It is also often stir-fried in a pan in home cooking.
You might be interested: Bbq side dish ideas
How do you pronounce bulgogi in Korean?
The correct pronunciation of bulgogi is pool-goh-gee. In Korean, the "b" is often a sound that is pronounced similarly to a "p", as is the case with bulgogi.
What does bibimbap mean?
Bibimbap (/ˈbiːbɪmbæp/ BEE-bim-bap, from Korean 비빔밥 [pi. p͈ap̚], literally "mixed rice"), sometimes romanized as bi bim bap or bi bim bop, is a Korean rice dish. The term "bibim" means mixing various ingredients, while the "bap" noun refers to rice.
Why is Korean meat expensive?
The demand is high but supply is limited, hence, the most expensive meat in the country. The Korean cattle industry has aimed to increase the cattle number to meet the growing demand for beef in Korea. With the improvement of the economy more palatable beef is increasing in demand.
Is Korean BBQ sauce the same as bulgogi?
Hot tips. Bulgogi (pronounced "Bull-Go-Gi") sauce is a meat marinade for Korean barbecue. Marzetti's signature Bulgogi Sauce has a glaze-like texture and a savory profile of soy and spicy chili.
What does bulgogi taste like?
Beef Bulgogi is crazy tender and juicy seeping with mildly sweet, savory, smoky flavors from the soy, sesame, garlic, ginger marinade. It is intensely flavorful, and tantalizingly delicious. This Bulgogi cooks super fast, so once your steak is done marinating, it's 15 minutes to dinner!
Is Korean style BBQ spicy?
We like to use a Korean Barbecue Rub on sirloin: it gives the meat a smoky, slightly spicy flavor that's totally delicious. You'll never have to worry about whether the meat is rare, well done, or anything in between, because it's always going to be tender and easy to eat.
You might be interested: Bbq rub for sale
Why is Korean BBQ so popular?
Korean BBQ restaurants have especially become prominent on the national dining scene, especially among younger consumers, as guests flock to these establishments for the delicious combination of flavors—a little heat paired with sweet, savory, spicy, etc. Learn about proper Korean dining etiquette here.
Is Korean BBQ raw meat?
When your entree arrives, it's typically raw. Often a server will arrange your slabs of meat on the in-table charcoal grill, but who mans the fire if the server steps way? It can be an awkward moment.
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Sweet baby rays honey bbq
Lakes in nj to swim and bbq


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The Climate Analysis Indicators Tool (CAIT) is an information and|
analysis tool on global climate change. It provides a comprehensive
and comparable database of greenhouse gas emissions data (including
all major sources and sinks) and other climate-relevant
indicators. CAIT can be used to analyze a wide range of
climate-related data questions and to help support future policy
decisions made under the Climate Convention and in other fora.
The CAIT also includes a comprehensve GHG emissions database.


text:
Self-injury can start early in life, research suggests that early onset self-injury is common around the age of 7, although it can begin earlier. Most often, however, self-injury behaviors begin in middle adolescence between the ages of 12 and 15. This is also the time when adolescent mids are open to suggestion from outside sources most specially the media. The disturbing fact is that the media nowadays is filled with extremely negative influences that can affect they way children act. One of the most popular "forms of expression" right now is the emo scene.
Emo is a fad, a musical form, a fashion sense, a subculture and a lifestyle. The name comes from the musical genre called emotive hardcore. The term Emo itself is usually seen as being short for "emotional." The people in this lifestyle are usually in their early teens through the early twenties. The are most easily identified by their fashion, consisting of black clothes, straight black hair, usually covering one eye, black framed glasses, tight, usually dark clothing, makeup is common, but not required, in both sexes, and gender roles seem somewhat blurred, and great deal of androgyny being indicated. Emo music often speaks of emotional pain, self-injury, suicide, hopelessness, and death. Writing poetry is often a common trait among emos. The poetry often touches on the same themes as the music. There are, of course, variations, as there are in any fad, but the main themes remain.
The emo fad seems to be a bit different from other previous fads in several very important ways. The emo subculture, in its glorification of self-injury, suicide and other negative thoughts seems to have caused an epidemic of self-injury among its followers.
Visit this site for more information about emo.


text:
The accumulation of wealth and capital refers to the assembly of objects of value and worth. Our clients develop and grow their wealth in numerous different ways.
Accumulating cash in any type of bank account is rarely appropriate, as due to a low interest environment the rate will not adequately coincide with the rate of inflation. Wealth is accumulated by carefully combining innovative strategies in three key areas, these being;
- The personal time perspective each investor has to work with.
- With a longer time horizon available, the investor benefits from a favorable position, permitting a possible higher level of risk and therefore greater opportunity for larger returns.
- The professional structuring of a custom-made portfolio.
- Affording more time to directly encompass a client's needs and circumstance into each acquisition will undoubtedly create a more secure and protected platform to continue to earn and increase capital.
- The innovative, strategic planning and experience of advisors.
- This is imperative throughout the entirety of the partnership. As the skill and expertise conveyed in each recommendation and response will ensure successful accumulation of capital, due to inventive thinking and practice, reaffirming your confidence.


Islamic Archaeology in the Sudan
Intisar Soghayroun Elzein
Publication Year:
169pp, Includes 11 maps, 94 figures, plans, drawings, 15 black and white plates
ISBN 10:
BAR number:
Sub-series name:
Cambridge Monographs in African Archaeology, 60
The Middle Nile Basin, which is in effect the present Republic of the Sudan, from the 7th century CE accepted Islam through influences from both the north and the east and responded to the changes which have taken place in the Dar al-Islam. From the north these influences, through Egypt, have been largely from 'Sunni' sources and from the east, through the Red Sea Coast which have been 'Sufi'. This has profoundly affected the spiritual life of both the immigrant Muslims and the indigenous population who converted to Islam. Political divisions through the centuries maintained those differences and as a result they are visible in the archaeological evidence on which this work concentrates. The principal aims of this study are: to define and analyse the archaeological evidence for Islam in the Sudan; to establish a basis for future Sudanese study in the field of the archaeology of Islam, by considering the present evidence in all aspects; to point out the variations in archaeological evidence in the domains of Ottomans, Fung and Fur; to analyse the main influences that came from the east, north, north-west and west Africa and their impact on material culture in the Middle Nile Valley; to draw attention to the long misunderstood Ottoman presence in Lower Nubia, the importance of the Mahas mekdom in its relation with the Ottoman and Fung sultanates; to draw attention to the evidence of the Islam of the nomads and their material culture and also to contribute to a better understanding of the true nature of the foundation of Islam in the Sudan from archaeological remains and written documents and comment on the importance of documentary evidence in the understanding of Islamisation of the Sudan.


text:
Theoretical Economics 7 (2012), 283–322
Contract, renegotiation, and hold up: Results on the technology of trade and investment
Kristy Buzard, Joel Watson
This paper examines a class of contractual relationships with specific investment, a non-durable trading opportunity, and renegotiation. Trade actions are modeled as individual and trade-action-based option contracts ("non-forcing contracts") are explored. The paper introduces the distinction between divided and unified investment and trade actions, and it shows the key role this distinction plays in determining whether efficient investment and trade can be achieved. Under a non-forcing dual-option contract, the party without the trade action is made residual claimant with regard to the investment action, which induces efficient investment in the divided case. The unified case is more problematic; here, efficiency is typically not attainable but the dual-option contract is still optimal in a wide class of settings. More generally, the paper shows that, with ex post renegotiation, constraining parties to use "forcing contracts" implies a strict reduction in the set of implementable value functions.
Keywords: Contract, renegotiation, hold up, forcing contracts, non-forcing contracts, specific investment, technology of trade, mechanism design
JEL classification: C70, D23
Full Text: PRINT VIEW


Mystery Bridge Nr. 29 Roof truss in a park complex
Photo taken in August 2011
This next mystery bridge article takes us back to Iowa againthis time to a park complex west of Iowa City. There are some unique features that make the F.W. Kent Park in Tiffin special to the region. One of them is the number of historic bridges that were brought here and preserved. They all span various tributaries, lining up along the lake they empty into, the same lake that was created and is used for fishing and swimming. Each span has a different bridge type and a history of its own, including how it was moved here and preserved.
Like the one in the picture above. This bridge is touted as a roof-top truss bridge. Located at the very north tip of the lake, this bridge is different from all the other bridges, for it was homemade, originating from the trusses that were salvaged from an important building that was demolished in Iowa City prior to the creation of the park. It's markings are similar to a series of bowstring arch bridges that were built in Crawford County, Iowa in 1945-6 including the Nishnabotna River crossing near Manila as seen below.
Photo courtesy of HABS/HAER
The difference is the fact that the Manila Bridge is the actual truss bridge itself with the lower chord (featuring lateral and diagonal bracing) supporting the roadway, whereas the the one at F.W. Kent Park features the trusses, used as decoration (or at least it appears to be used as that) and tacked onto the actual beam bridge itself. Furthermore, there are alternating vertical beams in the Tiffin Bridge, while the Manila Bridge has all verticals subdividing the rhombus, thus having an X-frame for each panel.
Despite the difference between the two, the roof-top truss bridge's uniqueness is one of the reasons why it is a sin to not visit the park if you are a pontist driving through. It is even a bigger sin if one doesn't know about its history, let alone how the park came into being in the first place. Henceforth, before explaining about the park further, the Chronicles has created a short quiz for you to answer, integrating this mystery bridge in with the questions pertaining to the park itself. So without further ado, here are the questions, created in a hybrid fashion:
1. The FW Kent Park is younger than the Historic Bridge Park near Kalmazoo, Michigan. True or False?
2. Which of the following truss bridge types can NOT be found at FW Kent Park?
a. Pratt b. Warren c. Whipple d. Queenpost
3. The origin of the Rooftop truss bridge was a building that was demolished in Iowa City. Can you name the building and when it existed?
4. How many bridges can be found at FW Kent Park?
a. 8 b. 10 c. 11 d. 13 e. 15
5. At least one bridge was airlifted to the Park. True or False?
6. All of the bridges brought in were the ones that served traffic in Johnson County. True or False?
7. How was the Rooftop truss bridge assembled?
8. What activities can you do at the park, apart from photographing bridges?
a. swimming b. hiking c. fishing d. biking e. all of the above
The answers will be revealed next week at this time. They will be eye-openers for there are some facts that were claimed to be correct, but the truth begs to differ. Plus there will be some interesting facts about who created the park and how the rooftop truss bridge was built. So stay tuned, take some guesses and allow yourself to learn some new things about historic bridges and how they found a new home in FW Kent Park. Good luck with the quiz! :-)
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An analysis of Growing Forest Partnerships in Guatemala
This report provides an overview and analysis of the background, context and development of the Growing Forest Partnerships initiative in Guatemala.
A GFP country since 2009, Guatemala's efforts have focused on building forest community partnerships, strengthening the capacity of forest communities and improving finance instruments to benefit smallholder and forest communities, all through the development of strong partnerships. At the start of the GFP programme in Guatemala, four thematic areas were identified as core areas to which GFP activities should respond in order to generate positive economic, social and environmental impacts in the country. These areas have served to guide the evolution of GFP in Guatemala and include governance, financing instruments, institutional strengthening and capacity development.


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Stubbed, stove and just plain busted
Dear Word Detective: I recently stubbed my toe on my kitchen table. The thought occurred to me — why do we say, "I stubbed my toe"? We don't "stub" other body parts, not our ankles, knees, chin, or elbows. You smack, hit, whack, bang up, etc., but not "stub" them. I've tried researching this on my own and I found nothing. The meaning of the word "stubbed" comes from tree stumps in a field, but I can't follow it from there. Anything you could find out would be great! — Lainey.
Well, you've come to the right place. I've not only stubbed but actually broken most of the toes on both my feet over the years. I'm not sure why we don't speak of "stubbing" one's fingers, however. I was using a shovel last year and managed to severely "stub" my little finger when my grip slipped. [Update: It was broken. Duh. Now it has a funny kink in it.]
The verb "to stub" comes from the noun "stub," which, as you found, originally meant "the stump of a tree" and comes from the Old English "stybb." Over the centuries since then, "stub" has acquired a variety of meanings, most involving something shortened, stunted, or cut off, frequently the remaining portion of something (as in the "stub" of a movie ticket). As a verb, "to stub," which first appeared in the 15th century, initially meant "to dig up by the roots" (i.e., to remove a tree stump, etc.), but soon developed a range of related meanings centered on the general idea of either "shortening" or "crushing" various things.
In the late 17th century, however, people began to speak of "stubbing" a horse, injuring its legs, by allowing it to trip over or jam its hooves on "stubs," tree stumps. By the mid-19th century, this use of "stub" had carried over to humans, and meant specifically to strike one's toe against an obstruction while walking or running. While this verb "to stub" does refer back to the noun "stub" in the "tree stump" sense, it also invokes the sense of "shortening" one's toe by jamming it lengthwise into an object. It's that "lengthwise" smashing that distinguishes "stubbing" one's toe from simply "banging" one's elbow or knee. The same verb "to stub" is used to mean extinguishing a cigarette or cigar by crushing the lighted end into a solid surface.
Incidentally, the verb used to describe "stubbing" one's finger the way I did is, for some strange reason, "to stave," a verb which originally meant to destroy a cask or barrel by smashing the "staves" of which it was constructed. "Stave" is actually the archaic plural of "staff" in the sense of "rod or stick," and when we speak of "staving off an attack," it originally meant to use sticks as weapons. A ship which has had a hole punched in its hull (e.g., by a rock) is said to be "stove" (the archaic past tense of "stave") or "stove in," and a finger which has be damaged by being jammed with great force lengthwise into an object is said to be "stove." The term "stove in" has also been used, since the early 20th century, as slang for anything that is worn out or run down, including people ("Mr. Avery'll be in bed for a week — he's right stove up. He's too old to do things like that," Harper Lee, To Kill a Mockingbird, 1960).


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I'm trying to detect how well an input vector fits a given cluster centre. I can find the best match quite easily (the centre with the minimum euclidean distance to the input vector is the best), however, I now need to work how good a match that is.
To do this I need to find the spread (standard deviation?) of the vectors which build up the centroid, then see if the distance from my input vector to the centre is less than the spread. If it's more than the spread than I should be able to say that I have no clusters to fit it (given that the best doesn't fit the input vector well).
I'm not sure how to find the spread per cluster. I have all the centre vectors, and all the training vectors are labelled with their closest cluster, I just can't quite fathom exactly what I need to do to get the spread.
I hope that's clear? If not I'll try to reword it! TIA Ian
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2 Answers
up vote 3 down vote accepted
Use the distance function and calculate the distance from your center point to each labeled point, then figure out the mean of those distances. That should give you the standard deviation.
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If you switch to using a different algorithm, such as Mixture of Gaussians, you get the spread (e.g., std. deviation) as part of the model (clustering result).
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by Karie Nugent
The Mourning Dove is a member of the phylum Chordata, class Aves, order Columbiformes, and the family Columbidae. Other common names for the mourning dove include stock dove, diamond dove, African collared dove, spotted dove, turtle dove, eared dove, and white-winged dove. The name pigeon can also sometimes be used interchangeably for the word dove. "Pigeon" is usually given to the larger species of doves, while "dove" is given to the smaller, more delicate ones.
Mourning Doves are usually medium in size and brownish in color. They have a long, white-tipped tail that is usually rounded or pointed at the end. This long tail helps to distinguish it from the White-winged Dove. Usually the males are slightly larger than the females, and tend to be brighter in color. The range of these birds covers North America and most of South America. There are about five hundred million in North America alone. They can live just about anywhere on the continent in the warm months, but prefer to make their homes in small towns, farms, open woods, roadsides, and grasslands. Most choose to build their nests in tree branches, although a few make their nests on the ground. They migrate to the South during the winter months and fly over a thousand miles to find a new home for the winter. Mourning Doves are monogamous and are usually seen in pairs. Some of them even stay together for the long trip down South.
They mostly eat different types of seeds, waste grain, fruits, and insects. They usually prefer to eat seeds from the ground, but will resort to eating seeds from bushes and trees when food on the ground becomes scarce. Occasionally, Mourning Doves will eat agricultural crops such as corn, barley, rye, and oats, which can cause economic problems with farmers and their cash crops.
Mourning Doves are very unusual in that they can produce milk similar to that of mammals. During breeding, special glands in both the male and female enlarge to produce a thick milky substance to feed their young. Unfortunately, because of their large population, the Mourning Dove is North America's most sought after species during hunting season. Luckily for them, they have acute vision and can fly up to fifty-five miles per hour.
Written spring 2004, as a service learning project for Dr. Gary Coté's Biology 102 class at Radford University. Copyright Pathways for Radford.
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should identify and exclude any known administrative scripts in the detection rule before implementation in production environments.
T1021.001 – Remote services: Remote Desktop Protocol (RDP)
T1021.005 – Remote Services: Virtual Network Computing (VNC)
With the credentials acquired using the techniques explained in the Credential Access section, the Lazarus Group were able to move laterally across the network. To achieve this, they made use of common remote services such as RDP and VNC.
It is challenging to write detection rules for the use of RDP and VNC as they are generally widely used within networks of all sizes for legitimate purposes. Context is crucial for such activities, and malicious activity is often only apparent by looking at a combination of user and endpoint activity across many systems on the network over hours or days, rather than focusing on a single event on a single endpoint.
To combat this detection challenge, at F-Secure Countercept we use User Behavior Analytics (UBA), a technique focused on detecting when users perform new activity that they have not performed historically.
Traditionally, blue teams' focus has been on detecting generic "bad" behavior. As with most of the content in this detection report, it involves searching for a wide variety of offensive tactics, techniques, and procedures (TTPs) and general anomalies that relate to them. UBA differs from this in that it focuses on detecting anomalies based on user behavior, regardless of whether any offensive techniques have been used. This focus makes it a perfect complement to our traditional focus and has the potential to fill in some key detection gaps.
For example, by analyzing 4624 and 4648 logon events from Windows security Event Logs, it is possible to identify when a standard user account authenticates to multiple new (for that user) endpoints, which can be an indication of lateral movement.
Command and Control
TA0011 – Command and Control
The Lazarus Group leveraged a network backdoor implant to communicate with the victim's network. The built-in Windows utility Netsh was used to open a port in the Windows Firewall when the port number was passed as an input argument to the implant Mcc.exe, as seen below:
C:\ProgramData\mcc.exe 3388 netsh firewall add portopening TCP 3388 Assistance
The network backdoor then listens on the opened port and can execute any command it receives via the listening port.[19] In order do that, the backdoor executable will run Cmd.exe with the command that it received from the C&C server.
Detection for this type of network backdoor on the endpoint can be achieved by looking for the process creation of the Netsh utility with command line arguments "firewall add portopening". An existing Sigma rule is already available to detect when a port or application is allowed through the firewall via the Netsh utility[20].
However, this detection is also prone to false positives from legitimate administrative processes such as Spoolsv.exe (the spooler service which manages print jobs). Therefore, blue teams should verify the parent process and correlate with other events to exclude false positives.
In this scenario, a hunt query can be an effective complement to the existing detection rule. Defenders can query for Netsh.exe processes launched with arguments containing "firewall add portopening" and then aggregate the results based on the parent process. This should return a list of processes that use Netsh to open a port in the Windows Firewall. Blue teams can then filter out known legitimate processes from the hunt results and whitelist them in the detection rule.
Another suspicious execution characteristic of the mcc.exe binary was its location on disk. The "C:\ProgramData\" directory is a commonly used location for attackers / malware as it is writeable by any authenticated user and has execution permissions by default on Windows. Although legitimate programs are often installed and executed from within the "C:\ProgramData" directory, these executables are often stored within subfolders specific to that application. In contrast to this normal behavior, the mcc.exe binary used by the Lazarus Group was not stored in a subdirectory of the "C:\ProgramData" folder and was instead stored directly under the "ProgramData" directory. Combining this information with the knowledge that the mcc.exe binary would launch cmd.exe as a child process to execute received commands, we can build a detection for executables being launched where the parent executable is located in the "root" of the "C:\ProgramData" folder.
This rule can be found on our GitHub and is named win_susp_exec_programdata. During testing this rule resulted in a very low false positive rate when run against F-Secure Countercept endpoint data.
The Lazarus Group invested significant effort into evading defenses in this instance. This is apparent from the breakdown of the campaign and the association of the various TTPs to the MITRE ATT&CK framework. The Group demonstrated a strong sense of operational security awareness by disabling built-in defenses, removing indicators of compromise, and leveraging process injection and signed binaries to hide their presence and blend in with normal network traffic.
Our findings highlight the importance of capturing and leveraging endpoint telemetry for early detection of compromise as well as increased visibility into the threat actor's chain of activities following initial access.
Most of the endpoint telemetry used for detection throughout this post series can be easily logged by using existing Windows utilities. For example, System Monitor (Sysmon)[21] can be installed on endpoints to log specific events such as process creation, image load and process access. Alternatively, blue teams can directly tap into Event Tracing for Windows (ETW)[22], which is a powerful kernel-level trace collection system built-in to the Windows Operating System. ETW can also be used by Sysmon to further enhance visibility into endpoint behavior.
Although we have provided Sigma rules throughout this blog series, this does not necessarily mean that they can be used "as is" to produce detection results. In fact, a lot of work needs to be done before rule implementation. This involves building a data pipeline, aggregating the correct datasets, and adapting the Sigma rules to the existing log collection/SIEM formats before the detection rules can be used to alert on suspicious activity.
We believe that these two blog posts can be of great use to organizations seeking to improve their detection capabilities. Although the provided Sigma rules were created from Threat Intelligence on the Lazarus Group, the detection logic covers a wide range of TTPs that are used by a wide range of threat actors. The provided Sigma rules have not been directly implemented in a real production environment, but our internal rules follow a similar format, are built with similar detection logic, and have been tested with existing telemetry. This means that common false positives have been studied and excluded, which is a benefit for smaller organizations which might not have the resources to do this kind of work, but also for larger organizations to improve their detection at scale.
All of the Sigma rules referenced throughout this blog series can be found here.


Networking & Content Delivery
Updating AWS Global Accelerator EC2 endpoints automatically based on Auto Scaling group events
AWS Global Accelerator is a network layer service that directs traffic to optimal endpoints over the AWS global network, this improves the availability and performance of your internet applications that are used by a global audience. It provides static IP addresses that act as a fixed entry point to your application endpoints in a single or multiple AWS Regions, such as your Application Load Balancers, Network Load Balancers, Elastic IP addresses or Amazon EC2 instances. To front an EC2 instance with Global Accelerator, you create an accelerator and add the EC2 instance as an endpoint using the EC2 instance ID.
Some customers use the AWS Auto Scaling service to automatically adjust capacity to maintain steady, predictable performance at the lowest possible cost. A Load Balancer can be attached to the Auto Scaling Group and used as endpoint for the endpoint group of the accelerator. However, there are use cases that require adding the EC2 instances as endpoints directly to the endpoint group. An example is when you want to send UDP traffic with client IP preservation to a handful of instances, with a guarantee that the same backend instances will handle requests from the same clients (client affinity). This is not possible with Application Load Balancers because they do not support UDP traffic, and Network Load Balancers do not support sticky sessions or client IP preservation with AWS Global Accelerator.
In this post, I show you how to use AWS Lambda to automatically add EC2 endpoints to a Global Accelerator endpoint group, or remove EC2 endpoints from an endpoint group based on Auto Scaling group events. We recommend that you remove an EC2 instance from Global Accelerator endpoint groups before you terminate the instance. If you terminate an EC2 instance before you remove it from an endpoint group in Global Accelerator, and then you create another instance in the same VPC with the same private IP address, and health checks pass, Global Accelerator will route traffic to the new endpoint. We use Auto Scaling lifecycle hooks to remove instances selected for termination from the endpoint group before they are terminated.
Solution overview
The following diagram describes the solution at a high level:
 - An AWS Global Accelerator endpoint has EC2 endpoints that are launched by an Auto Scaling group.
 - The Auto Scaling group terminates or launches EC2 instances.
 - An Amazon CloudWatch Events rule captures these events and triggers a Lambda function.
 - The Lambda function updates the Accelerator endpoint using the UpdateEndpointGroup API.
Prerequisites and deployments options
Make sure you have the following completed:
 - Your Auto Scaling group is created and configured. Make note of the name.
 - Your accelerator and the endpoint group are created. Make note of the endpoint group Amazon Resource Name (ARN).
To implement this solution, you create the following:
 - An Identity and Access Management (IAM) role.
 - A Lambda function.
 - A CloudWatch Events rule.
We recommend using AWS CloudFormation to automatically create and configure the different resources (IAM role, Lambda function, and CloudWatch rule). The CloudFormation template with the inline Lambda function code is available in the first part of this post (automated deployment). In the second part (manual deployment), I provide how to implement the solution step by step using the AWS Management Console and the AWS Command Line Interface (CLI), in case you are more comfortable with the CLI.
Automated deployment using AWS CloudFormation
AWS CloudFormation gives you an easy way to codify the creation and management of related AWS resources. The optional Mappings and Parameters sections of CloudFormation templates help you organize and parameterize your templates so you can quickly customize your stack. The step-by-step instructions in this section show you how you can automate the creation and configuration of resources needed for the solution (IAM role, Lambda function, and CloudWatch rule). After you choose Create stack, the resources are created in three to four minutes.
 1. Choose Launch stack. The template is loaded from Amazon S3 automatically. The template is launched in the US East (N. Virginia) AWS Region by default. To launch the CloudFormation stack in a different AWS Region, use the region selector in the console navigation bar after you choose Launch stack. Choose Next.
 2. On the Specify stack details page, change the stack name, if needed (default is GlobalAcceleratorAndAutoScaling). Provide the following values to the CloudFormation template and choose Next. These (user input) values will be passed as parameters to the template.
 1. Endpoint group ARN (required)
 2. Endpoint weight (optional)
 3. Auto Scaling group name (required)
 3. On the Configure stack options page, add tags if needed (not required), then choose Next.
 4. On the Review stack page, select I acknowledge that AWS CloudFormation might create IAM resources, then choose Create stack.
You can also download the template and use it as a starting point for your own implementation.
Corresponding CLI command
Download the template and run the following command, making sure that you enter the correct Global Accelerator endpoint group ARN and Auto Scaling group name.
$aws cloudformation create-stack \
--stack-name GlobalAcceleratorAndAutoScaling \
--template-body file://asg_aga.yaml \
--parameters ParameterKey=EndpointGroupARN,ParameterValue= \
--region
Manual deployment using AWS Web Management console or AWS CLI
Step 1 – Create and configure the Lambda function's IAM role.
Lambda functions need an IAM role to give them their execution permissions. To create the IAM role, complete the following steps. For more information, see Creating an IAM Role.
 1. In the IAM console, choose Policies, Create Policy.
 2. On the JSON tab, enter the following IAM policy (make sure you replace ):
 "Version": "2012-10-17",
 "Statement": [{
 "Effect": "Allow",
 "Action": [
 "Resource": ""
 "Effect": "Allow",
 "Action": [
 "Resource": "arn:aws:logs:::"
 "Effect": "Allow",
 "Action": [
 "Resource": ""
 1. Choose Review policy.
 2. Enter a name (ASG_AGA-Lambda-Policy) for this policy, and choose Create policy. Note the name of this policy for later steps.
 3. In the left navigation pane, choose Roles, Create role.
 4. On the Select role type page, choose AWS Service and then Lambda to allow Lambda functions to call AWS services on your behalf.
 5. Choose Next: Permissions.
 6. Filter policies by the policy name that you just created (ASG_AGA-Lambda-Policy), and check the box.
 7. Choose Next: Tags, and give it an appropriate tag.
 8. Choose Next: Review. Give this IAM role an appropriate name (ASG_AGA-Lambda-Role), and note it for future use.
 9. Choose Create role.
Corresponding CLI commands
Create a text file called Lambda-Role-Inline-Policy.json with the preceding policy as content.
Create a text file called Lambda-Role-Trust-Policy.json with the following content:
 "Version": "2012-10-17",
 "Statement": [{
 "Sid": "",
 "Effect": "Allow",
 "Principal": {
 "Service": ""
 "Action": "sts:AssumeRole"
Create a policy with this trust policy, and then attach the inline policy to it:
$ aws iam create-role \
 --role-name ASG_AGA-Lambda-Role \
 --assume-role-policy-document file://Lambda-Role-Trust-Policy.json
$ aws iam put-role-policy \
 --role-name ASG_AGA-Lambda-Role \
 --policy-name ASG_AGA_Lambda_CW \
 --policy-document file://Lambda-Role-Inline-Policy.json
Step 2 – Put the lifecycle hook for instance terminating.
It is recommended to remove EC2 endpoints from Accelerator endpoint groups before they are terminated. When using AWS Auto Scaling you don't have control over instance terminations. Use the endpoint group before it is terminated. To create the lifecycle hook, take the following steps:
 1. In the Auto Scaling console, select your Auto Scaling Group.
 2. Select the Lifecycle Hooks tab, and then choose Create Lifecycle Hook.
 3. Give a name to the lifecycle hook.
 4. For Lifecycle Transition, select Instance Terminate.
 5. For Heartbeat Timeout, type 60.
 6. For Default Result, keep ABANDON.
 7. Create the lifecycle hook.
Corresponding CLI command
$ aws autoscaling put-lifecycle-hook \
 --lifecycle-hook-name ASG-AGA-Terminating \
 --auto-scaling-group-name ASG-Group-Name \
 --lifecycle-transition autoscaling:EC2_INSTANCE_TERMINATING \
 --heartbeat-timeout 60
Step 3 – Create the Lambda function.
To create a Lambda function, complete the following steps. For more information, see Create a Lambda Function with the Console.
 1. In the Lambda console, choose Author from scratch.
 2. For Function Name, enter the name of your function (ASG_AGA-Lambda-Function


text:
Yesterday morning I woke up from one of those startlingly lucid dreams where I was playing a completed game design. I tell my wife that odd ideas are like exotic fruit and if you fail to jot them down, they will rot away, never to be tasted again. So here are my quickly captured notes of what is, literally, a dream game of mine. :-)
Imagine, if you will, a space strategy game. You start out with a single planet surrounded by hostile enemy planets. Your goal is to clear the map of enemies and create a galaxy spanning civilization. All pretty standard stuff.
The difference is that you fight and grow using music that you compose by building your empire. This is where it gets trippy.
Planets as sequencers
Watch this movie clip of a multi-touch music creation tool. It is wonderfully bizarre.
The basic gist, multi-touch madness aside, is that smart objects positioned on a flat screen can be used to create music. Link them together using a directed graph and you have a pretty competent music sequencer and sound effects generator.
The game design leap is that these objects can also be planets in a strategy game. Each planet has a different effect.
- Forest planets are sources for sound effects
- Water planets are filters for distorting a sound.
- Cities planets are sequencers for taking a sound stream and playing it out over time.
Each planet has a space port. You can drag a space lane from a space port to another nearby planet.
In the process, you connect a sound source to a sound processor. In very short order, just by linking up space lanes, you can create a giant sequenced sound machine. At the same time, you are directing trade and setting up your space empire.
Setting properties on planets
Each planet is a fanciful user interface that lets you adjust the properties of the filter.
- Planets have a sun. You can adjust the time it takes for the sun to go around the planet in order to adjust the timing of how long a sound plays. In the game this is described as planetary engineering
- Distance from the other planets effect the volume of the source sound effect.
- City planets allow you to adjust the height of the cities, thus allowing you to adjust how you sequence a sound source.
Music = culture = resource
Each planet produces a sound. Some generate sounds. Others take in sounds and modify them. The stream of sounds produced by your planets is what most folks would call music. It also represents 'culture' in the game. Culture is the resource that makes everything in the game work.
Culture pools in planets that are the final destination of sound streams. They collect it in real time. Culture can be spent on upgrading your planets and creating war ships, defending against attacks.
The enemy does not sleep
You are not alone in the universe. There are other planets on the fringes of your empire. They send ships to destroy your civilized worlds and knock them back into desolate husks. They'll disturb your carefully calculated rhythms, disrupt trade routes and generally cause your empire to devolve into chaos, then silence.
If a planet is attacked enough, it will be turned into a dead world, devoid of music.
Luckily, you can use your culture to both defend, fight back and ultimately conquer the enemy planets.
Some planets have industrial complexes. An activated industrial complex sucks in culture and converts it into ones of three main types of ships
- Defenses: The planet builds a shield for fending off enemy attacks. It can take X damage per second. Defenses tend to beat equally matched ships.
- Attack ships: The planet can send out a stream of attack ships. If the planet is poorly defended, the planet is slowly bombed into the stone age and reduced to a simple forest planet.
- Ambassadors: Ambassadors convert dead planets into player planets.
The benefits of conquest
Conquest is great. Capturing new worlds allow you to build more complex sequences of sound. This means more interesting songs. It also means that culture accumulates faster and allows you to expand your empire further.
Some planets have tidbits of plot, mysteries, single use powerups, treasures and other rewards. Conquest advances the player in the game.
Culture is multiplied by audience appreciation
An empire is a song. As a song it can be shared with your friends outside of the game. At any point, you can send a link to your empire to a friend. They can check it out and simply by the act of listening to your song, your empire gains marvelous bonuses.
If they like, your friends can rate the song. This gives you even more bonus culture. If they like the style of your songs, they can subscribe to your various empires. This gives you even more bonus. By sharing your creations with the outside world, you gain resources that let you advance your single player game.
A game that encourages the creation of great songs
The game is balanced to encourage this. During the early stages of creating your empire, there is enough culture in random combinations of planets to conquer a fair portion of the map. Eventually, you start running out of culture. You'll come across powerful enemies that you cannot defeat unless you start sharing your songs with others.
Good songs, as judged by an audience of your peers, will gain you greater rewards than random garbled messes of sound. Judging music is hard for a computer. However, it is easyier for people. The design harnesses your friends as our AI judgment algorithm to encourage and reward the user to become a great composer.
Some maps can be explored and beaten if the player creates songs that are enjoyed by one or two people. Other maps require that the player create songs that are loved by hundreds.
The enemy as a tutorial
The map creation for the game is tricky since it serves two purposes. The first is to provide a challenge to the player. This is pretty straight forward level design and deals with choke points, resources, power ups etc.
The second, more devious goal, is to teach the player compositional structures. The enemy worlds are a nodal graph of a song just like the player's worlds are a graph of a song. The level designer composes the enemy empire as a song.
All the various tricks of making a song are there for the player to see. The way that you distort a basic sound into something intensely cool. The way that you use a sequencer plus a snare sample to create the beat. All of it is visually laid out as a working model for the player.
When the player conquers the enemy worlds, they are essentially deconstructing the level designer's song filter node by filter node. The player is then asked to put their newly acquired node to use. The easiest thing would be to replicate what was already done.
What we have is an experiential lesson in music composition masquerading as a game.
- The player observes a functional model.
- They dissect the model to understand its parts
- They are required to reassemble the model and make it work again.
- They are rewarded for making something better than the original.
I finally got around to reading Rules of Play by Katie Salen and Eric Zimmerman. The tome repeatedly emphasizes that you can analyze a single game through multiple perspectives. Celestial Music is a game that is two things simultaneously. It is a strategy and it is a music creation tool. It is also, by the fact that is both of these things, a system for exploring and learning music in a user friendly manner.
Games lubricate experiential learning about a system. Plunk an inexperienced person down in front of a piano and some sheet music and they will become frustrated. Sit that same person down in front of a game like Celestial Music and they will slowly learn. The result may not be Mozart, but it will certainly be music.
As I awoke groggily from my dream yesterday, I was left with the amazing memory of playing this quirky game. Sound and visuals flowed throughout the screen like some clockwork instrument pulse with life. There was no real distinction between building something beautiful and playing an enthralling game. Delightful.
Humans are far better at some activities than computers. Luis von Ahn is a computer scientist at Carnegie Mellon that studies how to tap into the abilities of people to solve hard problems like image recognition or human identification. He uses games as his medium. The fact that people are better than computers at determining what is meaningful music is leveraged in the Celestial Music design.
The Rules of Play
I rather enjoyed this book's emphasis on the Magic Circle and how it interacts with culture at large.


them are listed here. Because these terms can, in practice, reduce the risk of liability to a counterparty, they are often subject to the same common law and statutory controls as limitation clauses
 - Limit liability for misrepresentation. Limits on liability and remedies for misrepresentation often appear in a clause headed "entire agreement", rather than "limits on liability".
 - Redefine your obligations. Limit the content of duties. Keep them specific and identifiable. Make them conditional on performance by the counterparty.
 - Limit rights and duties in time. Limit a buyer's time to inspect or accept goods or services. Set an expiry date on continuing duties which may survive termination, such as duties of confidentiality and indemnities.
 - Restrict implied terms. Some duties implied into contracts by statute may be limited by express wording.
 - Use risk allocation clauses. These clauses allocate risk between the parties, regardless of fault. For example, a clause may allocate a risk to the party who is best able to insure against it.
 - Use a net contribution clause. This is the usual solution to the risk of contribution claims by other participants in a multi-party project.
 - Change the payment terms. Introduce a deposit, a retention, instalments, interest, set-off and retention of title provisions, to reduce the risk of non-payment.
 - Add a force majeure clause. This could suspend or, eventually, allow you to end your obligations if performance is prevented by a cause beyond your control.
 - Add termination rights. Add a right to terminate for cause (including change of control and threats to solvency) or for convenience.
 - Take indemnities. Ask the counterparty to indemnify you against potential regulatory liabilities, tax, or third party claims.
 - Impose preconditions to claims. Spell out circumstances in which you will not accept liability, such as attempts at do-it-yourself repairs, use of the product contrary to a clear recommendation, and defects caused by compliance with the buyer's own specification.
 - Set time limits on claims. Agree time limits for notifying claims, or to begin litigation.
 - Agree defined remedies. Defined remedies could include repair, replacement, credit against a future purchase or liquidated damages. A defined remedy may be cheaper than damages and can reduce the scope for debate if a claim arises.
 - Agree the contract provides an adequate remedy for breach. This is an indirect and uncertain way to limit recourse to uncapped remedies such as an order to perform the contract.
 - Fix contractual interest. Statutory interest at 8% or more is often payable on the price of goods and services under the Late Payment of Commercial Debts (Interest) Act 1998. A contract term can replace this with contractual interest at a lower (but still substantial) rate.
 - Provide for conclusive evidence. The parties may agree that one of them, or an independent expert, can certify matters which neither can then dispute. For example, an inspector's certificate of quality may be conclusive evidence of the quality of goods delivered. Or a lender may certify (conclusively) the amount of interest due. This can eliminate some points of dispute.
 - Call for insurance. The counterparty can be contractually required to obtain appropriate insurance.
 - Exclude third party rights. A contract cannot bind a non-party. It is therefore pointless in most cases to try limiting third party rights or claims. The exception is third party rights created by the contract.
Limiting liability with a limitation clause cap
When considering a limitation clause it is sensible to introduce a financial cap on liability, or different caps for different types of loss. The supplier will want to ensure that the cap reflects the value it will get from the transaction.
A common starting-point for negotiations is the contract price, if there is one, or an estimate of the total contract value, or a percentage of the contract value (we have seen from 25% to 150%), or the limit of the supplier's insurance.
The cap should not be so low as to risk unenforceability, at least if the UCTA reasonableness test applies. UCTA reasonableness depends on the effect of the clause as a whole, considering all the circumstances of the transaction. In some cases, a refund of sums paid was found acceptable, but this may not always be so. A cap that allows the customer to recover sums paid plus a sum to reflect its other losses is more likely to be enforceable.
The cap will be influenced by market practice: customers do review the limits on liability when comparing suppliers. The figure chosen may sometimes appear arbitrary. One way to justify an apparently arbitrary figure may be to offer alternative prices, with and without the cap. The business client's policies and commercial aims will be as important as the lawyers' advice in fixing the cap. Suppliers often agree to a limit which is not their ideal, to win the business and get onto the customer's supplier list.
Having a strong understanding of the commercial aspects of a contract and how best to translate this into the legal position (by gaining advice) should help when negotiating limiting liability. It is also important to consider ways of limiting liability without simply adding a limitation clause.
If you have any questions about limiting liability or about contract law more generally please contact Neil Williamson.
Excluding liability under a contract
Excluding Liability Under A Contract
Excluding liability under a contract is common practice for suppliers or sellers. Most contracts have a limitation clause which caps certain liabilities at an amount often related to the value of the contract. A party can also use a clause to accept certain liabilities or exclude them altogether.
Excluding liability, cap or accept?
A limitation clause should set out:
 - Risks each party accepts without limit. A party may accept unlimited liability for losses within its exclusive control, sometimes also giving an indemnity against those losses. It is also common for a limitation clause to state that the parties are not attempting to limit liabilities that cannot legally be limited.
 - Risks each party accepts with a cap. The parties may list liabilities that are accepted subject to a cap. They may also impose a total cap on liability.
 - Risks each party wholly excludes. For example, a supplier might list specific losses. A customer might prefer not to propose that any risks should be completely excluded.
Excluding liability for everything is not possible
Commercial colleagues or clients are likely to ask the drafter of a limitation clause "How much liability can we exclude? Can we exclude all liability?". The answer is No, and the drafter will need to be able to explain why:
 - You cannot exclude liability for your own dishonesty, even where UCTA does not apply.
 - Unfair Contract Terms Act (UCTA). Where UCTA applies, there are more liabilities you cannot exclude, and others you can limit only where reasonable. A blanket exclusion of all liability would have little chance of passing this test.
 - Interpretation risk. A clause should not be drafted as excluding liability for a party's breach of all its contractual duties or leave a party without any meaningful remedy for breach. A clause that purports to do this might be void, or invalidate the contract, or be interpreted restrictively.
 - A contract that seeks to exclude all liability may take longer to negotiate and have a negative impact on goodwill and the parties' relationship.
So, a draconian clause may look tough, but a more moderate position is easier to negotiate and more resistant to challenge, as a matter of interpretation as well as reasonableness.
What you might seek to exclude completely
Risks you cannot control
A party may argue that, while it will accept risks it can control, it has to exclude those it cannot, especially those in the other party's control. For example, between principal and overseas agent, only the agent has all the knowledge and ability to comply with local laws, so the agent should accept all the risk of non-compliance.
A licensor might exclude the risk that its product infringes third party patents in some or all territories, on the grounds that it does not have the resources to carry out the necessary infringement checks.
One party might be excluding liability for losses arising from a specified cause within the other's control, or specified types of claim likely to arise from the other's fault. For example, many software suppliers exclude liability for loss of data. Their argument is that the customer should never lose data if it has proper backup systems.
Each party may accept responsibility for its own fault, while perhaps seeking to exclude or limit liability incurred without fault. A party can incur liability without fault under statute (for example, the Bribery Act 2010) or under absolute obligations contained in the contract.
Risks you cannot afford, or that the other party should insure against
A supplier will often seek to exclude certain categories of loss entirely. Its arguments for doing so might include that it is uneconomic for it to carry this risk, it cannot insure for it and/or the other party should properly insure for it.
Excluding liability for indirect and consequential loss
Parties often exclude all "indirect or consequential loss". This is generally an easy win for the supplier in negotiations. However, as currently interpreted by English courts, this exclusion is often ineffective. It does not exclude most losses caused by a breach of contract, including financial losses. But does exclude losses that are, by definition, unusual and often irrecoverable by law.
Other specific risks parties sometimes exclude
It


text:
Coins and Power in Late Iron Age Britain (Hardback)
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Short Description for Coins and Power in Late Iron Age Britain This book examines the background to the first individuals in British history.
- Published: 06 July 2000
- Format: Hardback 266 pages
- ISBN 13: 9780521772075 ISBN 10: _PHONE_
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Full description for Coins and Power in Late Iron Age Britain
Cunobelin, Shakespeare's Cymbeline, ruled much of south-east Britain in the years before Claudius' legions arrived, creating the Roman province of Britannia. But what do we know of him and his rule, and that of competing dynasties in south-east Britain? This book examines the background to these, the first individuals in British history. It explores the way in which rulers bolstered their power through the use of imagery on coins, myths, language and material culture. After the visit of Caesar in 55 and 54 BC, the shadow of Rome played a fundamental role in this process. Combining the archaeological, literary and numismatic evidence, John Creighton paints a vivid picture of how people in late Iron Age Britain reacted to the changing world around them.