Log in
A+ A A-
Director Van Ling, talks to New Greek TV about "Cliffs of Freedom", the story of the Greek War of Independence
CLIFFS OF FREEDOMis a romantic historical epic film, that is the first Hollywood feature film to tell the story of the Greek War of Independence of 1821. The film was a passion project since the 90s, for Executive Producer and Co-writer Marianne Metropoulos, who spent several years developing a story that would bring the Greek war for independence alive for modern audiences. Along with Hollywood's veteran film Producer, Casey Cannon, Director Van Ling, and Executive Producer, Dean Metropoulos, Cliff's of Freedom tells the story of Greece's struggle for freedom after centuries of iron rule and oppression by the Ottoman Empire.
The film's cast includes; Tania Raymonde (Lost, Cloverfield, Goliath), Academy Award winner Christopher Plummer (The Sound of Music, Beginners, The Last Station), Billy Zane (Titanic, Dead Calm) and Raza Jaffrey (Homeland) depicting the start of the Greek War of Independence. Famous actors of Greek descent join the cast including, Billy Zane and Kosta Mandyllor.
The film stars Tania Raymonde as Greek freedom fighter Anna Christina. Cliffs of Freedom is love story between a young Greek girl and a Turkish Ottoman Colonel during the dawn of the Greek War for Independence, the film is directed by long-time James Cameron collaborator Van Ling (The Abyss, Terminator 2, Titanic).
Cliffs of Freedom is inspired by historical events that occurred almost two hundred years ago. The story sees conflicted Turkish colonel Tariq spare the life of 12 year old girl, Anna Christina. Years later the two are eagerly reunited, but as the Ottoman empire continues its reign of terror on Greece, Anna Christina is compelled to join the Greek rebellion and lead the fight against the man she loves.
Yanna Darilis caught up with the Director Van Ling, to talk about bringing these historical events to life through this story.
YD: What inspired you to tell this story about this period of Greece's history? Did you have knowledge about these historical events prior to this script; what impacted your emotions the most about this story?
VL: Well, as is appropriate for this film, it started with a woman: a Greek-American named Marianne Metropoulos had come up with a story idea in the mid-90s about a Greek village girl who falls in love with a Turkish officer, and wanted to develop it into a film. She spent many years working with different Hollywood producers, but it was only when my producing partner Casey Cannon came on board around 2010 did things really start to go somewhere. This was partly because Casey's a strong and determined woman, and also because with over thirty years of experience in the film business, she knew how to produce it, yet was not tied to the usual studio mentality where they assess any project based solely upon its potential box office return. There was literally almost no interest in mainstream Hollywood for stories that took place in this historical period, unless it could be done for little to no budget… which would not have done justice to any story that touched upon the Greek War of Independence. Casey took it on as a challenge to help Marianne get the film made in a way that would do the best justice to her story and reflect Marianne's sense of passion for it.
So during the many years she worked with Marianne on honing the story and explore the logistics of making it, Casey would bring me in as a creative consultant. She and I would brainstorm how to get from point A to point B in Marianne's original story, and I would make suggestions and Casey would say "why don't you write that up?" So what started as story notes became full scene descriptions and dialogue suggestions, and by 2014, I had done a complete rewrite of the entire story and script, and was invested in the storytelling. I think that's why Marianne ultimately decided to ask me to direct the film.
I love history and doing research, so I was fascinated by this period of world history that I knew nothing about when I started. And one of the things we as filmmakers try to do is find and focus on things that resonate emotionally with other people, not just the culture at hand, so it's not just a foreign story from a distant time and place, but a human one that is relatable to what's going on now. And it seems that revolutions, hope and resilience never go out of style. Also, the opportunity to try to work with and develop a strong female protagonist, just as I had watched my mentor James Cameron do in each of his films, was fantastic.
YD: Films based on history tend to have two sides of the story at times, how important was it to stay true to the facts, and what kind of team did you compile to make sure that the history was portrayed as it truly was?
VL: As a first generation Chinese-American born in the US, it was very interesting to see the parallels and differences between cultures and try to bring a more objective view of the historical events as recorded. But in this case, even our Greek historical consultant, Eleni Drivas, noted that there is "no consensus" as to all of the facts in this period of Greek history. It's interesting and fraught when one culture's or faction's or person's facts are another one's propaganda. Everyone is certainly entitled to their own opinions, but if you're the kind of person who balks at the fact that a Greek and a Turk could fall in love, then maybe this movie is not for you!
For my part, I tried to find a balance between compelling storytelling and historical accuracy. I always want to do both, but the challenge here was that it was like "Rashomon" in terms of the actual historical facts. Marianne said to me at the start of the project: "when in doubt, ask a Greek"; and that's what I did… and I quickly found out that each and every Greek person has a different upbringing and opinion as to what actually happened, or what to say, or even how to make the sign of the cross, based on what they were taught… and each one of them is vehemently adamant that their way is the only way. The old joke that even Marianne told me was that if you put two Greeks in a room, you will get three opinions… this is why the Greeks had to invent democracy! So at a certain point, I tried to find a balance, which was tough when everybody disagrees with each other on every little detail except on the fact that I was portraying it wrong! So there was a lot of narrative instinct and compromises throughout the process. But I hope I was able to capture the spirit of Greece and reveal some common humanity in a story that mixes fictional characters and events with real historical ones, since we were not making a documentary here.
YD: Tell us about the fictional Romeo and Juliet element, and why it was important to tell this story?
I really can't speak for Marianne Metropoulos, but I believe she wanted to celebrate her Greek heritage but also do a romantic storyline that was universally relatable, with themes of family and honor and vengeance… and to also say that love can make a difference in bridging entrenched cultural hatreds and bringing about change, through deeds or through inspiration. At least those were the aspects that I latched onto as elements in which everyone could find personal meaning, not just Greeks and Turks. In stories of war and oppression and sacrifice, there is often a tendency to focus on the hate and the atrocities and to forget that there are human beings and personal emotions at the core of every conflict on both sides… and these can either be used to further divide people and perpetuate hatred between cultures, or they can be used to understand, mend and heal… often at great cost.
 YD: Greece's history is vast and the heroic spirit is portrayed throughout time in various historical accounts of wars, what were you looking for in a producing partner and director in order to capture the essence of this historical story, and what made you decide to work with producing partners Maria Metropoulos and Casey Cannon, to bring this story and these characters to life.
VL: It seems to me that the history of Greece is a history of tenacity and determination, and it took a whole lot of both to get this movie made. At a screening recently, one Greek viewer told me that this film was 200 years in the making, which is certainly both a humbling thought and a responsibility I took very seriously when directing the film. I had worked with Casey for almost thirty years, and I could see that Marianne had the gumption and wherewithal, just not the experience in filmmaking… but that's where Casey and I came in. So it was about finding partners who were able to collaborate and respect each other under fire, which is always a challenge. But I'm very grateful to Marianne and her husband Dean Metropoulos for trusting me with her very special passion project, and I'm forever grateful to Casey for fighting alongside me and inspiring me every step of the way. It's been an honor to work on this film.
YD: The _TAG_ is movement in the production notes. I'd like to know more about the movement's relevance


or Login to see your representatives.
Measure Details
Concerning Authorizing and Funding Bonds for Energy Efficiency Projects in Schools
Washington Ballot Measure - Referendum Bill 52
Argument For
Argument Against
 Explanatory Statement
 The Law as it Presently Exists
 The State of Washington issues bonds as one way of borrowing money for various public purposes. Bonds are written agreements, under which the state agrees to pay the borrowed money back over a stated period of time, with interest. One type of bond is referred to as a "general obligation bond," which means that the state promises to repay the bonds from its general revenues, rather than from a dedicated source of revenue. The state pledges its full faith and credit toward the repayment of general obligation bonds. The state constitution limits the amount of money the state can borrow, except for debt approved by the voters.
 The state receives revenue in the form of taxes, including the state sales tax. The sales tax currently applies to most purchases of bottled water. The law makes exceptions for bottled water that is sold for certain medical purposes, or to people who do not otherwise have a readily available source of clean water. Current law also provides that the application of the sales tax to bottled water will expire July 1, 2013, and after that date the sales tax will no longer apply to purchases of bottled water.
 The Effect of the Proposed Measure if Approved
 This measure asks the voters to approve the state's issuance of general obligation bonds to pay for certain construction and repair projects to improve energy efficiency in public schools and in higher education buildings. The measure would authorize the state to borrow $505 million by issuing bonds to be repaid from future revenue.
 The money raised by selling the bonds would be deposited into the state treasury, and would be used to make financial grants to public school districts, public universities, colleges and community colleges, and other public agencies. The grants would be used to pay for capital improvements for energy, utility, and operational cost savings.
 Grants would be awarded on a competitive basis, based on applications explaining what particular projects applicants propose to use the money to achieve. Grants would be awarded in competitive rounds, with at least five percent of the money in each round awarded to small public school districts with fewer than one thousand students. Each project would be weighted, based on: (a) the availability of nonstate money to assist in funding the project; (b) the energy savings to be achieved by the project; and (c) how quickly the project could be ready to proceed. The dollar amounts awarded for each project would be determined in order to fund the maximum number of projects with the greatest energy and cost benefit. Only eight-five percent of projects for which applications are submitted could be funded in each round, until the last round.
 General state revenues would be used to repay the bonds. If the voters approve this measure, then an amendment to state law would take effect that removes the expiration date for applying the state sales tax to purchases of bottled water. This would have the effect of continuing the collection of sales tax on purchases of bottled water after July 1, 2013, when that tax would otherwise expire. This measure states that the legislature intends to increase state revenue in this way in order to pay for a portion of the costs of repaying the bonds authorized by this measure.
 Measure Text
 Should this bill be:
 [ ] Approved
 [ ] Rejected
 Back to top


How to install the disc brake?
Vekkit motor hubs are compatible with standard six-bolt disc rotors. The rotor is mounted onto the hub.
First, unscrew the disc brake bolts from the motor hub.
With some motors a rotor spacer is included - it can be placed between the hub and the rotor if needed, depending on the brake caliper position.
Carefully tighten the rotor bolts. Make sure not to apply too much power so that the hub is not damaged.
Before installing the wheel into the fork, loosen the caliper's adjustments bolts. This way the caliper can be moved sideways to match the rotor's position.
The disc brake caliper can be adjusted by moving sideways
Insert the wheel into the fork's dropouts carefully.
Slightly rotate the wheel to check if spokes touch the the caliper's body. If it does touch the spokes, you can add one or two spacers on the axle between the dropout and the hub or use the axle adapter as a big spacer:
After you make sure that the wheel rotates freely and the rotor fits well between the caliper's brake pads, tighten the axle nuts at both sides.
Finally, fine-tune the caliper's body so that the pads don't touch the rotor and tighten the adjustment bolts.
That's it! Rotate the wheel again to be sure that everything is secure and rotates as it should.


7:338)
While this notion of requisite delay has been well documented in the literature, it may not be unique to fixin' to. In fact, some delay is inherently necessary when using any future-referring expression given that you cannot discuss an action that will happen in the future while it is happening. As a result, some speakers may interpret this inherent delay as a salient property of fixin' to while it may go unnoticed by others.
Durative complements
Ching (1987) notes that the predicate that follows fixin' to must denote an event that happens at a clearly defined point in time. When fixin' to precedes a predicate that denotes a process that takes place over a span of time, what is relevant is the specific point in time at which the process begins or ends. Consider:
16) a. # I'm fixin' to lose weight one of these days.
b. We're fixin' to start a family.
The sentence in (16a) is not acceptable because "one of these days" is too vague about when the weight loss will happen, and losing weight is a process that lasts an indeterminate amount of time. However, (16b) is acceptable since it refers to the act of starting a family and not the process of actually raising children.
Ching (1987) and Myers (2014) note that in using fixin' to, the speaker must be aware of the situation to which they are referring. You cannot be fixin' to do something without having already been aware of what that something is. Consider:
17) Context: You get home and go straight to your room without passing through the kitchen. Then a housemate comes and asks you to do the dishes.
_TAG_'m fixin' to get to it.
18) Context: You cook dinner and leave dishes in the sink. Later a housemate asks you to do the dishes.
I'm fixin' to get to it.
The differing context between (17) and (18) shows that a speaker must be aware of a situation that they are fixin' to attend to in order to be using the expression acceptably. It should be noted that this sort of awareness is required by all of the future-referring expressions that are similar to fixin' to and in fact the only way to appropriately respond to the context in (17) would be with the simple future will.
Direct evidence/certainty
Similar to the awareness requirement, though even more restrictive, the speaker must have some sort of direct evidence to claim that something is fixin' to happen. For example, when evaluating the likelihood of rain, the sentence in (19) is only an acceptable judgment if you are outside and see the sky full of dark, stormy clouds, feel wind, and can smell rain. Crucially, the same sentence would be unacceptable if you were watching the weather on television and saw a radar map indicating rain would be coming to your area.
19) It's fixin' to rain.
This requirement for direct evidence suggests that a speaker must be confident that an action will occur in order to say it's fixin' to happen. This becomes clear when the adjunct maybe is introduced. Consider:
20) Context: You're outside and see clouds gathering, but you don't quite have enough evidence to say "It's fixin' to rain" (wind blowing, smell of rain, etc.)
_TAG_ it's fixin' to rain.
The sentence in (20) is unacceptable because of the uncertainty implied by maybe (and perhaps the uncertainty of the direct evidence). Thus, fixin' to cannot be used in a context that involves hedging as in (20). Similarly, it is unacceptable to claim that something is fixin' to happen and then suggest that it won't happen. Although this is not unique to fixin' to, it is not true of all similar future-referring expressions. Consider:
21) Context: You've been getting take out a lot recently since you've been too tired to cook when you get home from work. You mention to a co-worker that it's getting to be too expensive and you'd like to change this habit.
a. # I'm fixin' to cook dinner tonight but I'm not sure if I'll be able to.
b. # I'm going to cook dinner tonight but I'm not sure if I'll be able to.
c. # I'm about to cook dinner tonight but I'm not sure if I'll be able to.
d. I'm planning to cook dinner tonight but I'm not sure if I'll be able to.
While fixin' to often patterns similarly to planning to, in the case of certainty, planning to allows some degree of hedging where fixin' to—like about to and going to—does not.
Considering the properties of speaker awareness, direct evidence, and certainty, it is reasonable to assume that intentionality would also be a salient property of fixin' to. However, while intentionality may be present in certain uses of fixin' to—such as (1), (3b), or (12a)—it is certainly not required:
22) Context: It's really hot and you're very dehydrated and feel like you're going to faint.
It's so hot, I'm fixin' to collapse.
In the context of (22), one surely does not intend to faint; however, fixin' to is perfectly acceptable. Furthermore, fixin' to can be used with inanimate subjects that inherently are unable to intentionally do anything, as described in the next section.
Similar to going to and about to but unlike planning to, fixin' to allows both animate and inanimate subjects. Consider the following, offered by Smith (2009) and Myers (2014):
23) a. That chair's fixin' to break.
b. My head's fixin' to split open.
c. The moon is fixing to shine.
d. It's fixin' to rain.
Fixin' to can be used in a context with negation; however, it often gets a special emphatic meaning, in a way similar to not about to (Collins 2009). Consider the example in (24).
24) I'm not fixin' to settle for someone unless they love me like I love myself.
Interpretations: a. # I'm not going settle for someone unless...
b. I'm not about to settle for someone unless...
Sentence (24) is less likely to be interpreted as simply negation of fixin' to settle, as suggested by the (a) interpretation. The (b) interpretation is the more likely one, where it is implied that the speaker insists on refusing to settle.
As mentioned previously, fixin' to has a number of phonological variants most of which are typically grouped under the prototypical finna and are features of African American English (Green 2002). Smith (2009) considers finna as a more grammaticalized form of fixin' to drawing on evidence of a similar etymological history, phonetic reduction, and broadened syntactic and semantic distribution. However, the exact details of the relationship between fixin' to and finna are far from clear. At the very least, finna also refers to the immediate future:
25) Context: A young woman on the bus is listening to music through her Blackberry. She is approached by an older woman who does not have a cell phone and wants to borrow her phone to make a call.
OW: "Love, can I make just one call from your phone?"
YW: [shakes head]
OW: "Just one call, I pay you a dollar..."
YW: "I finna get off the bus, I finna get off the bus."
The young woman exited the bus within the next 3 stops, less than 5 minutes from the time of utterance, making evident the immediately proximate meaning of the variant.
Like previous examples of fixin' to, (25) shows finna implying that the action—in this case, getting off the bus—will happen in the near future. However, finna seems to be more permissive than fixin' to in its restriction on imminent futurity. For example, finna can be used in a context where the predicate that follows it is an ongoing process, with no clear endpoint, not located at any clear point in time, as in (26).
26) Guess I'm finna play my life out.
(Thomas and Grinsell 2014:178)
The acceptability of (26) contrasts directly with the unacceptability of (16a) above, showing a difference in semantic restrictions of fixin' to and finna.
Recent Survey Results
The interactive map below shows some of the raw data from our recent survey work.
Page contributed by Peter Staub, with advising from Jason Zentz, on July 14, 2017.
Updates/revisions: June 6, 2018 (Katie Martin)
Please cite this page as: Staub, Peter & Jason Zentz. 2017. Fixin' to. Yale Grammatical Diversity Project: English in North America. (Available online at Accessed on YYYY-MM-DD). Updated by Katie Martin (2018).
Phenomenon Category:
Tense, Aspect, Mood
Phenomenon Dialect:
African American (Vernacular) English
Smoky Mountain English
Southern American English


text:
There have been numerous studies on colors and humans. But what about colors and their effects on dogs? According to an article from Pet Centric, colors may affect your dog too.
The first step in answering that question is to know what colors dogs see. Dogs do see colors, but the colors they see aren't as vivid or as many as we see. Most experts agree that while they can't see reds and greens, dogs do see most other colors — including blacks, whites, grays, yellows and blues. That means a toy that looks red or green to you doesn't look the same to your dog, it probably looks dark gray.
How do we know dogs see colors? The dog's eye — and the human eye — have special light catching cells called cones. But since your dog has fewer cones than you, his color vision won't be as intense as yours.
In a study at the University of California — Santa Barbara, dogs were shown three light panels in a row. Two of the panels were the same color while the third was different. If the dog could identify the one that was different and press that panel, he was rewarded with a treat.
Using this method, the study suggested that dogs see the world in mostly yellows, blues and grays. They see green, yellow and orange as a shade of yellow. Violet and blue both appear blue.
To see if color impacts your dog's moods and behavior, try your own experiments. Red, orange and yellow are stimulating to humans but blue and violet are calming. Toss your dog two toys — one yellow and one blue — and see if the yellow toy inspires a more energetic playtime. Or the next time your dog gets anxious from a thunderstorm or noisy fireworks, try exposing him to soothing colors. (Of course, any serious anxiety issues should be discussed with your veterinarian.)

source: HuggingFaceFW/fineweb-edu


text:
|Oracle® Database Administrator's Guide
11g Release 2 (11.2)
|PDF · Mobi · ePub|
The database name
Names and locations of associated datafiles and redo log files
The timestamp of the database creation
The current log sequence number
The control file must be available for writing by the Oracle Database server whenever the database is open. Without the control file, the database cannot be mounted and recovery is difficult.
The control file of an Oracle Database is created at the same time as the database. By default, at least one copy of the control file is created during database creation. On some operating systems the default is to create multiple copies. You should create two or more copies of the control file during database creation. You can also create control files later, if you lose control files or want to change particular settings in the control files.


text:
anno mundiArticle Free Pass
anno mundi, ( Latin: "in the year of the world") abbreviation Am, the year dating from the year of creation in Jewish chronology, based on rabbinic calculations. Since the 9th century ad, various dates between 3762 and 3758 bc have been advanced by Jewish scholars as the time of creation, but the exact date of Oct. 7, 3761 bc, is now generally accepted in Judaism. However, critical dates that underlie the calculations are uncertain. Rabbis used the genealogy in Genesis to calculate the date of the creation and then added to their calculations the time that had elapsed since the time of Genesis. Despite the uncertainties, many Jews use this dating system as a sign of attachment to tradition.
What made you want to look up "anno mundi"? Please share what surprised you most...


text:
- Killing the SS: The Hunt for the Worst War Criminals in HistoryDugard, Martin
- The Soul of America: The Battle for Our Better AngelsMeacham, Jon
- The Red and the Blue: The 1990s and the Birth of Political TribalismKornacki, Steve
- Open Veins of Latin America: Five Centuries of the Pillage of a ContinentGaleano, Eduardo
- The Gulag Archipelago _PHONE_ Abridged: An Experiment in Literary InvestigationSolzhenietisyn, Aleksandr Isaevich
- From Babylon to Timbuktu: A History of the Ancient Black Races Including the Black HebrewsWindsor, Rudolph R.
- Lincoln's Last Trial: The Murder Case That Propelled Him to the PresidencyAbrams, Dan

source: openbmb/Ultra-FineWeb


text: Nanoindentation is used to explore the variation of mechanical properties associated with the dehydration process in sodium saccharin dihydrate. Upon indenting using a Berkovich tip, (011) and (101) faces exhibit explicit mechanical anisotropy that is consistent with the underlying crystal structure and intermolecular interactions. For freshly grown crystals, (011) is stiffer than (101) by 14%, while (101) is harder than (011) by 8%. Being a heavily hydrated system, the measured mechanical responses contain information pertinent to the fluidity associated with lattice water. Indentation on (011) with a sharp cube-corner tip induces a fluid flow; this observation is uncommon in molecular crystals. The crystals effloresce over a period of time with the generation of a more compact crystal structure and consequently increasing H and E.


text:
|Deaf Education in America|
Deaf Education in America: Voices of Children from Inclusion Settings provides a detailed examination of the complex issues surrounding the integration of deaf students into the general classroom. Author Janet Cerney Dickinson begins her comprehensive work by stressing to parents, educators, and policymakers the importance of learning the circumstances in which mainstreaming and inclusion can be successful for deaf students. This process requires stakeholders to identify and evaluate the perceived benefits and risks before making placement and implementation decisions. The influences of the quality of communication and the relationships built by and with the students are of paramount importance in leading to success.
In conjunction with these principles, this thorough study examines the theory and history behind inclusion, such as the effects of the No Child Left Behind education act. Dickinson incorporates this knowledge with interviews of the deaf students themselves as well as with their interpreters and teachers. To ensure complete candidness, the students were surveyed in their homes, and the interpreters and educators were questioned separately. Through these exchanges, Dickinson could determine what worked well for the deaf students, what barriers interfered with their access to communication, and what support structures were needed to eliminate those barriers. As a result, Deaf Education in America offers concrete information on steps that can be taken to ensure success in an inclusion setting, results that reverberate through the voices of the deaf students.
Janet Cerney Dickinson is Superintendent, New York School for the Deaf, White Plains, NY.
ISBN 978-1-56368-362-6, 1-56368-362-8, 6 x 9 casebound, 224 pages, figure, table, references, index
To order by mail, print our Order Form or call:
TEL _PHONE_; _PHONE_ 8 am - 5 pm CST


Gender-based Analysis Plus 2020-21
Gender-based Analysis Plus 2020-21
Governance structure
When developing projects, creating or updating services and activities, the NBC systematically ensures that the various identity factors are taken into account, including gender, age, Aboriginal origin or identity, living with a disability, etc.
The NBC does not have the resources to conduct data analysis.
Human resources
Not applicable.
The NBC does not have sufficient human and financial resources to assign one FTE to the GBA+.
Planned initiatives
The NBC has carried out the following initiatives with regard to the GBA+ :
 - Highlight the place of women and Aboriginal peoples in Canada in the NBC's range of historical activities, based on available documents and sources, in order to promote gender and peoples' equality;
 - Develop and maintain a range of adapted activities for newcomers, students and adults learning either official language, people living with a physical or mental disability, and groups with learning disabilities;
 - Maintain free access to the Plains of Abraham Museum for French-language groups, holders of the cultural pass for new immigrants and attendants of persons with disabilities. Offer certain activities free of charge in order to improve access for economically disadvantaged groups;
 - Offer a musical program at the Edwin-Bélanger Bandstand featuring a variety of artists representing various cultural communities. Promote the inclusion of artists of diverse gender, cultural, ethnic, linguistic and racial communities;
 - Continue to recommend and make available the online course on GBA+ to managers and employees in key sectors. Disseminate and make the training available on the Intranet for all employees.
The NBC will continue to ensure that GBA+ is taken into account in new policy and project proposals.
Reporting capacity and data
Not applicable.
The NBC does not collect specific data on the beneficiaries of its programs to conduct a GBA+ or to publish reports. The NBC does not have the resources required to have the capacity to produce reports and data.


text:
[A Goldeneye Ducks view of the flooded gravel pit!]
The Story Behind the MPLR
Like much of East Anglia, Essex is rich in glacial and fluvial deposits of sands and gravel. Moreton like many Essex hamlets had its own gravel pit.
There is evidence that sand and gravel have been extracted for many hundreds of years in this area, indeed many local place-names reflect this. The Moreton Sand and Gravel Company was established as a commercial concern in 1889 or thereabouts.
In real life the workings in Moreton closed about ten years ago. Unlike its real life counterpart, the 16mm Moreton Pit had its own narrow gauge railway. This railway was built around 1905 and was used to extract gravel from the pit and transport it to nearby Ongar (2.5 miles or so), where it was transferred to the standard gauge railway (later to become the end of the Central line, closed and reopened as a preserved railway).
Management of the Moreton Pit was transferred from the Moreton Sand and Gravel Co., on a very long lease, to the 16mm branch of the Essex Wildlife Trust, who developed the site as a prime wetland habitat. The narrow gauge railway was preserved and now exists to transfer visiting members of the public from Ongar to the nature reserve although a little sand is still extracted to help meet running costs etc.
The Moreton Pit Light Railway and Nature Reserve boasts 3 large lakes, an upland habitat (the rockery!), extensive reedbeds and a stream (Cripsey Brook), as well as an area of mature woodland and plantations. There is one hide with superb views over the main lake. The hide is named in grateful recognition, to Bill Oddie, members of the public can alight at the Bill Oddie Halt, from where the hide is a fairly short but steep walk away.
Below is a view from inside Bill Oddie hide across the main lake.


text:
Lots of us have probably experienced a toxic employer at some point in our lives. I had a boss many years ago who would lash out at colleagues and me during staff meetings with little provocation, putting everyone on edge. Yet he was also hailed among higher-ups as someone who got the job done. So, should we have just put up and shut up?
According to the new book Mastering Civility by management professor Christine Porath, the answer is absolutely not. Porath makes a clear and compelling case that rudeness and incivility in the workplace do more damage than good to work relationships and efficiency, soundly dispelling the myth of the hard-nosed-yet-effective boss. Instead, she argues, we would do well to practice civility at work.
The costs of rudeness at work
Civility in American society has declined in recent years but remains important to people, according to surveys. When employers or employees ignore people at work, walk away from conversations, answer calls in the middle of meetings, publicly mock and belittle people, or take credit for wins while pointing fingers when things go sour, it destabilizes relationships and creates hostile work environments, says Porath. And research shows that poor relationships at work increase stress in ways that can impact employees' health and relationships outside of work, leading to decreases in workplace performance—all of which costs the organization in the long run.
Rudeness can have a toxic impact on creativity and problem-solving, says Porath. In one experiment, participants did 33 percent worse on a puzzle involving anagrams and had 39 percent fewer creative ideas on a brainstorming task after being belittled as a group. In another experiment, even just witnessing incivility caused participant performance on the same tests to decrease by 20 and 30 percent, respectively.
"Rudeness affects your mind in ways you might not even be aware of, disrupting your ability to pay attention," writes Porath. And it can even be deadly. In a survey of doctors and nurses, 71 percent tied "abusive personal conduct" in the workplace to medical errors they knew of, and 27 percent tied it to patient deaths.
Practicing civility at work
Luckily, when those in positions of power do the opposite and practice civility, it can have many important benefits, says Porath. People who demonstrate kindness and who lift up others are seen as more warm and collaborative and are more admired as leaders. And supervisors who show respect toward others are more likely to have committed and engaged employees, she says, and be more nimble in the face of challenges.
"When leaders are civil, it increases performance and creativity; allows for early mistake detection and the initiative to take actions; and reduces emotional exhaustion," writes Porath. In turn, when employees practice civility by being attentive in conversations, not interrupting, and smiling, their behavior is reciprocated and spreads to other employees, thereby improving the whole culture of an organization.
Luckily, her research has found that "incivility usually arises not from malice but from ignorance." Because of this, she suggests increasing your own awareness by taking an incivility test she developed to help you see the many, sometimes subtle ways you are being rude without recognizing it.
Another tactic she suggests is learning more about our unconscious biases, which often lead to rude and exclusionary behavior. We all have biases—whether based on race, gender, religion, or political affiliations—and we need to learn to recognize them and take steps to counteract them. Individuals can reduce bias by spending more time with people whom we consider different, practicing empathic listening and communicating, and recognizing each other as part of the same team. In that way, we are more likely to diversify our workforce, too, which research shows leads to better, less-biased decision making.
Five signs of a civil workplace culture
Once people understand the importance of civility, they need to up their game to create a place where kindness is the norm and relationships thrive, says Porath. She has identified five forms of giving in a work setting that help people to get along better and be more productive:
1. Sharing resources. It may seem counterintuitive to share resources of time or money with others in a competitive work environment. Yet research shows that people who give more of their resources away are happier and more successful than those who give less. Wharton economist Adam Grant has found that generous salespeople had the highest revenues, and medical school students who helped others attained top grades.
2. Sharing recognition. No one wants to work with someone who hogs all of the credit when things go well, but then points fingers when things go wrong. Research shows that leaders who demonstrate humility and give credit to others when they succeed tend to have employees who are more engaged, satisfied with their jobs, and loyal to the organization.
3. Sharing gratitude. When you thank others for their contributions, you are bound to improve relationships in the workplace. Research suggests that when employees are thanked by supervisors, they enjoy more self-worth and confidence, and are more likely to help others. Besides, gratitude is tied to personal well-being, in general.
4. Sharing feedback. This isn't about individual performance alone; it's about sharing feedback about how the organization is doing as a whole. Sharing organizational progress with employees increases their sense of ownership and contributes to performance. Also, when giving individual performance appraisals, it's important to focus more on strengths than weaknesses. Research suggests that "high-performing teams share six times more positive feedback than average teams."
5. Sharing purpose. People want to do meaningful work and to know they are contributing to something greater than themselves. So it's important that they know their efforts count for something that matters. Getting feedback from customers or others who benefit from an organization's efforts can be a good way of inspiring employees.
Porath encourages organizations to create an atmosphere that fosters civility and improves worker health, performance, and loyalty. Often it takes just one person making a change for the better and indirectly infecting the rest of the team with kinder energy. The key is recognizing our own issues with incivility and taking concrete steps to solve them.
"Be brave. Try civility on," advises Porath. "My bet is that others will like it. And so will you."


Example 9.12: simpler ways to carry out permutation tests
October 31, 2011
In a previous entry, as well as section 2.4.3 of the book, we describe how to carry out a 2 group permutation test in SAS as well as with the coin package in R. We demonstrate with comparing the ages of the female and male subjects in the HELP study.
In this entry, we revisit the permutation test using other functions.
We describe a simpler interface to carry out and visualize permutation tests using the functions from the mosaic package.
We begin by replicating our previous example (section 2.6.4, p. 87).
numsim = 1000
oneway_test(age ~ as.factor(female),
distribution=approximate(B=numsim-1), data=ds)
which yields the following output:
Approximative 2-Sample Permutation Test
data: age by as.factor(female) (0, 1)
Z = -0.9194, p-value = 0.3894
alternative hypothesis: true mu is not equal to 0
We conclude that there is minimal evidence to contradict the null hypothesis that the two groups have the same ages back in their respective populations.
Now we demonstrate another way to run this test in a more general form, using the mosaic package's do() function combined with the * operator to repeatedly carry out fitting a linear model with a parameter for female which will calculate our test statistic (difference in means between females and males) repeatedly after shuffling the group indicators. The shuffle() function permutes the group labels, and then the summary statistic is calculated.
> library(mosaic)
> obsdiff = with(ds, mean(age[female==1]) - mean(age[female==0]))
> obsdiff
> summary(age ~ female, data=ds, fun=mean)
age N=453
| | |N |mean |
|female |No |346|35.46821|
| |Yes|107|36.25234|
|Overall| |453|35.65342|
Now we can run the permutation test, then display the results on a souped-up histogram with different shading for values larger in magnitude than the observed statistic (see above).
res = do(numsim) * lm(age ~ shuffle(female), data=ds)
pvalue = sum(abs(res$female) > abs(obsdiff)) / numsim
xhistogram(~ female, groups = abs(female) > abs(obsdiff),
n=50, density=TRUE, data=res, xlab="difference between groups",
main=paste("Permutation test result: p=", round(pvalue, 3)))
The results are similar to those from the previous test: there is little evidence to contradict the null hypothesis.
In SAS, we'll take another approach, delving into the capabilities of proc iml to make a manual permutation test. We begin by reading the data and replicating the example in the book.
libname k 'c:\book';
proc npar1way data = k.help;
class female;
var age;
exact scores=data / mc n= 9999 alpha =.05;
Data Scores One-Way Analysis
Chi-Square 0.8453
DF 1
Pr > Chi-Square 0.3579
Permuting data is a very awkward thing to do in data steps. But it turns out to be easy in proc iml (the built-in SAS matrix language). Here we read in the key variables from the data set (use and read). Then we generate the permutations (ranperm). However, this generates row for each permuted data set, while we need a column for each, so we transpose the matrix (t) before saving it. Then we save the resulting data in a SAS data set with the female variable. Note that we permuted the ages only, as opposed to the R example– it doesn't matter which is permuted, of course. Much of the proc iml code used here can be found in section 1.9 of the book– however, note that curly braces are required in the read statement, as shown below.
proc iml;
use k.help;
read all var{female age} into x;
p = t(ranperm(x[,2],1000));
paf = x[,1]||p;
create newds from paf;
append from paf;
With the permuted data in hand, we use proc ttest (section 2.4.1) with the ODS system to generate and save the differences. Note that the default variable names from proc iml are fairly nondescript. With the 1000 permuted statistics in hand, we can generate a histogram of the statistics and a p-value with proc univariate.
ods output conflimits=diff;
proc ttest data=newds plots=none;
class col1;
var col2 - col1001;
proc univariate data=diff;
where method = "Pooled";
var mean;
histogram mean / normal;
data diff2;
set diff;
absdiff = abs(mean);
proc univariate data=diff2
loccount mu0 = 0._PHONE_;
where method = "Pooled";
var absdiff;
Location Counts: Mu0=0.78
Count Value
Num Obs > Mu0 357
Num Obs ^= Mu0 1000
Num Obs < Mu0 643
Tags:,,,,,
Comments are closed.


text:
No Three In a Line
This activity has a logic and reasoning focus.
create geometric shapes that satisfy the no three in a line condition on 3 by 3 grids
use a systematic appraoch to find possible outcomes
This problem is one of a series of 8 that builds up to some quite complicated maths based around the theme of no-three-in-a-line. That theme was not obvious in the lower Level problems, Strawberry Milk, Strawberry and Chocolate Milk and Three-In-A-Line but it will start to come to the fore now. This theme continues in later problems at the higher Levels. These problems are More No-Three-In-A-Line, Level 4; No-Three-In-A-Line Again, Level 5; No-More-In-A-Line and No-Three-In-A-Line Game, Level 6.
It might help if you have done the three problems from Levels 1 and 2 with your class before you start on this problem. Those problems contain the essential ideas of (i) ensuring that you have obtained all possibilities and (ii) finding all possibilities that are 'alike' (can be obtained from others by quarter turns). (See Strawberry Milk.)
So the essential four steps in this problem are to
- find some answers;
- find all possible answers;
- justify that all have been obtained; and
- reduce the answers down to ones that are not alike under rotation.
It may be possible to do the last two steps together as we did in Three-In-A-Line. The techniques used there are sufficient to solve the present problem.
There is a web site on the no-three-in-line problem. Its url is _URL_ This is still an open problem in mathematics and has an interesting number of sub problems relating to symmetry.
Mary the milk lady had a square milk crate that could hold nine bottles. Can she put six bottles into the crate so that no three of them are in a line? If so, in how many ways can she do it? If not, why not?
- Talk about milk crates and their symmetry.
- Tell the class Mary's problem.
What does no-three-in-a-line mean?
Can you group four students so there are no-three-in-a-line?
How many bottles is she going to use?
Can you group five students so there are no-three-in-a-line?
How might you go about solving Mary's problem?
- After some discussion, let the class work on the problem in their groups.
- Help the students that need it.
- Call them all together from time to time to see how many arrangements they have come up with. Get them to take turns in putting a picture of one of their arrangements on the board. Call each arrangement by the student's name.
Are all of these arrangements different?
How might we think of some of them as being the same?
- As a lead into the Extension problem, ask
How do you know if there are any more than we have found so far?
How would you go about finding out more?
How could you go about showing that there are no more?
- Try to get them to see the systematic approach that we used in the Solution to get all possible answers.
- Let a few groups report back to the whole class. Try to choose groups that have used different approaches to the problem. Let the students put their pictures of the bottle arrangements on the wall.
Mary the milk lady had a square milk crate that could hold nine bottles. Can she put five bottles into the crate so that no three of them are in a line? If so, in how many ways can she do it?
The students might be able to find a solution to this problem by guessing and checking. Let them do that for a while until they have got a good idea of what the question is asking. Then try to lead them to be more systematic.
We'll go straight into being systematic. First note that as we can't have three bottles in a line, there are at most two in a row. Then observe that since we have to use 6 bottles we have to have two bottles in each row of the crate. We then start off our systematic approach by putting two bottles together on the left of the top row of the crate. We follow that by putting one bottle in each corner of the top row. The final case is with two bottles together in the right end of the top row.
Let's talk our way through this. With position 1 we have put the bottles in the second row to the extreme right. The crosses show that we can't put bottles in those squares because that would give us three in a row. So position 1 leads nowhere.
With position 2 we spread out the bottles in row 2. This forces only one cross in row three and so we can fill up the other two squares to give an answer.
With position 3 we put the two bottles in row two to the right-hand end. This forces two crosses and so there is no answer here.
The same arguments apply to the other positions. Only position 8 gives us another answer. However, by rotating 8 through a quarter turn (90° in a clockwise direction) it becomes the same as position 2. Both of these are alike (see Strawberry Milk. So the answer to the original question is 'yes' and there is essentially only one possible answer.
The students should be able to find some solutions to this problem by guessing and checking. Let them do that for a while until they have got a good idea of what the question is asking (though they should have got on top of the idea from Mary's original question). Then try to lead them to be more systematic.
We'll go straight into being systematic. First note that as we can't have three bottles in a row, there are at most two in a row. Then observe that since we have to use 5 bottles we have to have two rows with two bottles in and one row with just one bottle. We then start off our systematic approach by putting two bottles in the top row and two in the next row. This is followed by two in the top row and one in the next; and then one in the top row.
We're sorry there are so many cases. It seems to be a bit tedious but it is a good exercise in systematic listing and it will be very useful later in the No-Three-In-A-Line Game and other variations on this theme at Levels 4, 5, and 6.
Out of all of that we get 28 possible answers. These are 2, 3, 4, 5, 6, 7, 8, 9, 10, 12, 14, 15, 16, 17, 19, 20, 21, 22, 24, 26, 27, 28, 29, 30, 31, 32, 33, and 34. The question now is, how many of these are alike? So we need to group them into answers that are alike.
What answers are essentially the same as 2? We can get to 10 by one clockwise quarter turn, to 31 by another quarter turn and to 29 by another. So there is a class of four answers that are the same.
What answers are essentially the same as 3? Here we get 20, 24, and 26. The question now is, what about 9? Now you can't get to 9 by rotating Mary's milk crate. You can get to it though by a reflection symmetry. But if you did that, the bottles would fall out of the crate. So we think that 9 is a different answer. It's a sort of left-hand form of 3. But if you disagree, let us know.
So here we might as well list the answer that are the same as 9. They are: 12, 16, and 34.
We now list the rest.
4: 7, 28, 33;
5: 8, 27, 32 (this is the left-hand form of 4);
6: 14, 22, 30;
15: 17, 19, 21.
So Mary can put 5 bottles in her crate in 7 different ways so that no three of them are in a line.


text:
MathType Tip: Advanced Techniques for Adding Equations and Symbols to Word Documents: Part
||MathType 4 and later (Windows)
MathType 5 and later (Macintosh)
This Tip explains how to use Word's automatic correction features to
make the inclusion of MathType equations in your Word documents easier and
MathType and Microsoft Word are powerful tools for authoring documents
containing mathematical notation. While the MathType Commands for Word simplify
this process, by taking advantage of Word's automatic correction features you
can easily insert frequently-used equations and symbols. You can insert
equations by typing just a short keyword; Word will automatically replace the
keyword with a corresponding equation without opening a MathType window. This
Tip explains how to define these keywords in Word and associate them with
MathType equations. We also discuss when to insert simple
expressions (e.g., subscripted variables) as text and when to insert them as
This article addresses Word 2002 (Office XP) for Windows, but also applies
to earlier and later versions of Word for both Windows and Macintosh. Where there are
differences in menus or commands between different versions of Word, they will
Although this article only discusses Microsoft Word, similar features are
available in Microsoft Access, Excel, Outlook, and PowerPoint, but not in
FrontPage. AutoCorrect entries (not AutoText) created in one Office application
will be available in the others.
Note: This article will assume you have basic familiarity with
Word and MathType. If you do not have basic familiarity with both products,
please refer to the appropriate manual, help file, or online tutorial. You must
also be familiar with basic Windows and Macintosh features, especially selecting
and copying objects.
This article will be basic in nature and addresses the following topics:
- Types of automatic correction in Word
- Using MathType with AutoText
- Using MathType with AutoCorrect
- Specific suggestions and examples
We recommend printing this article to make it easier to work through the
steps given in the examples below. After you've mastered these concepts, you can
proceed to a more advanced Tip.
Types of automatic correction in Word
Word has three types of automatic correction: AutoFormat, AutoText, and
AutoCorrect. The options for all automatic corrections may be viewed and changed
by selecting "AutoCorrect Options..." from the Tools menu in Word.
(In some versions of Word, the item is titled simply "AutoCorrect".)
Remember, even though you are changing the settings in Word, the settings will
take effect in all Office applications.
Differences are numerous between the three types of automatic correction, but
there are similarities as well. The names of the three types of correction give
some hint as to their purpose:
AutoFormat is used to change the formatting of characters (such
as changing 1/2 to ½ or *bold text* to bold text) or paragraphs (such as
changing paragraphs to bulleted or numbered lists, based on characters you enter
at the beginning of the line).
AutoText is intended to replace text with other text, but gives
you the option of making the replacement. You can cause a character, a word, a
paragraph, or even an entire page to be replaced after typing just a few
AutoCorrect is intended to correct misspellings and make simple
replacements, but you can also replace entire paragraphs or pages like you can
with AutoText. A major difference is that AutoCorrect doesn't give you the
option of making the replacement; it just does it.
With AutoFormat, you can choose to apply all formatting changes after you've
typed your document, or you can have Word apply each formatting style as
you type. The second method of AutoFormat, which Microsoft appropriately calls
"AutoFormat As You Type," is a source of frustration to many Word users. This
feature is the one, for example, that continues a numbered list after you type
the first element in the list. Let's say you are typing a math test and have numbered
the first question. When you hit enter at the end of the question, Word assumes
you have finished the first item in the numbered list and that you want to start
the second item. Thus, it begins the new line with the next number in sequence
and indents the line accordingly. This may not be what you want, since you may
have more than one paragraph in the question (as in a word problem), or you may
need a new paragraph to list multiple responses.
With AutoFormat (as opposed to AutoFormat As You Type),
you can have Word apply all the formatting changes when you choose
either all at once, or optionally selecting them one change at a time. To
use AutoFormat, select it from the Format menu and follow the
prompts. AutoFormat is useful if you have pasted text into the document
from another document, or when you have AutoFormat As You Type disabled.
Since AutoFormat cannot be used to automatically insert objects such as MathType
equations, we will focus the remainder of the Tip on the other two
automatic corrections – AutoText and AutoCorrect.
(N/A Word 2007)
The second type of automatic correction provided by Word is AutoText.
AutoText is useful for replacing short text strings with several words or
paragraphs. For example, if your name is Frank James and you need to enter your
address several times whenever you prepare a particular type of document, you
can have Word make the replacement for you every time you type the text
Sometimes you will want to write your name without your address, of course, so a
nice feature of AutoText is that Word will display a pop-up asking if you want
to make the substitution. When the pop-up appears, simply keep typing if you
don't want Word to
make the replacement. To make the replacement, press the Enter key, the Tab key,
or F3 (Windows only). This feature can produce surprising results, such as if you were creating
a table with the first names of several people as table headings. If you type
Frank, followed by the Tab key to move to the next column, Word inserts your
full name and address. Any time Word makes an unwanted correction, you can
reverse the correction by selecting Undo from the Edit menu, or by typing Ctrl+Z
In general, AutoText isn't as useful as AutoCorrect for technical papers, but
it has some features that make it more attractive than AutoCorrect in specific
- AutoText is better if
you don't want to replace every instance of the text.
- AutoText lists are easier to transfer to another computer or to share with
colleagues than are AutoCorrect lists. (This feature and the next will be
covered in the advanced techniques Application Note.)
- An AutoText entry may be inserted into the document as a field, which
allows for easy updating if the contents change.
- Word 2007 handles AutoText as a "Building Block", and it works
differently from what is described here. If you're interested in using
AutoText with Word 2007, see the
Microsoft article on the subject.
The third type of automatic correction available in Word is AutoCorrect. This
type of automatic correction is typically used to correct commonly misspelled words (such
as "teh" when you meant to type "the"), incorrectly capitalized words (such as
"archaeopteryx" when you meant to type "Archaeopteryx") or for entering common
symbols by typing their text counterparts (such as entering
© by typing "(c)" or entering ¢ by typing
"c/"). AutoCorrect will replace a simple text string with a character, word,
phrase, or even paragraphs of text.
Both AutoText and AutoCorrect can be used to insert clip art, drawings, or
MathType equations. In this article, we discuss using these features with
MathType. In the advanced features Tip, we discuss using the automatic
correction features to insert clip art and drawings.
Using MathType with AutoText (N/A Word 2007)
AutoText is very useful for inserting common symbols or formulas with just a
few keystrokes. In this section, we'll see how to set up AutoText to insert
MathType equations, and how to use this feature in your own Word documents.
To use MathType with AutoText, follow these simple steps. Although these
steps are specific to Word 2002, you should also be able to use the same
procedure in Word 97, 98, 2000, 2001, X, 2003, and 2004 with little or no
modification. Keep in mind that we often use the word "equation" to mean
anything created with MathType, whether or not there is an equal sign.
Setting up the AutoText entry:
- Insert a MathType equation into your
- Select the equation by clicking on it
- From the Tools menu, select AutoCorrect
- In the AutoCorrect dialog, select the
- Notice the equation is already
inserted into the Preview window. (There is no way to paste an object
into the Preview window. The object is there because you selected
it in step 2 above.)
- Type the replacement text in the "Enter
AutoText entries here:" window. Choose something that is both easy to
remember and is not likely to appear in normal text. In this case,
"limx0" makes sense because the replacement object is "the limit as x
approaches zero". (Actually, you could use the entire phrase "limit
as x approaches zero


text:
). This strange-looking fish was only just discovered prior to the spill (8), and the fate of its population is not yet known. However, the Louisiana pancake batfish is considered to be one of the species that is most likely to have been negatively affected by the oil spill, as well as by the large quantity of dispersants used to tackle it (9).
Little is currently known about how the oil and dispersants are distributed beneath the ocean's surface, and the potential impacts on the region's deep sea species is still poorly understood. Possible effects on fish could include changes to their migration routes and spawning grounds, accumulation of pollutants within their bodies, increased mortality, and even local extinctions (9).Top
Louisiana pancake batfish conservation
No specific conservation measures are currently known to be in place for the Louisiana pancake batfish. However, studies have been undertaken to determine which species are likely to be most vulnerable to the effects of the 2010 oil spill, which may help to prioritise future research and conservation efforts. More information is needed on the region's fish and on the effects of the spill before the fate of unique species such as the Louisiana pancake batfish can be determined (9).Top
Find out more
Find out more about the Louisiana pancake batfish:
More information on conservation in the Gulf of Mexico:
Learn more about newly discovered species on ARKive:
This information is awaiting authentication by a species expert, and will be updated as soon as possible. If you are able to help please contact:
More »Related species
Play the Team WILD game
MyARKive offers the scrapbook feature to signed-up members, allowing you to organize your favourite ARKive images and videos and share them with friends.
Terms and Conditions of Use of Materials
Copyright in this website and materials contained on this website (Material) belongs to Wildscreen or its licensors.
Visitors to this website (End Users) are entitled to:
End Users shall not copy or otherwise extract, alter or manipulate Material other than as permitted in these Terms and Conditions of Use of Materials.
Additional use of flagged material
Green flagged material
Certain Material on this website (Licence 4 Material) displays a green flag next to the Material and is available for not-for-profit conservation or educational use. This material may be used by End Users, who are individuals or organisations that are in our opinion not-for-profit, for their not-for-profit conservation or not-for-profit educational purposes. Low resolution, watermarked images may be copied from this website by such End Users for such purposes. If you require high resolution or non-watermarked versions of the Material, please contact Wildscreen with details of your proposed use.
Creative commons material
Certain Material on this website has been licensed to Wildscreen under a Creative Commons Licence. These images are clearly marked with the Creative Commons buttons and may be used by End Users only in the way allowed by the specific Creative Commons Licence under which they have been submitted. Please see _URL_ for details.
Any other use
Please contact the copyright owners directly (copyright and contact details are shown for each media item) to negotiate terms and conditions for any use of Material other than those expressly permitted above. Please note that many of the contributors to ARKive are commercial operators and may request a fee for such use.
Save as permitted above, no person or organisation is permitted to incorporate any copyright material from this website into any other work or publication in any format (this includes but is not limited to: websites, Apps, CDs, DVDs, intranets, extranets, signage, digital communications or on printed materials for external or other distribution). Use of the Material for promotional, administrative or for-profit purposes is not permitted.


Lap Cards!
Get everyone to get a chair and make a circle sitting on their chair. They have to remember where they are sitting.
A leader has a pack of playing cards (or something else, use imagination!) and gives each youth a playing card. They remember the suit (clubs, diamonds, hearts or spades). Everyone hands in their card back to the leader.
The leader then starts and one at a time pulls out a card and shouts what suit it is. Everyone who had that suit then moves one seat to the left. Your repeat this process.
The youth must move and if there is no free seat beside them, they must sit on the other person's knee. The person with someone or more than one person sitting on top of them cannot move until everyone has moved off them (their suits being called).
This is a race back to the original chair.
Good bonding game!


A Programming Job Interview Challenge #13 Follow up
Under repeated advisement of my work colleage he really wished to see me implement my psuedo code precisely. This made me realize there was one ambigiouity to my psuedo code was stack.Push should only be called if the character is NOT a matching close character. Now onto the code.
public void LanguageTest()
Hashtable language = new Hashtable();
language.Add(')', '(');
language.Add('}', '{');
language.Add('>', '<');
language.Add(']', '[');
bool valid = IsValidExpression(language, "([](<{}>))");
valid = IsValidExpression(language, "({<)>}");
private static bool IsValidExpression(IDictionary language, IEnumerable expr)
Stack stack = new Stack();
foreach (char c in expr)
if (language.Contains(c))
if ((char) language[c]!= (char) stack.Pop())
return false;
return true;
A Programming Job Interview Challenge #13
Basically the question this is looking to solve is handling proper expression syntax/precedence similar to the standard calculator problem of solving 5+5/5=6 as opposed to solving it as 2.
Example of a legal expression: "([](<{}>))".
Example of an illegal expression: "({<)>}".
Which involes a much simpler version of Prefix or PostFix/Reverse Polish Notation ( _URL_ ) than the math expression since there are only pairs of operations. A rather basic psuedo code implementation of this could be done as follows
HashTable Close [ ")" -> "(", "}" -> "{", ">" -> "<", "]" -> "[" ]; Stack holder;
Read expression
do while not end of expression {
if(close.ContainsKey(expression[i])) –Check to see if letter is a closing operand
{ –Reached closing operand, top of stack should be matching opening operand
if(close[expression[i]!= stack.PopTop()) throw InvalidExpressionException
Push (expr[i])
} –Do looping to end of expression


Skip to end of metadata
Go to start of metadata
Redirection Notice
IntelliJ IDEA lets you create a new or import an existing project with a SBT module. SBT is a build tool for your Scala projects. You can also use SBT for Java projects.
1. Create a New Project
Let's create a new project from scratch. To do that, chooseFileNew Projecton the main menu, or click the New Project icon on the Welcome screen. On the first page of the New Project wizard, in the selector pane, choose SBT. On the right part of the page, enter the necessary information, such as project's name, its location and click Finish:
2. View Project Tool Window
Intellij IDEA creates the following SBT-specific directories:
 - target directory - this directory contains compiler-related information such as generated objects and classes.
 - build.sbt file - in this file you can add dependencies, plugins, etc.
 - SBT build directory - this directory contains build-related information such as configuration classes.
3. View SBT Tool Window
IntelliJ IDEA also creates an SBT Tool window. You can use this window for adding tasks, refreshing your SBT projects, attaching or detaching external projects.
4. Import SBT Project
IntelliJ IDEA lets you import an existing SBT project.
To import an existing project, on the main menu selectFile→ Import Project. In the window that opens, select a file that you want to import and click OK.
The Import Project wizard opens.
On the first page of the wizard, select Import project from external model option and choose SBT project from the list. Click Next.
On the next page of the wizard, select the following options:
 - Use auto-import -select this check box to resolve all the changes made to the SBT project automatically every time you refresh your project.
 - Create directories for empty content roots automatically - select this option to add a src directory to your project. When you import a project the scr directory is not created. When you create a project, the src directory is generated automatically.
 Click Finish.
5. Add a Dependency to an SBT Project
IntelliJ IDEA lets you add and refresh dependencies in your SBT project.
To do that, open the build.sbt file and add a dependency.
If you chose the Use auto-import option when you imported your project than your dependency is imported automatically.
If you didn't choose that option then after you have added your dependency in the build.sbt file, press Refresh all SBT projects button in the SBT Tool Window to import the dependency.
You will also see the pop-up message suggesting to enable the auto-import option.
6. Edit SBT Project Settings
IntelliJ IDEA lets you edit the project's settings. This might be helpful if you, for example, didn't specify some options during the project's import.
To edit your project's settings, on the main menu selectFile →Settings→ Project Settings→ SBT.
The SBT page opens. Edit the settings and click OK.
 - No labels
 1. Anonymous
 There is no File > Settings menu item. Doesn't exist.
 1. Anonymous
 You are not using IntellijIDEA I guess
 1. Anonymous
 Cool down man ;)
 2. Anonymous
 For Mac OS, it's IntelliJ IDEA -> Preferences...
 2. Anonymous
 Does IDEA able to create and manage an multi-module SBT project?
 1. Anonymous
 Great question!
 3. Anonymous
 OK, so I created an SBT project. How do I start writing code? I see no command to create a main class.
 1. Anonymous
 Some guy has a video tutorial: _URL_
 I was only able to add code after doing File > Invalidate Caches / Restart.
 4. Anonymous
 There is a typo at the sentence
 When you import a project the scr directory
 It should be
 When you import a project the src directory
 - Ramon Buckland
 5. Anonymous
 On Intellij IDEA Ultimate 14.1.4, there is no src directory tree structure. I have to create them manually. SBT should normally create these folders automatically. I even checked the box labeld "Create directories for empty content automatically" and still it doesn't work.
 6. Anonymous
 I found a bug that import from SBT will invalidate previous configured Scala SDK. I am using IDEA 14.1.2


in ∀'x < M.' φ, where 'M' and φ are (simple or complex) expressions that evaluate to a number and a boolean, respectively. We limit ourselves to *bounded* quantification so that the fragment we're dealing with can be "effectively" or mechanically decided. (As we extend the language, we will lose that property, but it will be a topic for later discussion exactly when that happens.) As I mentioned in class, I will sometimes write ∀ x : ψ. φ in my informal metalanguage, where the ψ clause represents the quantifier's *restrictor*. Other people write this like '['∀ x : ψ ']' φ, or in various other ways. My notation is meant to parallel the notation some linguists (for example, Heim & Kratzer) use in writing λ x : ψ. φ, where the ψ clause restricts the range of arguments over which the function designated by the λ-expression is defined. Later we will see the colon used in a somewhat similar (but also somewhat different) way in our programming languages. But that's foreshadowing. ### Let and lambda ### So we have bounded quantification as in ∀ 'x < 10.' φ. Obviously we could also make sense of ∀ 'x == 5.' φ in just the same way. This would evaluate φ but with the variable 'x' now bound to the value '5', ignoring whatever it may be bound to in broader contexts. I will express this idea in a more perspicuous vocabulary, like this: 'let x be 5 in' φ. (I say 'be' rather than '=' because, as I mentioned before, it's too easy for the '=' sign to get used for too many subtly different jobs.) As one of you was quick to notice in class, when I shift to the 'let'-vocabulary, I no longer restrict myself to just the case where φ evaluates to a boolean. I also permit myself expressions like this: let x be 5 in x + 1 which evaluates to '6'. That's right. I am moving beyond the ∀ 'x==5.' φ idea when I do this. But the rules for how to interpret this are just a straightforward generalization of our existing understanding for how to interpret bound variables. So there's nothing fundamentally novel here. We can have multiple 'let'-expressions embedded, as in: let y be (let x be 5 in x + 1) in 2 * y let x be 5 in let y be x + 1 in 2 * y both of which evaluate to '12'. When we have a stack of 'let'-expressions as in the second example, I will write it like this: let x be 5; y be x + 1 in 2 * y It's okay to also write it all inline, like so: 'let x be 5; y be x + 1 in 2 * y'. The ';' represents that we have a couple of 'let'-bindings coming in sequence. The earlier bindings in the sequence are considered to be in effect for the later right-hand expressions in the sequence. Thus in: let x be 0 in (let x be 5; y be x + 1 in 2 * y) The 'x + 1' that is evaluated to give the value that 'y' gets bound to uses the (more local) binding of 'x' to '5', not the (previous, less local) binding of 'x' to '0'. By the way, the parentheses in that displayed expression were just to focus your attention. It would have parsed and meant the same without them. Now we can allow ourselves to introduce λ-expressions in the following way. If a λ-expression is applied to an argument, as in: '('λ 'x.' φ') M', for any (simple or complex) expressions φ and 'M', this means the same as: 'let x be M in' φ. That is, the argument 'M' to the λ-expression provides (when evaluated) a value for the variable 'x' to be bound to, and then the result of the whole thing is whatever φ evaluates to, under that binding to 'x'. If we restricted ourselves to only that usage of λ-expressions, that is when they were applied to all the arguments they're expecting, then we wouldn't have moved very far from the decidable fragment of arithmetic we began with. However, it's tempting to help ourselves to the notion of (at least partly) *unapplied* λ-expressions, too. If I can make sense of what: '('λ 'x. x + 1) 5' means, then I can make sense of what: '('λ 'x. x + 1)' means, too. It's just *the function* that waits for an argument and then returns the result of 'x + 1' with 'x' bound to that argument. This does take us beyond our (first-order) fragment of arithmetic, at least if we allow the bodies and arguments of λ-expressions to be any expressible value, including other λ-expressions. But we're having too much fun, so why should we hold back? So now we have a new kind of value our language can work with, alongside numbers and booleans. We now have function values, too. We can bind these function values to variables just like other values: 'let id be' λ 'x. x; y be id 5 in y' evaluates to '5'. In reaching that result, the variable 'id' was temporarily bound to the identity function, that expects an argument, binds it to the variable 'x', and then returns the result of evaluating 'x' under that binding. This is what is going on, behind the scenes, with all the expressions like 'succ' and '+' that I said could really be understood as variables. They have just been pre-bound to certain agreed-upon functions rather than others. ### Containers ### So far, we've only been talking about *atomic* values. Our language will also have some *container* values, that have other values as members. One example are **ordered sequences**, like: [10, 20, 30] This is a sequence of length 3. It's the result of *cons*ing the value '10' onto the front of the shorter, length-2 sequence '[20, 30]'. In this made-up language, we'll represent the sequence-consing operation like this: 10 & [20, 30] If you want to know why we call it "cons", that's because this is what the operation is called in Scheme, and they call it that as shorthand for "constructing" the longer list (they call it a "list" rather than a "sequence") out of the components '10' and '[20, 30]'. The name is a bit unfortunate, though, because other structured values besides lists also get "constructed", but we don't say "cons" about them. Still, this is the tradition. Let's just take "cons" to be a nonsense label with an interesting back-history. The sequence '[20, 30]' in turn is the result of: 20 & [30] and the sequence '[30]' is the result of consing '30' onto the empty sequence '[]'. Note that the sequence '[30]' is not the same as the number '30'. The former is a container value, with one element. The latter is an atomic value, and as such won't have any elements. If you try to do this: [30] + 1 it won't work. We haven't discussed what happens with illegal expressions like that, or like ''true + 1'. For the time being, I'll just say these "don't work", or that they "crash". We'll discuss the variety of ways these illegalities might be handled later. Also, if you try to do this: 20 & 30 it won't work. The consing operator '&' always requires a container (here, a sequence) on its right-hand side. And '30' is not a container. We've said that: [10, 20, 30] is the same as; 10 & (20 & (30 & [])) and the latter can also be written without the parentheses. Our language knows that '&' should always be understood as "implicitly associating to the right", that is, that: 10 & 20 & 30 & [] should be interpreted like the expression displayed before. Other operators like '-' should be understood as "implicitly associating to the left." If we write: 30 - 2 - 1 we presumably want it to be understood as: (30 - 2) - 1 not as: 30 - (2 - 1) Other operators don't implicitly associate at all. For example, you may understand the expression: 10 < x < 20 because we have familiar conventions about what it means. But what it means is not: (10 < x) < 20 The result of the parenthesized expression is either ''true' or ''false', assuming 'x' evaluates to a number. But ''true < 20' doesn't mean anything, much less what we expect '10 < x < 20' to mean. So '<' doesn't implicitly associate to the left. Neither does it implicitly associate to the right. If you want expressions like '10 < x < 20' to be meaningful,


Nine anti-debugging techniques for application security
Posted On
By Juris Olekss
Nearly every attack on a software application begins with reverse engineering its code to understand how it works and find flaws to exploit. Once the inner workings of the target application are understood, attackers can tamper with the code, circumvent security restrictions, change app behavior, and steal secret keys and sensitive data—which is why reverse engineering is one of the OWASP top 10 application risks. One of the first steps of reverse engineering is running the application through a debugger.
What are debuggers?
Debuggers allow developers to test their programs under controlled conditions to see how the underlying code reacts. They perform an essential service in allowing developers to check their code for bugs that could stop the app or program from performing as intended or unintentionally provide access to locally stored data or servers.
Unfortunately, while debuggers are not intended to be used for malicious purposes, the debugging process allows attackers to observe an application in action under different conditions and is the basis of most program hacking operations.
Why anti-debugging techniques are important
Since debugging is such a major part of hacking, application protection solutions must deploy anti-debugging techniques to keep programs safe.
As we've looked at before, these anti-debugging techniques enable applications to self-protect even when they are outside of a secure development environment. There are several different strategies employed to enable an app to detect the presence of a debugger being used. Here, we'll look at some of the most important.
Nine anti-debugging techniques for application security
1. Using system API calls
As debugging is common for developers, many systems provide APIs to use in the debugging process. One of the simplest anti-debugging techniques is to employ these API calls to find out whether or not a debugger is being used. For example, the Windows debugging API provides the function KERNEL32.IsDebuggerPresent. As simple as they are to use, API calls are unfortunately also among the easiest anti-debugging techniques to circumvent.
2. Detecting modifications in the code
One of the primary debugging techniques relies on modifying the original code by inserting and removing instructions from code strings. That means that an app can be programmed to correlate these actions with the presence of a debugger and subsequently execute defensive measures. Although this can be difficult to accomplish successfully, it is among the most effective anti-debugging techniques. It is one of the key features of our application shielding solution, whiteCryption Code Protection
3. Using exceptions in code
Debuggers are designed to handle certain exceptions in code. This means that during the debugging process, it's possible to recognize that a debugger is present because of the exceptions that aren't executed. It is a relatively complex process but still well within the remit of a quality cybersecurity professional.
4. Self-debugging
During an application's runtime, a new process can be created that will try to attach itself as a debugger of the original parent process. However, if another debugger is already attached, this process will fail, thus alerting the application to the presence of a debugger. The action can be slower due to the necessity of starting a new process but is among the most potent anti-debugging techniques. Self-debugging is among the variety of strategies that our Code Protection solution offers to detect and prevent debugging.
5. Exploiting bugs in popular debuggers
As a perfect illustration that creating a bug-less program or application is nearly impossible, some of the most widely-used debuggers have flaws that cause them to crash or behave other than intended. By introducing instructions or data values known to cause these problems, the debugger can be revealed and nullified. This anti-debugging technique can be simple to execute for those with knowledge of common debuggers and is also a feature of Code Protection's anti-debugging defenses.
6. Hardware breakpoint detection
Hardware may contain specific debug registers to assist developers in debugging and testing code. As part of a security solution, such as Code Protection, the use of these hardware breakpoints can be read and detected, alerting the application to a debugger's presence.
7. Detecting the libraries commonly used by debuggers
As certain libraries are used by some debugging and instrumentation tools, the application may call for their use. If they are attached, it indicates the presence of a debugger.
8. Timing-based detection
As the debugging process interrupts a program's execution, the latency between expected execution time and the actual one can be used to identify an attached debugger. This anti-debugging technique can be rendered less effective if the code is being executed across a range of different devices where such differences in timing would be normal.
9. Diversifying anti-debugging techniques
When used individually, each anti-debugging technique can be overcome with time and knowledge. By mixing up and diversifying the anti-debugging techniques that are used and spreading them across the code, the task of reverse-engineering the application becomes significantly more difficult. This is a core feature of how Code Protection's anti-debugging defense works with various anti-debug checks being inserted at random places in code so that a hacker is not presented with a uniform or linear challenge.
Stop attacks at the source
Stopping programs and applications from being hacked or injected with malware is a constant struggle for software developers and publishers. As the basis for these hacks is usually reverse-engineering, stopping these attacks at source is one of the most important security battles to win.
Intertrust's focus on robust application protection has seen us create one of the most effective solutions on the market. whiteCryption Code Protection provides an extremely effective package of diversified anti-debugging techniques and multiple other application shielding strategies to secure the entire code base against reverse engineering and tampering, making it extremely difficult and time-consuming for attackers to hack any application under our protection.
To find out more about our whiteCryption Code Protection solution, you can read about it here or get in touch with our team.
whitecryption CTA Banner
About Juris Olekss
A seasoned security professional, Juris has spent more than 17 years in the IT and security industries, with the majority dedicated to software security. Juris currently serves as a Senior Technical Writer for Intertrust's whiteCryption application shielding solutions.
Related blog posts
Five cryptographic key protection best practices
Read more
The biggest mobile app threats of 2020: A recap
Read more
App security 2020: the year in review
Read more


text:
Fantasy Literature: Tales Before and After Tolkien
From Victorian Fairy Tales to Modern Imaginary Worlds
Course Length: 12 weeks (including a reading week & essay writing week)
Entry Requirements: None
Course Content: This course will explore the fascinating world of fantasy literature, from its Victorian roots to its most recent examples. We will start with Victorian and Edwardian fantasists (William Morris, George MacDonald, and the mythology of childhood developed by Charles Kingsley and J.M. Barrie), explore the enormous impact on fantasy of J.R.R. Tolkien's The Hobbit and The Lord of the Rings; evaluate Tolkien's legacy (C.S. Lewis Narnia books, and Terry Brooks and Stephen Donaldson's work); look at the best works of American fantasy (including Frank Baum's Wizard of Oz and Ursula Le Guin's Earthsea series) and debate whether science fantasy exists as a sub-genre by looking at Frank Herbert's Dune, and the Star Wars (extended) mythology. We will end with looking at fantasy in contemporary popular culture, focusing on TV fantasy and its powerful female heroines (including the mythology of Buffy the Vampire Slayer), and some discussion of the future of fantasy as a literary and popular culture genre.
- To introduce and differentiate between modes and types of fantasy literature
- To examine the origins and major themes in fantasy literature
- To explore the literary conventions and stylistic devices employed in fantasy literature
- To explore how fantasy literature responds to contemporary cultural changes and intellectual and social developments
- To investigate recent critical and theoretical debates about fantasy literature
- To analyse and re-evaluate the classification of fantasy literature as "genre" or "popular" fiction
Academic Credit: 20 credits at Year 3 Undergraduate Level
Course aimed at: Undergraduate students and adult learners interested in fantasy literature
Programme Leader: Dr Dimitra Fimi
Additional Information: This is an online course, delivered through Cardiff Met's virtual learning environment.
Additional courses of interest: J.R.R. Tolkien: Myth and Middle-earth in Context
Enrolment and payment information can be found on the Tolkien and Fantasy home page.


Study: Patients with depression less likely to go home after critical limb revascularisation
Lead author James C Iannuzzi
A recent analysis by finds an association between depression and non-home discharge after revascularisation for chronic limb-threatening ischaemia (CLTI). Authors Joel L Ramirez, James C Iannuzzi (University of California, San Francisco, San Francisco, USA) and colleagues write in an online Journal of Vascular Surgery (JVS) article that these results "provide further evidence of the negative impact that comorbid depression has on patients undergoing revascularisation for CLTI," and propose that future studies should examine whether treating depression can improve outcomes in this patient population.
"Recent evidence suggests that depression in patients with peripheral arterial disease (PAD) is associated with increased postoperative complications," the authors begin, noting that problems can include decreased primary and secondary patency after revascularisation and increased risk of major amputation and mortality.
Ramirez et al note that the impact of depression on non-home discharge after vascular surgery remains unexplored, despite this being "an important outcome" for patients. They hypothesised that depression would be associated with an increased risk for non-home discharge following revascularisation for CLTI.
The investigators identified endovascular, open, and hybrid cases of revascularisation for CLTI from the 2012–2014 National (Nationwide) Inpatient Sample, which they explain is "a patient-level administrative claims database that is published annually by the Agency for Healthcare Research and Quality and represents approximately 20% of discharges from US hospitals".
They write that a hierarchical multivariable binary logistic regression controlling for hospital level variation examined the association between depression and non-home discharge and controlled for confounders meeting p<0.01 on bivariate analysis.
Ramirez and colleagues identified 64,817 cases, of which 5,472 (8.4%) were diagnosed with depression, and 16,524 (25.5%) required non-home discharge. They relay that patients with depression were younger, more likely to be women, white, have multiple comorbidities, a non-elective admission, and experience a postoperative complication (p<0.05).
The authors report that, on unadjusted analyses, patients with depression had a 7% absolute increased risk of requiring non-hospital discharge (32.1% vs. 24.9%, p<0.001). On multivariable analysis, they found that patients with depression had an adjusted 50% increased odds for non-hospital discharge (odds ratio [OR]=1.5; 95% confidence interval [CI]=1.4–1.61; c-statistic, 0.81) compared to those without depression.
After stratification by operative approach, Ramirez et al identified that depression had a larger effect estimate in endovascular revascularisation (OR=1.57; CI=1.42–1.74) compared to open (OR=1.45; 95% CI=1.3–1.62).
Finally, the authors write in JVS that a test for interaction between depression and gender showed that men with depression had higher odds of non-hospital discharge compared to women with depression (OR=1.68; 95% CI=1.51–1.88 vs. OR=1.37; 95% CI=1.25–1.51; interaction p<0.01).
In the discussion of their findings, Ramirez and colleagues recognise that the present study is limited by certain factors. For example, they note that their investigation was based on a large national administrative database, in which all diagnoses are determined based upon billing codes. They acknowledge that use of this particular source "may introduce bias and be susceptible to under-reporting of certain comorbidities".
The authors summarise that this study found a novel association between depression and non-hospital discharge after revascularisation for CLTI. Considering the wider impact of their findings, they write: "These results provide further evidence that an increased awareness about mental health is fundamental to care for vascular surgery patients and to understand postoperative pathways."
Please enter your comment!
Please enter your name here


King Edward Primary School Excitement + Determination = Success
Mr Men CoEL
We use the Characteristics of Effective Learning (CofEL) across EYFS (FS1 and FS2). They are the building blocks of how children learn and the qualities they require to be effective learners. If your child comes home with one of these stickers, they have shown that they are an effective learner in their play or learning! We aim for all children to learn our CofEL.


Niobella humfrayi Trilobite
Trilobites Order Asaphida, Suborder Asaphina, Superfamily Asaphoidea, Family Asaphidae
Geologic Age: Lower Ordovician
Trilobite is 40 mm long
Table Head Formation, Random Island, Newfoundland, Canada
Remarks: This is a very rare trilobite. So rare, you are unlikely to see a picture of another. The genus Niobella is more commonly seen from the lower Ordovician near Saint Petersburg, Russia.
Also see: Canadian Trilobites
Rare Niobella humfrayi Canadian Asaphida Trilobite
Trilobites Home Trilobites Site Map


Information provision and health
From today's inbox, a new paper — "Calorie Posting in Chain Restaurants" by Bryan Bollinger, Phillip Leslie, Alan Sorensen. Here is the link (sadly gated).
We study the impact of mandatory calorie posting on consumers purchase decisions, using detailed data from Starbucks. We find that average calories per transaction falls by 6%. The effect is almost entirely related to changes in consumers food choices–there is almost no change in purchases of beverage calories. There is no impact on Starbucks profit on average, and for the subset of stores located close to their competitor Dunkin Donuts, the effect of calorie posting is actually to increase Starbucks revenue. Survey evidence and analysis of commuters suggest the mechanism for the effect is a combination of learning and salience.
Australia has not risen to the food labeling challenge. Perhaps our health ministers should reconsider. After all, if they want supermarkets to disclose unit price, why shouldn't other retailers disclosure even harder to discern quantitative information.
2 thoughts on "Information provision and health"
 /* Style Definitions */
 {mso-style-name:"Table Normal";
 mso-padding-alt:0in 5.4pt 0in 5.4pt;
 font-family:"Times New Roman";
 Reducing calories purchased at Starbucks (or other vendors) is a benefit only if total calorie consumption decreases. Is there any reason to believe that an individual's total caloric intake (daily, weekly, yearly) declines due to calorie posting? Studies of calorie consumption show that calorie consumption is fairly constant over a day/week and that calories foregone at one meal are usually added to a later meal or snack.
 The study found, "Three quarters (10 calories) of the reduction in calories per transaction is due
 to consumers buying fewer items, and one quarter (4 calories) of the effect is due to consumers
 substituting towards lower calorie items."
 Buying fewer items is consistent with less fullness and a greater likelihood of replacing the lost calories later in the day. Also, the amount of calorie reduction is 14 calories according to the paper. It would be interesting if the authors had the incremental cost that Starbucks incurred to see how much it cost to reduce individuals consumption by 1 percent or less of their daily intake.
 2. Milton @ 1
 Another possible is that customers chose a lower calorie food option, that would reduce overall calorie intake in your example. This would seem true if Starbucks taking market share from Dunkin' Donuts customers when they had calorie posting, as seems to be the case.
Comments are closed.


Other than banning it, what is the biggest risk to the price of Bitcoin? What circumstances may kill Bitcoin or bring it down to less than $10?
No one can determine the effect certain threats will cause, but some "popular" threats are:
 - Extreme government regulation.
 - Bitcoin losing to a competitor coin.
 - Technical attacks, including attacks on protocol (51% attack) or attacks on cryptography.
 - Intentional market manipulation to crash the price.
Some factors that can drive these events to be more likely to occur or enable them are:
 - Unresolved technical issues, such as blockchain bloat, or transaction limits within blocks.
 - End of or diminishing block rewards causing people to abandon mining.
 - Increased centralization for whatever reason (advanced technology, zero power costs, etc.)
Your Answer


text:
lamprey eel n
[...]
1883 Science 2.159 New Orleans LA, A superannuated old negro presented himself one morning with a live but rather small specimen of the three-toed siren [=Amphiuma tridactylum]... Long before this, reports had come to me from far and near of the dreaded 'Congo,' or 'lamprey' as it is often called. 1920 Copeia 82.41 LA, While in Louisiana in the Spring of 1915, I collected two specimens of Amphiuma means, and as I kept one alive in a tub for a number of days, visiting neighbors afforded a considerable collection of local names. These were Lamp Eel, Lamphe Eel, Lamper Eel and Lamprey Eel. The latter name is probably the source of the others and the better educated among my visitors assured me that this was the case. 1928 Baylor Univ. Museum Contrib. 16.9, Lamprey Eel... is the name the Siren assumes when it becomes the dreaded animal whose bite is considered to produce instant death. In common use throughout Louisiana and Texas east of the Trinity River. 1932 Monroe News–Star (LA) 5 Dec 1/1, The eel commonly called the lamprey is not a lamprey at all, but a conger eel. The conger eel has the distinction of having rudimentary feet and legs and strong jaws. 1986 Clarion–Ledger (Jackson MS) 21 Aug sec C 1/1 nwFL, I was pleasantly surprised to even see a "lamprey eel" (or "conger" eel, as some fisherfolk call the huge, slithery, legged creatures I used to pull out of old tires sunk in the Indian Bayou as a kid). Being in a museum, the creature is labeled Three-toed Amphiuma.
1968 Delta Democrat–Times (Greenville MS) 8 Nov 4/5, Thorne Crosby, then about ten years old, caught a lamp-eel, also known as a lamprey-eel in local piscatorial jargon, and either label being quite incorrect because what Thorne had really caught was a "water-dog', something that looked sort of like a gar with four feet.


text:
Booknizer has a number of predefined fields for saving information about books. If you download book details from the internet, some of the fields are filled out automatically. Downloaded information may include a book summary, its publishing year, genres, authors, translators, book series and its number in the series, cover, etc.
Among the predefined fields, there is a "Contents" field. Here you can enter the table of contents, which can be helpful in different situations.
Let's consider a typical volume of short stories:
Double-click the page or click the "Edit info" button on the toolbar. This opens a window where you can change details for the book. Switch to the "Contents" tab:
If the field is empty, we can add some information manually. For example, search for the contents of the book on the internet. Another option would be to scan the table of contents and use an OCR program to convert the scanned images into text.
After adding the details, click the "Save" button to close the window and add the table of contents into your database.
Now the table of contents is displayed on the book page, but it's not the only benefit. For example, we can find books by entering some short story's title:
Use the "Description" field on the "Search" tab. If you enter something into this field, Booknizer actually checks 3 fields: book summary, contents, and your comment (the "Comment" tab).