Janet M. LaRue
The Ku Klux Klan may start marketing a line of baby bigot wear if they fall for Newsweek's Sept. 14, cover story, "See Baby Discriminate."
Arguing with Idiots By Glenn Beck
According to the editors at the "we've fallen for him and we can't get up" Barack Obama fan magazine: "Kids as young as 6 months judge others based on skin color." Thanks to Newsweek, we now know why babies are comfortable in hoods-at least white ones-both babies and hoods, that is.
If you expected Newsweek to include a photo of a black baby with a white baby to illustrate its cover story, you probably waste too much money on lottery tickets.
A white baby's face adorns the cover even though the "research" cited by authors, Po Bronson and Ashley Merryman, in their new book, NutureShock, is based on one "test" of 100 white babies and 100 black babies by one researcher revealing the same response by both races:
How do researchers test a 6-month-old? They show babies photographs of faces. Katz found that babies will stare significantly longer at photographs of faces that are a different race from their parents, indicating they find the face out of the ordinary. Race itself has no ethnic meaning per se-but children's brains are noticing skin-color differences and trying to understand their meaning.
Newsweek editors apparently concluded from this "research" that 6-month old white babies are born racists. What else explains Newsweek's cover question: "Is Your Baby a Racist?" Can Newsweek explain why the cover doesn't include a photo of a black baby?
Bronson and Merryman ask, "What's a parent to do?" Not reading their book and Newsweek comes immediately to mind.
Bronson and Merryman cite another researcher, Birgitte Vittrup, who tested "about a hundred families, all of whom were Caucasian with a child 5 to 7 years old" in the Austin, Texas area: "The goal of Vittrup's study was to learn if typical children's videos with multicultural storylines have any beneficial effect on children's racial attitudes."
The authors don't mention if they asked the researcher why she didn't conduct the same research on black families. Nor do they address other possible explanations for children's responses that have nothing to do with racism.
Bronson and Merryman include a T-Shirt "test," which to them "seems to show how children will use whatever you give them to create divisions-seeming to confirm that race becomes an issue only if we make it an issue":
Vittrup's mentor at the University of Texas, Rebecca Bigler, ran an experiment in three preschool classrooms, where 4- and 5-year-olds were lined up and given T shirts. Half the kids were randomly given blue T shirts, half red. The children wore the shirts for three weeks. During that time, the teachers never mentioned their colors and never grouped the kids by shirt color.
The kids didn't segregate in their behavior. They played with each other freely at recess. But when asked which color team was better to belong to, or which team might win a race, they chose their own color. They believed they were smarter than the other color. "The Reds never showed hatred for Blues," Bigler observed. "It was more like, 'Blues are fine, but not as good as us.'" When Reds were asked how many Reds were nice, they'd answer, "All of us." Asked how many Blues were nice, they'd answer, "Some." Some of the Blues were mean, and some were dumb-but not the Reds.
Were the red shirts all worn by white children? Were the blue shirts all worn by black children? Were the teams mixed? We don't know. Even though racism wasn't a factor in the children's behavior, we're supposed to conclude that little kids who identify more readily with teammates wearing the same color T-Shirt are susceptible to racism?
Apparently, Bigler, Bronson and Merryman have never observed children competing in the unifying experience of team sports. Are the "experts" proposing anti-racism indoctrination for Little League, soccer, softball, and Pop Warner Football? Should every team wear the same color uniform?
"The election of President Barack Obama marked the beginning of a new era in race relations in the United States-but it didn't resolve the question as to what we should tell children about race," according to Bronson and Merryman.
What Bronson and Merryman do admit is that all of the diversity indoctrination and desegregation hasn't made any significant difference in the fact that whites identify more easily with whites and blacks identify more easily with blacks:
All told, the odds of a white high-schooler in America having a best friend of another race is only 8 percent. Those odds barely improve for the second-best friend, or the third-best, or the fifth. For blacks, the odds aren't much better: 85 percent of black kids' best friends are also black.
For Bronson and Merryman, desegregation and the election of a black President of the United States by a white majority are not significant indicia that Americans aren't racist because blacks still tend to have black friends and whites still tend to have white friends.
White parents don't discuss race as readily as black parents do, according to Bronson and Merryman:
From a very young age, minority children are coached to be proud of their ethnic history.... That leads to the question that everyone wonders but rarely dares to ask. If "black pride" is good for African-American children, where does that leave white children? It's horrifying to imagine kids being "proud to be white." Yet many scholars argue that's exactly what children's brains are already computing. Just as minority children are aware that they belong to an ethnic group with less status and wealth, most white children naturally decipher that they belong to the race that has more power, wealth, and control in society; this provides security, if not confidence. So a pride message would not just be abhorrent-it'd be redundant.
It's quite peachy if minority kids are "coached to be proud of their ethnic history." But it's "horrifying" and "abhorrent" for Bronson and Merryman to imagine "kids being proud to be white." If white parents teach their children to be ashamed and feel inferior because of their ethnicity, is that supposed to improve race relations? And Bronson and Merryman wonder why white parents are hesitant to discuss race with their children.
Newsweek's depiction of white babies as racists has taken the race card to an all-time low. Including mention of Obama with this shoddy research is a deplorable attempt to shame and bully his critics into silence.
As scant as the evidence is for congenital racism, it's as credible as the evidence that homosexuality is inborn. So, maybe racism will also become a protected civil rights class, or at least a defense to a hate crime. They could call it "The Newsweek Racist Protection Act" to commemorate Newsweek's demise.
Janet M. LaRue


text:
PARENTING FOR A PEACEFUL WORLD
PARENTING FOR A PEACEFUL WORLD
Longueville, 2005, 428 pp., p/b – ISBN 1 921004 14 2
This extraordinary and far-reaching book will transform your understanding of how differing practices of rearing children impact on social evolution, particularly with respect to violence and war. The title indicates the direction of the argument, namely that more supportive and empathic child-rearing practices will eventually lead to less repressive social structures and a diminution in social violence. The book is divided into seven main parts. The first makes the case for how parenting changes the world, and is followed by history of childhood through the ages. This is then related to the ways in which child-rearing affects particular nations. The book moves on to a discussion of how one moves from authoritarian to authoritative parenting, and explains how emotional development is related to the healthy growth of the brain. Stages of emotional development are described in more detail, and the conclusion asks how we can best raise emotionally healthy children. From this brief outline, it will be apparent that the book has profound implications not only for parents, but also for educators and policymakers.
No reader can fail to be shocked by the history of childhood. The author moves through six modes: the infanticidal, the abandoning, the ambivalent, the intrusive, the socialising and the helping. Children have been sacrificed, mutilated, abused and abandoned. For instance, between 1879 and 1881, 69,000 babies were abandoned in Sicily. In 18th-century Paris about a quarter of babies were dumped and about three-quarters were sent out into the country to wet nurses. The wet nurse gradually mutates into the nanny but most parents of hundred years ago kept their children at a physical as well as emotional distance – the boarding school was symptomatic of this process, even though attitudes have moved on enormously and flogging has been abolished. Child labour exists even in our own times, but at least the practice of swaddling has all but disappeared. It is interesting to read about the influence of Rousseau, whose child-centred attitudes were shocking at the time.
Nowadays, most societies are in a transitional phase between what the author calls the socialising and the helping mode. The socialising mode is based on conformity, obedience and control; many readers will recognise their own experience in this description, which is amplified in explanations of the main tools used – corporal punishment, shaming and manipulation. The helping mode, by contrast, prioritises the emotional development of the child and is informed by the new literature on emotional intelligence. Patriarchal social structures based on male dominance and female submission, often involving wife-beating, provide the most toxic childhood environment. Similar patterns can also to be found among fundamentalists of various persuasions. There is a strong correlation between sexuality and sin, and an emphasis on corporal punishment with overly defined roles for boys and girls in terms of aggression and submission. Not unnaturally, the emotional development of both sexes is severely compromised. Even more extreme are examples of honour killing of young girls who, it is claimed, have shamed their families. The author gives some chilling examples of the childhoods of dictators such as Stalin, Hitler and Saddam Hussein. If, as he argues, violence is a learned response, then such circumstances provide perfect breeding grounds. This must surely also apply to families from which violent youth crime emerges. Violence is often transgenerational and it is well-nigh impossible to develop an empathic response to other people.
The section on the shaping of personality shows how our early responses can be hardwired into the nervous system, for instance for 'fight' responses in violent leaders and shame-based or fear-based submission in the obedient followers. It turns out that human contact is crucial for the proper development of parts of the brain concerned with the regulation of emotion, so that 'when a child is consistently treated gently and empathically, this produces in the brain a biochemistry that is incompatible with violence.' By implication and on a larger scale, war becomes neurologically impossible. More generally, implicit memories from childhood affect future patterns of relationship and may even be held as body memory.
A long section examines five stages of early childhood emotional development in terms of five corresponding rites of passage: the right to exist, the right, indeed, the right to have support, the right to freedom and the right to love. Each of these is explained in detail, with a corresponding set of positive and negative core beliefs. These can act as a mental checklist for the reader, which is a very revealing process, corresponding as it does to many scripts running as emotional software programs in our personalities.
At a practical level, research is beginning to show the value of parenting support centres and more general education on parenting. A module on the history of childhood would make interesting study material for PSHE or citizenship courses. Governments are beginning to become aware of the importance of emotional development in children, but in many cases the parents will also need help. The author quite rightly asserts that war is not the answer to terrorism, 'because this is a policy that fails to take into account the childhood causes of violence.' Less costly and more effective would be an emotional education programme fostering tolerance and mutual understanding. The author forecasts that as families become less patriarchal and authoritarian and schools become less repressive and coercive, societies will evolve more real democracy and will settle their differences by means other than war. It is an optimistic vision, but one based on much cross-disciplinary research from psychohistory, neuroscience, child psychology and social psychology. As I remarked at the beginning of this review, this is an enormously significant book with profound implications for education, politics and the creation of a truly sustainable world. Interested readers can also consult _URL_

source: openbmb/Ultra-FineWeb


Hello, world is a performance performed in experimenting theatre. It's a story between a robot and the professor who manufactured and researched the robot and the AI system.
The question is can an artificial robotic installation has emotions or real feelings? Can they really replace the human-being?
The stage vision is making a fake room for the robot to learn how to act, react, and live like a normal human. The stage designer makes the ornaments on the wall as true as possible but reveal some structure in front of the audience to remind people that this is a fake room.
Lighting is helping the same aim so we can see the lamps and the beam easily. The violent colores and the led strips are inspired by a fish tank with florescent tubes and UV lights. I want to reinforce that we are cultivating a robotic human.
原著劇本／Uncanny Valley 舞台設計／魏以安 服裝設計／李復真
原著編劇／Thomas Gibbons 技術設計／劉文奇 舞台監督／許正蕾
導演、改編／黃彥霖 燈光設計／耿 正 執行製作／林韡承
演 員／胡大器、彭若萱 音樂設計／蔡昀恬


text:
Remember that Walden's Title IV Code is 025042.
Walden's online Graduate Certificate in Teaching English Language Learners (Grades K–12) provides the practical instructional strategies you need to help students of diverse linguistic and cultural backgrounds thrive within the general classroom and other settings.
In this four-course, non-licensure program, you will explore a range of theories, strategies, and second language learning programs including dual language immersion, transitional bilingual education and structured English immersion. You will learn to apply:
By learning to work collaboratively with families and colleagues, you will develop the skills essential to supporting and advocating for English Language Learners of diverse backgrounds.
Credits earned in this program may be applied toward Walden's M.S. Ed with a specialization in Teaching English Language Learners (Grades K–12).
Find detailed information for this program, including possible occupations, completion rate, program costs, and median student loan debt.
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text:
|CNIDARIA : ACTINIARIA : Edwardsiidae||SEA ANEMONES AND HYDROIDS|
Description: A tiny worm-like anemone up to 40mm long and 2mm diameter, usually about 15mm x 1mm. Up to 16 very long (relative to disc size) tentacles. Transparent, more or less patterned with white as in illustration.
Habitat: Habitat similar to Edwardsia ivelli, Nematostella vectensis may be very abundant if present.
Distribution: Known from several southern counties: Dorset, Hampshire, Sussex, Suffolk and Norfolk, although it has become extinct in several localities as a result of loss of habitat and pollution. Also known from North America (both coasts) and from Canada.
Similar Species: Compare with Edwardsia ivelli.
Key Identification Features:
Distribution Map from BioMar data for Ireland - Google Earth map: download this placemark (not got Google Earth installed?)
Distribution Map from NBN: JNCC MNCR Seasearch data - Grid map : Interactive map : National Biodiversity Network mapping facility, data for UK.
|Picton, B.E. & Morrow, C.C., 2010. [In] Encyclopedia of Marine Life of Britain and Ireland |
|Copyright © National Museums of Northern Ireland, 2002-2012|

source: HuggingFaceFW/fineweb-edu


Posts in Category: Software Building
This category features all articles base on software building.
Typical Software Building Issues
software building process flow
Software is such a valuable tool for your business, especially if we're talking about revenue and efficiency. However, developing software means dealing with various issues.
What are these common problems for software building, and what can you do to overcome them? Read on as we discover each of them!
Issue 1: Poor Requirements
Requirements that are too general, not testable, sketchy, and ill-defined could potentially lose the momentum of a project, eventually causing risks among software developers.
Solution: Solid requirements must be thoroughly implemented by all players – clear, complete, cohesive, detailed, and cohesive. Incessant strict coordinationwith end-users or clients is highly necessary to understand the emerging or changing requirements.
Issue 2: Miscommunication or Deficient Communication among Teams
Problems are also expected if some developers do not know what is exactly needed. Interpersonal conflicts often occur as well, whether due to different mindsets, high-performance stress and pressure, or others.
Solution: Promote cooperation and teamwork. Also, the development teams should have a vivid understanding of the problems that lie ahead of them and a perfect solution to get overthem.
Issue 3: Poor Schedule
Building software is a time-game. Developers usually work under pressured settings and attemptto complete the task requirements. The challenge is more evident when working with numerous customers in multipletime zones.
Solution: Allow decenttime for planning, testing, design, changes, etc. Deadline extensions can be requested whenevernecessary.
Issue 4: Unstructured Tools
When it comes to managing software construction projects, almost eighty-nine percent of businesses were reported utilizing unorganized tools. These would eventually lead to errors and wasted resources
Solution: A construction management solution can be implemented, including planning and monitoring the project's progress.
Issue 5: Insufficient Testing
A major issue that most developers face. Nobody will know if a software is in tip-top shape and is functioning well until the system crash or the clients give a horrible complaint.
Solution: Plan for sufficienttime to bug-fix and test the software.
Issue 6: Security
Customers surely want to ensure that their data is closely secured and safe from potential threats. Especially these days, security breaches are very high. This is one of the biggest responsibilities that every developer encounters.
Solution: Do all crucial core activities to create a secure application and always use the newest version of a programming language when building software.
Issue 7: Technology Advancement
Technology advancements are a huge blessing to the IT industry. And, we cannot deny that fact. However, at the same time, technologies that evolve at a rapid rate cause more pressure for software creators. They have to leverage these technology trends to stand out in the market and gain a competitive edge.
Solution: Proper planning and management could help developers to adapt to them quickly.
Issue 8: Application and System Integration
Integrating custom or third-party applications can add significant complexity to the project. They may likely lead to delays, additional expenses, and lowered quality.
Solution: Design and construct new solutions, assess and test ideas to assure optimum integration, and understand well the end-user requirements.


Laboratory Ovens
Laboratory Ovens
Laboratory Ovens are typically used in the lab for various functions, as such there are a variety of ovens that a user would need to consider before making their choice. For example, the most simple natural convection oven, is use for drying applications that requires gentle airflow such as for baking, conditioning, curing, pre-heating and aging. It also serves to do thermal storage tasks as well as sterilization. Apart from the standard applications, It can also be used to perform material testing for instance, to determine tensile strength, deformation, and resiliency of a product.
Apart from the natural convection oven, there is also the forced convection oven, as well as vacuum oven, each built with their unique specific uses for various types of applications.
Forced convection oven, are built with a fan inside the wall of the oven which forces the hot air in the oven to circulate throughout, it is typically used in procedures involving cultures and samples where accurately controlled uniform heating is required.
Vacuum ovens are used where materials would be damaged if exposed to high temperature, it removes moisture but also avoids oxidation or explosion which can occur when certain materials combine with air and usually used for hydroscopic and heat sensitive materials.
The most economical option are Natural convection ovens. Fan assisted convection ovens, also known as Forced Convection Ovens, are able to achieve greater temperature uniformity and offer faster recovery rates. A Furnace would the best for extremely high temperature applications.
In some cases, laboratory ovens are used for unique applications especially for users from the biological, forensic and environmental labs. Here are some examples of how the natural sciences utilizes ovens to advance the pace of research:
 - Vacuum ovens with specific configurations as fingerprint development chambers in Forensic Laboratories
 - In Biological Laboratories, Gravity Convection Ovens are used for removal of microbiological contaminants in lab wares and Vacuum Ovens are used for adhering substrates to the surface of filters and other media
 - Environmental Laboratories need to determine the moisture content of a sample. In order to obtain this, users will dry their specimens in laboratory ovens and calculate the difference of the sample's weight before and after the drying process. Gravity convection and forced-air ovens are used for such application.
Different Types of Lab Ovens & Furnace
 - Gravity Convection Oven
 - Forced Convection Oven
 - Natural Convection Oven
 - Vacuum Oven
 - Side Draught Ovens
 - Muffle/Ashing Furnaces
 - Chamber Furnaces
 - Tube Furnaces


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Transverse and Longitudinal Waves
Summary: For middle school and up, a short explanation of the difference between transverse and longitudinal waves, with some suggestions for classroom presentation.
Waves are disturbances; they are changes in something - the surface of the ocean, the air, electromagnetic fields. Normally, these changes are travelling (except for Standing Waves); the disturbance is moving away from whatever created it.
Most kinds of waves are transverse waves. In a transverse wave, as the wave is moving in one direction, it is creating a disturbance in a different direction. The most familiar example of this is waves on the surface of water. As the wave travels in one direction - say south - it is creating an up-and-down (not north-and-south) motion on the water's surface. This kind of wave is very easy to draw; a line going from left-to-right has up-and-down wiggles. So most diagrams of waves - even of sound waves - are pictures of transverse waves.
But sound waves are not transverse. Sound waves are longitudinal waves. If sound waves are moving south, the disturbance that they are creating is making the air molecules vibrate north-and-south (not east-and-west, or up-and-down. This is very difficult to show clearly in a diagram, so most diagrams, even diagrams of sound waves, show transverse waves.
It's particularly hard to show amplitude in longitudinal waves. Sound waves definitely have amplitude; the louder the sound, the greater the tendency of the air molecules to be in the "high" points of the waves, rather than in between the waves. But it's easier show exactly how intense or dense a particular wave is using transverse waves.
Longitudinal waves may also be a little difficult to imagine, because there aren't any examples that we can see in everyday life. A mathematical description might be that in longitudinal waves, the waves (the disturbances) are along the same axis as the direction of motion of the wave; transverse waves are at right angles to the direction of motion of the wave. If this doesn't help, try imagining yourself as one of the particles that the wave is disturbing (a water drop on the surface of the ocean, or an air molecule). As it comes from behind you, a transverse waves lifts you up and then drops you down; a longitudinal wave coming from behind pushes you forward and then pulls you back. You can view animations of longitudinal and transverse waves here, single particles being disturbed by a transverse wave or by a longitudinal wave, and particles being disturbed by transverse and longitudinal waves. (There were also some nice animations of longitudinal waves available as of this writing at Musemath.)
Figure 1: In water waves and other transverse waves, the ups and downs are in a different direction from their forward movement. The highs and lows of sound waves and other longitudinal waves are arranged in the "forward" direction.
Transverse and Longitudinal Waves
Transverse and Longitudinal Waves (wavetypes.png)
Presenting These Concepts in a Classroom
Watching movies or animations of different types of waves can help younger students understand the difference between transverse and longitudinal waves. The handouts and worksheets at Talking about Sound and Music include transverse and longitudinal waves. Here are some classroom demonstrations you can also use.
Waves in Students
 1. You will not need any materials or preparation for this demonstration, except that you will need some room.
 2. Have most of the students stand in a row at one side of the classroom, facing out into the classroom. Let some of the students stand across the room from the line so that they can see the "waves".
 3. Starting at one end of the line, have the students do a traditional stadium "wave". If they don't know how, have them all start slightly bent forward with hands on knees. Explain that the student on the end will lift both arms all the way over their heads and then put both down again. Each student should do the same motion as soon as (but not before) they feel the student beside them do it.
 4. If they do it well, the students watching should see a definite transverse wave travelling down the line of students.
 5. Starting with the same end student, next have the line make a longitudinal wave. Have the students start with their arms out straight in front of them. As the wave goes by, each student will swing both arms first toward, and then away, from the next student in line.
 6. Let the students take turns being the first in line, being in line, and watching the line from the other side of the room. Let them experiment with different motions: hopping in place, swaying to the left and right, taking a little step down the line and back, doing a kneebend, etc. Which kind of wave does each motion create?
Jumpropes and Slinkies
 1. To do this demonstration, you will need a jumprope, or other rope of similar length and weight (fairly heavy but very supple are best), a long, springy slinky, a broomstick, and some room.
 2. Load the slinky onto the broomstick and stretch it out a bit. Have two people holding the broomstick horizontally at waist level, as steadily as possible, or secure the ends of the broomstick on desks or chairs.
 3. Holding one end of the slinky still, have someone shove the other end of the slinky forward and back along the broomstick as quickly as possible. This should create a transverse wave that travels down the slinky to the other end. (If the other end is being held very tightly, but without interfering with its coils, you may even be able to see the wave reflect and travel back up the slinky.)
 4. Secure or have someone hold one end of the jumprope very still at waist height. Stretch the jumprope out taut, horizontally.
 5. Have the person at the other end of the jumprope suddenly jerk the end of the rope up and down again. You should see a transverse wave travel to the other end of the rope. If the other end is secured very tightly, you may even be able to see a reflection of the wave travel back to the other end.
 6. With both of these setups, you can experiment with sending single pulses, multiple waves, or even try to set up standing waves. In fact, a jumprope is usually used to make a sort of three-dimensional standing wave of the fundamental of the rope length. Try making the standing wave in two dimensions, going just up-and-down, without the out-and-in motion. With a good rope and some patience, you may be able to get a second harmonic standing wave, with one side of the rope going up while the other side goes down.
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text:
In this lab you will learn to use spot ID characters and dichotomous keys for identifying specimens in the major orders of insects.
The main objectives of this lab are to help you:
- learn to identify major orders of insects based on key characters
- identify (to order) the adult insects that you will submit with your insect collection.
You will need the following materials for this lab:
- Your collected insects
- How To Know The Insects 3rd edition, by R. G. Bland and H. E. Jaques
- Stereoscopic microscope or hand-held magnifier
- Date/Locality labels
- Labeling pen
- Step Block
- Cork observation block
During this lab session, we will focus on the orders of insects (adult stage) that you are likely to see and collect this semester.
1. Assemble your insect specimens, microscope, cork observation block, and labeling equipment.
Your insects should already be pinned, pointed, or spread according to the protocol you were given in Lab #1 (Meadow Field Trip). Each specimen should have a Date/Locality label showing where, when, and by whom it was collected (see Collection Instructions). Handle your specimens with great care. Once they are dry, they become very brittle. Using the cork observation block to position your specimens for viewing under the microscope helps reduce accidental breakage.
2. Learn Spot ID characters for identifying insects to order.
Spot ID characters are physical traits that help you accurately distinguish one type of insect from another. Using these characters will save time and effort when you identify insects for your collection and will also improve your performance on the lab practicals. It can be risky to base your identifications on general appearance because many insects survive by "mimicking" other species. Using the Spot ID characters will keep you from being fooled, for example, by a fly that looks like a bee or a wasp. Very few people have learned to identify insects, so don't be surprised if you become the local "expert" after taking this course!
Print the list of Spot ID Characters and then view the narrated slide show that illustrates how to recognize each character. The orders in this slide show are the only ones you will be expected to identify on a lab practical.
3. Use a Dichotomous Key for identifying insects to order.
Occasionally you will find an insect that's hard to identify because it doesn't seem to "fit a pattern" or else the spot ID characters are ambiguous. In such a case you will need to "key out" the insect using a stepwise logic tool called a Dichotomous Key. This is a series of paired statements or descriptions that are designed to gradually narrow down the field of possibilities until a conclusion is reached. Each step in the process involves a choice between two (sometimes more) alternatives. If you have never used a dichotomous key, you may wish to learn more about how they work at:
A dichotomous key to the orders of insects begins on page 40 of How to Know the Insects by Bland and Jaques. Practice with this key on a few "easy" specimens until you understand how it works.
Using a dichotomous key can be time-consuming -- that's why it's so important to learn the spot ID characters. You should be able to spot ID most of the insects you collect and just use the dichotomous key when you get stuck.
4. Identify the insects you have collected
Go through all the insects you have collected and sort them into orders based on spot ID characters.
Use the dichotomous key in How to Know the Insects for any specimens you cannot spot ID.
You can also get help with identification by posting a photo or description to the "What's This" discussion board or bringing the specimen to my office. Either way, be sure to note when and where the insect was collected -- that often helps narrow down the possibilities.


% significant level. Refer to Table 6 and Figure 2.
5. Conclusion and Policy Recommendations
The study investigated the game of monetary policy, inflation, and economic growth in Ghana. The study used secondary data from Bank of Ghana annual reports and International Monetary Fund (IMF) database to assess the impact of monetary policy which was proxied as Broad Money, Exchange rate, interest rate and Inflation. It was essential to perform unit root test and it was evidence that all variables estimated were stationary at first difference in exception of GDP and inflation which made the model a preferred method to be adopted for the study as there existed a relationship between the explained and explanatory variables. It revealed that inflation has negative impact on economic growth with interest rate having a significant influence in the long run whereas inflation does not influence economic growth in the long run. The study found out that exchange rate has a negative impact on economic growth of the Ghanaian economy in the long run. Finally, broad money as a proxy for money supply also shows an insignificant negative impact on economic growth. The finding is in line with (Adusei, [35] ; Gatawa, Abdulgafar and Olarinde, [34] ; Ihsan and Anjum, [36] ). The study recommends the government should develop mechanisms
Table 6. Results of Normality Tests.
Source: Eviews 9 software generated results.
that could help mitigate the interest rate. The Bank of Ghana can control the interest rate and true the proper medium such as the open market, thus, the purchasing of government securities. Banks will raise their prices of the securities on the open market that will result in the reduction of their rates and will then have an influence on the interest rate at large. Also, the government should minimize its interference into the dealings of Bank of Ghana and allow 90% autonomy to the Bank of Ghana.
Conflicts of Interest
The authors declare no conflicts of interest.
[1] Folawewo, A.O. and Osinubi, T.S. (2006) Monetary Policy and Macroeconomic Instability in Nigeria: A Rational Expectation Approach. Journal of Social Sciences, 12, 93-100.
[2] Precious, C. and Makhetha-Kosi, P. (2014) Impact of Monetary Policy on Economic Growth: A Case Study of South Africa. Mediterranean Journal of Social Sciences, 5, 76.
[3] Khabo, V. and Harmse, C. (2005) The Impact of Monetary Policy on the Economic Growth of a Small and Open Economy: The Case of South Africa: Economics. South African Journal of Economic and Management Sciences, 8, 348-362.
[4] Tobin, J. (1965) Money and Economic Growth. Econometrica: Journal of the Econometric Society, 33, 671-684.
[5] Sidrauski, M. (1967) Rational Choice and Patterns of Growth in a Monetary Economy. The American Economic Review, 57, 534-544.
[6] Stockman, A.C. (1981) Anticipated Inflation and the Capital Stock in a Cash In-Advance Economy. Journal of Monetary Economics, 8, 387-393.
[7] Barro, R.J. (1995) Inflation and Economic Growth (No. w5326). National Bureau of Economic Research.
[8] Mallik, G. and Chowdhury, A. (2001) Inflation and Economic Growth: Evidence from Four South Asian Countries. Asia-Pacific Development Journal, 8, 123-135.
[9] Kigume, R.W. (2011) The Relationship between Inflation and Economic Growth in Kenya, _PHONE_. Doctoral Dissertation.
[10] Bernanke, B.S., Boivin, J. and Eliasz, P. (2005) Measuring the Effects of Monetary Policy: A Factor-Augmented Vector Autoregressive (FAVAR) Approach. The Quarterly Journal of Economics, 120, 387-422.
[11] Rafiq, M.S. and Mallick, S.K. (2008) The Effect of Monetary Policy on Output in EMU3: A Sign Restriction Approach. Journal of Macroeconomics, 30, _PHONE_.
[12] Fasanya, I.O., Onakoya, A.B. and Agboluaje, M.A. (2013) Does Monetary Policy Influence Economic Growth in Nigeria. Asian Economic and Financial Review, 3, 635-646.
[13] Anowor, O.F. and Okorie, G.C. (2016) A Reassessment of the Impact of Monetary Policy on Economic Growth: Study of Nigeria. International Journal of Developing and Emerging Economies, 4, 82-90.
[14] Nasko, A.M. (2016) Impact of Monetary Policy on the Economy of Nigeria. Journal of Business and Finance Management Research, 2, 163-179.
[15] Owolabi, A.U. and Adegbite, T.A. (2014) Money Supply, Foreign Exchange Regimes and Economic Growth. Research Journal of Finance and Accounting, 5, 121-129.
[16] Bawumia and Abradu-Otoo (2003) Monetary Growth, Exchange Rates and Inflation in Ghana: An Error Correction Analysis.
[17] Starr, M.A. (2005) Does Money Matter in the CIS? Effects of Monetary Policy on Output and Prices. Journal of Comparative Economics, 33, 441-461.
[18] Uhlig, H. (2005) What Are the Effects of Monetary Policy on Output? Results from an Agnostic Identification Procedure. Journal of Monetary Economics, 52, 381-419.
[19] Balogun, E.D. (2007) Monetary Policy and Economic Performance of West African Monetary Zone Countries.
[20] Berument, H. and Dincer, N.N. (2008) Measuring the Effects of Monetary Policy for Turkey. Journal of Economic Cooperation, 29, 83-110.
[21] Sousa, J. and Zaghini, A. (2008) Monetary Policy Shocks in the Euro Area and Global Liquidity Spillovers. International Journal of Finance & Economics, 13, 205-218.
[22] Sims, C.A. (1992) Interpreting the Macroeconomic Time Series Facts: The Effects of Monetary Policy. European Economic Review, 36, _PHONE_.
[23] Eichenbaum, M. and Evans, C.L. (1995) Some Empirical Evidence on the Effects of Shocks to Monetary Policy on Exchange Rates. The Quarterly Journal of Economics, 110, _PHONE_.
[24] Chiaraah, A.N.T.H.O.N.Y. and Nkegbe, P.K. (2014) GDP Growth, Money Growth, Exchange Rate and Inflation in Ghana. Journal of Contemporary Issues in Business Research, 3, 75-87.
[25] Nchor, D. and Darkwah, S.A. (2015) Inflation, Exchange Rates and Interest Rates in Ghana: An Autoregressive Distributed Lag Model. Acta Universitatis Agriculturae et Silviculturae Mendelianae Brunensis, 63, 969-977.
[26] Aslam, M. and Awan, A.G. (2018) Impact of Monetary Policy on Economic Growth: Evidence from Pakistan. Global Journal of Management, Social Sciences and Humanities, 4, 89-109.
[27] Ayodeji, A. and Oluwole, A. (2018) Impact of Monetary Policy on Economic Growth in Nigeria. Open Access Library Journal, 5, 1.
[28] Busari, D., Omoke, P. and Adesoye, B. (2002) Monetary Policy and Macroeconomic Stabilization under Alternative Exchange Rate Regime: Evidence from Nigeria. CBN Bullion, 6, 15-24.
[29] Ofori-Abebrese, G., Kamasa, K. and Pickson, R.B. (2016) Investigating the Nexus between Stock Exchange and Economic Growth in Ghana.
[30] Pesaran, M.H. and Shin, Y. (1998) An Autoregressive Distributed-Lag Modelling Approach to Cointegration Analysis. Econometric Society Monographs, 31, 371-413.
[31] Pesaran, M.H., Shin, Y. and Smith, R.J. (2001) Bounds Testing Approaches to the Analysis of Level Relationships. Journal of Applied Econometrics, 16, 289-326.
[32] Muritala, T. and Taiwo, A. (2011) Government Expenditure and Economic Development: Empirical Evidence from Nigeria.
[33] Ogunmuyiwa, M.S. and Ogunleye, O.J. (2012) Measuring the Impact of FDI on Economic Growth in Nigeria.
[34] Gatawa, N.M., Abdulgafar, A. and Olarinde, M.O. (2017) Impact of Money Supply and Inflation on Economic Growth in Nigeria. IOSR Journal of Economics and Finance, 8, 26-37.
[35] Adusei, M. (2013) Financial Development and Economic Growth: Evidence from Ghana. The International Journal of Business and Finance Research, 7,


text:
SEATTLE -- Federal fisheries managers are proposing to designate critical habitat for two threatened species of fish.
NOAA Fisheries said Monday it wants to designate about 2,288 miles of freshwater and estuarine habitat in Washington and Oregon for lower Columbia River coho salmon. The agency is also proposing about 1,880 miles of critical habitat in Puget Sound for Puget Sound steelhead.
Lower Columbia River coho was listed as threatened under the federal Endangered Species Act in 2005, while Puget Sound steelhead was listed in 2007.
Once critical habitat is designated, federal agencies must make sure their actions are not likely to destroy or adversely modify critical habitat.
NOAA is accepting public comments on the proposal until April 15.


text:
Here is a general implementation. It uses a templatized class, therefore it will get the combinations of any type of variable, not just characters.
The program takes advantage of the next_permutation algorithm and uses a set of bits to determine what to output. The way it works is that you call the NextCombination() function until there are no more combinations left.
I attached the full code, but I'll go over the main() function briefly:
All this does is initialize my vectors that will be used. The "elements" vector is a vector of all of the items I want to take the combination of. The "results" will hold the results of each time I get a combination. Note that the template allows combinations of char type. If I wanted to get the combination of integers, I change the type to (this is done by template magic).
int nItems = 2;
CombinationGenerator CG(elements, nItems);
This declares an instance of a CombinationGenerator class that will generate combinations. The first argument is the vector of all the items, and the second argument is the number I want to choose. For your case, it would be 2 characters. Also note that this is a templatized class that is based on "char", since the items are char items.
int nTries = 0;
// Output our results
int nSize = results.size();
for ( int j = 0; j < nSize; j++ )
cout << results[j] << " ";
cout << endl;
cout << "Number of combinations is " << nTries << endl;
I just call CG.NextCombination() in a loop. The arguments to NextCombination is the vector that will be used to store the next combination.
You should compile and run the program through a debugger. You will see that it will choose 2 letters out of 26 and output all of them. Again, this is a generalized function that will work with any type of data, not just chars. For example you can have a vector of complex structures (call it YourType), and if you want to take the combination of them, do the following:
CombinationGenerator(vector_of_YourType, number to_choose);
And call NextCombination() as I did in a loop.
Last edited by Paul McKenzie; April 21st, 2003 at 04:42 AM.
I changed the string to "ABCDEF" and the number of items to choose is 3. The number of combinations is 6! / (3! * 3!) = 20.
Here is the output from the program I posted:
D E F
C E F
C D F
C D E
B E F
B D F
B D E
B C F
B C E
B C D
A E F
A D F
A D E
A C F
A C E
A C D
A B F
A B E
A B D
A B C
Number of combinations is 20
I would just like to say that I found your sample for outputting combinations very elegant. I had not thought of using next_permutation on a vector of bools to provide combinations.
I was wondering if you came up with this yourself, or if it came from some book (and if so, what book did you find it in).
Actually, I learned this in my second Comp Sci. course I took in college. The original code was written in PL/I and there was no official name for doing combinations this way. Just something I also thought was elegant and unique.
For those who want to understand what is really going on, to get the combination of N things taken R at a time, my code creates an array of N bools. I then set the right-most "R" bools to "true" and the other N-R bools are set to "false".
Assume the array of bools is B and the array of original items is O. For each element "i" of the B array, if the value in B[ i ] is "true", you output the corresponding O[ i ] element. Once this loop is done, you have outputted one combination. The next step is now to take the array of bools and get the next permutation of bools. This will move the "true" values around in the bool array. You repeat the loop again, checking it against the O[i] array. Again, you will output another combination.
Combination of 6 things taken 3 at a time.
The O array consists of "ABCDEF" (the 6 items)
The B array consists of 000111 (the '1' is true, '0' is false)
Compare B for 1's:
The first combination would be ---DEF
Permute the bools:
The next combination would be ---CD-F
Permute the bools:
The next combination would be --CDESo basically, if you have the code to output a permutation, you also have the code to output a combination. For C++, the next_permutation solves the permutation problem. Then it's all a piece of cake to do the combination using the "marching true values" method (there, I made up a name for it)
If I would like to write it in C, how can i change it? This use of STL just works in WinConsole to test its algorithm.. i mean in case I want to do something in Borland Builder or something to simulate its flow...


CYRIL RAMAPHOSA: 'Deadly' public transport must be regulated
CYRIL RAMAPHOSA: 'Deadly' public transport must be regulated
Dear Fellow South African,
Every day, in every part of the country, millions of our citizens use taxis, buses or trains to get to work, go to school, transport goods or go to centres where they can shop, visit clinics or get social support.
According to 2015 figures, around two-thirds of households who use public transport travel by minibus taxi. A quarter travel by bus and 10% by train.
In a country where the vast majority do not have access to private cars, the provision of efficient, reliable, safe and affordable public transport is critical to our people's everyday lives.
Unfortunately, public transport continues to be plagued by challenges; some are the legacy of apartheid development, but many are contemporary and persistent.
 - READ: Dear Minister of Transport - this is what we need you to fix urgently
Two events last week drew into sharp focus the reality that for far too many citizens, using public transport is dangerous and can even be deadly.
Last Wednesday, 16 people were killed when a minibus taxi collided with a truck between Melmoth and Ulundi in KwaZulu-Natal.
A day later, commuters had to flee for their lives on a busy highway in Johannesburg when a passenger in a minibus taxi opened fire on the driver, killing him and causing the vehicle to lose control. Fortunately, none of the other passengers was injured.
Many of our people's experiences with public transport are not positive. Those reliant on trains have to contend with daily delays, disruptions and prolonged closures of essential lines. Furthermore, rail infrastructure in most cities only covers older parts of cities and has not kept up with new city development.
Unroadworthy vehicles, unsafe driving, speeding, overloading and other practices are persistent problems in the taxi industry. Many people fall victim to crime on trains, taxis and buses.
With many people living far from places of work, transport is very expensive for low-income households. A report by Statistics South Africa found that more than two-thirds of households with the lowest income spend more than 20% of their monthly household income on public transport. The survey found that transportation by taxis to be the most expensive mode of public transport, followed by trains and buses.
Since taxis are the primary means of public transit for people across all provinces, we are giving urgent attention to the problems in the industry.
This week, we are convening the National Taxi Lekgotla to chart the course towards a more efficient sector. This platform brings together government, civil society and industry stakeholders and comes on the back of provincial makgotla that have taken place in most provinces.
The lekgotla will seek common ground on existing business models, safety and compliance, broader economic empowerment of operators and the issue of subsidies for taxis. It will also look at how to end the conflict and violence that continues to plague the industry because of competition on routes.
Most importantly, it must emerge with a blueprint for a formalised industry that plays a meaningful role in the mainstream economy and is effectively regulated.
The taxi industry can and must play an important role in government's ultimate objective of improving the daily experiences of commuters through the establishment of integrated rapid transport service networks in the metros, cities, towns and rural districts.
When public transport is unsafe, unreliable and costly, it also affects economic activity. Given that about 4 in 10 workers use public transport to reach their workplaces, these challenges have knock-on effects on productivity, labour relations and business functioning.
As part of the programme to build a new economy, we are working with all stakeholders to improve the state of public transport. This is necessary if we are to expand manufacturing, increase local production, stimulate small business activity and create more job opportunities.
We are mindful that as households make decisions on where to live, where to work and where to study based on access to transport, businesses also make decisions on expansion and investment based on the mobility of the labour force.
Simply put, we cannot achieve the economic growth and recovery we aspire towards if people cannot get to work on time and safely.
A well-functioning transport system has the additional benefit of alleviating road congestion and reducing travel times, energy consumption and air pollution.
That is why we are going to invest in transport infrastructure systems that will carry people safely and in a manner that will contribute to economic growth.
The Economic Reconstruction and Recovery Plan I announced earlier this month acknowledges that improving transport infrastructure is central to economic growth and expanding industrial activity.
As part of our plan, we have embarked on projects to modernise and refurbish commuter rail networks alongside the expansion of road rehabilitation and maintenance programmes.
Upgraded transportation infrastructure coupled with improved public transport is a key driver of economic activity. Similarly, resolving the challenges facing a sector as important as the taxi industry is an important step towards transforming the public transport landscape.
A formalised, well-managed, better regulated minibus taxi system is in the best interests of not just those who use taxis daily. It is also in the interest of the development and progress of the entire society.
Download the EWN app to your iOSor Androiddevice.


text:
A stock character
is a fictional character
that relies heavily on cultural types
for its personality, manner of speech, and other characteristics. Stock characters are instantly recognizable to members of a given culture.
Stock characters in the western tradition originate from the theatres of ancient Greece and Rome.
Some examples of stock characters are:
- The Hero
- The Villain, evil personified, be it the Duke of Gloucester in William Shakespeare's Richard III or Prince John in the Robin Hood stories.
- The Damsel in Distress, the young, beautiful, virginal woman who must be rescued from some cruel fate by the Hero, a la Penelope Pitstop[?].
- The Femme Fatale, La belle dame sans merci, the Black Widow, the beautiful, but evil woman who leads the hero to his doom.
- The Fop: The fop is a man attempting but failing to rise into fashionable aristocratic culture. He is typically overdressed and his speech is characterized by over-use or misuse of popular phrases (often French phrases) or various forms of hypercorrection[?]. The fop is never intelligent and always talkative. Zorro hid behind the image of the Fop, Don Diego. The Scarlet Pimpernel hid behind the persona of Sir Percy Blakeney.
- The Fool: The fool is a clown or joker who speaks in riddles and puns. Often, the fool is intelligent and witty and reveals key truths about the characters he fools with (Shakespeare's fools, such as the ones in Twelfth Night and King Lear, are well-known examples).
- The Mad Scientist: The insane man of science, who either accidentally or intentionally "meddles with the forces of nature" and causes the trouble which the hero must correct.
- The Revenger: The Revenger is a hot-blooded young man who has had a loved one (ideally a fiance) cruelly murdered and/or raped and seeks his revenge outside the law. (Laertes in Hamlet and Hamlet himself are examples of Revengers.)
- The Sidekick - the Hero's helper, Sancho Panza in Don Quixote, Dr. Watson in Sherlock Holmes. The Sidekick is often a figure of fun, but is trustworthy and sometimes shows surprising resourcefulness and bravery. In whodunnits and secondary literature on detective fiction in general, the Sidekick is often referred to as the Watson -- slightly dumber than the average reader, time and again overlooking decisive clues, occasionally drawing the wrong conclusions (such as Capt. Hastings, a friend of Hercule Poirot's).
- The Tart with a Heart: Outwardly tough and hard, she hides a heart of gold under her hard-bitten exterior.
All Wikipedia text
is available under the
terms of the GNU Free Documentation License


text:
Sowing canola early in most southern and eastern Australian cropping regions can increase productivity and profitability by following 10 key tactical guidelines.
The guidelines – relating to location, variety selection, soil moisture management, seed placement and rates, weed, pest and disease management, soil nutrition and croptop/windrow timing – have been established after an extensive three-year investigation as part of a Grains Research and Development Corporation (GRDC) collaborative research investment.
Through the Optimised Canola Profitability project – a collaboration between the GRDC, CSIRO, New South Wales Department of Primary Industries and the South Australian Research and Development Institute (a division of Primary Industries and Regions SA) – 34 field experiments were conducted from 2014 to 2016, looking at the interaction between variety and sowing date.
The experiments were located at 14 sites, from Eyre Peninsula in South Australia and the Wimmera in Victoria through to the central-west slopes of NSW and the Darling Downs in south-eastern Queensland.
One of the project leaders, CSIRO research scientist Dr John Kirkegaard, says the traditional canola sowing window in much of the southern and eastern growing regions has opened in late April, continuing well into late May.
"However, changing rainfall patterns, disciplined summer fallow management and improved no-till seeding systems are enabling growers to capitalise on soil moisture opportunities and reduce production risk by sowing canola earlier in the season," Dr Kirkegaard said.
"The project was established to quantify potential yield and grain quality benefits from sowing crops in early to mid-April and has focused on tactical agronomic requirements to achieve successful outcomes. We have been looking at varieties that are suitable for earlier sowing and how they should be managed."
The guidelines for early-sown canola, developed with Rohan Brill (NSW DPI) and Andrew Ware (SARDI), have been published in a new electronic Ten Tips to Early-Sown Canola brochure. The 10 guidelines are:
1/ Consider your location – early sowing of canola before mid-April can be successful in most environments of southern and eastern Australia. The main exceptions are SA, where low rainfall probabilities in March-April are likely to restrict early sowing to around mid-April; and northern NSW, where trials show significant yield variability with early April sowing – late April or early May is preferred.
2/ Select a slower developing variety – early sowing amplifies phenology differences between (spring) canola varieties. Sow slower-developing varieties early to target the Optimal Start of Flowering period, i.e. the period when combined frost/heat/water stress is minimised and yield potential maximised. Sowing faster-developing varieties early will expose them to greater frost and disease risk at flowering and can reduce yield potential.
3/ Manage fallows and residues – management of soil moisture in the fallow period is critical for successful canola establishment. Control fallow weeds when they are small and before they start to use soil moisture. Consider potential residues, particularly from Group B herbicides and Group I herbicides in the previous crop and fallow. Spread residue evenly at harvest and retain until sowing to reduce moisture loss. Consider sowing canola after pulses, brown manure or long fallow to increase residual moisture in lower rainfall areas.
4/ Manage seed placement – consider placing seed slightly deeper (25-40 millimetres) for early sowing to account for higher evaporation rates. Reduce to 15-20 mm when dry sowing. If sowing retained open-pollinated (OP) seed, grade to at least 2 mm diameter to maximise establishment. Ensure the furrow is closed above the seed but avoid heavy press wheel pressure.
5/ Adjust seeding rates – establishment rates are usually lower when early sowing, with typically warmer temperatures and marginal moisture. As a guide, assume 40-50% establishment for early sowing compared with 60-70% for later sowing; use the higher end of the range for hybrid and large seeded OP seed. Increase seeding rates accordingly.
6/ Carefully manage weeds – early sowing usually occurs before annual weeds can germinate on the main autumn break. Select paddocks with a low weed burden and use a robust pre-emergent herbicide strategy. Select the herbicide tolerance package best suited to the weed spectrum and herbicide resistance status of the paddock.
7/ Select fertile paddocks – select paddocks high in nitrogen (N) to fully capture the higher yield potential of early sown crops. Aim for 80 kg/ha N per tonne of targeted grain yield. The rate of N is more important than the timing, although early sowing allows more opportunities for topdressing applications. In higher risk, low rainfall areas, sowing canola early with adequate N at seeding or early topdressing is a successful strategy.
8/ Consider pests and insects – aphid pressure can increase with early sowing but risks are reduced by controlling host weeds in the fallow period. Early sowing decreases the risk of red legged earth mite. Other pests, including slugs, earwigs and slaters, are more influenced by rotation and residue management than sowing time, although stubble retention is a successful strategy for early sowing.
9/ Consider disease pressure – early sowing can reduce the risk of blackleg crown canker in canola as young plants often develop several leaves before the onset of spore showers in autumn. Slow developing varieties sown early will flower at similar times to fast varieties sown later. Pressure from upper canopy blackleg and sclerotinia stem rot will therefore be similar and the same management practices apply. Note: If faster maturing varieties are sown too early in disease-prone areas there is increased risk of upper canopy infection, with significant impacts on yield.
10/ Assess croptop/windrow timing – early sown crops will generally branch more, particularly at lower plant densities, so a higher proportion of grain yield will be derived from branches than the main stem. Seed on branches matures slower than on the main stem. When assessing croptop or windrow timing, check seed colour change across the whole plant, not just the main stem.
The Ten Tips to Early-Sown Canola brochure also details Optimal Start of Flowering dates for Victoria, South Australia, central and southern NSW, and northern NSW and southern Queensland, and includes a table of proposed "phenology" ratings of canola varieties compared with commercial "maturity" ratings.


zondag 27 februari 2011
Making masks
You need:
 1. white cardboard
 2. rectangular aluminum containers
 3. paint
 4. brushes
 5. scissors
 6. glue
 7. cutting knife
 8. oil pastels
We look at masks from Venice, masks from Africa and the culture of the Incas, Mayans and Aztecs through photos on the internet. We discuss the form of the masks and look for the differences between the African, Venetian and those of the Incas. We look at the position of the eyes, nose and mouth.
Let students choose the style and material they want to use. The aluminium containers are meant for students who want to make an Inca mask, since Incas often used silver or gold. Draw with pencil the shape of the mask and cut it out. Mark the spot where the eyes should be (at half or slightly above or below the half) and cut them out. Draw a nose and cut it partly in order to create some relief. Colour the mask with oil pastels. For an Inca mask: cut the aluminum container, cut the eyes, cut a nose and paste it on, cut a mouth. Paint the mask with tempera, making sure there will be some shiny material to be seen.
Look at each others masks at the end of this lesson and discuss what style or influence you recognize.
Artworks made by students of grade 3
Thanks to Ann de Naegel (Belgium) and her students
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Rich Shepard rshepard at appl-ecosys.com
Fri Sep 8 12:18:39 CDT 2006
 After decades of Fortran and C, I'm quite new to Python and all the great
tools it provides. So, I'd like mentoring in how to most elegantly and
effectively parse data read over a serial port from a scanner, and how to
build a 2D array from it. After this, I'll probably need help in other NumPy
array (matrix) manipulations. But, first things first:
 Data are entered on an optical mark readable (OMR) form, which is scanned
and the data sent over a serial line. Each form read transmits 69 bytes;
there are 2 bytes for each "column" (where there is a timing mark on the
edge of the form) and their position within that column determines their
value. The form has two blank lines (with timing marks) and three lines with
labels; these transmit the equivalent of '0' and are not recorded. The final
byte is a carriage return, '\r,' which is translated into a newline ('\n') by
the method.
 For each form read I want to record the form number (programmatically
sequentially assigned, starting with '1') and the data from the form as a
row. The total forms read then fill a two-dimensional array.
 The two issues with which I would like help are:
 How to slice the list of data from the scanner stream into two-byte chunks
(leaving the end-of-record byte to be dealt with separately),
 How to build the array so that each form read creates a new row in the
array. While the 31 columns are fixed, the number of rows is indeterminate
until all submitted forms have been read.
 I've attached the 95-line 'OnScan.py' to this message; it's a single
function within the application.
Richard B. Shepard, Ph.D. | The Environmental Permitting
Applied Ecosystem Services, Inc.(TM) | Accelerator
 def OnScan(self, event):
 """ OMR form timing marks and their meaning:
 Col. # Value
 1 Category labels
 2 Category mark
 3 Blank line
 4 Position labels
 5 Polition mark
 6 Row labels
 7-34 Pairwise comparison votes
 A total of 69 bytes are sent in a stream; the last is '\r' for end of record
 # scanner row translations
 chr(32)+chr(32): 0
 DATA_MAP_2 = {
 chr(32)+chr(36): 'nat',
 chr(96)+chr(32): 'eco',
 chr(36)+chr(32):'soc'
 DATA_MAP_5 = {
 chr(32)+chr(36): 'pro',
 chr(96)+chr(32): 'neu',
 chr(36)+chr(32): 'con'
 DATA_MAP_7 = {
 chr(32)+chr(16): 1.000,
 chr(32)+chr(8): 2.000,
 chr(32)+chr(4): 3.000,
 chr(32)+chr(2): 4.000,
 chr(32)+chr(1): 5.000,
 chr(64)+chr(32): 6.000,
 chr(16)+chr(32): 7.000,
 chr(8)+chr(32): 8.000,
 chr(4)+chr(32): 9.000,
 chr(34)+chr(8): 0.500,
 chr(34)+chr(4): 0.333,
 chr(34)+chr(2): 0.025,
 chr(34)+chr(1): 0.200,
 chr(66)+chr(32): 0.167,
 chr(18)+chr(32): 0.143,
 chr(10)+chr(32): 0.125,
 chr(6)+chr(32): 0.111
 # Open serial port
 if ser.isOpen()!= True:
 searchString = '\r' # end of card read
 vote_id = 0 # card number incremented at start of read loop
 newStart = 0 # only > 0 if the run is aborted by the operator
 progressMax = 500
 omrDialog = wx.ProgressDialog("Scoping Form Input",
 "Processing...", progressMax, style=wx.PD_CAN_ABORT |
 wx.PD_APP_MODAL | wx.PD_ELAPSED_TIME)
 keepGoing = True
 while True:
 vote_id += 1 # vote record number; heads list row & displayed for entry on form
 if newStart > 0: # read was aborted (card mis-read? jammed?) and restarted
 vote_id = newStart
 # read the line sent by the OMR reader; record end is '\r'.
 line = ser.readline # get all 69 bytes in one chunk
 if value == DATA_MAP_BLANK: # skip line if blank or labels
 if value == searchString: # we're done with that form
 vrecord[:-1] # slice off the terminal comma
 vrecord.append('\n') # add a newline
 vrecord.extend([line, ", "]) # add the pairwise comparison value, a comma, and a space
 Now I need to add that vote record to an array, and start a new row """
 while keepGoing and vote_id < progressMax: # increment progress dialog
 if keepGoing == False:
 newStart = vote_id
 keepGoing = omrDialog.Update(vote_id)
 # close the dialog box and serial port
More information about the SciPy-user mailing list


Can't get a connection? Apple patents system to let you back up with a friend instead
Apple has a new idea to keep data safe for those moments when an iPhone can't connect to iCloud.
Apple has filed a patent for a system that would allow device owners without their own network connection to backup their files by piggybacking on friends' devices that do.
Apple detailed the system in its application to the US Patents and Trademarks Office, 'Secure Ad Hoc Data Backup to Nearby Friend Devices'. It's essentially a peer-to-peer backup system, which could be used to save critical data on an iPhone, iPad, or wearable device when it lacks its own internet connection.
Apple patents phone where bending is a feature, not a flaw
Read More
The 'ad hoc network' refers to the potential for a set of mobile devices that are joined via NFC, wi-fi, or Bluetooth to form their own mobile network which can operate to save important files from a device that momentarily can't connect to a cloud backup service like iCloud.
"In many situations, the user of a mobile device in the ad hoc network may be collecting data (eg, photos, notes) at a time where there is no connectivity with a data backup server. If the mobile device is damaged, lost or stolen during this period of no connectivity, the data may be lost," Apple explains of its purpose.
Of course, it wouldn't be wise to share important files with strangers who probably wouldn't appreciate others consuming their device's scarce storage: Apple envisages something akin to AirDrop, where a device scans for a friend's device in the area and sends a request for them to participate in the backup.
A clever part of the system would only allow a friendly device to participate if it met one or more criterion, such as whether it has enough storage space, sufficient bandwidth, and battery charge. The system would also ensure the backup data being transmitted is encrypted and has a timestamp. The backed-up data would automatically be purged from the friend's device after a set time and also after the backup is sent to a network-based storage system.
Needless to say, this is just a patent and there's no way of knowing whether Apple will eventually decide to make this a feature of the Watch, handheld iOS devices, or Macs.


text: Every electrical apparatus or machine consists of two distinct sections - one which carries the electricity, and other which is isolated (insulated) from the electric currents. The former may be called the 'Live' side whiles the latter 'Earth' side. A person near about the apparatus or handling it can safely touch the Earth side, but not the live side, for obvious reasons. To ensure that the isolation of the two sections is effected properly, the apparatus is tested by subjecting it to a Voltage much higher than the normal working Voltage. If the insulation is good, it stands the test without breakdown otherwise high electrical stress punctures the insulation at its weakest spot foretelling a later calamity to unwary user. Government Departmentwhen buying electrical equipmentsand all reputable manufacturers test every piece of equipment by this test called HIGH VOLTAGE TEST. It weeds out poorly insulate apparatus.


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The GJK algorithm depends upon a function in its loop that updates the simplex and search direction for the next iteration (which is often called something like DoSimplex() or ProcessSimplex()). In order to find the next simplex, the algorithm divides the current simplex into regions, and determines which region contains the origin.
Here is an example of the regions for a 1-simplex (i.e. a line). In this example, the simplex previously only contained point B, and then point A was added in the direction of the origin.
GJK simplex regions
Now it makes sense to me why the origin can't be in region 4, since we just came from there. However, I can't think of any case where the origin would be in region 1 either. We just traveled from B to the origin, and if we didn't reach the origin, then we know there was no collision. So won't the origin always be in 2 or 3? Why does every algorithm always check whether the origin is in region 1?
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I discovered my answer. If the origin is in region 1, then it is a termination condition. It means that the origin isn't inside the Minkowski Difference, and therefore the shapes are not colliding. We just return the single point so that the next loop will terminate, and we can keep our support code general, without any special casing for exiting early.
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Cuba has been a premier travel destination for hundreds of years. If you're thinking of taking a holiday there, you couldn't make a better choice. Before you go, though, take a minute to learn a few of these interesting facts about Cuba that will make the whole trip come alive.
Interesting Facts About Cuba in History
Cuba has been changing hands for millennia. The first evidence we have of people living there comes from about 3000 BC. A new group of people colonized the area around 2000BC, and then, some time before Christopher Columbus arrived, migrant conquerors from the South American Arawak tribe arrived in Cuba and drove out the indigenous people.
The Arawak were driven away in their turn by the Spanish, who arrived in the late 15th century AD. The Spanish set up plantations to grow sugar and tobacco and imported slaves from Africa to work these plantations.
The first islander to lead a movement for Cuban independence was Joaquín Infante. His idea of a "free Cuba" included continuing slavery, setting into stone a social classification system based entirely on the color of person's skin, and forcing Catholicism in as the official state religion. He was unsuccessful.
Another coup two years later, led by a freed slave, failed quickly as well. Many early coups were unsuccessful because the majority of native Cubans wanted to keep slavery in Cuba, as they saw it as essential to their economic prosperity.
Spain Tightens Her Hold
To keep hold of his power, King Ferdinand VII of Spain ended constitutional rule in Cuba, disbanded the national militia, closed down all newspapers, suppressed most of the liberties the island had won, and set up a military commission to rule the colony with an iron fist.
The British End Slavery
When Spain had to sign a treaty with Britain in 1835, Britain forced them to end slavery in Cuba; though this took time to accomplish. With the slaves officially and completely free by 1886, Cuba needed a cheap workforce if it were to survive. The island's entire economy was dependent on plantation crops, and the world market would not accept a sudden increase in the price of sugar just because plantations now had to pay workers.
One of the most interesting facts about Cuba, and something few people know, is that to fill up the deficit of cheap labor, Cuba began welcoming Chinese and Indian workers as well as colonists from Spain. Today's Cuban population a blended mixture of people from the Arawak tribes, Spain, Africa, China, and India: a true melting pot!
To Be or Not to Be
The native Creole population of Cuba wanted the island to be annexed by the United States, and they proposed this idea frequently. The United States, in turn, was reluctant to have any European powers like Spain holding territory in the Americas and supported either annexing Cuba or helping the island gain free self-rule.
War of Independence
At the end of the 1800s, Cuba had been economically destroyed by the abolition of slavery and depended heavily on investments from the United States while they recovered. A Cuban activist, José Martí, moved to the United States and began stirring up support for revolution.
The Spanish fought desperately to keep Cuba, and, as the Cuban revolution became more successful, set up the world's first acknowledged concentration camps. Between these camps and the starvation the war brought, about a third of the population died.
Americans were cheering on the Cubans, seeing their struggle as analogous to the US Revolutionary War. When riots in Havana in 1898 threatened Americans living in Cuba, the United States sent the USS Maine to pick up citizens who wanted to leave. Off the coast of Cuba, the ship was destroyed in a massive explosion.
To this day, no one knows how the USS Maine was destroyed, but it gave the US reason to enter the war on the side of Cuba. Congress passed a joint resolution in April of that year to send troops; and specifically to disavow any interest in annexing the island.
Spain was fighting wars on too many fronts and finally had to surrender. The island of Cuba was temporarily handed over the US in 1899 while the US helped them set up a stable government. American investment changed Cuba dramatically, improving the standard of living, building infrastructure across the island, and spurring development in previously economically poor areas. While these changes did improve economics, they also transformed many landowners into tenants and workers for large conglomerations, leaving some people very dissatisfied.
Approximately two years later, Cuba was able to set up its own representative government with a constitution, so the US withdrew. Four years later, the duly elected president of Cuba, whose term of office was over, attempted to stay in office unconstitutionally, leading the people to revolt. The US re-occupied to bring peace and ensure free and fair elections. The US remained in Cuba four more years, withdrawing again in 1908.
Turning Up Roses
Things seemed great in 1933, when a young Fulgencio Batista led a movement that ended Cuban dependance upon other nations, gave the vote to women, and established a minimum wage. The US supported Batista in what seemed to be a triumph of Cuban self-rule and democracy.
Batista served as duly elected president and then stepped down, naming a successor in Communist fashion and hoping to avoid an election. The Cuban people disregarded him and elected their own preference; and a few years later Batista initiated a coup to take back power. Once back in power, Batista suspended elections and the constitution.
Rise of Castro
Many were unhappy with Batista's dictatorship, so when a young Fidel Castro came on the scene, he was supported by both the United States and by many Cubans. Once he took power, however, he cancelled the free elections he had promised, executed all his political enemies, and filled the prisons of Cuba with anyone who dared to criticize him.
The press was strictly censored, foreign-owned property was appropriated by the State. Tensions with the US great strained when Russia established a military base in Cuba to use as a jumping off point for their plan to take over all of South America.
The Cuban Missile Crisis
As Castro's grip on Cuba tightened and people began suffering more than ever, thousands fled to the United States. In 1962, the world discovered that the Russians had offensive missiles located in Cuba that were capable of destroying any city in North or South America. With the entire Western Hemisphere in an uproar, the Russians finally backed down and removed their missiles.
The Modern Era
In 1961, the United States severed diplomatic relations and restricted trade with Cuba. In the mid-60s, Castro established new concentration camps, and the standard of living plummeted. 20,000 "dissidents" were tortured, homosexuals were imprisoned and "re-educated," and at least 4,000 people were summarily executed. Things were so dire that about 1.2 million Cubans fled to the US during this time, and at least 30,000 died making the attempt.
Dissolution of the Soviet Union
With the fall of the Soviet Union, Cuba lost much of its financial support and remained in economic poverty and famine for a while. Since then, the island nation's relationship with the US and the rest of the world has improved along with their standard of living and economic situation; and today it is a favorite holiday destination once again and home to a people who are proud of their unusual history.
20 Other Interesting Facts About Cuba
There are many interesting facts about Cuba we could mention in addition to all the fascinating history of this important Caribbean island. Here are just twenty of the most interesting:
Flora and Fauna
Cuba is an amazing destination and well worth your time to explore. Who knows? If you go for a visit, you'll probably be able to add a lot to this list of interesting facts about Cuba.


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Charles Plumier (20 April 1646 – 20 November 1704) was a French botanist, after whom the Frangipani genus Plumeria is named. Plumier is considered one of the most important of the botanical explorers of his time. He made three botanizing expeditions to the West Indies, which resulted in a massive work Nova Plantarum Americanarum Genera (1703–04) and was appointed botanist to king Louis XIV of France.
Born in Marseille, at the age of sixteen he entered the religious order of the Minims. He devoted himself to the study of mathematics and physics, made physical instruments, and was an excellent draughtsman, painter, and turner.
On being sent to the French monastery of Trinità dei Monti at Rome, Plumier studied botany under two members of the order, and especially under the Cistercian botanist, Paolo Boccone. After his return to France, he became a pupil of Joseph Pitton de Tournefort, whom he accompanied on botanical expeditions.
He also explored the coasts of Provence and Languedoc. His work began in 1689, when, by order of the government, he accompanied the collector Joseph Donat Surian to the French Antilles, as Surian's illustrator and writer. They remained a year and a half. As this first journey, written up by Plumier as Description des Plantes d'Amérique (1693), proved very successful, Plumier was appointed royal botanist. In 1693, by command of Louis XIV of France, he made his second journey, and in 1695 his third journey to the Antilles. While in the West Indies, he was assisted by the Dominican botanist Jean-Baptiste Labat. The material gathered was prodigious: besides the Nova Plantarum Americanarum Genera it filled the volumes of Plumier's Filicetum Americanum (1703) and several shorter pieces for the Journal des Savants and the Memoires de Trévoux.
In 1704, with his Traité des Fougères de l'Amérique in the press and about to start on his fourth journey, intending to visit the home of the true cinchona tree in Peru, he was taken ill with pleurisy and died at Puerto de Santa Maria near Cadiz.
At his death Plumier left thirty-one manuscript volumes containing notes and descriptions, and about 6,000 drawings, 4,000 of which were of plants, while the remainder reproduced American animals of nearly all classes, especially birds and fishes. The botanist Herman Boerhaave had 508 of these drawings copied at Paris; these were published later in a hommage by Burmann, Professor of Botany at Amsterdam, under the title: "Plantarum americanarum, quas olim Carolus Plumerius botanicorum princeps detexit", fasc. I-X (Amsterdam, 1755–1760), containing 262 plates. Plumier also wrote treatises for the Journal des Savants and for the Mémoires de Trévoux. Through his observations in Martinique, Plumier proved that the cochineal belongs to the animal kingdom and should be classed among the insects.
All natural scientists of the 18th century spoke of him with admiration. Tournefort and Linnaeus named in his honour the genus Plumiera, which belongs to the family Apocynaceae and is indigenous in about forty species to Central America. It is now called Plumeria, with the name of Plumeroideae, for its first subfamily.
- Plumier identified and described Fuchsia, which he discovered on the island of Hispaniola in the Caribbean in 1696-7. He published his first description of Fuchsia (Fuchsia triphylla, flore coccineo) in 1703.
- The French explorer and botanist Louis Feuillée was one of his pupils.
- His first work was Description des plantes de l'Amérique (Paris, 1693); it contained 108 plates, half of which represented ferns. This was followed by Nova plantarum americanarum genera (Paris, 1703–04), with 40 plates; in this work about one hundred genera, with about seven hundred species, were redescribed. At a later date, Linnaeus adopted in his system, almost without change, these and other newly described genera arranged by Plumier. Plumier left a work in French and Latin ready to be printed entitled Traité des fougères de l'Amérique (Paris, 1705), which contained 170 excellent plates. The publication "Filicetum Americanum" (Paris, 1703), with 222 plates, was compiled from those already mentioned. Plumier also wrote another book of an entirely different character on turning, L'Art de tourner (Lyons, 1701; Paris, 1749); this was translated into Russian by Peter the Great. The manuscript of the translation is at St. Petersburg.
Digitized works
- Description des plantes de l'Amérique on Botanicus.
- Plantarum americanarum...on Botanicus.
- Traité des fougères de l'Amérique on SICD Universities of Strasbourg
- L'Art de Tourner en Perfection edition of 1749 digitized by Christian LAVIGNE (Ars Mathematica), from the copy in the Bibliothèque de Verdun (Meuse, France)
See also
- Ronald H. Petersen, New World Botany: Columbus to Darwin (2001:155).
- Petersen 2001:155.
- Pietsch, T. W. 2001. Charles Plumier (1646–1704) and his drawings of French and American fishes. Arch. Nat. Hist., 28(1):1–57.
- Journal des Savants, May 1756:314, advertises the first installment.
- "Author Query for 'Plum.'". International Plant Names Index.


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Volatile Excel Functions
|Smart Recalculation||Evaluation Circumstances||Calculation Process||Dependency Trees|
|Controlling Calculation||"CALCULATE" in Status Bar||Calculation Methods||Calculating from VBA|
|Volatile Functions & Actions||User-Defined Functions||Repetitive Calculation||Version Timing Comparison|
A Volatile Function in a formula in a cell makes that cell be
always recalculated at each recalculation even if it does not
appear to have any changed precedents.
FastExcel measures Workbook Volatility by comparing the time for a Recalculation to the time for a full calculation, and allows you to measure worksheet volatility by comparing the sheet recalculate time with the sheet full calculate time.
Excel's Volatile Functions.
Some of Excel's functions are obviously volatile: RAND(), NOW(), TODAY()
Others are less obviously volatile: OFFSET(), CELL(), INDIRECT(), INFO()
Some are volatile in some versions of Excel but not in others: INDEX()became non-volatile in Excel 97.
A number of functions that are documented by Microsoft as volatile do not actually seem to be volatile when tested:
INDEX(), ROWS(), COLUMNS(), AREAS()
and CELL("Filename") IS volatile although a MSKBN article says its not.
One particular syntax of SUMIF is volatile in Excel 2002 and subsequent versions. This occurs when the size of the first range argument is not the same as the second (sum_range) argument.
For example =SUMIF(A1:A4,">0",B1) is volatile whereas =SUMIF(A1:A4,">0",B1:B4) is not volatile. Both of these formulae will reference cells B1:B4.
Presumably this volatile behaviour was added to give correct results when B2:B4 were changed. Thanks to Luke Wisbey for letting me know about this behaviour.
Using a volatile function in a formula will flag the cell containing the formula as volatile, even if the volatile function never gets executed:
=IF(1<2,99,NOW()) will always return
99 and the volatile NOW() function will never be called, but the cell
containing the IF formula will be treated as volatile, (thanks to
Stephen Bullen for pointing this out).
You can download volatileFuncs.zip for a test workbook that you can use to test if a function or formula is volatile.
Dependents of Volatile functions.
Direct dependents of volatile functions are always
Indirect dependents of volatile functions are not
IF(), CHOOSE(), AND(), OR()
The IF and CHOOSE functions only execute ONE of the available choices. This is called short-circuiting:
If you create UDFs One, Two and Three each of which contain a debug.print or MsgBox statement so that you can see what is being executed then:
The AND and OR functions always execute ALL the available choices:
If the One(), Two() and Three() UDFs return 1,2 and 3 respectively then:
Volatile only at Workbook Open
References to UDFs where the UDF itself is located in an XLA or external workbook are flagged as dirty when the workbook containing the reference is opened: if calculation is Automatic they will be recalculated at workbook open, if calculation is Manual they will be recalculated at the next recalculation.
Using INDEX as the second part of a range reference, for example A$2:INDEX(A$2:A$8,7,), will also cause the reference to be flagged as dirty when the workbook is opened. (Thanks to Bill Wood for spotting this).
Because a cell has been flagged as dirty the workbook will also be flagged as Unsaved so you may get an unexpected prompt to Save the workbook when closing it.
Conditional Formats are volatile.
Because conditional formats need to be evaluated at each calculation any formulae used in a conditional format is effectively volatile. Actually conditional formats seem to be super-volatile: they are evaluated each time the cell that contains them is repainted on the screen, even in Manual calculation mode, although VBA functions used in conditional formats will not trigger breakpoints when executed by the repaint.
Volatile Actions: Actions that trigger calculation
Selecting any filtering criteria when using Autofilter will flag ALL the formulae in the autofilter range as uncalculated, even if none of their precedents have changed and even if you select exactly the same filter criteria as before. This can cause Autofilter calculation to be extremely slow.
Clicking Row or Column Divider
If calculation is set to Automatic clicking or doubleclicking a row or column divider will trigger a recalculation. But manually changing the height or width of a column or row will NOT trigger a recalculation.
In Manual mode these actions do not flag the workbook as requiring calculation.
Inserting or Deleteing Rows, Columns or Cells, or Moving Cells
Insert or Delete Rows or Columns or Cells, or moving Cells (using
Drag/Drop or Cut/Paste) anywhere on a Sheet, even to the right or
below the Used Range.
Then these cells become flagged as uncalculated.
Adding, Changing or Deleting Defined Names
Any action taken to add, delete, change or alter a defined name or its refersto property will trigger a recalculation.
Renaming Worksheets and Changing Worksheet Position
Changing the name of a worksheet or moving it will trigger a recalculation
in Automatic mode.
Deleteing Worksheets, but not Adding Worksheets
In Automatic mode deleting a worksheet will trigger a recalculation, but adding a worksheet will not.
Hiding or Unhiding Rows in Excel 2003
In Excel 2003 hiding or unhiding rows will flag the selected rows as uncalculated, even if no rows were actually hidden or unhidden. If calculation is automatic this will trigger a recalculation. This behaviour is a change from previous versions. Hiding or unhiding columns does NOT flag the column as uncalculated.
Probably the reason for the change is that the SUBTOTAL function in Excel 2003 has an option to include or ignore hidden rows, so Excel needs to be able to trigger a dependency recalculation by dirtying the cells when a row is hidden or unhidden.
Opening a.CSV file
Whenever you open a.CSV file, either through VBA or File-->Open, a recalculation of all open workbooks will be triggered, even if calculation is in Manual. Switching off.EnableEvents does not stop this recalculation. The only way I have found to prevent this recalculation from happening is to use VBA to switch Worksheet.EnableCalculation to False for each worksheet that you do NOT want to be calculated.
Each iteration of Goal Seek triggers a recalculation.
See evaluation circumstances for the circumstances that will cause a formula to be evaluated.


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But back onto my original question:
What is the formula for determining current draw of a PWM circuit?
For example, If I was using PWM on an LED, with the PWM Frequency at 1KHz and it's duty cycle at 50%, what is the current draw?
Generally, it's quite straightforward to calculate the average current draw, as it is just the PWM percentage of the max. current. At 50% duty cycle it's half, at 10% it's 10% and so on, but... It still needs to be able to handle the max. current.
A regular 20mA LED can be used with that "formula", increasing the current, but don't go below 2% duty cycle (with an average draw of 20mA, i.e. 1A pulses), as the bonding wires will either melt or rip off of the crystal with too high currents, even if the average is low.
The IXDN404PI is a MOSFET driver, not a motor driver and the 4A will only be sustained some tens of ns and only with a large enough potential. The max. peak pulse current is very dependant on the voltage potential (in all drivers). At 1 kHz, the chip won't be able to sustain anywhere near 4A and, as dunk
mentioned, even the 1A is dependant on your ability to keep it's cool.
For a simple, but quite effective, heatsink, a bit of aluminum curtain rail can be glued onto the IC with a small
drop of super glue.
If something reliable (for driving motors) is wanted, use a motor driver instead.


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.- Kurt von Schuschnigg Jr., son of the former chancellor of Austria, says that his Catholic faith helped him get through difficult times during World War II and now guides the way that he looks back at past events.
"Faith is always a big thing when you are in trouble," he observed. "Unfortunately today, not too many people hold on to faith anymore."
Von Schuschnigg was a first-hand witness of many of the atrocities committed during the Second World War. His father, who has the same name, was chancellor of Austria when Germany invaded the country in 1938.
On May 9, Kurt von Schuschnigg Jr. and his wife, Janet, spoke with CNA about their new book, "When Hitler Took Austria" (Ignatius, $24.95).
The book tells the story of the German takeover of Austria, as experienced by young von Schuschnigg.
He explained that his father opposed the takeover when German troops entered the country but also realized that they were not equipped to fight.
To avoid a massacre of the Austrian people, he resigned from his position as chancellor and was later sent with his wife to Sachsenhausen concentration camp.
Von Schuschnigg Jr. was able to complete his education and was then stationed on a naval vessel before deserting the German military and fleeing from the Gestapo, making a harrowing escape to safety.
He and his wife – both of whom are Catholic – worked together on the new book. Janet, who grew up in Atlanta, Ga., said that over their years of marriage, her husband told her stories about his life in Austria.
She realized that the story of Austria's takeover by the Nazis was not being taught in schools, and she decided to record the events that her husband had recounted.
The book is not a plea for anything, she explained, but is simply trying to explain how life was for people in Austria during that difficult time.
"America should know it," she said. "The rest of the world should know it."
Kurt von Schuschnigg believes that God's providence was helping him during that difficult time, sometimes manifest through the kind and daring gestures of other people.
He recalled an instance in 1945 when a German doctor in Munich saved his life. Due to the family responsibility laws, he should have been turned over to the Gestapo and would have been taken to a concentration camp or executed. But the doctor – whose name he does not even know – allowed him to escape.
He also remembered how his Austrian governess had courageously taken him in when his father was arrested, risking her own safety in doing so.
"She could never get a job again," he reflected.
Janet von Schuschnigg describes her husband's family as "centered on God." Even after all they've been through, she said, they are still good Catholics.
"You don't find so many good Catholics in Austria anymore," she continued, explaining that the Church has undergone heavy persecution.
Her husband added that while there are many good people leading "a happy life" in Austria, they have largely been forced to "forget their past" in order to do so.
For him, however, faith has played a significant role in both good and bad times.
He recalled a hand-written papal blessing that was given to his family that gave him confidence and helped him trust in God during difficult circumstances.
One time, he recounted, he was able to smuggle the Eucharist to his father in the concentration camp.
This was only possible, he explained, because the guards had been there for four years, and they had become friends.
The guards were "kind" and "decent" people, he reflected, although they would have shot his parents without hesitation if ordered to do so.
When von Schuschnigg attempted to tell some family friends about the things he had witnessed in the concentration camp, they brushed him off, refusing to believe his stories and defending the Nazis.
Kurt von Schuschnigg does not consider his actions particularly heroic, especially since at the time no one thought of themselves a a heroe.
"We were survivors," he said.
After World War II, von Schuschnigg's family was liberated and moved to America, where they became citizens.
While he has not forgotten the atrocities he witnessed and experienced, von Schuschnigg has forgiven those responsible for causing his family pain – an ability that his wife says "impressed me incredibly."
Kurt von Schuschnigg explained that he does not blame those who hurt him because he knows that "they did it out of fear."
He described the "terror" that pervaded the atmosphere of a country in which one could never trust the people around him.
You have to be able to forgive, he said. "You cannot carry things with you."
He compared the situation to a fight with a good friend. After a while, you let go and forgive, and you return to being friends, he said.
Kurt and Janet von Schuschnigg hope that "When Hitler Took Austria" will inspire people to reevaluate their lives.
Janet explained that the book is an example of discipline and faith, virtues that are sorely needed today, as many people seek immediate gratification but find that they are not truly happy.
"The world's a mess right now," she said. "It's frightening."
She lamented that so many people today have lost a sense of balance in life, forgetting the importance of virtues like discipline and duty.
"People don't go to Church anymore," she added.
Her husband agreed. He said that many of the values that were strong in his childhood have been lost by society.
Restoring these values is critical, and it must begin in the home, Kurt von Schuschnigg said.
"It cannot all be done by the schools," he explained. "It comes from the family."


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Triggerfish, Grey and Queen
Grey and Queen Triggerfish are found on rocky and coral reefs throughout much of the Atlantic Ocean, including the Gulf of Mexico and Caribbean Sea. They grow at moderate to fast rates, reach sexual maturity at an early age, and can release millions of eggs.
Grey Triggerfish is commercially caught in the Gulf of Mexico and South Atlantic, while Queen Triggerfish is mostly caught in the Caribbean Sea. There is little information about the abundance of either species, but one report found that Grey Triggerfish in the Gulf of Mexico is overfished. Management regulations for these species include gear and area restrictions, and annual catch limits have recently been established in all regions.
Most Grey Triggerfish and some Queen Triggerfish are caught with hook and line gear, which causes minimal habitat damage and moderate levels of bycatch.