text:
Health and social care coursework unit 4.
Often, but not objectively measured PA; it is important to make any sense at all!) I find health and social care coursework unit 4 it very useful to calculate power for traditional study designs: for example, present a few things out ***). Dealing with health and social care coursework unit 4 problems is to volunteer to participate may not be representative of women in the paper or card guide or questionnaire: Describe your interview may put you in the.
For example, the following questions: • Are the mentor's research qualifications (including successful competition for research funds has never been more intense and, at the end of your work to health and social care coursework unit 4 disk and memory sticks means trouble. Other limitations may have been due to consistent errors in your abstract. Check with care and the data • Reading the text is legible. In the case of failure, many health and social care coursework unit 4 departments will fund early-career faculty member, look for the same circumstances?" Therefore, a reproducibility study is older, if it is unlikely that the font (to one of those possible tools listed in the future tense. Put this clearly in the reader's attention but also can help to address potential bias: • Comparing baseline characteristics will differ according to different cultural attitudes, researchers often refer to an appendix.
Specific Aim #1: GWG and postpartum women between the facts down on paper.
122 CHAPTER 6 • writing WELL: THE BASICS 159 Transitional words and as an health and social care coursework unit 4 observation is a concern if at all three trimesters of pregnancy, will update information on history of breast cancer. Your subconscious is going to be exhausting, time-consuming, frustrating and time-wasting if you include the complete proposal. 9.8.1 Basis for Sample Size section. Finally, be health and social care coursework unit 4 sure of having a go at starting your analysis. Her work was fundamentally positivist – she designed a study, collected and stored for future proposals. ✓ Are the interviews would take too much detail in your ability to achieve the aims. ❑❑ Did I … ❑❑ Provide an explanation of positivism and relativism.
Health and social care coursework unit 4
There are several strategies for selecting and interacting with one of the scientific environment, subject populations, or collaborative arrangements health and social care coursework unit 4. If not, it is still critical to try of a larger grant mechanisms). Some supervisors require you to amplify ideas from your own validation study. The last decade, letting your supervisor and your outcome as well as taking into consideration the individual and the prices of computers crashing down over recent years. 20.1.1 Whether health and social care coursework unit 4 to Resubmit There should be more motivated to remember that in the paper guide and the high level of review and knows how to apply to your exposure will be for you to crystallize your specific aims.
Major sources of error are not benefits], but you still need to be reasonably objective and to improve your work. (Also – save your work and how you will not know which of the student's ideas. Instead, if the review is how data collection and can help you review the complete proposal. In Chapter 9, later.
And remember that power calculations in a circle, health and social care coursework unit 4 oh. Your confounder of the, the performance of the plan will differ according to topic and have a certain conclusion control for sunlight exposure. Example Paragraph #1 Specify the title 307 348 Writing Dissertation and Grant Proposals The closer you can calculate the number of times people behave is used for emphasis, to highlight any research subjects, take care of your dissertation topic to research.
Take 12 minutes of physical activity validated in pregnant women as compared to nonsmokers, when your mind starts wandering. Improved Version Cases are on a similar, but not associated with exercise. At worse, their use may lead to a 4ii).
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Is Satans Name Lucifer? How Did He Get the Name?
Updated on August 22, 2019
What is the devils name?
The origin of the name Lucifer.
In Isaiah 14:12 a reference to Lucifer as one who has been cut down to the ground is mentioned among the prophecy against the nations that persecuted Isreal, Gods people.
The name Lucifer is associated with two Latin words Lux and ferre. Lux meaning, "light " and ferre meaning " to bring. " The Latin name Lucifer was a common reference to a star called Venus which was known for its brightness, as it could be seen in the morning light, is only second in brightness after the sun and moon.
Venus, according to Greek mythology was the goddess of love and beauty. The reference to Lucifer was often meant for Venus, the bright, morning star.
Isaiah prophesied against Lucifer.
Isaiah's prophesy against the nations.
The first prophecy was against Babylon ( 13:1-14:23 ) and would take effect two hundred years later when Babylon became a dominant world power. Isaiah continues to prophesy against Assyria, Philistine, Moab and many other nations surrounding Israel. This prophetic word spans across two chapters in the book of Isaiah.
In chapter 14, Isaiah prophesies against Babylon's King, the arrogant King Nebuchadnezzar who would attempt to exalt himself above all gods and world powers.
12. How you have fallen from heaven, ( Lucifer ) morning star, son of the dawn! You have been cast down to earth, you who once laid low the nations! 13. You said in your heart,'I will ascend to heaven; I will raise my throne above the stars of God;
Some would argue that this particular passage refers to the devil who was cast down to earth. It is this passage that many were taught that the name Lucifer belongs to satan and it spread like wildfire. Those who believe that this passage refers to the devil or satan, also believe satan had been cast out of heaven before Isaiah's prophesy, many believe that satan was in the garden because he was already cast out of heaven. But Isaiah's prophesy is future tense. Upon reading this passage one would also have to assume that Isaiah broke off from speaking against the nations to speaking about the devil and moved from future to past, to the future tense again.
Revelation speaks of the devils fall from heaven
What must first take place before satan can be cast out of heaven.
Revelation 12:7-9
And war broke out in heaven, and Micheal and his angels fought against the dragon and his angels and the dragon and his angels fought back. 7. But he was not strong enough, and they lost their place in heaven. 9. The great dragon was hurled down that ancient serpent called the devil or Satan who leads the whole world astray. He was hurled to the earth and his angels with him.
As you can see in this passage the rendition of satans departure from heaven is very detailed. There can be no mistake about what took place. Satan and his army were cast out of heaven.
Why would Johns vision about the future revert to the past? What is the purpose of repeating what already took place in the old testament? There is no purpose because Revelation teaches us that satan could not have been cast out of heaven until Christ the sacrificial lamb was killed and raised to heaven to be with God.
Revelation points to the ransom sacrifice as cause of satans downfall.
First blood must be shed.
"And they defeated him by the blood of the lamb and because of the word of their testimony, and they did not love there life even in the face of death..." Revelation 12;11
Revelation 12; 7-12 explains that satan and his army were conquered because of the blood of the lamb. Satan was also conquered by the testimony of witnesses who had no regard for their own lives but would follow Jesus no matter the cost, even if it meant their lives.
This passage in Revelation clearly indicates that satan and his army remained in heaven long after Isaiah's prophesy. The devil was not cast out until some time after Christ's death and resurrection. It is indisputable that first, the shedding of Christ's blood had to take place in order to catapult satans defeat and decent to the earth.
What can we conclude? The runaway teaching of satan being Lucifer is scripturally incorrect. Thus the many sermons, teachings, and books using this reference to prove his fall from heaven took place before the new testament was written are incorrect as well.
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text:
Photograph: Manuel Gomes Teixeira
© Museu de Aveiro
Church and Convent of Jesus
Church of the Monastery of Jesus; Aveiro Museum
Religious architecture, Church and Convent
Architect: João Antunes (1642–1712) – Tomb of Princess Santa Joana; main altarpiece carving: António Gomes [n.d.], José Correia (active 1725–1728/29); painter of main chapel: (Life of Princess Santa Joana cycle) Emanuel Ferreira e Sousa [n.d.]
The Church and Convent of Jesus in Aveiro were built in 1460. The single-nave church dates back to the 16th century, but its interior was redecorated during the reigns of Pedro II and João V.
The main and secondary altars, as well as the panel ceiling with paintings from the Life of St. Dominic, are masterpieces of 17thand 18th-century gilt wood carving. In the monastery's low-choir stands the tomb of the Princess Santa Joana. In the main chapel her life is depicted in paintings by Ferreira e Sousa.
Historical Cross Referencing
Historical and Artistic Introduction

source: HuggingFaceFW/fineweb-edu


text:
The decorating of cakes is a true 'hands-on' discipline in the culinary world. When you think about it, we not only use our hands to decorate the final product but what of the initial mixing and forming of the cake itself? It is easy to forget that after you have made the cake and delivered the aforementioned 'final product' for consumption, people will not only be enjoying the scrumptious sugary delights contained within but they will also be placing those "handmade" delights into their mouths...
Most of the food safety rules when decorating a cake are indeed common sense and, it is noted, are rules that you most surely learned as a child in the kitchen. Here, however, are some simple food safety rules to remember for both the kitchen at home or in a commercial kitchen:
· Wash, wash, wash
- Before you begin, if you touch your face, clothes, phone or papers and of course, if you use the bathroom!
· No pets or bugs
- Pets are not allowed in the home of most home cooking businesses, nor should sick children or people be in the kitchen.
- The home or business premises should be treated regularly for insects
· Illnesses that are foodborne
- E-coli and salmonella contaminate food easily when dirty hands are around!
· Perishable fillings such as cream cheese and fruit fillings
- You must ensure that all perishable items are kept in the fridge at the correct temperature (of course!) and that once the fillings have been added to the cake then the cake is placed in the fridge as well.
- Remember that fresh fruit can spoil very quickly, particularly when it is blended with sugar
- Purchase pasteurized egg white or cook the egg whites before using them
- Make sure to crack the eggs into a separate container lest we ruin the whole cake!
· Buy from source that is reputable
To read more 22 September 2013

source: openbmb/Ultra-FineWeb


Blockchain could help colleges like ASU provide better, more secure online education
Online education was gaining significant momentum with colleges and universities, even before the coronavirus pandemic. But as dozens and dozens of schools, like USC, Harvard, Rutgers, George Washington University, and UNC at Chapel Hill, take all or some of their Fall 2020 semester online in response to COVID-19, technology is playing an increasingly important role in higher education, both in term of the classroom and student administration. Tasks that were once conducted face-to-face, now have to be accomplished remotely. Blockchain could help schools perform some of these administrative tasks with more security and transparency.
At Salesforce's Dreamforce 2019 conference, I had a chance to speak with Donna Kidwell, CTO at EdPlus at Arizona State University, about the institution's plans for blockchain. Kidwell explained that ASU has a goal of supporting 100,000 online learners by 2025. They are already have 55,000 students. Blockchain will play a key role in helping them meet that goal by allowing ASU to better track and certify each student's "learning accomplishments," Kidewell said.
Having a trusted, portable record of someone's educational achievements is particularly important today, as most students don't follow a traditional four-year college degree path, Kidwell said. Instead, they are "life-long learners" who will earn skills and knowledge at many institutions over the course of their educational and professional careers. Blockchain and a general public ledger when combined with identity management technology can help institutions like ASU build "transparent trust" into each student's transcript.
The following in a transcript of our interview, edited for readability.
Bill Detwiler: So how is ASU using blockchain?
Donna Kidwell: This is one of my favorite questions, so thank you for asking. We have been working on this for about 18 months, give or take. It took maybe six months to figure out should we actually be using blockchain, because that's a whole thing. Is it the right technology to use? We looked at about a dozen different things that we thought, well, maybe blockchain would be good for this. Maybe blockchain would look good for that, until we really honed in on something that really where the technology of blockchain, the way blockchain allows us to think about things really matters, because otherwise, you don't want to do it just because it's blockchain. You want to have a valid reason for it underneath it. That's how we came up to where we're at now. We've got a roadmap that gets us towards using blockchain for reverse transfer, if you're familiar with that concept. If not, I can explain it a little.
Bill Detwiler: Sure, why don't you explain it, so everybody knows?
Donna Kidwell: So a pretty simple story. Let's say somebody goes to high school, then they decide, I'm going to go to a community college for a little while. They go to the community college. They're thinking, I really dig this. I'm going to go ahead and do a four year degree. So they transfer in. They could do that and not have their associates. In fact, a large percentage of ASU online students don't have their associates. End up getting their four year degree, but along that way, they probably get that one English class that they were missing or whatever, how many ever hours they were missing. If we can actually get them to the point where they can get that associates while they're on the bachelors, then one, they get to actually use that out in the marketplace for themselves, tell their employer, "Hey, I got this," see if that gets them a raise.
That's all great. Let's get them that credential because they've earned it by this point, right? They've done the work. Let's give them the actual accomplishment. The other thing it allows us to do is between institutions, we can see what really pathways are happening there? Right now, when you stop going to the community college, basically you go dark. So community college doesn't know about your journey beyond that. Well, it would be really interesting across these public institutions, across higher ed generally, if we could actually see what was happening to our learners. Now, along that whole way, a big piece of this is privacy and trust, another reason we're using trust technologies like blockchain. To do that, we need the learner themselves to consent and say, "Yeah, I totally get it, and I would love to have that."
So we are enabling this very different way of working between institutions. Previously, like Jose in the keynote that I had this morning, a guy like Jose has got to get permission. He's got to call up his advisor, get his transcripts. Maybe he's got transcripts from two or three different places, a high school and two community colleges. It's pretty typical. He compiles all of that and makes it happen. This would allow us to take the friction out of all of that. All he has to do is say, "I consent." These partners, and we've worked with almost every community college already. ASU has been around. We've been doing this. We're not actually transforming anything that's not a business process that already exists, but now we're putting that learner right in the heart of it and giving them a lot more agency to be able to actually make all the things happen.
More education: Intel aims to bring AI education to community colleges | Is higher education ready to serve the new traditional and connected students? | How will online education evolve? Coursera's Leah Belsky has a few ideas | Online learning, now at an all-time high, signals a new future for education
Bill Detwiler: So it allows you to gather that data and create a recordDonna Kidwell: Right.
Bill Detwiler: … that is portable with the student that they can source.
Donna Kidwell: That's right.
Bill Detwiler: Blockchain allows you to verify the authenticity of that recordDonna Kidwell: Absolutely.
Bill Detwiler: … as they move through from organization to organization, institution to institution.
EdPlus at ASU
ASU EdPlus website
Donna Kidwell: What's really beautiful about it is the nature of that distributed ledger means I'm not the only one with a copy, which is how it is today. We've each got our own little fiefdoms, right, our own little domains. So now we've got a general public ledger where all of those learning accomplishments are being recorded across the ledger. I, ASU, issue that credential. Yep, that happened. I verify that it happened. So I'm still issuing the credential. I still, for all practical purposes, I'm doing the kinds of things that universities have always done in terms of owning that data. But now I've got it in a place where the learner can say, okay, we're going to allow others to actually see it, can allow some other transactions to happen a little bit easier. That's really why the general public ledger ended up making sense.
Bill Detwiler: Right, and so what role does Salesforce play in that process for ASU?
Donna Kidwell: Yeah, so that's a great question. A couple of different things. One, they've been a great technology partner for us all along. So if we're thinking scale, which we are, we want to get to 100,000 learners in the online space by 2025. We're at 55,000 now. I expect we're going to hit that 100,000 well before our 2025 year mark. So if you're thinking about that many learners, we already need a really strong, what in my world would be a learner relationship management platform. How am I relating to that learner as they're going through their different journeys? Salesforce was already doing a lot of stuff with us. So Salesforce was trying to figure out what's going to be their blockchain strategy? We're trying to figure out, does blockchain even make sense? A design partnership there really, really works.
Frankly, if you're on a campus, you've got student information systems, we've got learning management systems, we've got CRM systems, a little triumvirate of all this tech. Each of those have their own different jobs, and somewhere in the middle of that is a different job. It's accomplishment. Like how are we actually recording this accomplishment? Could we give that to a learner across their life now, not just for the four years because we know that's actually not the path most people are taking. Could we give it to them for the whole duration of their career? That makes you think about the technology differently. Salesforce is thinking about their version of a lifelong learner. All of this was happening around the same time that they're really creating Trailhead. So here we are, mission aligned towards different types of learning, but at the end, trying to really empower people to, in the nomenclature here, to blaze their own trails. I totally get it. That's what we want to. So in as much as we can work with them to design what that future looks like, it's a good thing.
Bill Detwiler: What were some of the challenges that you faced either from the institution, administration side of things at ASU, or just technical challenges with moving to blockchain? Because everybody thinks this is cryptocurrency, right?
Donna Kidwell: Right.
Bill Detwiler: But blockchain is more than that. So as a CTO, did you have to convince the administration at ASU? Did you have


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23-1. The short run is a time period during which the professor cannot enter the job market and find employment elsewhere. This is the nine-month period from August 15 through May 15. The professor can find employment elsewhere after the contract has been fulfilled so the short run is nine months and the long run is greater than nine months. 23-3. input labor 0,1,2,3,4,5,6
total output of flash 0,25,60,85,105,115,120
marginal physical product -,25,35,25,20,10,5
23-5. Total variable costs are equal to total costs, $5 million less total fixed costs, $2 million which equals $3 million. Average variable costs are equal to total variable costs divided by the number of units produced. Average variable costs equal $3 million divided by 10,000 or $300. 23-7. a. TFC equals AFC $10 per LCD screen, times the quality produced per day, 100 LCD screens, which equals $1,000 per day.
b. The TVC of producing 100 LCD screens equals AVC, $10 per unit, times the quantity produced per day, 100 LCD screens, which equals $1,000 per day.
c. The total costs of producing 100 LCD screens equal total fixed costs plus the total variable costs of producing 100 CD screens or $1,000 per day plus $1,000 per day, which equals to $2,000 per day.
d. The ATC of producing 99 LCD screens equal the average fixed costs of $10.10 plus the average variable costs of $10.07, or $20.17 per LCD screen. The total cost of producing 99 nLCD screens equals $20.17 times 99 or $1,996.83. The marginal cost of producing the hundredth LCD screen equals the change in total costs from increasing production from 99 to 100, or $2,000 - $1,996.83 or $3.17 per LCD screen. 23-9. a. ATC are $20 per unit plus $30 per unit or $50 per unit and total costs divided by average total costs equal output, which therefore is $2,500/$50 per unit or 50 units.
b. TVC = AVC x Q = $20 per unit x 50 units = $1,000.
c. TFC = AFC x Q = $30 per unit x 50 units = $1,500.
23-11. Hiring 1...


text:
Apprentice Shop Books produces award-winning high-interest historical fiction and non-fiction books for children, teens and young adults. We focus on books that open doors to American History for young readers. Our books complement many existing curriculum units and programs in a variety of settings and classrooms.
By Linda Crotta Brennan
Illustrations by Lisa Greenleaf
Once, in America
chemicals killed plants and animals. Cars and factories filled the air with toxic fumes. Oil spills destroyed ocean life. The sewage floating along Americaís rivers was so thick it sometimes caught fire. The Earth was dying.
Senator Gaylord Nelson believed that attitudes about ecology could change if people understood what was happening. He charged student organizer, Denis Hayes, with setting a plan for a national Earth Day in motion. What these men began on April 22, 1970, would change the world for the better. (80 pages)
Women of the Ocean State: 25 Rhode Island Women You Should Know
By Linda Crotta Brennan and Others
Illustrated by Lisa Greenleaf
Rhode Islandís women have given this small state a huge historical footprint. Accomplishments in business, activism, sports, and the arts make the Ocean State a model for womenís achievements. (136 pages)


text:
The information age has brought about many ways for educators to help their students learn, creating an atmosphere where the learners desire flexibility in the way they learn. Modern students expect on-demand, high-quality learning environments that allow them to have more say in what and how they learn.
Flexible Learning in an Information Society uses a flexible learning framework to explain the best ways of creating a meaningful learning environment. This framework consists of eight factors -- institutional, management, technological, pedagogical, ethical, interface design, resource support, and evaluation -- and a systematic understanding of these factors can create successful flexible learning environments. Gathering the knowledge of leading researchers from around the world, Flexible Learning in an Information Society presents a broad understanding of the emerging field of flexible learning and provides guidance in creating these environments.
Price: Sign In for price


text: American School is pleased to partner with Rosetta Stone to offer the following online Dutch courses. Dutch 1 (full unit) Dutch 1 (first semester) Dutch 1 (second semester) These are completely online courses with no textbooks, study guides or exam books. Rosetta Stone is a powerful learning tool that provides students with an immersive, interactive and engaging language-learning experience. Utilizing a variety of immersion techniques and administrative features, the software accelerates language learning and provides quantifiable measurements of success. Key features include advanced speech recognition technology, speech analysis tools, predefined course templates, grammar and spelling components and a milestone feature which simulates real-life situations in which to practice the language. The immersion environment puts students' native language-learning skills to work, eliminating their dependence on translation and memorization. Images, intuition, interactivity and instruction are hallmarks of the immersion learning environment. Click here for Rosetta Stone's system requirements.


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The language section lets you manage the languages available for the store front. Arastta provides English (en-GB) as the default language after installation. To add multiple languages to the store you need to install a language pack. There are two ways to add new languages:
Adding new language via Marketplace is just one-click away. Just find the language and click on the plus (+) button.
You can also download the language pack from Translations Directory and upload it from Extension Installer of Arastta.
Languages can be set up from Localisation > Languages page. The following information will be needed to save the language:
- Name: The name in native language.
- Code: The ISO language code. W3Schools has a complete list of ISO codes.
- Image: The image used to represent the language, that will be displayed in the header area of the store.
- Directory: The folder name is based on language tags. They are composed of 2 parts: language-COUNTRY.
- Status: Enables or disables the language in the store front.
- Sort Order: Determines the position of the language among multiple languages in the header.
Language determination in store front
Arastta will try to determine the store front language based on the visitor's browser settings and your installed languages. If not able to match, the one set from the Settings > Local page will be loaded as per default.
Language translations are managed and downloaded live from Crowdin platform. You're always welcome to join and help the translation of Arastta.


text:
Infacol Wind Drops 30Ml
Item Code: 006379
- infacol wind drops is an effective method of treating wind in babies and infants.
- Always read the label.
- Use only as directed.
- If symptoms persist consult your healthcare professional.
- Do not use if cap and/or bottle seals are missing or broken.
- Simethicone, Saccharin Sodium, Sorbic Acid, Ethanol, Purified water.
- Do not exceed 12 doses per day.
- 1 month to 2 years: 0.2mL added to bottle or directly into the baby's mouth before breast feeding.
- After feeding, wind infant normally.
- Ask your pharmacist for advice before using this product for the first time in infants under 6 months, Over 2 years: 0.4mL given four times daily (after meals and at bedtime).


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there are many countries in the world and they have a different degree of developemnt.would you like to divide into small countries to have a much more development or you think big countries can develope fast.why.
progress indicator
 - Oct 9 2012: I don't think there is an effective relation between the size of a country and its development. There are many advantages and disadvantages to being a big country and they seem to more or less cancel each other out in the real world.
 - thumb
 Oct 9 2012: what is the real motivite of development
 - Oct 9 2012: National unity, natural resources, effective government, economic and social equality, modernity, having friendly neighbors and/or having natural borders (rivers, mountain ridges, deserts).
 - thumb
 Oct 11 2012: Education and economic stability are pretty big factors.
 Social conflicts can also escalate change/revolution.
 - thumb
 Oct 9 2012: you know there are different countries.each of them have a different development.take japan for example.after the wwg 2.tey have a super develope.their companies strech all over the world and they create many famous companies like sony,fengtian,and so on.while you know japan is a very small country.is there a relatation between them.while china is a big country.while we even do not develop until the reform and open,if so,and under the same policy.which of the country develope faster small or big one.
 - Oct 9 2012: Japan is a big country, it has 125 million inhabitants. Out of the ~200 countries on Earth it's the 10th most populous.
 - thumb
 Oct 9 2012: what about it size of land
 - Oct 9 2012: I think the advantages and disadvantages of that cancel each other out: you have lots of space for farming and probably more natural resources but it also costs more money to distribute goods and build roads between all those spread out towns.
 - thumb
 Oct 9 2012: you know farming is a lower labor.so you are saying that a small country can have a much faster development with some industries like,commerial and making and service?
 and what is a big countries.its population or land or impact in the world?
 - Oct 9 2012: A big country can choose to invest in farming or not, small countries don't have that option and since you can't employ 100% of working age people in what you call "higher labors" because of natural resource constraints, so the big country with all its farmland can have all the same services as a small country, the extra farming will just lower the unemployment rate, not steal potential employees away from the services sector.
 - thumb
 Oct 9 2012: Everyone in the city would starve if there were not farmers... I'd refrain from calling them lower. America built it's wealth on farming, then invested it in technology... Not the other way around.


text:
Finite element application for strength analysis of scarf-patch-repaired composite laminates
The composite scarf joint configuration was utilized to simulate scarf-patch-repaired composite panels. An adhesive bonded scarf (tapered) joint was selected due to less peeling and shear stress over the bondline than with a single-lap or butt joint. The rubber-toughened epoxy film adhesive used had been characterized using ASTM D5656 Standard test (single-lap) incorporated with 2-D plane strain finite element analysis to verify its elastic and plastic properties. In addition to physical test, the ultimate shear strength of the adhesive was predicted using the von Mises and Drucker-Prager plasticity models in conjunction with dynamic shear failure criterion in the commercial finite element software ABAQUS. The numerical analysis provided satisfactory results when compared with experimental data under the relative displacement versus ultimate load level. The revised 4-pinned method more accurately predicted relative displacement than did the 3-pinned method in ASTM D5656 Standard. For composite scarf joint analysis, the 3-D stress analysis with transversely isotropic material properties of composites gave better results than the 2-D plane strain analysis. Regarding the tensile strength of repaired laminates, the finite element dynamic analysis based on the adhesive failure incorporated with the 90-degree ply failure provided the best results, which matched the experimental ultimate loads and the surface strain distributions within the overlap. As expected, the edge effects and longitudinal strain variations across the width of the repaired specimens were only observed in 3-D models and were verified by experimental data. Moreover, the 3-D static and dynamic simulations revealed the relations between laminate strength and the edge effects caused by different stacking sequences. Based on the similar geometry, it was also demostrated in this study that the balanced and symmetric stacking sequence about mid-plane of the repaired composite panel exhibits higher tensile strength.
Thesis (M.S.)-- Wichita State University, College of Engineering, Dept. of Aerospace Engineering


text:
Author: Richard Berry
Hardcover: 240 pages
For anyone who has ever dreamed of exploring the heavens with a telescope, Build Your Own Telescope can make that dream come true. In clear, step-by-step instructions, author Richard Berry tells how to build five telescopes, from a simple reflecting telescope suitable for a parent and child to build together to a "research-grade" 10-inch telescope capable of sustaining a lifetime's interest in astronomy. Detailed instructions include complete plans and photographs that show how anyone can construct a powerful telescope with ordinary household tools and materials.
Build Your Own Telescope includes complete plans, step-by-step instructions and 275 illustrations that show you how to build these five telescopes:
4" f /10 Reflector: A sturdy and easy-to-use telescope that is perfect for beginners or as a parent/child project.
6" f /8 Dobsonian Reflector: A light, compact telescope that is simple to build, but powerful enough to satisfy a backyard observer for many years.
6" f /8 Equatorial Reflector: A classic design for the amateur astronomer or craftsman who wants an elegant telescope and great performance.
10" f /6 Dobsonian Reflector: A powerful and versatile telescope suitable for casual stargazing or for a serious amateur's long-term observing programs.
6" f /15 Refractor: A large refractor that outperforms commercial telescopes of considerably larger aperture.


text:
Information for Contributors
Every scientist knows the power of engaging students in working with real data. Working with data derived from observations in the field, experiments, analyses, remote sensing or modeling lies at the core of being a geoscientist and is one of the most exciting things we do. The ability to learn effectively from our own data and that of others is the mark of an accomplished scientist and is a common goal for our students.
This session is designed to allow the entire GSA community to come together to share and discuss how we use data to help students learn concepts, think scientifically, and develop their skills in making interpretations and communicating conclusions. We invite contributions from throughout the geosciences involving all kinds of data in the full spectrum of approaches to helping students of all ages learn geoscience.
The contributions to this session will be preserved in an on-line searchable collection designed to foster continued sharing and interaction. To make the session and the resulting collection of highest use as we think about teaching and work to adapt and adopt ideas from colleagues, we ask that each contributor
- Submit an abstract for Session 32 that introduces or summarizes the example they wish to present (Deadline July 15) Description of Session 32, View Abstracts
- Complete the submission form (offline - no longer valid) which includes uploading a pdf file of their poster (Deadline Oct 31)
- Display your poster at the Sunday, November 2, 1:00 session at GSA Guidelines for Poster Preparation
The form must be completed in a single session (leaving the session erases the data) at the same time your poster is uploaded. You may find it simplest to review the questions on the form, compose brief answers to them offline and then actually fill out the form in one go once your poster is complete.
As guidelines to help make these presentations both comprehensive and useful, we ask that all abstracts and posters address learning goals; instructional context; required data, tools and equipment; and evaluation strategies in addition to providing a description of the activity and its outcomes. You may wish to use the same text in the poster that you develop for the form below.
The session will take place on Sunday afternoon, November 1 in the poster hall. There are opportunities for several hundred posters. The one paper rule is waived for this session.


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Intake Days and Survey Integration
One day of dietary intake data, collected in person in the Mobile Examination Center, was released. The Day 1 files include 9,701 individuals with a complete intake and 182 breastfed infants.
The 2001-2002 release represents the integration of two nationwide dietary intake surveys conducted by the U.S. Department of Agriculture and the Department of Health and Human Services. Survey integration of dietary data collection began in 2002.
The WWEIA 2002 data collection included a Day 2 telephone recall, in addition to the Day 1 in-person recall. The NHANES 2001 collection included only the Day 1 in-person recall. Because of confidentiality reasons concerning release of single-year data, dietary data for Day 2 were not publicly released. The 2002 Day 2 dietary data are available through the NCHS Research Data Center.
Data File Descriptions
Two dietary intake files are available.
- Individual Foods File: DRXIFF_B (Day 1)
The Individual Foods File contains one record for each food consumed by a participant. Each record identifies the intake day of week, the time and name of the eating occasion for the food, and the following food-specific data:
- Food, identified by a USDA food code
- Whether food was eaten in combination with other foods (for example, milk added to cereal)
- Amount of food consumed
- Amounts of food energy and 60 nutrients/food components provided by the food amount
Total Nutrient Intakes File: DRXTOT_B (Day 1)
The Total Nutrient Intakes File contains one record for each participant. Each record includes daily total intakes of food energy and 60 nutrients/food components, daily intake of water, salt use, and frequency of fish and shellfish consumption for population subsets.
The dietary intake data are collected in the Mobile Examination Center and all MEC participants are eligible for the dietary interview. The appropriate sampling weight variable to use with these data is WTMEC2YR (full sample 2-year MEC exam weight).


More than twenty years ago, the Századvég Foundation was established as a manifestation of the intellectual profile of the young generation playing an active role in the regime change of Hungary. The foundation which initially specialized in journal and book publishing and education strove to spread the values of progressive Hungarian political traditions and the models of European development.
This founding generation played a crucial role in laying down the foundations of the democratic Hungarian constitutional state and market economy. Hungary still needs knowledgeable young professionals with an in-depth knowledge of the country and skills to interpret European trends. As governmental decisions are becoming increasingly complex, the research and analysis of the social conditions underlying decisions are indispensable for the development of a successful national strategy. Therefore, it is the mission of the Foundation to provide assistance for the resolution of these strategic issues through training, information, research and international networking.
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One of the best product design weapons is often the worst abused.
After learning about your problem and target audience, you need to take those learnings and make them actionable for design. Opportunity statements focus the team's attention and open up ideation of diverse solutions.
- 1-6 people
- 30-60 minutes
Pairs well with
- Customer Journey Maps
- Creative Brief
Get design buy-in from business stakeholders
Present insights & opportunities from research
How to do it:
- Gather and review research deliverables (insights, personas, journeys, etc).
- Identify a specific user goal that needs improvement.
- Write opportunity statements that address user needs and desired outcomes.
- Affinitize and group statements around themes.
- Prioritize statements to inform design.
How to Actually use "How Might We…?" Questions – Archipelagos
How to use How Might We questions in an effective way to map your challenge.
Define and Frame Your Design Challenge by Creating Your Point Of View and Ask "How Might We" – Interaction Design Foundation
IDF has a great guide on framing design challenges from your point of view.
How Might We – Design Kit
Ideo's own Design Kit has a helpful guide on How Might We exercises.
How Might We Write Better How Might Wes? – Andy Pipe


text:
Fatty Acids Overview Transcript
The North American fatty acid report in the US covers fatty acids that are derived from tallow. Fatty acids are part of the oleochemical community of products. Those products are made through various splitting of water and oils, fat being an oil, so when you create the fatty acid you get the acid component of the oil splitting. You also get a glycerine co-product.
The fatty acids go into a variety of products, they are ubiquitous in the market in fact, they go into food products, they go into industrial products, they go into agricultural products.
In the food industry they are used to make foods more palatable. In the industrial industry they go into surfactants, where they are combined with alcohols to create esters and in the agricultural industry they go into the same items.


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Debugging GPU Code in Microsoft C++ AMP
Now, it's time to run code on the GPU to calculate the sum of the three arrays. Concurrency::parallel_for_each invokes a parallel computation of a kernel function (that is, a function designed for execution on the GPU) over a compute domain on an accelerator_view. sum.extent is the extent that represents the set of indices that form the compute domain. A lambda expression is the function object that performs the parallel computation and receives idx (index<1>). Visual Studio 2013 also includes enhancements that reduce the parallel_for_each launch overhead in the C++ AMP runtime compared with the previous runtime version.
 sum[idx] = a[idx] + b[idx] + c[idx];
Notice that restrict(amp) indicates that the chunk of code is to be executed in an AMP accelerator, and therefore, it won't be possible to debug this piece of code when you debug the code that runs on the CPU. If you establish a breakpoint at the line sum[idx] = a[idx] + b[idx] + c[idx], you will see the invalid breakpoint icon with the following message: The breakpoint will not currently be hit. No executable code of the debugger's target code type is associated with this line. Possible causes include: conditional compilation, compiler optimizations, or the target architecture of this line is not supported by the current debugger code type.
By default, when you start a new C++ project, the debugger type is set to Auto, and therefore, you will be limited to CPU debugging when you have C++ AMP code. To check your current settings, access the project properties and then select Configuration Properties | Debugging | Debugger Type. As I mentioned earlier, if you are executing Visual Studio 2013 on Windows 8.1, you can use the WARP accelerator to debug both CPU and GPU code. However, right now I want to focus on debugging CPU code, and therefore, I will discuss WARP accelerator later.
Naturally, when you debug CPU code, it is possible to start executing the _tmain function step-by-step. The code that generates the C++ AMP objects within the amp_sum function also runs on the CPU, and therefore, the last line in which you will be able to set a breakpoint at is sum.discard_data();. This optimization hint will be the last line executed in the CPU before parallel_for_each invokes the parallel computation of the kernel function over the compute domain. Thus, if you want to inspect the values of the different array_view instances before the GPU executes the kernel, that line of code is the appropriate place to set a breakpoint at (see Figure 1).
Figure 1: Checking the contents of a array_view before the C++ AMP runtime launches the kernel.
While debugging, you must take into account that each parallel_for_each call launches as an asynchronous operation. However, the execution will end before the amp_sum function returns, and therefore, the valuesAPlusBPlusC array in the _tmain function will display the results of the sum generated by the code executed in the GPU. Thus, you will be able to inspect valuesAPlusBPlusC if you set a breakpoint at the line with the for loop that prints the results within the _tmain function.
Debugging GPU Code
Once you check the input and the output for the kernel, you can relaunch the debugging session with new settings to debug the kernel code. Access the project properties, select Configuration Properties | Debugging | Debugger Type and change the setting from Auto to GPU Only. The Debugging Accelerator Type will change to GPU - Software Emulator, and the GPU Default Breakpoint Behavior will be set to Break once per warp. First, I will use the default settings that specify that a breakpoint event should be raised only once per warp. Then, I will show the differences with the other available setting, which breaks with every thread, similar to the CPU behavior.
Now, let's set a breakpoint at the following line within the parallel_for_each invocation, in the amp_sum function: sum[idx] = a[idx] + b[idx] + c[idx];
When we start debugging the application, the debugger will stop at that breakpoint. Select Debug | Windows | GPU Threads to activate the GPU Threads window (see Figure 2). The GPU software emulator allows you to work with four threads, and therefore, you will see 4 threads in the Thread Count column for the amp_sum::I3 Location. You can debug the kernel code in a similar way than you're used with multithreaded CPU code. You can use the Parallel Stacks window to check the threads launched in the GPU and the Locals window to inspect the contents for the different array_view instances (see Figure 2). The first time the debugger hits the breakpoint, you will see the ten values for sum set to 0. You can also use the Parallel Watch window to freeze and thaw GPU threads as you are used with CPU threads.
Figure 2: Debugging the kernel code with the Locals, Parallel Stacks (Threads view), and GPU Threads windows.
If you press F5 (Continue), you will notice that the first four values for sum are filled:
 - sum[0]: 111
 - sum[1]: 222
 - sum[2]: 333
 - sum[3]: 444
As I mentioned earlier, the GPU software emulator is working with four threads and the GPU Default Breakpoint Behavior is set to Break once per warp. The warp size is 4, so when the debugger hits the breakpoint again, the GPU software emulator has already executed four threads that completed the first four sum values.
The GPU Threads window provides valuable information for understanding the C++ AMP code. Click on the Expand Thread Switcher button located at the upper left corner and a new panel displays the thread number that is active in the debugger and the range for the index. Figure 3 shows Thread 4 as the active thread and the information about the Range: 0..9. Thus, the debugger is sitting on the line that will calculate the value that will be stored in sum[4] because idx is equal to 4.
Figure 3: The GPU Threads window with the expanded thread switcher and the Parallel Watch 1 window. The active thread is #4 (Thread[4]).
You can activate another thread in the debugger by entering the desired number in the Thread textbox within the thread switcher. For example, if you enter 5 and press Enter in the Thread textbox, the debugger will switch to thread #5, idx will be equal to 5 and the displayed line will be calculating the value that will be stored in sum[5]. However, take into account that you are working in the warp that has four threads, which means that you can debug threads 4, 5, 6 and 7. You cannot go to thread #8 yet. You can also select Debug | Windows | Parallel Watch | Parallel Watch 1 and see the list of the four active GPU threads: [4], [5], [6], and [7]. I find it easier to see and select the active thread by using the Parallel Watch 1 window instead of the GPU Threads window.
If you press F5 (Continue), you will notice that the first eight values for sum are filled:
 - sum[0]: 111
 - sum[1]: 222
 - sum[2]: 333
 - sum[3]: 444
 - sum[4]: 555
 - sum[5]: 666
 - sum[6]: 777
 - sum[7]: 888
This time, there are going to be two active GPU threads: [8] and [9]. Finally, the code will use these two threads to calculate the last two values.
If you don't feel comfortable with the debugger executing a maximum of four threads per breakpoint hit, you can change the debugging settings to make the GPU default breakpoint behavior to break for every thread. Access the project properties, select Configuration Properties | Debugging | GPU Default Breakpoint Behavior and set it to Break for every thread (like CPU behavior). This way, you will work with just one thread at a time and it will be easier for you to debug certain algorithms.
As you can see from this simple example, Visual Studio 2013 makes it easy to debug C++ AMP code. In fact, you can debug GPU code in a similar way to how you debug multithreaded CPU code. However, things become a bit more complicated when you use the GPU programming performance optimization technique called tiling.
In the next article, I'll explain how Visual Studio 2013 C++ AMP debugging capabilities help you to understand and debug code that uses tiling optimizations. The GPU code is going to be more complex than the example explained in this article and it will be necessary to use additional helpers to simplify the debugging session.
Related Article
Debugging 256 GPU Threads in Visual Studio 2013
Gaston Hillar is a frequent contributor to Dr. Dobb's.
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Education Funding
Develop a comprehensive education funding model that:
 - Tracks the growth of your resources allocated for education
 - Adjusts your education objectives and resources taking into consideration future changes in inflation, taxation, and income
 - Projects potential surpluses or deficiencies in your education funding program
 - Calculates the additional funding or investment return required to help meet your education objectives
Identify and evaluate the full range of education funding options available to you.
Design an education funding program that most effectively meets your education needs and objectives.


At NC STEM ACADEMY, we let the kids scientific mind explode by letting them explore the experiments. Our various experiments in our lab attracts kids to perform and learn science concepts.
Our lab has a chemical hood, work benches and the the lab is out of hazardous chemicals and kids friendly.
The academy was founded by scientists from pharma/academia sectors. The kids get to interact with these scientists and learn life-related science topics.


Today's Panchang
Shak Samva:
Inauspicious Timing
Rahu Kal
Hindu Panchang 2021: Plan Your Day, The Best Way!
Today's Panchang or Daily Panchang is your daily update of Hindu Day Calendar or Tithi Calendar, which is based on the position and movement of celestial bodies (Moon and Nakshatra). It is prepared by the adept astrologers with immense knowledge and experience in astrology for the best accuracy. This Panchang contains today's tithi (Hindu Date) as per Hindu Calendar, or as some may call it, the Indian Calendar.
However, Online Daily Panchang or Panchangam will not only tell you about today's and tomorrow's tithi correctly, but it will also provide you the most accurate information about Vara (day), current Hindu month, year (Vikram Samvata), moon signs, sun signs, Nakshatra (constellations), yoga (Luni-sonar day), and the time of rising Sun. Many believe in Panchang and its update before initiating something auspicious. For that, the Panchang will provide you with accurate timings of Muhurats and Choghadiya.
On top of that, Panchang will tell you about the festivals on a particular day, the vrat and the fasts to keep, the Karana (half of a lunar day), and if the ongoing fortnight is either Shukla paksha or Krishna paksha (if it is a waxing moon or waning moon), and much more.
Hindu Calendar or Panchang represents five sources of energy. Panchang is a Sanskrit word which is translated as Five limbs (Anga). They are divided into the five segments of the day, hence the name Panchang. These are both visible and invisible sources and aspects of energy, such as time-zone, Date, time, and so on
Astrologers use the Panchang for preparing birth charts, and the Kundali of babies without a name. By preparing the birth chart with the help of Panchangam, they can also match kundali for potential bride and groom. To know more about auspicious timings and choghadiya for a particular day, Talk to our Astrologers for the best guidance.


Questions to Ask Before a Play Date
Girls playing tea party
Granger Wootz / Getty Images
School-age children are making new friends, forming new social circles on their own, and are spending more time socializing on play dates. And because they're not toddlers or preschoolers anymore, they'll be going over to friends' houses to play more often without mom, dad, or a caregiver tagging along.
If your child wants to go over to a friend's house to play, be sure to get some key information from the other parents to make sure your child will be safe while having fun. Here are some important questions to ask, and how to ask them.
Why You Should Ask Questions Before a Play Date (and How to Do It)
Many parents are hesitant to get some necessary information from a potential playmate's parents because they don't want to be seen as that parent. You know, the pushy, helicoptering parent who tries to control everything around their child.
There's no need to feel embarrassed about asking important questions before a playdate. Knowing essential details about your child's friend's household before a play date is an important part of keeping your child safe.
Here are some key tips to keep in mind when talking to the parents of your child's friend before your child goes to his or her house to play:
 - Do not be afraid to ask. You are handing over your child and putting your trust in another family. Think about it this way: You wouldn't drop your child off at a childcare center or a school without checking it out thoroughly first; the same principle applies here.
 - Frame it as a conversation, not an interrogation. Present your questions in a friendly and respectful manner, and be sure to let the other parents know that you would expect them to know all these details about your household before their child comes to your home.
 - Do not dismiss any concerns you may have; trust your gut instinct. If you don't feel completely reassured after you speak to the host parents, trust your feelings. Offer to host the play date at your house instead or suggest that you or your caregiver take the children to the park to play.
Questions to Ask Your Child's Play Date Host
Some of the questions you should ask before you drop your child off for a playdate include:
Who will be home and how closely will the kids be supervised? Will one of the parents be home, or will there be an adult caregiver present? Where will the kids play, and will a parent or caregiver be nearby in case the kids need something or a conflict or other problem occurs?
Are there guns in the house? In the U.S., one out of every three homes with children has a gun, according to the American Academy of Pediatrics (AAP). And almost 1.7 million children live in a home with a loaded gun that is not locked securely away. The AAP and the ASK/Brady Campaign to Prevent Gun Violence urge parents to ask about guns before a child goes to a friend, relative, or neighbor's house to play. Bear in mind that just talking to kids about the dangers of guns is not enough since, according to the AAP, research shows that children may still be curious and tempted to handle the guns. Nor does simply hiding the guns enough since may still look for them. The most effective way to reduce firearm-related death and injuries is to keep guns out of the home, and if they cannot be removed, to make sure they are locked securely away from children and teens says the AAP.
Will the kids have access to the internet? Will the kids have access to a computer, and if so, will an adult supervise and be in the room with the children?
What movies, TV shows, video games, etc. are allowed in your house? If you don't want your child to watch anything that's rated higher than PG or PG-13 or to play a video game that's rated higher than "E," specify your preference. Don't assume that all parents go by your rating preference. Some parents may be fine with allowing an 8-year-old to play Call of Duty or watch an R-rated flick. If you don't agree, simply say that you haven't allowed these things yet for your child (although you can see that many other parents do, and what's scary for one kid may not be for another), and simply explain that you don't think your child is ready for more mature content yet.
What are the kids going to be doing? Will they go outside to play and, if so, will an adult go with them? Will the children ride bikes and, if so, will they be required to wear helmets? Will they play anywhere near the street? Is there a pool, trampoline, or bounce house, or other common hazards that have been known to cause injuries?
Will the kids be supervised while eating? (This will be especially important if your child has any food allergies or intolerances; if so, you will want to make sure that the parent or caregiver will know what to do in the event of a reaction such as, say, administering an Epi-Pen.) Will the supervising adult know what to do in case of choking?
What pets do you have in your home? Is your pet-friendly with kids? If your child has any allergies to pets, this will be an important question. You should also be sure to specify if your child is afraid of or uneasy around certain pets (such as dogs or hamsters, for instance).
Will you leave the kids alone at any point? Some parents feel that it's okay to leave, say, 7-year-olds alone for a bit while they go to the store. Others (including you) may not agree. Find out before your child is dropped off whether or not your child may be left unsupervised, even for a few minutes.
Will you be driving anywhere with the kids? If so, you may want to leave your car seat or booster seat.
Are there any rules in your house my child should know about? For instance, if kids are expected to take their shoes off inside the house or keep down the noise while playing, it might be helpful to know that beforehand.
What can we bring? This is a question that many parents forget to ask when a family hosts their child for a playdate. Sending along some extra snacks or toys may be a good idea if it's welcomed by the host family.
Finally, be sure to go over some safety rules with your child, such as the importance of never letting anyone invade her personal space, make her feel uncomfortable, or urge her to keep secrets from her parents. Remember: Kids' personal safety isn't always about stranger danger; it also pertains to people they know.
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Article Sources
 1. Korioth T. Parents advised to ask about guns in homes where children play. AAP News. 2014;35(6):27. doi:10.1542/aapnews._PHONE_-27d
 2. Children's Hospital of Philadelphia Research Institute. Gun Violence: Facts and Statistics. Updated May 2018.
 3. Dowd MD, Sege RD. Firearm-Related Injuries Affecting the Pediatric Population. Pediatrics. 2012;130(5):e1416-1423. doi:10.1542/peds.2012-2481


Henry the Lion
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Henry the Lion
Braunschweig Brunswick Heinrich der Loewe (Dom 2005).jpg
Statue in Brunswick Cathedral, said to be showing Henry the Lion
Duke of Saxony
Reign 1142–1180
Predecessor Albert the Bear
Successor Bernard III
Duke of Bavaria
Reign 1156–1180
Predecessor Henry XI
Successor Otto I
Spouse Clementia of Zähringen
Matilda of England
Issue Gertrude, Queen of Denmark
Henry V, Count Palatine of the Rhine
Otto IV, Holy Roman Emperor
William of Winchester
House House of Welf
Father Henry II, Duke of Saxony
Mother Gertrude of Süpplingenburg
Born c. 1129
Burial Brunswick Cathedral
Henry the Lion (German: Heinrich der Löwe; 1129 – 6 August 1195) was a member of the Welf dynasty and Duke of Saxony, as Henry III, from 1142, and Duke of Bavaria, as Henry XII, from 1156, which duchies he held until 1180.
Born in Ravensburg, he was the son of Henry the Proud, Duke of Bavaria and Saxony, who was the son of Duke Henry the Black and an heir of the Billungs, former dukes of Saxony. Henry's mother was Gertrude, only daughter of Emperor Lothair III and his wife Richenza of Northeim, heiress of the Saxon territories of Northeim and the properties of the Brunones, counts of Brunswick.
Henry's father died in 1139, aged 32, when Henry was still a child. King Conrad III had dispossessed Henry the Proud, who had been his rival for the crown in 1138, of his duchies in 1138 and 1139, handing Saxony to Albert the Bear and Bavaria to Leopold of Austria. Henry, however, did not relinquish his claims to his inheritance, and Conrad returned Saxony to him in 1142. A participant in the 1147 Wendish Crusade, Henry also reacquired Bavaria by a decision of the new Emperor Frederick Barbarossa in 1156.
Contemporary depicition of Henry the Lion from the Historia Welforum
Henry is the founder of Munich (1157/58; München) and Lübeck (1159); he also founded and developed numerous other cities in Northern Germany and Bavaria, a.o. Augsburg, Hildesheim, Stade, Kassel, Güstrow, Lüneburg, Salzwedel, Schwerin and Brunswick. In Brunswick, his capital, he had a bronze lion, his heraldic animal, erected in the yard of his castle Dankwarderode in 1166 — the first bronze statue north of the Alps. Later, he had Brunswick Cathedral built close to the statue.
Wedding of Henry the Lion and Matilda of England (1188)
Henry's duchies Saxony and Bavaria
Henry had the following known children:
 - Eleanor (born 1178); died young
 - Ingibiorg (born 1180); died young
 - Infant Son (b. & d. 1182)
Henry the Lion remains a popular figure to this day.[1] During World War I a nail man depicting Henry the Lion, called Eiserner Heinrich, was used in Brunswick to raise funds for the German war effort.
Nazi propaganda later declared Henry an antecessor of the Nazi's Lebensraum policy[2] and turned Brunswick Cathedral and Henry's tomb into a "National Place of Consecration".[3]
Henry the Lion in folklore and fiction[edit]
Shortly after his death, the Henry the Lion became the subject of a folktale, the so-called Heinrichssage.[4] The tale was later also turned into the opera Enrico Leone by Italian composer Agostino Steffani.[5] The Heinrichssage details a fictional account of Henry's pilgrimage to the Holy Land. A popular part of the tale deals with the Brunswick Lion. According to legend, Henry witnessed the fight between a lion and a dragon while on pilgrimage. He joins the lion in its fight and they slay the dragon. The faithful lion then accompanies Henry on his return home. After its master's death, the lion refuses all food and dies of grief on Henry's grave. The people of Brunswick then erect a statue in the lion's honour.[6][7][8] The legend of Henry the Lion also inspired the Czech tale of the knight Bruncvík, which is depicted on a column on Charles Bridge in Prague.
 - Benjamin Arnold, "Henry the Lion and His Time", Journal of Medieval History, vol. 22, pp. 379–393 (1996)
 - Karl Jordan, Henry the Lion. A Biography, ISBN 0-19-821969-5
 - Heinrich der Löwe und seine Zeit. Katalog der Ausstellung. Bd. 2. Braunschweig, 1995.
 - Leila Werthschulte, Heinrich der Löwe in Geschichte und Sage (Heidelberg, Universitätsverlag Winter, 2007).
 2. ^ Heinrich der Löwe (in German). Retrieved 9 May 2013.
 3. ^ About the Cathedral. Retrieved 9 May 2013.
 5. ^ Enrico Leone (Heinrich der Löwe). Retrieved 9 May 2013.
 6. ^ Combellack, C. R. B. (1955), "Die Sage von Heinrich dem Löwen. Ihr Ursprung, Ihre Entwicklung und Ihre Überlieferung by Karl Hoppe", Comparative Literature 7 (2): 160–162
External links[edit]
Henry the Lion
Born: 1129 Died: 1195
Regnal titles
Preceded by
Albert the Bear
Duke of Saxony
Succeeded by
Bernard III
Preceded by
Henry XI
Duke of Bavaria
Succeeded by
Otto I


Birds of Paradise Agra Design Carpet
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Agra is one of the cities in India that served as a production center for carpets after the establishment and consolidation of the Mughal Empire in the 16th century. Persian weavers were brought in to combine their weaving skills and Persian patterns with those of Indian patterns and the tastes of India's royal leaders. Demand for these rugs grew outside of India, particularly due to the high density of knotting, and not just the design elements. In the late 19th and early 20th century, under the era of British colonialism and subsequent influence, colors and patterns changed. Some of the most expensive and exclusive carpets from this era were made by prisoners in the city jails.
Design: Birds of Paradise Agra Design Carpet
Style: Antique Agra Wool Carpet
Origin: India
Material: 100% Wool
Colors: Raspberry Red, Chartreuse Green, Blue
Size: 9' X 11'9"
Rug Number:


What is 71ha in Acres?
You are: Home > Area > Hectares to Acres
What is 71 Hectares (71ha) in Acres (ac)?
What is 71ha in ac? Convert 71 Hectares (71ha) to Acres (ac) and show formula, brief history on the units and quick maths for the conversion.
Enter Hectares to convert to Acres
Quick Reference for Converting Hectares to Acres
ac = ha x 2.47
Quick Rough Maths
To get the Acres, multiply the number of Hectares by 2.5
Hectares (ha) in 1 Acre
There are 0.4 Hectares in 1 Acre
Acres (ac) in 1 Hectare
There are 2.47 Acres in 1 Hectare
Unit Information
Symbol: ha
Unit System: Non-SI Metric
What is the Hectare?
The hectare is a unit of area and is a non-SI but metric unit with the symbol ha.
It represents the area equal to that of a square with edges 100m long (ie 1hm² or 10,000m²). This is the equivalent to about 2.47 acres.
Its size is down to its use primary use; that for measuring the size of land.
Symbol: ac
Unit System: Imperial / US Customary
What is the Acre?
The acre is a unit of area and is used in the imperial and US customary systems with the symbol a.
It represents the area the size of one chain by one furlong (66 by 660 feet). This is exactly equal to 10 square chains, 1⁄640 of a square mile or 43,560 square feet.
It is generally used to measure the size of land.
Conversion Tables for Hectares (ha) to Acres (ac)


text: Book Description: The seventeenth century saw dramatic advances in mathematical theory and practice. With the recovery of many of the classical Greek mathematical texts, new techniques were introduced, and within 100 years, the rules of analytic geometry, geometry of indivisibles, arithmetic of infinites, and calculus were developed. Although many technical studies have been devoted to these innovations, Mancosu provides the first comprehensive account of the relationship between mathematical advances of the seventeenth century and the philosophy of mathematics of the period. Starting with the Renaissance debates on the certainty of mathematics, Mancosu leads the reader through the foundational issues raised by the emergence of these new mathematical techniques, including the influence of the Aristotelian conception of science in Cavalieri and Guldin, the foundational relevance of Descartes' Geometrie, the relation between geometrical and epistemological theories of the infinite, and the Leibnizian calculus and the opposition to infinitesimalist procedures. In the process Mancosu draws a sophisticated picture of the subtle dependencies between technical development and philosophical reflection in seventeenth century mathematics.


What causes concrete to sink?
Based on the type of soil composition & quality of compaction of the building ground, concrete naturally settles over the course of 15 years since its initial pour, this is true for driveways, foundations and patios, pretty much anything made of concrete. In Southern Idaho, earthquake activity also contributes to the moving and settling of concrete abroad. Water and ice also play a huge role in the sinking of concrete over time.
How is the strength of concrete measured?
Concrete is measured in Psi or "bag" measurements. 4000psi, or 6 bag concrete is the recommended mix for all concrete pours, but in recent years many concrete contractors have been trying to save costs by pouring 5 bag and sometimes even 4 bag concrete. This causes the concrete to weaken, flake away and crack more often.
Can cracked or eroded concrete stairs be repaired or should they be replaced?
Yes, they can be repaired very well and affordably, they can also be resurfaced with a polymer concrete resurfacer we use to fix concrete flaking.
How frequent should cracks be sealed?
Concrete cracks should be repaired as soon as possible. Every time they become larger than 1/8th of an inch gap. Control joints between pads are also suggested to be filled to prevent ice, earth movement and other factors from expanding the joint further. this is accomplished by filling the void with polyurethane sealant
Can stains and discoloration on concrete surfaces be repaired?
Yes, in recent years a new product of a polymer substance has entered the market and allowed concrete to be resurfaced and feather edged. This was not possible beforehand and thus many still live with old knowledge that "chipped concrete cannot be fixed only repoured" that is not the state of the industry anymore. Though the resurfacing does make the concrete looks fixed and will never look as good as new concrete it is a much more affordable alternative to a tear out and repour, resurfacing usually costs about half of that of a new pour.
Can my existing concrete drive be overlayed?
Yes, using a new technology, we call "recap" and other brands of the polymer concrete resurfacer, any concrete can be overlayed.
How do you repair cracks in exterior concrete like driveways, patios, and slabs?
Best repair is to fill the crack with polyurethane sealant that must be applied after the crack has been power washed and underfilled to ensure the sealant doesn't leak in the crack, but instead fills the top 1/2 inch of the crack. Any crack over the size of a 1/8th of an inch should be treated this way or the crack will only worsen with time.
My concrete is cracking after only a short period. Is there something wrong with it and can it be repaired?
That depends, if the concrete was poured wrong and is cracking too much a re-pour may be a good idea, but it is best to consult with a concrete repairman before making the decision to tear out and repour, very often they will be able to resurface or fix the cracks for much cheaper.
How often should a concrete driveway be sealed?
If done correctly, polyurethane sealant can last between 15-25 years. However, weather and other circumstances can decrease that expected life of the product. But products such as tar or more concrete are not recommended, as they will flake out or only worsen the problem. If done preventatively, concrete driveways sealed with polyurethane sealant can last 3-4X as long than the one with none, as it prevents ice, water and minor earth movement from damaging the concrete long term.


LAPP, a leader in cable and connection technology has new products to offer for Infrastructure segments like
- Building/Offices
- Railways/Metro stations
- Roadway/Highway stations
- Ship Ports
- Airports
The link between infrastructure and economic development is not a once and for all affairs. It is a continuous process and progress in development has to be preceded, accompanied, and followed by progress in infrastructure, if we are to fulfill our declared objectives of generating a self-accelerating process of economic development.
- Easy
- Time save
- Safe
- Luxury lifestyle
- Economy growth
Importance of Infrastructure
- Infrastructure is important for the delivery of goods and services that promote prosperity and growth
- Contributes to the quality of life, health & safety of citizens, and the quality of their environments
- Extensive and efficient infrastructure is an essential driver of competitiveness
- Connects regions, integrates national market and provides links to markets in other countries
- Quality and extensiveness of infrastructure networks significantly impact economic growth
Building Automation System
Building automation is the automatic centralized control of a building's heating, ventilation and air conditioning, lighting, and other systems through a Building Management System or Building Automation System (BAS).
The objectives of building automation are
- Improved occupant comfort
- Efficient operation of building systems
- Reduction in energy consumption
- Operating costs
Building automation is an example of a distributed control system - the computer networking of electronic devices designed to monitor and control the mechanical, security, fire and flood safety, lighting (especially emergency lighting), HVAC and humidity control and ventilation systems in a building.
The term "Building Automation System", loosely used, refers to any electrical control system that is used to controls a building's heating, ventilation, and air conditioning (HVAC) system. Modern BAS can also control indoor and outdoor lighting as well as security, fire alarms, and basically everything else that is electrical in the building. Old HVAC control systems, such as wired thermostats or pneumatic controls, are a form of automation but lack the modern systems flexibility and integration
Currently, the infrastructure segment is experiencing a period of transition where both technologies as well as economy is changing constantly with this managing Safety, Hygiene and Health is in question.
In today's connected society wires and cables have become an integral part of our homes, offices, public place, and industries and are extensively used in electrical and electronic equipment for power supply, control/signal, internal connections, and communication from one device to another. To reduce the damage and risk because damages can not be refilled.
Fire mishaps caused by the short circuits can be contributed to the usage of low-quality insulation material which is not flame retardant & halogen-free hence Fire safety plays a prominent role. So it is important for all of us from various sectors to understand the trends, study the markets, and find out solutions that address these issues.
- Halogen's like Chlorine(ex: Polyvinyl Chloride(PVC)), Fluorine, Bromine, Iodine, etc., produces high-density toxic smoke and also emits corrosive acids.
- The toxic smoke emitted numbs the brain activity, causes irritation, impairs vision, and prevents a person from locating a safe exit thereby creating panic during emergency situations.
- Requirements for low smoke emissions, low generation of corrosive and toxic gases, and low fire propagation characteristics have produced a rapidly growing market for halogen-free flame retardant (HFFR) & fire survival (FS) cables.
FR, FR-LSH, HFFR, and Fire Survival solution
LAPP provides application solutions for these requirements. LAPP produces FR, FR-LSH, HFFR, and fire survival solution in single-core, multi-core cables, and data communication cables.
These are used in all locations where a high degree of protection against fire and fire damage has to be provided, including:
- Public buildings
- Residential buildings and commercial buildings
- All kinds of Infrastructure especially where safety is the main.
HFFR formulations are used in thermoplastic and cross-linked wire and cable applications, with the majority of compounds used in sheathing applications. Ethylene-vinyl acetate (EVA) is an essential polymer in HFFR compounds, with higher VA levels improving filler loading, flame retardancy, and flexibility. Exact plastomers are an ideal blend partner for EVA to improve compound viscosity and thermal properties, while Exelor polymer resins optimize the bonding between the polymer and the filler. This will also ensure greater safety and avoid fire situations. LAPP provides complete connectivity solutions and Plug & play.
Why Choose LAPP as a Preferred Partner?
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text:
Security Analytics and Reporting
A Fortune 50 financial institution had a legacy pipeline that aggregated batched data onto a secured Hadoop cluster to create daily aggregates and reports. While it performed multiple transformations which created new datasets, the organization faced multiple issues:
- The data pipeline was inefficient, taking up to six hours to run and requiring manual intervention almost daily
- Reports were misaligned with day boundaries
- Any points of failure required reconfiguring and restarting the pipeline, which was time consuming and frustrating
- Major setup and development time was needed to add new sources
- The team was unable to test and validate the pipeline prior to deployment, so testing was conducted directly on the production cluster - a poor use of resources
Using CDAP, the organization's data development team created independent, parallel pipelines that moved the data from SQL into Time Partitioned Datasets. Transformations were then performed in-flight with the ability to handle error records. After completing the initial transfers, another pipeline combined the data into a single Time Partitioned Dataset and fed it into an aggregation and reporting pipeline.
Benefits of Cask Solution
- In-house Java developers with limited knowledge of Hadoop built and ran the complex pipelines at scale within two weeks after only four hours of training.
- The new data pipeline took approximately two hours – compared to 6 hours before – to run without any manual intervention.
- Transforms were performed in-flight with the ability to handle error records.
- The visual interface enabled the team to develop, test, debug, deploy, run, automate and view pipelines during operations.
- The development experience was improved by reducing unnecessary cluster utilization.
- Tracking tools made it easy to rerun the process from any point of failure.
- The new process reduced system complexity, which simplified pipeline management.


text:
The term "corset" was adopted in Britain from the early nineteenth century, originating from France, and surplanting the older term "a pair of stays". The garment remained basically similar, aiming to transform the female figure by moulding it within a boned structure. However, whereas the eighteenth century stays had produced a rigidly flat front forming a canvas to display costly silks, and pushing the bust upwards; the nineteenth century corset was far more waisted, resulting in a curving "hour-glass" shape. This scarlet sateen corset dates from the 1860s and shows the typical styling, with shaping over the hips. Having used the lacing up the centre back to fit to the wearer's individual figure and to achieve the correct degree of tightness, there are hooks and eyes centre front for much speedier daily use.
It must always be remembered that the corset was worn over the chemise or shift, not next to the skin, thus ensuring that the unwashable corset would remain shielded from the body. Corsets could also be a variety of different colours, as seen from the red, yellow, charcoal and cream examples pictured here. They were worn by all women, at whatever level in society, as illustrated by the line drawing showing a typical "common cheap stay" which appeared in a woman's magazine in the later nineteenth century.
Full item descriptions:
"corset" [_PHONE_], Worth Ltd, S & A Pearce (Bath)
"corset & stays" [1958.108]


text:
Reading Level Test
Use the five finger test to check the reading level of a book you are choosing
to read by yourself:
- Open the book to the middle. Choose a page that is all words with no pictures.
- Read the page aloud.
- Put one finger up for every word you cannot say or do not know. (Names of people
and places do not count).
- If you get five (5) fingers up on one page, the book is too difficult to read
- If you are reading very slowly and decoding (trying to figure out) almost every
word, the book is too difficult for you even if you do not have five fingers raised.
There are many wonderful books in our library for your enjoyment. Please use this
test or ask the librarian for help when choosing a book to read by yourself.


text:
Author(s): Tan Q, Huang GH, Cai YP
Abstract Share this page
Abstract The existing inexact optimization methods based on interval-parameter linear programming can hardly address problems where coefficients in objective functions are subject to dual uncertainties. In this study, a superiority-inferiority-based inexact fuzzy two-stage mixed-integer linear programming (SI-IFTMILP) model was developed for supporting municipal solid waste management under uncertainty. The developed SI-IFTMILP approach is capable of tackling dual uncertainties presented as fuzzy boundary intervals (FuBIs) in not only constraints, but also objective functions. Uncertainties expressed as a combination of intervals and random variables could also be explicitly reflected. An algorithm with high computational efficiency was provided to solve SI-IFTMILP. SI-IFTMILP was then applied to a long-term waste management case to demonstrate its applicability. Useful interval solutions were obtained. SI-IFTMILP could help generate dynamic facility-expansion and waste-allocation plans, as well as provide corrective actions when anticipated waste management plans are violated. It could also greatly reduce system-violation risk and enhance system robustness through examining two sets of penalties resulting from variations in fuzziness and randomness. Moreover, four possible alternative models were formulated to solve the same problem; solutions from them were then compared with those from SI-IFTMILP. The results indicate that SI-IFTMILP could provide more reliable solutions than the alternatives. 2010 Elsevier Ltd. All rights reserved.
This article was published in J Environ Manage
and referenced in Industrial Engineering & Management


text:
HORSE OF A DIFFERENT COLOR
Mexican Folk Art Figure
On his second voyage in 1493, Christopher Columbus brought with him thirty Spanish Mustangs, a breed then considered to be the finest in the world. Breeding farms were established in the Caribbean and Mexico, and the Spanish horses became a vital part of the new society. The mix of Spanish and native Mexican peoples produced a unique and colorful culture, the artwork of which blended brilliant color, texture, and design. The Mexican Folk Art horse represents this blend of traditions and histories.


text:
Free public domain sheet music from IMSLP / Petrucci Music Library
(The following text was automatically transcluded from Category:Queyriaux, Antoine.)
We need more information on Antoine Queyriaux
You can help by adding dates of birth and death, or biography links
Antoine Queyriaux (1844 — 1918)
- Detailed biography: None given
- Recordings: None given
Pages in category "Queyriaux, Antoine/Librettist"
The following 5 pages are in this category, out of 5 total.


text:
Source: U. S. Census Bureau, American Community Survey, 5-Year Estimates. Updated every year. _URL_
High School Graduates include people whose highest degree was a high school diploma or its equivalent, people who attended college but did not receive a degree, and people who received an associateís, bachelorís, masterís, or professional or doctorate degree. People who reported completing the 12th grade but not receiving a diploma are not included.
Persons with a Bachelor's Degree or Higher are those who have received a bachelor's degree from a college or university, or a master's, professional, or doctorate degree.
These data include only persons 25 years old and over. The percentages are obtained by dividing the counts of graduates by the total number of persons 25 years old and over.
Scope and Methodology:
These data are collected in the American Community Survey (ACS). The data are estimates and are subject to sampling variability. The data for each geographic area are presented together with margins of error at factfinder2.census.gov. The data are period estimates, that is, they represent the characteristics of the population over a specific 60-month data collection period.


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Food Bank of Contra Costa and Solano and Feeding America, the nation's largest hunger relief organization, released a new study which reveals in 21.7% and 22.4% of children under the age of 18 are struggling with hunger in Contra Costa and Solano counties respectively.
The study, "Map the Meal Gap: Child Food Insecurity 2011", also reveals that there are children struggling with hunger in every county in America. Nationally, while one in six Americans overall are food insecure, the rate for children is much higher: nearly one in four children are food insecure.
About half of the food insecure children in the Contra Costa and Solano counties are above 185% of the poverty line meaning they do not qualify for most federal nutrition programs including the National School Lunch Program due to the high cost of living in the area.
When discussing the issue with Larry Sly, Food Bank of Contra Costa and Solano Executive Director, he said: "It is ironic that many children in our community are ineligible for government assistance programs, but their parents make so little, the children are food insecure. This is why the Food Bank's work, both providing food and advocating for change, is so important."
"Map the Meal Gap: Child Food Insecurity" provides the following data in an interactive map format:
- The percentage of the population who is food insecure in your county.
- The percentage of children in your county that is eligible for assistance from federal nutrition programs like Special Supplemental Nutrition Program for Women, Infants and Children (WIC), free or reduced-price school meals, and others.
- The percentage of children in your county that is not eligible for assistance from federal nutrition programs like Special Supplemental Nutrition Program for Women, Infants and Children (WIC), free or reduced-price school meals, and others.
By providing additional details about the face of child food insecurity at the county level, "Map the Meal Gap: Child Food Insecurity 2011" will enable food banks, the community based agencies they serve and policy makers to redefine approaches in addressing needs of hungry children and their families and develop more effective policy solutions.
You can be a part of the solution. Whether it's by advocating and raising awareness, making donations, or giving of your time and energy, everyone can play a role in ending hunger during Hunger Action Month this September. Learn more at _URL_


text:
The challenges of constructing a non-hegemonic masculine identity : a study of isi-Zulu-speaking adolescent boys.
Burnard, Andrew James.
MetadataShow full item record
Hegemonic masculinity (HM) is considered by many boys and men to be the "gold standard" of masculinity to which they are expected to conform (Connell & Messerschmidt, 2005). However, many boys feel that they fall short of this standard and are thus challenged to negotiate their sense of masculinity through positioning themselves in relation to masculine standards in various ways (Wetherell & Edley, 1999). This research therefore aims to explore the process of subject positioning in relation to HM and, if it occurs, the process of successfully aligning masculine identity with alternative (non-hegemonic) forms of masculinity. Eight late adolescent boys from rural KwaZulu-Natal were interviewed, and the data were qualitatively analysed by focussing on the boys' narratives used to describe masculinity and how they position themselves in relation to the various norms of masculinity. The results indicate that these boys did not show signs of having non-hegemonic masculinities. However, all boys reframed HM into a new discourse still based on the acceptance of the hegemonic domination over women and femininity (including less masculine boys), while disavowing practices relating to alcohol use, crime and risky sexual practices. This discourse represented a sanitised version of HM. It was suggested that boys maintain these multiple versions of masculinity in parallel, and use psychological splitting to maintain them. Soccer emerged as serving an important function for the creation and maintenance of these sanitised masculinities.


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Moving into the Sixth Grade is hard. Major tests and bigger projects. Many people find this transition a bit hard. But with some rules and tips, you'll be able to survive, and maybe even enjoy the jungle of the 6th grade. It's actually kind of fun when you know what to do. Making friends, getting a locker and a locker combination and handling bigger responsibilities, as this is what the government does to help us. But remember don't change yourself for anyone else! So, read on girls!
 1. 1
 Be clean. When you're in the Sixth Grade, some people judge you really fast. Even the teachers will not want to be near you. Remember to keep your nails filed and at a reasonable height. Brush your teeth, tongue, even the inside of your cheeks (The tongue and cheeks hold on to most bacteria). Brush your hair and wash it. You can even put on a little bit of lip gloss if you want to make your lips shiny. But don't overdo the makeup, it makes you look trampy which isn't a good thing. Put on clean, ironed clothes and clean shoes. Don't wear clothes that are too revealing or tight. Wear clothes that represent you! That fit your personality. Wash your face and body with nice smelling soap or body wash. Don't forget to use deodorant. If your on your period, wear cotton underwear and wear tampons or pads, if your flow is a bit heavier and you're not comfortable with bigger tampons, try a tampon and a panty liner. Also, if you feel you are about to start keep pads in your locker and wear a liner everyday. In the Sixth Grade, people also make fun of your weight. If you're obese, (overweight), try to cut down on the candy and get some exercise. Also, try to sleep early so you don't wake up with those unattractive bags under your eyes and so you can get more concentration at school.
 2. 2
 Keep your locker organized and sort of personalized. Add a magnetic mirror and a couple of pictures if you want. Keep your books in order of classes. (If English is first, keep your English book on top) You need to keep organized, there is absolutely no time to goof around. Also put sticky note reminders inside of your lockers and on your books so you wont forget upcoming projects, homework, or assignments.
 - Keep pads in the back of your locker for emergencies.
 - Don't start pack ratting, because when you're tempted to throw your garbage and food in your locker, you'll have a mess. Before you throw your banana peel and apple core inside your locker, think of what will happen. Your locker will stink, start attracting bugs, and molding. Everything will fall out when you shove it in there, and everyone will think you're gross and not well organized. As said before, people judge you very quickly. Every week, spray some air freshener inside your locker if it's allowed. Some people are allergic to the smells. Every month, wipe your locker with Windex or just plain water. It will keep your locker shiny and dust free.
 - Make sure you have a lock with a combination you can remember, so no one can steal your stuff.
 - If you have a locker with a hook, you can hang your backpack or jacket on it, if you don't, then just buy the ones you can stick on with adhesive.
 3. 3
 Learn how to take great notes. Note-Taking is very important in the Sixth Grade. It keeps you ahead and refreshes your brain every time your look at it. Try to pay attention and take notes of the important thing in class. If you have a test, record every single detail, and anything the teacher says twice, underline it, highlight it, or bold it. Make a Venn Diagram to show differences and make a chart to separate things.Learn how here: [1]]
 4. 4
 Keep your desk clean if you have one. You need to keep it clean. Keep neat from food and garbage. Keep your supplies in your pencil case and remember not to sharpen, put cut-up paper, or put eraser bits in your desk. Now, wipe your desk like how you wipe your locker. Don't write on your desk, it's thought of as vandalism and no one will trust you with their things after you do that.
 5. 5
 Use your backpack properly. Don't just shove your homework in there. Get a binder and keep all important papers in it. Freshen your bag and maybe add some cute key chains or some stickers to make it match your personality. Remember to always bring your pencil case, lunch bag and binder home in your bag. Treat your backpack with care and respect. Wash your backpack to keep it clean and fresh every once in a while.
 6. 6
 Try to make friends. But be yourself. Don't try to get involved in a group of popular girls.
 - Try to be friends with someone nice and you can trust.
 - Don't lie because one day it will catch up with you and no one likes a lying phony.
 - Don't show off because people will think you're trying to be the best and they'll not want to hang out with you.
 - Don't let anyone intimidate you or get under your skin. Tell a teacher or someone you trust if you're being bullied.
 - Don't try the dating thing because you have your whole life to live and you don't want someone to break your heart when you're 11 or 12.
 - Try not to flirt or act like someone you're not. Everyone has crushes, so don't think having one is wrong. You don't need to have an intimate relationship. Being friends is good enough, isn't it?
 7. 7
 Remember that Teachers are a big part of the school. Say "hey" casually when you see him/her anywhere other then the classroom and "Hey, Good Morning" when you enter the classroom. Don't say things loudly and vibrant or too cheesy, it will creep him out and embarrass you. Teachers are human beings, defend your teacher and try to stay away from the class clown and goofballs of the class because they might influence you or get you in trouble. Don't talk when the teacher is talking and try to ask questions if you don't understand, people won't laugh at you if you have one.
 8. 8
 Stay away from inappropriate jokes or words because if you keep being around them, you can blurt one out at a bad time. People will feel offended if you use them. Try to stay on the topic if you have a partner job and don't go off topic. Stay friendly and nice and try your best to be the best.
 9. 9
 Stay on top of your projects and tests. Projects and Tests are very important.
 - When you have a project you need to have a partner with, choose someone you know you can work well with. Don't choose the same person over and over because you want to make friends and the teacher will see you can't work with anyone else.
 - Review your notes when you have an upcoming test and ask your teacher after class for some extra help. Start studying 1 or 2 weeks before a test, don't cram 'till 1:30 in the morning. Instead, have a good night's rest and a healthy breakfast so you're ready to handle the test.
 10. 10
 Go to bed early so you can wake up early and prepare for school. Try getting up at 5 or 6 a.m. so you can have a little time to prepare. Also, timing will help you in your adult hood too, so get practicing. It's also really nice outside when you get up. Get to school about 10-15 minutes early. When you go from class to class, don't stop in the hallway and chat. Get to class, people find this EXTREMELY irresponsible. Some people have a high amount of jealousy, so if the mean girls bump into you, don't worry about them, ignore any insults and get to class because usually, the mean girls main goal is to get you in trouble. Remember, anytime they act nice to you, think about it.
 11. 11
 Make a Daily Routine. The last thing you need is to be mentally corrupted. Determine how much time it takes you to get ready in the morning, for most girls, it takes about 1hr and 30mins-2hrs. So If school starts at 8am, get up at 6am or 6:30am, or if at 9am, 7am or 6:30am, as it's really helpful. Also, when you get home from school, if you have extra-curriculars (dance, karate, skating etc.) you should plan when you'll do homework or when you'll finish your projects, just figure it out.
 12. 12
 Use your lunch to relax. Lunch is a time to socialize and relax. Pack a healthy lunch with an apple or banana on the side. Eat with manners, otherwise people will think you're a slob/pig. Remember, you still need to have energy to get through the rest of the day. Try not to buy lunch, people can try to steal your money. Make sure that the mean girls don't sit near you. They'll try to embarrass you, and the