text:
Abdominal Incision: Vertical Midline
The lower abdominal midline incision should be employed if optimal exposure is desired. It is generally thought to be faster and easier to perform in the case of an emergency classical cesarean section. It can be easily extended to afford exposure of the entire peritoneal cavity. It will generally produce less blood loss than the Pfannenstiel because no large perforating vessels need be divided. The midline is relatively avascular. The disadvantages of the midline begin as the surgery ends with longer time for wound closure, higher rates of wound breakdown and hernia formation.
- Vertical Incision
- Lower abdominal midline
- Generally faster
- Better exposure
- Easy to extend if needed
- Less blood loss
- Poorer healing
Classical cesarean accounts for only 1% of cesarean sections. It is reserved for those rare instances when a lower segment incision is impossible or contraindicated. These circumstances may involve fetal factors where the presenting part has not adequately advanced to distend the lower uterine segment. This may occur with prematurity (particularly <30 weeks gestation, footling breech presentation, transverse lie or a combination of these factors. Closure of the incision is more difficult and involves more blood loss due to the thickness of the myometrium in the upper uterine segment. Once a classical cesarean section has been performed, future trial of labour is contraindicated.
- Classical (Vertical)
- Excellent exposure
- Avoids injury to large uterine vessels caused by extension of a transverse incision
- Useful when lower segment is not developed
- Once a (classical) cesarean, always a cesarean
- Thick myometrium means slower entry
- May need to cut through the placenta to access the uterus
- More difficult closure (three layers)
The uterus has a copious blood supply. There are large vessels that anastomose along the lateral borders. For this reason, lateral extension of a transverse incision is likely to cause significant hemorrhage. The classical (midline) incision avoids this complication.
The vertical incision is made in the midline of the body of the uterus cephalad to the bladder reflection. Again successive, superficial cuts with the scalpel are made until the cavity is entered. The incision is then extended with bandage scissors. If a transverse incision has already be made it can easily be converted to a classical by clipping in the midline with bandage scissors, converting to in inverted "T" incision.
Internal Podalic Version
Transverse lie is a bit trickier than simple breech extraction and usually involves grasping the ankles and converting the lie to breech by internal podalic version.
Transverse lie is converted to breech by grasping one or both ankles.
- Try to keep membranes intact if that is an option
- May need tocolysis/uterine relaxation to facilitate manipulation
- Internal podalic version as the assistant applies transabdominal pressure on the head to aid fetal rotation into a breech position
- Avoid hyperextension of the neck
- Do breech extraction
Grasp the baby's ankles and bring the feet into the incision while an external hand pushes the head toward the uterine fundus.
The edges of the uterine incision will be bleeding briskly at this point. Grasp any obvious bleeders with Green Armitage clamps. Identify the angles of the incision and secure them with sutures. The incision itself is closed with three layers of continuous absorbable suture. Additional interrupted sutures can be added. The uterus may be externalized to facilitate exposure and reduce bleeding during closure.
- Exteriorize the uterus
- Close incision in 3 layers or more
- Uterus is thick and will bleed more than with LSCS
- Replace uterus in abdomen, observe for bleeders
- Press hot foments against incision if oozing
- Pressure, patience, platelets, prayer
Closure of a Classical Incision in 3 Layers
A classical incision will be considerably thicker than a lower segment incision. It typically requires three layers and additional figure-of-8 interrupted sutures to secure good hemostasis.


text:
StudHumSci_2_93.pdf 758 KB
Relationship between positive-negative affect and performance in a golf competition
The first objective of this study was to investigate the relationship between positive and negative affect at three phases of a golf competition and performance in the competition. The second objective was to investigate the relationship between changes in positive and negative affect during the competition and performance in the competition. Thirty golfers who belonged to university golf clubs participated. The golfers answered the PANAS questionnaire immediately prior to the competition, immediately after the first half 9 holes, and immediately after the latter half 9 holes of the competition. Their performance in the competition was calculated by the mean score of the last 10 rounds of golf minus the score of the competition. Correlation coefficient showed that the performance in the first half 9 holes was significantly related to the positive affect immediately after the first 9 holes (r =.38), and the negative affect immediately after the first 9 holes (r =-.35). In addition, the correlation coefficient between the increased positive affect in the first 9 holes and the performance in the first half 9 holes (r =.46) and that between the increased negative affect in the first 9 holes and the performance in the first half 9 holes (r =-.38) was significant. These findings indicated that the positive and negative affect during a golf competition changed depending on the golfers' performance in the competition.
広島大学大学院総合科学研究科紀要. I, 人間科学研究
Copyright (c) 2006 Graduate School of Integrated Arts and Sciences, Hiroshima University. All rights reserved.

source: openbmb/Ultra-FineWeb


text: Microinjection molding has been drawing more and more attention due to its great advantages such as cost effectiveness and mass production capability. In this work, an experimental study was carried out in order to investigate the effect of the mold surface roughness on the achieved filled length of the molded microfeatures. For this purpose, an aluminum mold insert with microchannels having different surface roughness values was designed and fabricated using ultraprecision diamond machining and micromilling method. The experimental results revealed that increasing surface roughness of the microchannel wall led to a decrease in the filled length of the molded microfeatures. It was also found that with increased melt temperature or injection velocity, the effect of surface roughness was weakened by high-pressure trapped air inside the microchannels during injection process. Finally, the influence mechanism of the mold surface roughness was discussed.


text:
Old Abe (1861? – March 28, 1881), bald eagle, was the mascot of the 8th Wisconsin Volunteer Infantry Regiment in the American Civil War and is the screaming eagle mascot depicted on the insignia of the U.S. Army's 101st Airborne Division....That storied creature is for Abe Sauer just some absurdity that Awl readers should laugh at. Laugh at the stupid people in Wisconsin who think there's some meaning embodied in the carcass of a bird.
Company C named the eagle after President Abraham Lincoln, and designed a special perch on which they carried the bird into battle. Old Abe participated in the Second Battle of Corinth (in which the 8th Wisconsin lost half of its men) and the Siege of Vicksburg, among other battles. In battle, Old Abe quickly became legendary, screaming and spreading his wings at the enemy. Confederate troops called him the "Yankee Buzzard" and made several attempts to capture him but never succeeded. Several times he lost feathers to bullets and saw his handlers get shot out from under him. When passing by, Generals Ulysses S. Grant, William T. Sherman, and William Rosecrans were known to doff their hats to the eagle.
In 1864, Old Abe returned to Wisconsin with several veterans who did not reenlist. Nevertheless, he remained famous and was invited to, among other events, the 1880 Grand Army of the Republic National Convention, and the 1876 Centennial Exposition in Philadelphia, Pennsylvania. When not at public events, his caretaker kept him in the Wisconsin State Capitol.
Crushing ignorance from Abe Sauer.
IN THE COMMENTS: "But Old Abe's carcass indeed is gone."

source: HuggingFaceFW/fineweb-edu


text:
The Na'vi sometimes blow through the tubular plant body to make its signature wailing sound as a warning to intruders to stay away. Although deadly and toxic, the plant is also a food source for the Na'vi. The large seeds of the banshee are attached on the stem opposite to the direction the plant is pointing, making it easy for the Na'vi to harvest them.
The banshee of paradise is one of the most dangerous plants on Pandora because it can eject poison tipped spines in a targeted direction. It has the ability to sense infrared radiation (IR), which is emitted from warm objects such as animals and people, and to rotate its tubular body to point toward the source of the IR. Large spines contain toxins in glands on the tips, which can be deadly in large concentrations. When the source of IR comes close to the plant, the spines eject their poisonous tips in the direction of the threat. (Read more)


Skip to definition.
Noun: snapper sna-pu(r)
 "the snapper fumbled the handoff";
 - center [US], centre [Brit, Cdn]
 2. Flesh of any of various important food fishes of warm seas
 - cracker, cracker bonbon
 4. Australian food fish having a pinkish body with blue spots
 - Chrysophrys auratus
 5. Any of several large sharp-toothed marine food and sport fishes of the family Lutjanidae of mainly tropical coastal waters
 6. Large-headed turtle with powerful hooked jaws found in or near water; prone to bite
 - common snapping turtle, Chelydra serpentina
Derived forms: snappers
Type of: favor [US], favour [Brit, Cdn], food fish, lineman, party favor [US], party favour [Brit, Cdn], percoid, percoid fish, percoidean, saltwater fish, snapping turtle, sparid, sparid fish
Part of: Chelydra, Chrysophrys, family Lutjanidae, genus Chelydra, genus Chrysophrys, Lutjanidae
Encyclopedia: Snapper


How do I know when my cockatiel is sick?
As always the information offered here is to provide guidance and is not intended to be a substitute for the good advice provided by your own avian vet. When in doubt always consult your own veterinarian.
How do I know when my bird is sick?
Tail bobbing, sitting "down on the perch" (crouching over its feet), and sitting on the floor of the cage.
Sneezing, clicking respiration (cough), brown-stained feathers above the nostrils (runny nose), or breathing difficulty occurs.
A change in or loss of voice or song is apparent.
Your cockatiel's behavior changes; it becomes sleepy (eyes closing), less active, and withdrawn.
There is a change in appetite. Loss of appetite or increase appetite.
Your bird drinks more water than normal.
Droppings become loose or change in color.
The number of droppings decreases. Count the number of droppings daily when changing the cage. Fewer droppings may indicate that your cockatiel is not eating well.
Your bird "fluffs up."
A long molt and scratching or picking feathers occurs.


_USER_{Stepanova_Svetlana_V._Autor_The_2019, author={Stepanova, Svetlana V. Autor}, volume={92}, number={4}, copyright={Creative Commons Attribution BY 4.0 license}, address={Warszawa}, journal={Geographia Polonica}, journal={Geographia Polonica}, howpublished={online}, year={2019}, publisher={IGiPZ PAN}, language={eng}, abstract={The work reported here has examined the transformation of the Northern Ladoga region (a natural and historical region in the Russian-Finnish borderland) from 'closed' border area into a prospective tourist destination in the face of changes taking place in the 1990s. Three periods to the development of tourism in the region are identified, while the article goes on to explore general trends and features characterising the development of a tourist destination, with the focus on tourist infrastructure, the developing types of tourism and tourismoriented projects. Measures to further stimulate tourism as an economic activity of the region are suggested.}, title={The Northern Ladoga region as a prospective tourist destination in the Russian-Finnish borderland: Historical, cultural, ecological and economic aspects}, type={Text}, URL={_URL_ keywords={touism development, the Northern Ladoga Region, tourist destination, Russian-Finnish borderland, Republic of Karelia, political and socio-economic changes}, }


Returns the minimum value of mbrName across XrangeList, with options to skip missing or zero
Parameter Description
SKIPNONE Includes in the operation all specified cells regardless of their content
SKIPMISSING Ignores all _TAG_ values
SKIPZERO Ignores all 0 values
SKIPBOTH Ignores all 0 and _TAG_ values
returns a single member or member combination
XrangeList Optional. A valid member name, a comma-delimited list of member names,
cross dimension members, or a member set function or range function (including
_USER_) that returns a list of members from the same dimension. If XrangeList is not specified, Essbase uses
the level 0 members from the dimension tagged as time.
 - _USER_ enables skipping of _TAG_ and 0
 values, in contrast with the _USER_ function,
 which always includes these values in the calculation.
 - _USER_ (SKIPNONE, mbrName, rangeList)
 is equivalent to _USER_ (mbrName, rangeList).
 - _TAG_ values are considered to be less than
 positive data values and more than negative data values. If the data being
 calculated includes only positive and _TAG_ values, _USER_
 returns _TAG_.
 - For all members, _USER_ returns the value calculated for
 the specified member and range list.
For both examples, assume a database similar to Sample Basic. The Measures
dimension includes two members: COGS (cost of goods sold) and OtherInc_Exp
(miscellaneous income and expenses). The data can include 0 and _TAG_ values.
For both members of the Measures dimension, the result is the same–the minimum
value for the OtherInc_Exp member across the specified range.
Example 1
Qtr1_Min = _USER_(SKIPBOTH, OtherInc_Exp, Jan:Mar);
This example ignores the 0 value for Mar and produces the following
 Jan Feb Mar Qtr1_Min
COGS _TAG_ _PHONE_ 350
OtherInc_Exp 500 350 0 350
Example 2
Qtr1_Min = _USER_(SKIPNONE, OtherInc_Exp, Jan:Mar);
This example does not ignore the 0 value in the calculation. This example
produces the following results:
 Jan Feb Mar Qtr1_Min
COGS _TAG_ _PHONE_ 0
OtherInc_Exp 500 350 0 0
See Also
 - _USER_


text:
Join Women's Audio Mission for Introduction to Electronic Music Production. We'll cover the basics of how to navigate and use Ableton Live including:
- Understanding the Session/Arrangement views
- How to use clips
- Adding effects
We'll dedicate time to understanding how to use MIDI within Ableton, and end with a run through of how to build a song in Ableton, which we'll do in real-time together with tips on music production, beat production, choosing sounds that blend well together, synth and drum layering.
Women's Audio Mission's courses focus on increasing the gender balance in audio production and technology sectors since less than 5% of the population employed in these sectors are women. There are limited spots available in our classes and they often sell out, so we ask that if you are not woman-identified (transgender or cisgender), non-binary or gender non-conforming, that you reconsider enrolling in the class. We will not turn anyone away, but please be mindful that if you take up a seat in class, that is one less woman or non binary-identified individual that we can serve. We thank you for your understanding in advance and for joining us in our mission to advance women and girls in music production and the recording arts.


text:
If a little-known microbe called Arcobacter butzleri has contaminated the water you drink or the food you eat, this troublesome pathogen could make you sick. Symptoms include diarrhea, stomach cramps, nausea, vomiting and fever, all of which can become chronic if left untreated.
But investigations by Agricultural Research Service (ARS) microbiologist William G. Miller and colleagues may speed discovery of innovative ways to control this microbe.
In 2007, Miller and co-researchers deciphered the sequence of the pathogen's genetic material, or genome. This work was a scientific "first" for any of the world's Arcobacters. Based at the ARS Western Regional Research Center in Albany, Calif., Miller did the research with co-investigators there and with others in the United States and abroad.
Since then, Miller has employed the genomic data in developing what's known as a "typing method" to differentiate A. butzleri from look-alike species, and to distinguish specific strains within those species. Medical professionals, public health agencies and researchers can use it when they're tracking the source of foodborne-illness outbreaks. In the past, for example, A. butzleri has been implicated as a cause of such outbreaks in Europe and Southeast Asia.
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text:
Incredible Batch of Rare and New Species Discovered
A chameleon (Chamaeleo gracilis) found during a 2006 expedition to Ghana's Atewa Range Forest Reserve led by Conservation International's Rapid Assessment Program.
CREDIT: Piotr Naskrecki, Conservation International
Two species of primates that are of global conservation concern, eight new species of katydids, a critically endangered frog species, 17 rare butterfly species and wild birds such as the brown-cheeked hornbill are among the finds of an expedition to a forest reserve in Ghana.
Scientists exploring one of the largest remaining blocks of tropical forest in Western Africa discovered these animals as part of significant populations of new, rare and threatened species, underscoring the area's high biological diversity and value.
The findings came from a 2006 expedition to Ghana's Atewa Range Forest Reserve (Atewa) led by Conservation International's Rapid Assessment Program and were presented in a report made public Thursday.
The discoveries include:
--A critically endangered frog species (Conraua derooi) whose presence in Atewa may represent the last viable population in the world.
--An unusually high 22 species of large mammals and six species of primates including two species that are of global conservation concern: Geoffroy's pied colobus (Colobus vellerosus) and the olive colobus (Procolobus verus).
--17 rare butterfly species, including the magnificent Papilio antimachus, whose wingspan is the widest in the world. Another, called Mylothris atewa, is found nowhere else in the world and has been proposed as globally critically endangered. The new report contains the first photo of this species in the wild;
--The highest diversity of katydids (a grasshopper relative) in all of Africa, including eight species new to science, making 13 percent of all species of katydids in Atewa new to science.
--An unusually high 155 bird species. Six species of global conservation concern including the brown-cheeked hornbill and the Nimba flycatcher (first time recorded in Ghana).
--19 fish species of significant potential value in the aquarium trade. These species indicate that the streams run through high quality, intact forest, which is becoming exceedingly rare in West Africa.
--The only tree fern species (Cyathea manniana) found in Ghana. Other places where similar species are found include forests in Brazil and Madagascar.
--A strange new species of spider tick, with a lineage dating back to the Age of the Dinosaurs, looks like a cross between a spider and a crab, and males have their reproductive organs on their legs. They are considered quite rare, with only 57 other species known from this group throughout the world.
"While this forest has long been known to harbor a high number of species and to serve as an essential source of water for local villages and for Accra, it is only recently that the global importance of this reserve has been confirmed," said Okyeame Ampadu-Agyei, an expedition member in Ghana associated with Conservation International, which led the expedition. "We must quickly take action to protect the incredible diversity of Atewa for future generations and to prevent the extinction of the 36 globally threatened species that we know to live in Atewa."
The reserve's animals and habitats are under pressure from illegal timber harvesting and bushmeat hunting, the researchers said.
From June 6 to June 24, 2006, a team of 22 scientists, post-graduate students and assistants from Ghana and abroad surveyed the 58,472 acre Atewa tract in south-eastern Ghana. The scientists found an intact forest ecosystem, which is unusual and significant for West Africa, where most forests are highly fragmented and disturbed.
Established as a national forest reserve in 1926, and since designated as one of Ghana's Globally Significant Biodiversity Areas, Atewa's importance has long been recognized because it contains the headwaters of three river systems, essential sources of domestic, agricultural and industrial water for local communities and many of Ghana's major population centers, including Accra.
In their final report, scientists called for the government to upgrade the area's protection status such as to a National Park, create of a buffer zone around the park and develop a management plan that includes conversation measures and economic development strategies compatible with conservation goals.
The report points to eco-tourism as an optimal industry to develop because of Atewa's beauty, richness in species and close proximity to the capital city.
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text:
Cadernos de Saúde Pública
Print version ISSN 0102-311X
MOURA, Escolástica Rejane Ferreira and SOUSA, Rosiléa Alves de. Education in reproductive health: proposal or reality in the Family Health Program?. Cad. Saúde Pública [online]. 2002, vol.18, n.6, pp. _PHONE_. ISSN 0102-311X. _URL_
As supervisors of primary health care units in the State of Ceará, Brazil, we have observed a low supply of health education services. As part of the activities under the Family Health Program (FHP), we attempted to investigate the causes of this short supply and identify flaws in the development of such activities. Interviews and participatory observation were adopted as the research method. The following causes were defined in the lack of health education practices: disorganization of demand, insufficient coverage of the population by FHP teams, resistance by both health professionals and the population to educational activities, absence of adequate floor space for conducting such activities, and lack of support materials. The following flaws were identified in the implementation of activities: limited exchange of experiences among participants; limited focus on the group's needs; frequent use of scientific language; transfer of outdated information; and inadequate utilization of teaching materials. The conclusion is that there is a need to retrain health professionals and to improve the availability of physical resources and teaching materials in order for education in reproductive health to become a reality in the FHP.
Keywords : Health Education; Family Health Program; Reproductive Medicine.


Early in 1908, three main literary societies of Mount Gilead held a meeting to consider starting a public library. The name, Mount Gilead Free Public Library Association was adopted. Mrs. Benjamin Olds was elected the first president and Mrs. Richard Schaaf was elected treasurer.
The library was located in the Business Men's League room which was rent free. The location of this room was in the building which now houses the Morrow County Historical Society museum (formerly First Knox Bank). The three groups that first organized the library held their meetings in the assembly room over the library.
Donations were sought from the local community. Many citizens contributed generously. The library was open on Wednesday and Saturday afternoons from two until five and in the evenings from seven until nine. Mrs. Emma Wieland and Miss Mabel Lewis were librarians for some time, with Eva Gardner being the next librarian.
In 1912, Mrs. Mary Eccles gave the library a gift of $3,000 toward a permanent library location. The only stipulation was the property had to be purchased within four months. The current library annex at 35 E. High Street was purchased for $3,000 with $200 going toward renovation of the building.
The remodeling of the library included opening up the upper floor, making one large room. This was used by the sponsoring clubs to hold their meetings.
The downstairs was also opened up to make one large room. Oak pillars were used to separate the desk from the main part. Bathrooms were added in basement to complete the renovation. The building opened to the public in July of 1913.
As the years passed, it became obvious that the library had outgrown the building. In 1979 a levy was passed to raise $165,000 to add an addition to the present facility. Ground breaking took place in March 1980 and the addition was completed by the end of the year.
Only seven years later, the addition could no longer handle the libraries needs. In 1987 the telephone office (CentryLink is located there today) was leased for the children's department. Three years later the two properties east of the library came up for sale. Both had houses on them at the time. One was torn down and used as a parking lot while the other was made into the new children's department and genealogy in 1990. Later in the 1990's two other parcels were purchased to complete the land needed to build our current facility.
In 1998, the voters approved a 0.8 mil bond issue allowing for the building of our current facility. The children's library was moved yet again to the meeting room so that the little brick house could be torn down along with another house. In June 2000, the new facility was opened to the public. The library annex is now used for the genealogy department and community meeting room.


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Which was the first European nation to be absorbed by Nazi Germany?
1 Answer | Add Yours
pohnpei397's profile pic
Posted on (Answer #1)
The answer to this depends on what you mean by "absorb." There will be a different answer if you are talking about Germany taking a country over without fighting than there will be if you are talking about military conquest and absorption.
If you are talking about military conquest, the correct answer would be Poland. Germany invaded Poland in September of 1939. It defeated Poland in about six weeks. It divided up conquered Poland with the Soviet Union as it had agreed to do before the war started.
However, I think that the better answer is Austria. This was the first country that Germany absorbed before the war started. It did so in a semi-voluntary annexation that is known as the "Anschluss." Much of the population of Austria welcomed this union with Germany because the people of both countries were ethnically German. Even so, Austria ceased to exist as a country for that time. Therefore, it is proper to say that Germany absorbed Austria.
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Paso Robles, Santa Maria libraries keep their communities connected to academic, online, and local resources during the pandemic
By and
Two libraries in two distinct areas on the Central Coast have stepped up to carry on being a direct resource for all ages during a time when most facilities have had to limit or halt their services during this pandemic.
The doors of the Paso Robles City Library were temporarily closed for several months, but it never stopped providing services to the community, especially online access to digital material and ensuring students had library cards, according to librarian Angelica Fortin.
LIBRARY CONNECTIONS The Paso Robles and Santa Maria City Libraries have only heightened their resourceful natures by adapting to the pandemic and offering virtual services to their respected communities. - PHOTO COURTESY OF BRUCE COOK
 - Photo Courtesy Of Bruce Cook
Since March, the library has had more than 30,000 visitors; 135,0000 items have circulated, and of that total 43,000 were via virtual use; and (when the library was opened) its two public computers were used 10,400 times for 20 minutes at a time. It's been able to provide 370 virtual programs with a total of more than 6,700 attendees. The city library has also given away more than 3,000 grab-and-go craft kits for children and adults.
One of the immediate actions the library took during the first stay-at-home order in March was to offer reference services via telephone. Patrons could access e-books, e-magazines, and homework resources virtually by using their library cards.
"We worked really hard to try and get library cards to all of the [ninth, 10th, and 11th] graders at the Paso Robles Unified School District," Fortin said.
The partnership was made possible by Melissa Bailey, the Paso City children's librarian; school district librarian Stephanie Lowe; and educational technology TOSA Ronalee Andersen, who collaborated on a memorandum of understanding to safely and efficiently provide the students with a card, said Jennifer Gaviola, deputy superintendent of Paso Unified.
Even before the pandemic, this partnership had been in the works. The team, she said, determined how the district could securely provide the city library with student district ID numbers, which would then be students' city library number.
Bailey and the city library staff printed library cards for all students who did not already have one. They placed the students' new library cards as well as flyers detailing how to access digital resources in envelopes with the students' names.
Gaviola said the plan was to distribute the cards during the students' tutorial class, but due to the pandemic it didn't happen.
"In August when students came to pick up textbooks and Chromebooks, Paso Robles High School library staff handed out envelopes to students and explained that they now had access to books, audiobooks, and even movies through the public library," she said. "The city library made the processes extremely easy for the school district, and we are thrilled that so many more students now have access to more resources to support their education and recreational reading."
The program made more than 1,800 library cards available to students.
Another successful program the library facilitated was access to internet hotspots.
"There are people in our community that still don't have access to the internet at home, and it's for a variety of reasons. At the end of April we extended our Wi-Fi network not only here at the library, but at our study center over on [36th and Oak Streets] on the north end of town," Fortin said.
Since March the city library had a total 4,475 connections to its Wi-Fi network, an average of about 500 connections a month.
Library volunteer Tammy Bourne, who's lent her time to the facility for six years, pulls book holds for the curbside and pickup service. She said it's been amazing to see the library staff work so hard to evolve and respond to new safety requirements in an effort to serve the Paso Robles community without missing a step.
"The saddest thing about this new environment is not seeing people really enjoy the library. But I know the public is using the library because I get the list of books that people have put on hold and they want us to pull for them. So I can tell you right there, the public is definitely still using the library for books," Bourne said.
In Northern Santa Barbary County, the city of Santa Maria Main Library's aisles were also barren of visitors, and its physical closure threatened its funding.
When cuts to the library were initially proposed, the community quickly sprung into action to oppose such a measure, and City Council members found a way to move some money around and make it work.
"COVID-19 had really highlighted the inequities that exist, especially with education," City Councilmember Gloria Soto told New Times. "Library services, whether that be on a virtual platform or through their bookmobile or curbside pickup, being able to keep our community members and our young people engaged, have never been more important."
Prior to the pandemic, "our public here in Santa Maria did enjoy using our physical space for a variety of reasons," said Santa Maria Librarian Dawn Jackson. "However, under our current restrictions... people have come to realize that libraries can adapt, and can do so much more than what patrons, or perhaps even librarians, thought that we could do."
For the Santa Maria Main Library, this looked like shifting programming to "a combination of virtual and take-home format."
The library also brings books, Wi-Fi, and laptops for checkout directly to residents through its bookmobile, which was unveiled earlier this year.
"That is going to eight locations around the city with regular stops," Jackson said. "They have a grab-and-go service, and they've been able to reach patrons that haven't been able, even prior to the pandemic, to visit the library."
Ana Libbon, administrator of programs and services for Boys & Girls Clubs of Mid Central Coast, told New Times that the library's bookmobile has made a big difference for the kids they serve.
"Every Wednesday from 3:30 to about 5:30, they park in our parking lot and kids are allowed to go through their bookmobile and check out books," Libbon said of the organization's Santa Maria location. "They help them all obtain library cards and answer their questions.... They've been absolutely amazing."
The success is evident in the numbers: Jackson said the library has had 1,278 views of its programs on YouTube since March, and circulation went up 20 percent over the past two months with its grab-and-go services.
The perception of libraries is changing, Paso Robles' librarian Fortin said, noting that in the past people viewed the library as "shushing environments."
"We do have a lot of rules, I get that, but a lot of that is just organization and making sure that we have the resources people need; that they come back to that somebody else can use them," she said. "It really comes from wanting to provide access." Δ
Staff Writers Karen Garcia and Malea Martin can be reached at and, respectively.
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Say I have a binomial coefficient $y=\binom{5n+3}{n+2}$ or $y=\binom{n^2+4}{3n}$ something of the sorts in terms of the variable $n$. How can I determine $f$ so that $y = O(f)$?
Is there a general method for this sort of thing. I have only ever seen $O$-notation in a computer science setting and its treatment was not concerned with deriving anything except the bounds for "simple" functions like logarithms and polynomials. As a side question, what would be a good resource to learn further methods to find $O$ of more complex functions? I understand the formal definition, but Im unsure how to use it practically.
My apologies if this is a stupid question. Its not homework.
share|improve this question
It's imprecise to say "determine O(y)." What you want is to write down some nice function f such that y = O(f). (Of course what you really want is probably to write down some nice function f such that y = Theta(f).) – Qiaochu Yuan Nov 7 '10 at 20:35
You might also want to take a look at this question: math.stackexchange.com/questions/6784 – Mike Spivey Nov 7 '10 at 20:47
_USER_ yes, thats what I meant, edited. – AnonymousCoward Nov 7 '10 at 23:11
2 Answers 2
up vote 5 down vote accepted
Use Stirling's approximation in $\binom{n}{k} = \frac{n!}{k!(n-k)!}$.
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The answer to your second question is to read Graham, Knuth, and Patashnik's Concrete Mathematics, at least for simpler practical examples. For complicated sequences it can be extremely difficult and in many cases open to find asymptotics, e.g. for Ramsey-theoretic sequences, so you'll have to narrow the scope of your question a little to get a reasonable answer.
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Specifically, look at Chapter 9 of Concrete Mathematics. – Mike Spivey Nov 7 '10 at 20:42
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text:
Egg binding refers to a common and potentially serious condition where a female bird is unable to pass an egg that may be stuck near the cloaca, or further inside the reproductive tract. Even though egg binding can occur in any female bird, it is most common in smaller birds such as lovebirds, cockatiels, budgies and finches.
The potential of an egg breaking inside the tract is high, which then can result in an infection or damage to internal tissue; and - if left untreated - death.
The bound egg may be gently massaged out; failing this it may become necessary for a vet to break the egg inside and remove it in parts. If broken, the oviduct should be cleaned of shell fragments and egg residue to avoid damage or infection.
Suspected causes for egg binding include:
- Low Calcium Levels or Hypocalcaemia Syndrome associated with low calcium levels in the blood. Supplementing the breeding hen with a diet rich in calcium and Vitamin D is an important factor in preventing this problem
- You could provide a dish filled with crushed egg shell (from boiled eggs to kill any bacteria) and/or attach a calcium / mineral block to the cage.
- In areas where access to natural sunlight is limited (such as in the northern hemisphere during the winter months), full spectrum lamps can be used to provide UVA and UVB rays.natrual food source rich in vitimine D Potentially discuss supplementation with your vet. Supplementation needs to be carefully screen ed and supervised by a vet since an excess of vitamin D (in the form of a supplement) causes kidney damage and retards growth.
- Relevant Article:Natural Calcium for Birds - Sources and Absorbability
- Malnutrition caused by seed-only or low-protein diets.
- Sedentary lifestyle: Often the case when birds are kept in enclosures / cages that are too small for them. The lack of exercise causes poorly developed muscles and obesity.
- At particular risk are sick and old Birds.
- Pet birds can also develop this problem, as birds don't need a mate to lay eggs. (Obviously, solitary egg-laying females won't produce fertile eggs.)
Loss of appetite, depression, abdominal straining, and sitting fluffed on the bottom of the cage. Some hens may pass large wet droppings while others may not pass any droppings due to the egg's interfering with normal defecation.
If you suspect that your bird is egg-bound, she should be seen by a vet immediately. The veterinarian may be able to feel the egg in the bird's abdomen. An x-ray may be necessary to confirm the diagnosis. Sometimes medical treatment will enable the hen to pass her egg. Occasionally surgery is necessary.
Complications from being egg bound can be swelling, bleeding or prolapse of the oviduct.
If in doubt as to if the hen is egg bound or not, a few vet sites recommend separation, warmth, warm bath and calcium to all hens in lay that seem distressed.
This is a life-threatening condition and should be addressed by a qualified avian vet. Your vet may discuss:
- Calcium shots - immediate solution to help the egg shell harden allowing the hen to hopefully pass it
- Lupron shots to stop hens from going into breeding condition
- Spaying your hen as a permanent solution
The following are samples of actions that have resolved this problem for some birds (please note: not all hens can be saved, especially if it's critical by the time the problem was discovered and no vet is available or can be reached in time). Egg-bound hens go into profound cardiovascular collapse and may not be able to put in the effort to push the egg out without intervention.
- Suspected egg binding: Keep her in a warm area. Provide supportive care.
- Place the bird into a steamy room, such as bathroom with shower on until the bathroom mirrors and windows steam up. Desired temperature: 85-90 degrees Fahrenheit / Humidity: 60%. Place bird on wet towel. The warmth relaxes the hen so that the vent can dilate more allowing the egg to pass.
- A warm water bath can also be of great help (shallow water, of course, you don't want to drown the hen). This relaxes her muscles and often the hen will pass the egg into the water. Make the water as warm as you would like to take a long soak in.
- Massage the muscles in that area with olive oil. In many cases, this lead to a successful passing of the egg. Note: there is a risk associated with messaging this area. It could cause the egg inside to break - which is life-threatening. Be very careful! If in doubt, it's always best to have the vet take care of it...
- Even if the cause is not hypocalcaemia in this hen's case it will not hurt her to have more calcium.
- Applying a personal lubricant, such as KY jelly to her vent may also be helpful.
- To reduce swelling on her vent, some breeders reported success in applying Preparation H to her vent.
- Successful Passing of the Egg: Following passing of the egg keep the hen in a warm and quiet area separate from the others, until she is out of shock and back to eating and drinking well.
- Prevention: Provide bird with high-calorie, high-calcium food to help strengthen future eggs and prevent egg binding.


text:
Middle Years Programme curriculum
Areas of interaction
- Where do we live?
- What resources do we have or need?
- What are my responsibilities?
This area of interaction aims to develop students' awareness of their interdependence with the environment so that they understand and accept their responsibilities. It deals with:
- the importance of the local and global environment
- the concepts of sustainable development in a context of increasing environmental threats
- related problems of a socio-economic nature.
The study of environments assists students in:
- understanding the links between economic, political and social issues, and how these affect the environment
- developing positive and responsible attitudes towards their environments
- gaining the skills and commitment to contribute to their environments.
Through coursework and activities, teachers can help students to gain an understanding of related concepts and issues at the personal, local and global levels by guiding their investigations through the perspectives of:
Find out more
Order the IB publication Guide to the areas of interaction.


I have a question regarding the difference between stock and flow variables.
I know that a stock variable is measured at a specific point in time $t$ and the flow of this variable is measured over time, for example from $t-1$ to $t$.
When economists compute the ratio between a stock and a flow variable in some cases they use the geometric mean for the flow variable and the unchanged stock variable. Let's take an example: A very popular ratio nowadays is "credit-to-gdp". Nearly all studies compute the credit-to-gdp ratio for year $t$ by using the stock variable of credit at $t$ and the geometric mean of gdp from $t-1$ and $t$ (for example Mendoza & Terrones, 2008 or Dell'Ariccia et al., 2012). But why are they doing this? I know the difference between the two concepts but the question for me still remains "so what?".
Consider a counter example: income per capita. Income is obviously a flow variable while the number of people in an economy is a stock variable. But as far as I know nobody is even considering using the geometric mean or something like this.
Is it just a habit, a practical issue (if we have the data we do it if not we don't) or is there really a logical (mathematical) reason behind this approach? So far I was not able to find a convincing answer and I get the feeling that this is just a method to smooth the data a little bit.
 - $\begingroup$ Welcome to the site. It's a good question, but the title doesn't really summarise what you are asking, and could suggest you are just asking what the difference is between a stock and a flow. You might consider editing the title to something like "Why use geometric mean of GDP when calculating ratio of credit to GDP?" $\endgroup$ – Adam Bailey Mar 2 '18 at 9:42
 - $\begingroup$ Thank you for your comment. I edited to title of the Question. $\endgroup$ – PAS Mar 2 '18 at 9:42
 - $\begingroup$ This is the sort of thing that is supposed to be explained in academic papers; however, it would probably be a cryptic one sentence comment. I am not familiar with this literature, but GDP is just a scaling factor. Just using one GDP data point probably results in a noisier series. By averaging GDP, changes in the ratio are driven more by the change in credit, which is what the authors are interested in. $\endgroup$ – Brian Romanchuk Mar 4 '18 at 13:37
 - $\begingroup$ Maybe another justification for the geometric mean - besides the smoothing aspect - could be duo to the danger of measurement errors in gdp. Looking at the literature a little bit more the first paper that is using the gdp-to-credit ratio with geometric mean is this one: researchgate.net/profile/Pierre-Olivier_Gourinchas/publication/… which quotes a paper on financial crises and economic development/deepening as a source for using the geo mean. $\endgroup$ – PAS Mar 5 '18 at 14:11
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Browse other questions tagged or ask your own question.


town of Celle. At first the nobility had the wood transported as fuel to heat Celle Castle and other royal buildings. The timber was felled in the royal forests. The transportation of logs by raft was roughly 10 times more efficient than moving it by horse and cart.
A major rafting operation took place on the Aller in 1680 when a large quantity of construction wood was floated down to the Weser and its mouth. The wood came from the southern Lüneburg Heath and was used to build around 100 houses in the Swedish fort of Carlsburg on the site of present-day Bremerhaven.
From the 17th century wood was also rafted down the Aller tributaries, such as the Ise and Örtze to Celle. In Celle the logs collected at a needle dam in the Aller Land and were stored in a wood yard. Rafts also ran past Celle and down the Weser to Bremen. After the death of George William, Duke of Brunswick-Lüneburg in 1705, timber rafting on the Upper Aller to Celle fell into decline. When the royal household moved to Hanover, Celle lost the baroque lustre of a Residenz town. Raft dealers took over the business. On the Lower Aller timber rafting flourished again at the end of the 19th century during the Gründerzeit. There was a large demand for wood in Bremen, Bremerhaven and the Weser Marshes, where wood was used for the construction of houses and shipbuilding. In the years around 1895 about 8,000 solid cubic metres of wood were rafted down to the Weser. After the First World War timber rafting on the Aller dwindled to nothing.
Water power[edit]
Oldau waterworks
In upgrading the Aller between Celle and the mouth of the Leine near Schwarmstedt between 1908 and 1918, hydropower stations were built at two of the four new barrages: Oldau and Marklendorf. They enabled the electrification of the Südheide. The Oldau station, with 3 Francis turbines, was taken over in 1929 by PreussenElektra. In 1972 the power stations were closed as they were unprofitable. Whilst the structure in Marklendorf was demolished, the power station in Oldau was declared a technological monument and escaped destruction. After being modernised in 1983 it rejoined the grid. It has largely been preserved in its original state. Here the water power of the Aller, with the aid of Francis turbines with a nominal power of 650 kW, is used to generate 3 million kWh per year of electrical current.[8]
 1. ^ Wasserund Schifffahrtsamt Verden (s. auch:
 2. ^ Dieter Steffen: Schwermetallfrachten der Aller und deren Auswirkung auf die Weser-Bilanzierung auf der Basis von Schwebstoffuntersuchungen des Jahres 1999
 3. ^ Gewässergütebericht Aller / Quelle 2004 des Niedersächsischen Landesbetriebs für Wasserwirtschaft, Küstenund Naturschutz
 4. ^ Allernknie
 5. ^ Rahmenentwurf zum Hochwasserschutz der Region Celle
 6. ^ NLWKN: Start der Hochwasserschutzprojekte in Celle
 7. ^ Übersichtskarte der Vorlandabgrabungen in der Region Celle
 8. ^ Wasserkraftwerk Oldau
 - Jürgen Delfs: Die Flößerei auf Ise, Aller und Örtze, Gifhorn 1995, ISBN 3-929632-24-1
 - Wilhelm Kersting: Die ausgleichenden Maßnahmen des Umweltschutzes bei der Hochwasserregulierung der Aller, 1979, Celle
External links[edit]


Visual novels
Visual Novels are rather static games that do not feature a lot of gameplay, they are completely story-driven experience. Visual Novels focus on static graphics, sound and text that keeps moving and developing as you make choices that will affect the narrative. There are several ending options for most Visual Novels and you can reach each of them by altering the storyline once you are required to make a choice in the game. Your choices can do both lead you through the story in different plots or make you face the bad ending and you will have to replay. Visual Novels originated in Japan and most of the examples of them are anime-like.
As there are many different options and a lot of scenarios the novel can take once you start making choices, the games are likely to be huge (in terms of possibilities). The game takes the direction you choose. What will you do? It's up to you only.
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Welcome from the Founder
Pradip Burman
Earth is entering into the dangerous zone of being unsustainable and humans are the ones to be blamed. If our children grow-up with the same uncaring, unconcerned attitude like we have, humanity as we know it will cease to exist. WESc is an initiative to create youth as advocates of sustainability, at the age when they can be molded into one. The damage that has happened over generations need to be reversed.
– Mr. Pradip Burman
Founder of World Environment School Coorg


Category Archives for Podcasts & video's
Negative intention, lecture Anna Timmermans
Negative intention, de jewel of Core Energetics
A lecture of Anna Timmermans about the Lower Self, given in Corona time. You can find the lecture when you klick here.
Podcast: Why I Listen
Why I Listen
Podcast: Why I Listen
Zelino Modesto, student from NICE, Dutch school for Core Energetic Therapists, made interesting podcasts. In Why I listen, he interviews different guests about the concept and qualities of listening. What happens in us when we truly listen and what makes us feel listened to. What is good listening? With the help of various guests connected to therapy, arts, teaching, communication, etc. he explores different perspectives and levels of listening. How do we listen deeply? How do we listen to ourselves and oters? Which part of us is listening in a given circumstance? With his guests he dives into the secrets of communication and relationship and gain more insight on this beautiful quality.
three podcasts are of most interest for us:
S1 E1 – Extraordinary Space with Nuno Salema
S1 E3 – I Sense You with Gees Boseker (of course!!! :))
S1 E10 – Inner Callings with José Abreu
Listen to the podcasts on Spotify.


The project
This project will address one of the fundamental questions in biology: how species navigate in a feature-less landscape.
Despite advances in understanding how animals navigate, there is no complete consensus. In particular, how seabirds are able to navigate across the open ocean is not fully understood as there are few static features for them to use to orient themselves. Recent evidence suggests that pigeons adjust their behavior in response to inaudible low-frequency sound waves, or infrasound. Here we propose to test the hypothesis that seabirds may also use infrasound to navigate across the ocean.
During this project, we will:
 - Combine infrasound data from a network of 60 international atmospheric infrasound and hydro-acoustic monitoring stations that detect signals from around the globe with a database of over 15,000 seabird movement tracks
 - Simulate soundscapes, maps that individual seabirds potentially use in movement decisions. This involves expertise in geophysical data processing, acoustic source modelling and propagation modelling.
 - Use an innovative movement framework grounded in landscape ecology
 - Develop novel biologging devices, which can detect sound and meteorological parameters
 - Interspecific comparisons will assess the importance of infrasound for seabird navigation
 - Examine phenotypical and phylogenetic differences,
 - Complete assessment of the physiology, behavior and physics underpinning the use of infrasound in navigation
A simulated 'infrasoundscape' from ocean waves, locations of a wandering albatross on 25 February 2013 and sites of CTBTO atmospheric infrasound and hydroacoustics facilities


text:
There are two ways of canceling commands which are not finished executing: quitting with C-g, and aborting with C-] or M-x top-level. Quitting cancels a partially typed command or one which is already running. Aborting exits a recursive editing level and cancels the command that invoked the recursive edit. (See section Recursive Editing Levels.)
Quitting with C-g is used for getting rid of a partially typed command, or a numeric argument that you don't want. It also stops a running command in the middle in a relatively safe way, so you can use it if you accidentally give a command which takes a long time. In particular, it is safe to quit out of killing; either your text will all still be in the buffer, or it will all be in the kill ring (or maybe both). Quitting an incremental search does special things documented under searching; in general, it may take two successive C-g characters to get out of a search (see section Incremental Search).
On MS-DOS, the character C-BREAK serves as a quit character like C-g. The reason is that it is not feasible, on MS-DOS, to recognize C-g while a command is running, between interactions with the user. By contrast, it is feasible to recognize C-BREAK at all times. See section Keyboard and Mouse on MS-DOS.
C-g works by setting the variable
the instant C-g is typed; Emacs Lisp checks this variable
frequently and quits if it is nonnil. C-g is only
actually executed as a command if you type it while Emacs is waiting for
If you quit with C-g a second time before the first C-g is recognized, you activate the "emergency escape" feature and return to the shell. See section Emergency Escape.
There may be times when you cannot quit. When Emacs is waiting for the operating system to do something, quitting is impossible unless special pains are taken for the particular system call within Emacs where the waiting occurs. We have done this for the system calls that users are likely to want to quit from, but it's possible you will find another. In one very common case--waiting for file input or output using NFS--Emacs itself knows how to quit, but most NFS implementations simply do not allow user programs to stop waiting for NFS when the NFS server is hung.
Aborting with C-] (
abort-recursive-edit) is used to get
out of a recursive editing level and cancel the command which invoked
it. Quitting with C-g does not do this, and could not do this,
because it is used to cancel a partially typed command within the
recursive editing level. Both operations are useful. For example, if
you are in a recursive edit and type C-u 8 to enter a numeric
argument, you can cancel that argument with C-g and remain in the
The command ESC ESC ESC
keyboard-escape-quit) can either quit or abort. This key was
defined because ESC is used to "get out" in many PC programs.
It can cancel a prefix argument, clear a selected region, or get out of
a Query Replace, like C-g. It can get out of the minibuffer or a
recursive edit, like C-]. It can also get out of splitting the
frame into multiple windows, like C-x 1. One thing it cannot do,
however, is stop a command that is running. That's because it executes
as an ordinary command, and Emacs doesn't notice it until it is ready
for a command.
The command M-x top-level is equivalent to "enough" C-] commands to get you out of all the levels of recursive edits that you are in. C-] gets you out one level at a time, but M-x top-level goes out all levels at once. Both C-] and M-x top-level are like all other commands, and unlike C-g, in that they take effect only when Emacs is ready for a command. C-] is an ordinary key and has its meaning only because of its binding in the keymap. See section Recursive Editing Levels.
C-x u (
undo) is not strictly speaking a way of canceling
a command, but you can think of it as canceling a command that already
finished executing. See section Undoing Changes.
Go to the first, previous, next, last section, table of contents.


text:
The pain from kidney stones can be very severe. So it could easily cause you to feel hot, sweaty and flushed. But simply passing a kidney stone should not cause a fever.
When someone is passing a stone or has a stone that is hung up along the urinary tract with a documented fever, my first concern is infection in the kidney (pyelonephritis).
Urine that is either all or partly blocked from flowing freely from the kidney, through the ureter, into the bladder and out the urethra is more prone to bacterial infection. That infection is harder to clear because the normal flushing action is disrupted.
Antibiotics alone may not be enough. A specialist (urologist) will evaluate the situation with a CT scan and/or a kidney ultrasound. Then he or she will decide if something must be done immediately to drain the infection.
Here are potential options:
- A tube is placed in the kidney to drain the infection.
- The stone is removed by going in through the urethra, through the bladder, and into the ureter containing the stone. The stone is pulled out. This is performed in the operating room.
- The stone could be broken into small pieces with shock waves (lithotripsy).


reference counting
(programming) A garbage collection technique where each memory cell contains a count of the number of other cells which point to it. If this count reaches zero the cell is freed and its pointers to other cells are followed to decrement their counts, and so on recursively.
This technique cannot cope with circular data structures. Cells in such structures refer (indirectly) to themselves and so will never have a zero reference count. This means they would never be reclaimed, even when there are no references from outside the structure.
Last updated: 1995-02-22


text:
ST. GEORGE — With nearly 200 people sickened and five dead as a result of an E. coli outbreak linked to romaine lettuce, health officials are still trying to pinpoint where in the supply chain the food became contaminated.
The Centers for Disease Control and Prevention has linked the outbreak to romaine lettuce that originated from the Yuma growing region in Arizona.
As of Thursday, the CDC reported that 197 people in 35 states have become ill, including five deaths, as a result of the outbreak. The illnesses were reported between March 13 and May 12, so there are likely additional cases yet to be reported. At least one illness was confirmed in Utah.
The outbreak strain of the bacterial infection – E. coli O157:H7 – has led to 89 hospitalizations, including 26 people who developed hemolytic uremic syndrome, a type of kidney failure.
People typically get sick 2-8 days after swallowing the germ. Most people who become sick after being infected with E. coli develop diarrhea (often bloody), severe stomach cramps and vomiting. While most people recover within one week, some illnesses last longer and can be more severe.
"Most of the people who recently became ill ate romaine lettuce when lettuce from the Yuma growing region was likely still available in stores, restaurants, or in peoples' homes," the CDC said in an advisory. "Some people who became sick did not report eating romaine lettuce, but had close contact with someone else who got sick from eating romaine lettuce."
According to the U.S. Food and Drug Administration, romaine lettuce is no longer being harvested or distributed from the Yuma growing region and is no longer available in stores or restaurants, due to its 21-day shelf life.
Given the product's short shelf life and the time between consumption of contaminated food and onset of symptoms in infected people, pinpointing exactly where in the supply chain the E. coli started has been a challenge for officials.
"There isn't a simple or obvious explanation for how this outbreak occurred within the supply chain," a blog post written by Scott Gottlieb and Stephen Ostroff on the FDA website states. "If the explanation was as simple as a single farm, or a single processor or distributor, we would have already figured that out."
By the time the outbreak became apparent in early April, romaine products that would have caused illness were no longer available at exposure locations, making determining which lettuce production lots were affected difficult.
"In addition, we have found that a single production lot may contain romaine from multiple ranches, which makes the traceback more challenging," an FDA report about the outbreak states.
Officials are looking at multiple contamination scenarios, such as the possibility that it occurred on multiple farms at once through some sort of environmental contamination via irrigation water, air/dust, water used for pesticide application or animal encroachment.
"We are examining all possibilities and as we investigate we learn more about a potential common source we will communicate this information with growers and consumers," the FDA blog post states. "But the source and mode of contamination may remain difficult to identify."
The CDC says it's working with federal and state partners and companies as quickly as possible to collect, review and analyze hundreds of records in an attempt to traceback the source of the contaminated romaine lettuce.
While contaminated romaine lettuce is no longer available for purchase, the FDA is advising consumers and restaurants to sanitize any surfaces that may have come in contact with contaminated product and to practice safe hygiene.
The FDA recommends the following steps:
- Wash the inside walls and shelves of the refrigerator, cutting boards and countertops, then sanitize them with a solution of one tablespoon of chlorine bleach to one gallon of hot water. Dry with a clean cloth or paper towel that has not been previously used.
- Wipe up spills in the refrigerator immediately and clean the refrigerator regularly.
- Always wash hands with hot, soapy water following the cleaning and sanitization process.
- Persons who think they might have become ill from eating potentially contaminated foods should consult their health care provider.
Some of those affected by the outbreak did not consume romaine lettuce but still got sick from another infected person who did eat contaminated product, prompting the CDC to remind people to wash hands after using the restroom or changing diapers, before and after preparing or eating food and after contact with animals.
Copyright St. George News, SaintGeorgeUtah.com LLC, 2018, all rights reserved.


How to Transpose Data in Google Sheets (Step-by-Step Guide)
Watch Video – How to Transpose Data in Google Sheets (Using Formula and Paste Special)
In this tutorial, I will show two ways to quickly transpose data in Google Sheets.
Transposing the data means that you change the orientation where the rows become columns and the columns become the rows (as shown below).
In Google Sheets, there are two easy ways to transpose data (i.e., switch rows and columns):
 - Using the TRANSPOSE function
 - Using Paste Special
The method you choose to swap rows and columns will depend on whether you want the data to be static or dynamic (covered in detail in the sections later).
So let's get started!
Using the TRANSPOSE Function
One of the reasons I love Google Sheets because it has some useful functions that make life easy when working with data. And TRANSPOSE function is one of these.
Suppose you have the dataset as shown below:
Data to Transpose in Google Sheets
If you want to transpose the above dataset, you can use the formula below:
I have entered the above formula in cell D1, so it transposes the data from D1:N2.
Transpose data using the function in Google Sheets
Note that you don't need to worry about the exact range where the data would be transposed and placed, All you need to do is enter the formula in the cell where you want the transpose data to begin (D1 in our example) and Google Sheet will automatically transpose the entire data and give you the result.
The only thing you need to ensure is that there are empty cells to accommodate the transposed data. If there is any cell that has some text/number or even a space character, TRANSPOSE formula wouldn't work and give you a reference error.
REF Error when there is some data in cell already
Also, when you hover the cursor over the error, it will tell you exactly which cell has data already so you can correct that.
When you use the TRANSPOSE function, it only gives you the values and not the formatting.
The result that you get from using the TRANSPOSE function is dynamic. This means that if you change anything in the original dataset, that change would automatically be reflected in the resulting transposed data.
Also, this is an array formula, so you can not delete any part of the resulting data. If you want to delete it, you need to delete the entire dataset.
In case you overwrite any of the cells, the entire resulting dataset would vanish and you will see the reference error in the top-left cell. This would automatically revert as soon as you clear the cell.
Using Paste Special to Transpose the Data
Another quick method of transposing data in Google Sheets is using the Paste Special feature.
Suppose you have the dataset below that you want to transpose.
Below are the steps to do this:
 1. Select the entire dataset that you want to transpose (A1:B11 in our example)
 2. Copy the data (you can use the keyboard shortcut Control + C or right-click and click on copy)
 3. Right-click on the cell in which you want to transpose the data
 4. Hover the cursor over the Paste special option.
 5. Click on Paste transposed
Click on Paste Transpose
This will paste the transposed data starting with the cell which you selected while pasting.
Note that this technique copies and paste everything – including values, formulas, formatting, etc. If you only want to copy the values and not the formula or formatting, you need to first copy and paste the transposed data, then copy it again and paste as values only.
Since we are copying and pasting the data, it's not dynamic (unlike the TRANSPOSE formula). This means that if you make any changes in the original dataset, the changes wouldn't be reflected in the transposed data.
So these are the two ways you can use to transpose data in Google Sheets (i.e., switch rows and column in Google Sheets).
Hope you found this tutorial useful.
You may also like the following Google Sheets tutorials:
Google Sheets and Microsoft Excel Expert.


text:
An aerial view shows the 1992 lava dome of Bogoslof Island, the summit of a largely submarine stratovolcano located in the Bering Sea 50 km behind the main Aleutian arc. The 1992 lava dome grew to a height of 100 m in July at the northern tip of Bogoslof Island. The island is about 1.5 x 0.6 km wide, and due to its frequent eruptive activity and energetic wave action, has changed shape dramatically since first mapped in the late 1700's.
Type/Process: Lava Dome
Volcanic Status: Historical
Image Number: 053-082
Photographer: Tom Miller (U.S. Geological Survey)
Summit Elevation: 150 meters
Latitude/Longitude: 53.93 N / 168.03 W
Timeframe: Last known eruption 1964 or later


"When we confer quickly, we will want to invite writers to identify their problem or question. Then we may not always need to read the draft. It is important to remember that the purpose of a conference is not to resolve the problem, but to identify it, suggesting resources and ways to proceed. If Rory is losing energy over her seemingly endless fiction story, it is enough to suggest that she needs models of very short fiction and set her up with a magazine. If Sam needs to talk about his topic, pair him up with a friend. During conferences intended to be quick and efficient, the writing teacher can act as a switchboard that connects writers to each other and to appropriate resources." –Lucy Calkins
The purpose of an individual writing conference is to "nudge" the writer along, to help the writer discover what he/she knows. Respond to the writer, not the writing, and trust that if you help the writer, the writing will come. The basics of a conference:
 1. Listen to what the student has to say.
 2. Tell the student what you understand. (Paraphrase. Point out what stuck with you.)
 3. Ask the student to clarify or expand on what you don't understand, or would like to know more about.
Let your questions arise naturally, from the context of what the student shares.
For example: "You went tuna fishing in Hawaii last summer? How do you fish for tuna? I've never been tuna fishing."
Some useful "generic" questions. (Be careful not to let your use of them become "robotic."):
To find out the writer's purpose:
What's this writing about?
What's the best part of this piece?
To help the writer evaluate the strengths and weaknesses of a piece of writing:
How can I help you?
What do you think?
To discover how things are going for the writer:
Where are you right now?
What's the best thing you've written so far?
To help the writer find a focus for a piece of writing:
You talked about ____ and _____ and ____. If you had to pick the most important part, which would it be?
To help the writer nail down a direction for the writing:
What will you do next?
What are your plans for this piece?
To help the writer articulate an experience he is writing about:
What was this like for you?
Note: It is certainly okay to make suggestions to improve a piece of writing, but only when you think the student is ready for them.
 1. The writer may introduce a story (this is a mystery), but may not apologize for it (it's not very good).
 2. Critique group members take notes while story is read aloud and share comments afterward.
COMPLIMENTS: "I liked the part about…" "I liked the words you used to describe…"
CONSTRUCTIVE CRITICISM: "I think you could strengthen the beginning if you did…." NOT "That's a lousy idea."
 1. The writer may discuss points of the critique, but may not argue with it. "I was trying to show…" and "What would make this part clearer for you?" NOT "You're wrong."
REMEMBER: The writer always has the final say in deciding which suggestions (s)he thinks will improve a story.
The job of the critiquer is to encourage the author, to suggest ways to strengthen the story, and to point out where the story needs tightening or clarifying. Use "I" statements, rather then "You"
The job of the author whose story is being discussed is to–before the story is read–briefly introduce the manuscript– what kind of story, what audience is aimed at, etc.
During the Critique:
 1. Treat everyone with tact, courtesy and compassion.
 2. If listening, jot down specific comments while the work is being read to jog your memory during discussion; consider passing on the written comments to the author at the end of the critique.
 3. Take turns, when commenting after the manuscript has been read; avoid interrupting another critiquer's comments.
 4. Avoid words such as good/bad, right/wrong.
 5. Offer your comments as your opinion.
 6. Make all comments relevant to the manuscript being discussed.
 7. Refrain from making comments that attack the author's subject matter.
 8. Avoid defending your work when it's being discussed, or arguing about a critique comment.
 9. Listen respectfully to all criticism, but remember it's just someone else's opinion. Take the advice that seems useful. Leave the rest.
 10. End the critique session with an affirmation: I am a writer, I believe in myself and my writing, and I will continue work on my manuscript.
Things to Look For In a Manuscript:
Does the opening grab you? Does it give a sense of time and place, set the mood for the story and introduce the conflict?
Are the characters well defined, believable, consistent, and do they move the plot along?
Is the voice fresh, original, compelling?
Does the plot build with tension, conflict, a satisfying resolution, etc.?
Are there strong scenes that show, rather than tell? Are sensory details woven in?
Do the transitions work?
Does the dialogue seem natural, advance story, and show character?
Is there clarity, rhythm and power (strong verbs and nouns, and, few, if any, adverbs) in the language?
Source: Society of Children's Book Writers and Illustrators
"Peer conferences won't work unless writers can trust that their peers won't shoot them down." –Nancie Atwell
All writers are vulnerable and easily wounded. As teachers, we need to model positive ways to respond to writing. First reactions to a piece of writing should be a warm response to content. Model telling a writer what a story meant to you, what mattered and touched you most, or what you remembered most. After students have become proficient in listening to each other's writing and reporting back what they hear, they will be ready to ask questions about things they didn't understand, and to offer suggestions.
To ease into peer conferencing, have students respond first to an anonymous piece of writing, or a piece that you have written yourself. To steer students away from cutdowns some teachers require children to respond with prompts such as "I liked the way you…"; "You touched my feelings because…"; "I noticed how well you created…" etc. Sometimes it is also helpful to ask students to fill out a response form while reading or listening to a peer's writing, or to hand out conferencing guidelines. (examples follow). Encourage students to pinpoint the kind of feedback they are looking for (e.g. "Does my dialogue sound natural to you?" "Does this part make sense?" "Is my main character likable?" etc.) Response groups of two to four students seem to work best.
Note: Once in a while children begin to use the opportunity for talking with a peer to avoid writing. Children can usually solve the problem by addressing it in a class meeting, but if not, one solution that works for some teachers is to tape sign-in sheets in sharing centers and require children to record the time they arrive and leave the area. (You don't need to actually check the sheets either, just let the children think you will!)
Revision Questions
Name of Peer Editor_______________________________
Name of Author__________________________________
Name of piece of writing________________________________________________
 1. What stuck with you? (What did you like?)
 2. What wasn't clear? (What didn't you understand?)
 3. What would you like to know more about? (What do you wonder about?)
Name: ___________________________________________
 1. Catchy Opening? Yes  Sort of No… Suggestions?
 2. Characters: described enough? Yes  Sort of No… Suggestions?
 3. Use of "Show" instead of "Tell"? Yes  Sort of No… Suggestions?
 4. Use of dialogue? Yes  Sort of No… Suggestions?
 5. Is/are the problem(s) developed enough? Yes  Sort of No… Suggestions?
 6. Is the solution satisfying? Yes  Sort of No… Suggestions?
 7.List at least 3 questions you have about the story:
From the Writing Curriculum Files of Children's Author, Suzanne Williams


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Middleware intercepts traffic between the client and the API (whether real or simulated), and allowing you to manipulate it.
You can use middleware to manipulate data in simulated responses, or to inject unpredictable performance characteristics into your simulation.
Middleware works differently depending on the Hoverfly mode.
- Capture mode: middleware affects only outgoing requests
- Simulate mode: middleware affects only incoming responses (cache contents remain untouched)
- Synthesize mode: middleware creates responses
- Modify mode: middleware affects requests and responses
You can write middleware in any language. There are two different types of middleware.
Hoverfly has the ability to invoke middleware by executing a script or binary file on a host operating system. The only requires are that the provided middleware can be executed and sends the Middleware JSON schema to stdout when the Middleware JSON schema is received on stdin.
Hoverfly can also send middleware requests to a HTTP server instead of running a process locally. The benefits of this are that Hoverfly does not initiate the process, giving more control to the user. The only requirements are that Hoverfly can POST the Middleware JSON schema to middleware URL provided and the middleware HTTP server respones with a 200 and the Middleware JSON schema is in the response.
When middleware is called by Hoverfly, it expects to receive and return JSON (see Simulation schema). Middleware can be used to modify the values in the JSON but must not modify the schema itself.
Hoverfly will send the JSON object to middleware via the standard input stream. Hoverfly will then listen to the standard output stream and wait for the JSON object to be returned.
Middleware examples are covered in the tutorials section. See Using middleware to simulate network latency and Using middleware to modify response payload and status code.


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For the development of the spa resort Bad Brückenau several mineral springs are responsible. The sources are located in the southwest of the Rhön. Their discovery coincided with the reign of Fürstabts Amandus von Buseck (_PHONE_). About this time arose the first spa buildings: the three pavilion-style, two-storey houses with mansard roofs were built on both sides of the avenue. The panorama was made in the covered walk.
Nikon D5200 | Sigma Fisheye 8mm | Panoramic Tripod Head homemade | 8 HDR Pictures | ISO 125 | 1/125 sec. | F9 | 8mm | PTGui | PaintShop Pro
Wikipedia: Franconia (German: Franken) is a region of Germany comprising the northern parts of the modern state of Bavaria, a small part of southern Thuringia, and a region in northeastern Baden-Württemberg called Heilbronn-Franken. The Bavarian part is made up of the administrative regions of Lower Franconia (Unterfranken), Middle Franconia (Mittelfranken), and Upper Franconia (Oberfranken).Franconia (like France) is named after the Germanic tribe of the Franks. This tribe played a major role after the breakdown of the Roman Empire and colonised large parts of medieval Europe.Modern day Franconia comprises only a very tiny and rather remote part of the settlement area of the ancient Franks. In German, Franken is used for both modern day Franconians and the historic Franks, which leads to some confusion. The historic Frankish Empire, Francia, is actually the common precursor of the Low Countries, France and Germany. In 843 the Treaty of Verdun led to the partition of Francia into West Francia (modern day France), Middle Francia (from the Low Countries along the Rhine valley to northern Italy) and East Francia (modern day Germany). Frankreich, the German word for "France", and Frankrijk, the Dutch word for "France"; literally mean "the Frankish Empire".


The risk of racial bias in hate speech detection
We investigate how annotators insensitivity to differences in dialect can lead to racial bias in automatic hate speech detection models, potentially amplifying harm against minority populations. We first uncover unexpected correlations between …
A valid question: Could hate speech condition bias in the brain?
Here, we respond to three peer commentaries on our paper,A hypothetical neurological association between dehumanization and human rights abuses. 1 In that paper, we hypothesized that dehumanizing implicit biases dampen the response of neural


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Office of Risk Management
The Office of Risk Management protects UNO's assets through:
- Identification of loss potential
- Loss evaluation, prevention, and reduction
- Loss funding and risk financing
- Claims control
Risk Management Objectives
- Protect the financial and physical assets of the UNO by identifying, preventing and managing liability exposures.
- Investigate, evaluate and resolve professional and general liability claims brought against UNO
- Assist outside counsel in the defense of the UNO's professional, general liability and property claims.
- Recommend corrective action to problems identified through risk management activities.
- Develop and review UNO policies, procedures and forms to address possible liability exposures.
- Collaborate and cooperate with other UNO departments in developing mechanisms to assess, evaluate and reduce loss potential.
- Promote loss prevention training programs for UNO.
Activities are shared in agreement with all University of Nebraska campuses, however, campus specific issues can and will be addressed on an individual campus basis.
Our Campus. Otherwise Known as Omaha.
The University of Nebraska does not discriminate based on race, color, ethnicity, national origin, sex, pregnancy, sexual orientation, gender identity, religion, disability, age, genetic information, veteran status, marital status, and/or political affiliation in its programs, activities, or employment. Learn more about Equity, Access and Diversity.


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Winner of 75th Anniversary Federal Duck Stamp Contest Named
The Refuge serves as a riparian buffer along the Tennessee River and consists of bottomland hardwoods, mixed hardwood, pine uplands, shallow water embayments, and agricultural fields. Of the Refuge's 35,000 acres, 16,000 acres are water. The land acreage consists of some 10,000 acres of forested wetlands and upland hardwoods, with main species consisting of red and white oaks, hickories, poplar, ash, and tupelo gum; 3,000 acres of pine plantations; and 4,000-5,000 acres of farmland, with the remainder including open shelves, and other areas. Habitats on the refuge and species that occur in each are described below:
Open water: This includes the Tennessee River and its bays and sloughs. Common species include great blue herons (except spring) and great egrets (spring and fall) in shallow waters; mallards, ring-necked ducks, Canada geese (fall and winter); ring-billed, Bonaparte's, and herring gulls; and basking turtles such as the southern painted and river cooter (sunny days in late spring, summer, and early fall).
Mudflats: Mudflats form mainly in the fall, winter, and early spring when the Tennessee Valley Authority reduces the amount of water in Wheeler Reservoir. Canada geese, ring-billed, Bonaparte's and herring gulls use these for resting during the day.
Swamps: These are shrubby or wooded wetlands usually at the head of bays and sloughs. They may be in other low-lying areas where water is present. Waterfowl such as wood ducks, mallards, and black ducks can be observed in the fall through winter; green-backed, little blue, and great blue herons fish in shallow waters or rest on limbs or in shrubs and trees; and belted kingfishers scream as the search for fish. Southern painted turtles will bask on logs. Various water snakes (for example, midland, brown, and red-bellied water snakes) and eastern cottonmouths may be seen in the water or basking. Frogs such as green frogs, bullfrogs, and leopard frogs are abundant.
Ephemeral ponds: These are ponds that are dry during part of the year, usually in the summer months. Many species of amphibians use these for breeding. Examples include American, Fowlers, and spadefoot toads; upland and mountain chorus frogs; southern leopard frogs; and spotted and marbled salamanders. Midland water snakes hunt for breeding frogs. A large variety of invertebrates are found in these ponds also. Examples include diving beetles, backswimmers and dragonfly larvae.
Streams: Streams occur for relatively short distances on this narrow refuge, usually in forested settings. Species commonly seen include big and little brown bats foraging in the evening (larger streams); dusky salamanders under rocks and other debris; and various songbirds that may take drinks. Green frogs croak as they jump into the water.
Impoundments: These are areas we manage for waterfowl. The water level is lowered in late winter and raised again in the fall. Spring and fall migrating shorebirds, such as semipalmated plovers, greater and lesser yellowlegs, and least sandpipers may be seen in shallow waters or wet, open areas during spring and fall migrations. Herons (great blue, little blue, and green-backed) and great egrets feed in the shallows. In the fall and winter, many species of ducks are common—mallards, wood ducks, American wigeon, northern pintails, gadwall, and green-winged and blue-winged teal are a few examples. Painted turtles commonly bask on logs. Northern cricket frogs and southern leopard frogs call from the shallows or rest on the banks.
Hardwood, pine, and mixed forests: A variety of migrant and resident songbirds call the forest home. Examples include red-shouldered, broad-winged, and red-tailed hawks; yellow-billed cuckoos; red-bellied, hairy, and downy woodpeckers, as well as their relative the northern flicker; Carolina chickadees and tufted titmice; and Tennessee, pine, and palm warblers to name a few. Eastern gray, and fox squirrels gather nuts and sit in trees. Eastern box turtles may be seen crossing forest roads. Black rat snakes, garter snakes, and black racers slither along the ground. Creatures of the late evening, night, or early morning include bats such as little and big browns; eastern screech, great horned, and barred owls; common nighthawks and Chucks-will's-widows; and salamanders such as the zigzag and slimy.
Old fields: These are areas where mainly grasses and some shrubs or small trees are present. Eastern cottontails jump into cover as one approaches. Black racers and black rat snakes search for abundant small mammals. Quail use old fields for cover, feeding, and nesting, especially if these are located adjacent to thick, woody areas and corn fields. Mourning doves, eastern bluebirds, loggerhead shrikes, chipping sparrows, field sparrows, savannah sparrows, and eastern meadowlarks, as well as other birds, use these fields depending on their size and openness.
Caves: At least two cave systems are present on the refuge. One of these is closed to the public because endangerd gray bats use it for breeding. Other species found deep within one or both caves include little brown bats, eastern pipistrels, and cave crayfish. Species observed at the entrances or short distances within the caves are slimy, cave, long-tailed, and two-lined salamanders; black rat snakes; and beavers.
Farm Fields: Between 3,500 and 4,000 acres are being farmed on the refuge. This is done to help feed waterfowl and other wildlife (see the Waterfowl Management section for more information). Crops grown include soybeans, corn, winter wheat, milo, and millets. Various waterfowl, such as Canada geese, snow geese, and mallards, feed in the fields during fall and winter. A growing number of sandhill cranes feed in the larger fields on the Beaverdam Peninsula and Flint Creek Island. Deer enjoy feeding on corn, soybeans, and winter wheat. Raccoons and squirrels drag ears of corn into the woods and feed on it there. Various species of songbirds feed on these crops also.


What Is Unlevered Free Cash Flow (UFCF)?
Unlevered free cash flow (UFCF) is a company's cash flow before taking interest payments into account. Unlevered free cash flow can be reported in a company's financial statements or calculated using financial statements by analysts.
Unlevered free cash flow shows how much cash is available to the firm before taking financial obligations into account.
UFCF can be contrasted with levered cash flow (LFCF), which is the money left over after all a firm's bills are paid.
Key Takeaways
 - Unlevered free cash flow (UFCF) is the amount of available cash a firm has before accounting for its financial obligations.
 - Free cash flow (FCF), on the other hand, is the money a company has left over after paying its operating expenses and capital expenditures.
 - UFCF is of interest to investors because it indicates how much cash a business has to expand.
 - UFCF can be contrasted with levered free cash flow which does take into account financial obligations.
 - UFCF is preferred when undertaking discounted cash flow (DCF) analysis.
Unlevered Free Cash Flow
The Formula for UFCF is:
UFCF = EBITDA CAPEX Working Capital Taxes where: UFCF = Unlevered free cash flow \begin{aligned} &\text{UFCF} = \textit{EBITDA} - \textit{CAPEX} - \text{Working Capital} - \text{Taxes} \\ &\textbf{where:} \\ &\text{UFCF} = \text{Unlevered free cash flow} \\ \end{aligned} UFCF=EBITDACAPEXWorking CapitalTaxeswhere:UFCF=Unlevered free cash flow
The formula for unlevered free cash flow uses earnings before interest, taxes, depreciation and amortization (EBITDA), and capital expenditures (CAPEX), which represents the investments in buildings, machines, and equipment. It also uses working capital, which includes inventory, accounts receivable, and accounts payable.
What Does Unlevered Free Cash Flow Reveal?
Unlevered free cash flow is the gross free cash flow generated by a company. Leverage is another name for debt, and if cash flows are levered, that means they are net of interest payments. Unlevered free cash flow is the free cash flow available to pay all stakeholders in a firm, including debt holders as well as equity holders.
Like levered free cash flow, unlevered free cash flow is net of capital expenditures and working capital needs—the cash needed to maintain and grow the company's asset base in order to generate revenue and earnings. Non-cash expenses such as depreciation and amortization are added back to earnings to arrive at the firm's unlevered free cash flow.
A company that has a large amount of outstanding debt, being highly leveraged, is more likely to report unlevered free cash flow because it provides a rosier picture of the company's financial health. The figure shows how assets are performing in a vacuum because it ignores the payments made for debt incurred to obtain those assets. Investors have to make sure to consider debt obligations since highly leveraged companies are at greater risk for bankruptcy.
Interest expense often appears with differences in timing between interest accrued and interest paid.
The Difference Between Levered and Unlevered Free Cash Flow
The difference between levered and unlevered free cash flow is the inclusion of financing expenses. Levered cash flow (LFCF) is the amount of cash a business has after it has met all of its financial obligations, such as interest, loan payments, and other financing expenses. Unlevered free cash flow is the money the business has before paying those financial obligations. Financial obligations will be paid from levered free cash flow.
The difference between the levered and unlevered cash flow is also an important indicator. The difference shows how many financial obligations the business has and if the business is overextended or operating with a healthy amount of debt. It is possible for a business to have a negative levered cash flow if its expenses are more than what the company earned. This is not an ideal situation, but as long as it's a temporary issue, investors should not be too rattled.
Cash flow from financing activities (CFF) is a section of a company's cash flow statement, which shows the net flows of cash that are used to fund the company. Financing activities include transactions involving debt, equity, and dividends.
Limitations of Unlevered Free Cash Flow
Companies looking to demonstrate better numbers can manipulate unlevered free cash flow by laying off workers, delaying capital projects, liquidating inventory, or delaying payments to suppliers. All of these actions have consequences, and investors should discern whether improvements in unlevered free cash flow are transitory or genuinely convey improvements in the underlying business of the company.
Unlevered free cash flow is computed before interest payments, so viewing it in a bubble ignores the capital structure of a firm. After accounting for interest payments, the levered free cash flow of a firm may actually be negative, a possible sign of negative implications down the road. Analysts should assess both unlevered and levered free cash flow over time for trends and not give too much weight to a single year.
Frequently Asked Questions
How do you calculate unlevered free cash flow from net income?
To arrive at unlevered cash flow, add back interest payments or cash flows from financing.
How do you calculate unlevered for levered cash flow?
The only difference between the two figures is that UFCF does not include debt or financing costs while LCF does.
Why is unlevered free cash flow preferred in discounted cash flows (DCF) analysis?
Because debt and financing charges are not included in UCFC, it provides a more accurate picture of a company's enterprise value (EV), a measure of a company's total value viewed as a more comprehensive alternative to equity market capitalization. This makes it easier to conduct discounted cash flow analysis (DCF) across different investments in order to make like comparisons.
Why don't you take out interest expense in UFCF?
Unlevered means to remove consideration to leverage, or debt. Since firms must pay financing and interest expenses on outstanding debt, un-levering removes that consideration from analysis. Therefore, you do not deduct the interest expense in computing UFCF.
What is unlevered free cash flow margin?
Cash flow margins are ratios that divide a cash flow metric by overall sales revenue. UCFC margin would therefore represent the amount of cash available to a firm before financing charges as a percentage of sales.


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The winter night sky
Storrs - posted Feb, 22 2013
STORRSThe Connecticut State Museum of Natural History, part of the College of Liberal Arts and Sciences at UConn, will hold an astronomy workshop on Friday, March 8, at 6 p.m. The workshop "Look Up! Viewing Winter's Night Sky" will be presented by Dr. Cynthia Peterson from the University of Connecticut's Physics Department. Start with a visit to UConn's Planetarium during this exploration of the winter night sky! Learn how to identify the stars, planets, and other celestial objects observable throughout this season. During this program, Astronomy Professor Dr. Cynthia Peterson will offer a general orientation to the constellations, planets, and special celestial objects visible in the night sky using binoculars. The discussion will also include comets and the expected trajectory of the newfound Bright Comet PanSTARRS. While in the planetarium participants can also examine an orrery, a mechanical device illustrating the relative positions and motions of the planets in the solar system. Weather permitting, the session will conclude with a trip to the UConn Observatory on the roof of the physics building. Using binoculars and, if the conditions permit, the telescope, observers may see the Bright Comet PanSTARRS in the west, open clusters in the late winter Milky Way, the Andromeda Galaxy (M31), the H Chi double star cluster, Jupiter, and the Orion Nebula (M42). Dress warmly for the outdoor session and please bring binoculars! The program fee is $20, $15 for Museum members, and is open to adults and children ages 8 and above. Children must be accompanied by an adult. Advance registration is required. For further information visit _URL_ or call _PHONE_.


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Definition of garage
- garage Noun A building (or section of a building) used to store a car, tools and other miscellaneous items.
- garage Noun A place where cars are serviced and repaired.
- garage Noun A petrol filling station,
- garage Noun An independent automobile repair shop.
- garage Noun A type of guitar rock music, personified by amateur bands playing in the basement or garage.
- garage Noun A type of electronic dance music.
- garage Verb To store in a garage.