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Algorithm::Diff is a Perl module for computing the difference between two files, two strings, or any other two lists of things. It uses an intelligent algorithm similar to (or identical to) the one used by the Unix 'diff' program. It is guaranteed to find the smallest possible set of differences.
The CDDB/CDDB_get Perl module gets the CDDB info for an audio CD. The included script was intended as a demo for CDDB_get, but over time it has gained powerful features like the ability to write to a database, offline mode, HTTP mode (including proxy), saving in standard XMCD format, and writing 'lame' commands.
CfgTie is a package of Perl modules and tools. These make it easier to configure and maintain Unix computers. The idea is that just about everything in your machines environment can be operable through a single consistent interface. This is a set of tools that make many of the various configuration subsystem in your machine appear to be Perl variables of some sort.
DBIx::AnyDBD is a Perl module for developers writing cross database applications. It allows you to write "plugins" for different DBD drivers (Oracle, Sybase, etc) so that your application can do different things on different databases. It doesn't provide any compatibility layer - just an intelligent method to switch to the right class to use at runtime.
DBIx::Password provides an abstraction layer for password maintenance. It is database independent and only overrides the connect method (so it basically behaves as DBI normally does). You provide a single virtual user name in the connect method and the module determines which database/which user/which password to provide.
ePerl interprets an ASCII file bristled with Perl 5 program statements by evaluating the Perl 5 code while passing through the plain ASCII data. It can operate in various ways: As a stand-alone Unix filter or integrated Perl 5 module for general file generation tasks and as a powerful Webserver scripting language for dynamic HTML page programming.


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When it's cold in Naples you count on your heat pump to keep you comfortable. If it's been a while since your system had maintenance, you might have a heat pump repair visit coming up. Once a year maintenance service from experts can keep your system running properly and find potential problem areas before they deteriorate. Between service visits, make sure to watch for signals that indicate repair is needed. Here are some of the most familiar symptoms:
1. Your blower doesn't seem to be working the way it used to. Is it running enough? Is it running without stopping? Does the air flow seem faint? These symptoms could hint at a small problem with your air filter or the indoor blower.
2. Your heat pump can't get out of heating mode or cooling mode. When when you need to beat the heat outside, your heat pump cools your home by passing refrigerant through the indoor evaporator coil. When winter arrives, heat pumps shift the process and moves refrigerant to the outside of the evaporator coil. If you can't get your system to change modes, it may be time to contact an expert to find out why.
3. Your heat pump isn't cycling normally. Your heat pump may be overheating if it is cycling on and off too often. This might indicate a simple problem. Your thermostat could need to be recalibrated or a clogged filter needs to be replaced. It may also indicate a malfunction in your thermostat or blower.
4. Your home is not being heated or cooled uniformly. Are your registers all open and unobstructed? If they are and the problem continues, contact a pro to see why your system is malfunctioning or out of balance.
5. Your heat pump is loud. If your heat pump starts running loudly or making noises you're not used to hearing, there could be something wrong.
You'll know when you need to book heat pump repair now that you know of these common symptoms. The experts at CNR Air Conditioning Inc will be there when you need us. Call us at [[phonenumber]] or use our online scheduler to make an appointment.

source: openbmb/Ultra-FineWeb


U.S. flag
Criminal Offending-Self-Esteem Nexus: Which Version of the Self-Esteem Theory Is Supported?
NCJ Number
Prison Journal Volume: 86 Issue: 3 Dated: September 2006 Pages: 344-363
Carrie B. Oser
Date Published
September 2006
20 pages
This study examined the link between criminal behavior and levels of self-esteem by determining the impact of demographic characteristics, criminal history, personality traits, and participation in prison programming on self-esteem levels of 134 inmates in 2 medium-security prisons.
The findings support previous research that has found a link between low self-esteem and criminal offending. Inmates incarcerated for violent offenses or drug offenses and those with extensive criminal histories were found to have significantly lower self-esteem. Findings give partial support to the hypothesis that inmates who score higher on the personality dimensions of extraversion, agreeableness, conscientiousness, emotional stability (neuroticism), and openness to experience will have higher levels of self-esteem. The hypothesis that suggests a positive relationship between participation in prison programming and self-esteem was also partially supported. Greater participation in psychological counseling and educational programs was associated with higher levels of self-esteem during incarceration. These findings should assist in assessing the level of inmates' self-esteem during incarceration by showing how criminal history, personality traits, and prison programming are linked to level of self-esteem. Between 1997 and 1998, the inmate sample completed a self-administered survey that assessed various social-psychological concepts and other demographic characteristics during incarceration. The dependent variable was the social-psychological characteristics of self-esteem. The Rosenberg Self-Esteem Scale was used to measure each inmate's perceived self-worth. The independent variables measured were demographic characteristics, criminal history, personality traits, and participation in prison programming. Chi-square and independent sample t tests were used to identify significant differences between male (n=76) and female inmates (n=58) across the study variables. 2 tables and 49 references


are you Dan or Phil?
Danisnotonfire and AmazingPhil have both graced the world with their hilarious and not-so-hilarious YouTube videos and other activities. If you don't know these people, you don't need to take this quiz.
SO, are you Dan? Are you Phil? Or are you so unlike them that you're neither. This quiz was created by my knowledge of Dan and Phil, if this is wrong, I'm sorry, if it's accurate, then rate up.
Created by: Christi
 1. What is your age?
 2. What is your gender?
 1. Llamas or Lions?
 2. How do you go through life?
 3. Dark or bright colors?
 4. How do you fix the inside of an outlet?
 5. What is the meaning of life?
 6. Pick a game that you would love to play.
 7. Pick a game that you would NOT love to play.
 8. Do you like house plants?
 9. How violent are you?
 10. Are you ready for all this to end?
 11. Well, it hasn't ended yet! Who do you think you are: Dan or Phil?
 12. How anti person are you?
 13. Are you...
 14. Would you be a Dinosaur or a Dragon?
 15. What do you know about computer programming?
 16. Doge or Grumpy Cat?
 17. Are you crazy?
 18. What is life?
 19. Are you accident-attracted?
 20. Which symbol describes you best?
 21. Microwave...
 22. What do you do in your spare time?
 23. Was this quiz enjoyable?
Remember to rate this quiz on the next page!
Quiz topic: Am I Dan or Phil?


Talent ID
Remove the relative age effect by changing players' shirt numbers
The relative age effect is widespread across many sports. It refers to the consistent findings whereby junior sport teams (typically representative teams) are populated by players born earlier in the year, or soon after the cut-off date for a particular sport. In other words, coaches and selectors more often than not select older players to play in the best teams.
Why does this matter?
Well, imagine this scenario. A girl born in January is 11 months older than a competitor. Consequently, she is bigger and stronger, and dominates her age group. She gets a scholarship into an academy and is provided with the best coaching services available. Unbeknown to everyone, her competitor, the girl 11 months her junior, actually possesses the same level of skill. But due to the fact she is younger, she is less developed physically, and cannot dominate her age group during the younger years. As a result, she is overlooked for a scholarship.
Removing the relative age effect should therefore be a priority for sports authorities.
A novel strategy to remove the relative age effect
David Mann and Pleun van Ginneken tested three methods to reduce the relative age effect in junior soccer. Talent scouts were divided into three groups that varied in the information that they were provided about the soccer players who they watched:
 1. Provided with NO information about the players age
 2. Provided with the players' age
 3. Provided with knowledge that the players shirt number corresponded to their relative age (i.e., number 1 = oldest player)
 - The relative age effect was present regardless of whether the talent scout was told the player's age (i.e., Groups 1 and 2 above).
 - The relative age effect was eliminated when talent scouts were made aware that the players' shirt number corresponded with their relative age (i.e., Group 3 above).
Concluding message
Manipulating player's shirt numbers so that oldest players wear the lowest numbers is an effective strategy to make coaches and talent scouts aware of players' age. Indeed, simply telling a scout the age of a player was not enough to remove the relative age effect.
Mann, D. L., & van Ginneken, P. J. (2016). Age-ordered shirt numbering reduces the selection bias associated with the relative age effect. Journal of sports sciences, 1-7.
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A Research Study for Children (12 and older) and Adults with Sickle Cell DiseaseZileuton
What is the purpose of this study?
We find that patients with sickle cell disease (SCD) have inflammation in their blood even when they are well, and their lung function tests suggest a tendency to have asthma. Inflammation and asthma increase the number of acute sickle events. Our laboratory research shows that both inflammation and asthma could be blocked by the drug Zileuton. Zileuton is a drug that has been approved by the Food and Drug Administration (FDA) to treat asthma. The FDA has not approved Zileuton for the treatment of SCD, therefore it will be studied as an investigational drug. The purpose of this research is to study the effects (good and bad) on children and adults with SCD. This study will examine
1. the safety of Zileuton
2. how Zileuton is used by your body at different dose amounts
3. if Zileuton improves the inflammation and tendency to asthma in children and adults with SCD.
Who can participate?
Children and adults who are 12 years or older and have been diagnosed with moderate to severe sickle cell disease (HbSS, HbSC, HbSβthal or HbSβo thalassemia) may be eligible to participate.
- Adult Studies
- Hematology - Sickle Cell and Hemoglobin
What is involved?
You will be in the research study for approximately 10 weeks in which you would be asked to take Zileuton twice daily for six weeks. Participation in this research study will involve a total of 6 visits.
What are the benefits?
If you agree to take part in this research study, you may or may not receive a direct medical benefit. Potential benefits for you may include the possibility of less chronic inflammation that is present even when you are not having an acute sickle event. This chronic inflammation has been associated with increased number of acute sickle cell events. Your lung function studies may show improvement which may prevent you from having frequent sickle events. However, until we do the research study, we cannot guarantee any benefits. Information learned from this research study may benefit other patients with sickle cell disease in the future.
Will I get all the facts about the study?
Your participation in this research study is completely voluntary. Your decision whether or not to participate in this study will not result in any penalty or loss of benefits. If you decide not to participate in the study, or if you decide to leave the study before it is completed, standard medical care will still be available to you.
Do participants receive pay, compensation or reimbursement?
You will receive compensation for you time and efforts associated with your participation in the research study up to $455.
Who should I contact for more information?
The Comprehensive Sickle Center
Laurie Vanderah, RN, BSN
Cincinnati Children's Hospital Medical Center
Where can I find additional information?

source: HuggingFaceFW/fineweb-edu


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John Kominek, Gregory Aist, and Jack Mastow
Speech offers a powerful avenue between user and computer. However, if the user is not speaking, or is speaking to someone else, what is the computer to make of it? Project LISTEN's Reading Tutor is speech-aware software that strives to teach children to read. Because it is useful to know what the child is doing when reading, we are investigating some potential uses of computer vision. By recording and analyzing video of the Tutor in use, we measured the frequency of events that cannot be detected by speech alone. These include how often the child is visually distracted, and how often the teacher or another student provides assistance. This information helps us assess how vision might enhance the effectiveness of the Reading Tutor.


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L'objectif est d'examiner si les ressources professionnelles modèrent la relation entre les exigences du travail et la pression professionnelle, et si la pression professionnelle modère la relation entre les exigences du travail et la satisfaction au travail. Le modèle Demande d'emploi – Ressources suggère que les demandes d'emploi et les ressources professionnelles sont liées à la pression professionnelle, et que la pression professionnelle est associée à la satisfaction professionnelle.
Aims To examine whether job resources moderate the relationship between job demands and occupational strain, and whether occupational strain mediates the relationship between job demands and job satisfaction. Background The Job Demands-Resource Model suggests that job demands and job resources are related to occupational strain, and occupational strain is associated with job satisfaction. Methods In 2018, a cross-sectional study was conducted with a convenience sample of 85 nurses from six hemodialysis units. Linear regression with Moderation-Mediation analysis was conducted using SPSS software. Results Under low workload levels, no association between autonomy and occupational strain existed; but under high workload levels, a negative relationship was found between autonomy and occupational strain. Under low workload levels, a negative relationship was found between social support and occupational strain, but under high workload levels, a positive relationship was found. Finally, there was no association between occupational strain and job satisfaction. Conclusion Job resources are moderators of the relationship between job demands and occupational strain. However, there was no significant association between occupational strain and job satisfaction. Implications Nurse leaders should strengthen nurses' autonomy, which can reduce occupational strain. Additionally, sources of support are needed help nurses cope with the workload and occupational strain.


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piSignage has multiple audio capabilities and is used in number of different applications.
- Audio source - Audio files of format MP3 or AAC, MP4 video can be uploaded. Audio streams such as Shoutcast, Internet Radio can be added as Streaming link. For more details refer to support article.
- Background Music - Audio file or stream can be selected to play in background by selecting "play in background" checkbox next to the music asset. The background music can be for slideshow of images or as a audio for the video files which are muted.
- Lounge Music - While piSignage is used for signage applications, lounge music can be provided from the 3.5mm aux port. This is done by adding mp3 files to a playlist and set the type of playlist as audio playlist. The audio playlist is then added to the Group and scheduled as needed.
- Selection of Audio from other zone videos - By selecting mute option for the main zone video, other zone audio or background music can be played. The order of audio selection is Main > Side > Bottom > Background Audio
- Volume can be selected under Group settings in terms of percentage of full volume.
- Same Audio is played on both HDMI and aux ports unless Lounge music option is selected.


Tuesday, July 30, 2019
Boca al Lupo: A Game to Learn Historical Significance and the Renaissance
Boca al Lupo
Italian, "from the mouth of the wolf"
An expression, often used in theatre, to wish someone good luck.
When it came time for us to begin our first major case study about worldviews, a look at how ideas spread during the Italian Renaissance, and how a Western worldview emerged, we were totally stuck. We looked at things other people had created, and projects we'd done in the past. One huge problem with this interesting, yet very history-focused curriculum, is that many teachers tend to focus on content (what happened) rather than phenomena and significance (why it matters).
We knew we wanted to focus on the latter. We had a couple of frustrating planning meetings with our Humanities team, which consisted of my incredible team partner Tara, and my student teacher Adrienne. Finally, a conversation that took the form of plussing happened - where we took an attitude of "yes, and" and added on to another person's idea. We were talking about games and principles of game-like learning, and the seed of Boca al Lupo was born. Boca al Lupo is essentially a smashup of Pokemon cards and War.
Here's the premise of Boca al Lupo:
 - Students are organized into teams of 5-6 people, called Guilds. The students give the guild a name, a motto, and a coat of arms (after a little minilesson on European heraldry).
 - There are seven Levels in the game creation. Each Guild works on one level at a time, in whichever order they want. The levels are: Arts/Culture, Math/Science/Health, Philosophy, Political Systems, Religion, Technology, and Trade/Commerce/Competition. We created a package for each level, in which we found grade-level information about topics and people of significance in that area during the Italian Renaissance. For example, in Arts/Culture, we featured Christine de Pizan, Humanism, Leonardo da Vinci, Michelangelo Buanarotti, The House of Medici Patronage, and William Shakepeare.
 - The students worked through each level with their Guild. Each member of the Guild was responsible for creating one card for their deck of Boca al Lupo cards. They each chose one of the people or topics from the level to research and create a card for. They used a graphic organizer called Player One Ready to organize their research. We had a complex version and one that was a bit simplified for our students who needed it. We also had a sheet called Leveling Up! which I'll talk about in a minute. We borrowed many of the concepts on the Ready Player One sheets from the Historical Thinking Project. Here's the sheets:
 - After each student was finished their Ready Player One sheet, the group would get together to complete the Levelling Up sheet together. They would share what they learned about their own person or topic with the group, and then assess the level of historical significance together, creating a kind of ranking of the topics or people in terms of how historically significant they were. The group would have 200 Health Points (HP) and Damage Points (DP) to divvy up when they got to their hard creation, and this ranking would help them do this. It also ensured that people in the group were familiar with all the topics in the level. We wouldn't want someone, for example, not knowing what humanism was all about because they'd researched William Shakespeare.
 - After this point, the group would call their Questmaster (which is what the teachers were called during the game. I wore a cape. It was amazing) over for an interview. We used an assessment sheet to keep track of how each student was doing during the level.
I want to break here to talk about assessment for a moment. One of the principles of game-like learning is "Feedback is immediate and ongoing." Feedback is one of the reasons why playing games is fun. You get instant and continuous feedback about how you're doing. We wanted to make sure this was part of the way this project worked, so we developed the interview. This made sure that groups were getting feedback before they went to create their cards. It gave us time to check for understanding from each student. We talked to the group about what they'd learned about, and made sure they knew the historical significance. It gave us a feedback loop in case the students had missed something pretty important. If they thought humanism wasn't particularly historically significant, we could give them some feedback about what else they needed to read or research to get a more complete understanding of the topic. We did one interview per group per level.
This meant seven opportunities to check in on the learning for each student. This meant seven chances for a kid to show their progress on each stem (we use our report card stems in a very similar way to how you'd see standards or objectives used in standard-based grading and objective-based assessment). The content would be different for each attempt, but the skills are the same. We were looking for growth for each student over time, and kept a master record of each student for each level as we did the interview. I used Checkmark, Checkmark Minus, and Checkmark Plus symbols to note which students had strong understanding and more tenuous understanding for each skill. If a student did not meet the objective at a basic level, he/she was given feedback and asked to continue working on their research and then we'd have a follow up interview to check for understanding again. As a result, no students were working below grade level on this project.
 - When the interview was complete, and all students had at least a basic understanding of the objectives, students were given two things: a boost card (worth 2x, 3x, or 4x the Health Points) based on how well the whole group understood their topics, and blank card templates.
This is where the 200 HP and DP come in again. The group had 200 to distribute amongst the group's cards. They could decide as a group how to do that, but they had to be able to justify their allocation. They gave each person or topic two strengths and a weakness. For example, a strength of the Black Death might be "Kills 2/3s of all human cards" or "Kills nobility and peasants equally. Roll a dice. If you roll less than 3, your card is automatically killed." A weakness could be "Demolishes the feudal system. All lower class cards increase their HP by 30." They combine their knowledge of the historical event or person, and bring in elements of gameplay to have the card influence the play. In the box at the top, they'd also draw a picture.
 - At any point in the level, if they finished their job earlier than the rest of their guild members, they had an opportunity to do a side quest. Side quests were an extra task for them to do, adding an element of enrichment for those who needed it. Quests would be things like, "Learn the meaning and context of 5 Shakespearean insults and then write one of your own, to be used during game play" or "Research one-point linear perspective then use it to create a drawing of a hallway or room in the school." Quests would give the group a bonus card that would benefit them during gameplay. The quest cards were made by Tara using a website called MTG Cardsmith!
 - Once all the cards were created, then the group could move on to the next level, and start the process all over again.
Once all groups had progressed through all seven levels, then they had a deck of cards that they would play the game with. Gameplay looked like this: We created a double elimination tournament bracket so each group would play at least twice. They would put five cards down on the table as their "bench," which is how Pokemon works. Then they'd turn the cards over in that order. Whatever was written as the strengths and weaknesses was applied. If neither card was eliminated, it went down to HP and DP to determine the winner. The winning team kept both cards, and could use them in future gameplay. Sometimes, there were disputes about a card having an unreasonable amount of power for its historical significance. At that point, they called a Questmaster over to hear the arguments and make a decision. This turned out to be a great chance for students to use persuasive skills and logic to present an argument.
The final game came down to these two cards: Humanism vs. the Printing Press. We had to call it a tie.
As always, we have some changes we'd make next time. Most importantly, we need to figure out a better way to differentiate for students who have unique learning needs. Though we did create modified versions of the graphic organizers, students who needed modified work struggled with this task more than they should. All students should have pathways to excellence, and if a student didn't do a great job on their card, the card wouldn't be very useful to the group. We need to create a pathway to excellence for all students in this game. We don't yet have an idea for how to do this, but it's a definite redesign next time.
We'd also do a trial game early into the process, maybe after two levels, so the students can see how the gameplay works, which will give them feedback about how to improve their cards. We were kind of figuring this out as we were going through it so we didn't do this, but this would be an easy thing to incorporate next time.
Overall, we were happy to know that each student understood factors that shaped the Renaissance and the emergence of a Western worldview


What's your church data worth? – California Southern Baptist Convention
What's your church data worth?
Published Jul 07, 2021
Has your church considered the value of its electronic data assets? Can you even begin to put a price tag on its worth? Are your church's data properly protected from unauthorized viewing, corruption, loss due to fire or theft? Your data is no less valuable, and deserves the same sorts of protection, as your buildings and their contents.
You may never have considered the importance of your data, or the need to protect it. Some data is critical to the long-term mission of the church, some are critical for day-to-day operations, while some are confidential and need to remain so.
Here's the question which needs a definitive answer: "How would our church, its ministries, and operations be affected if our data was destroyed, stolen, or publicized?"
Consider how effectively your congregation is protecting critical data, which might include:
Churches traditionally collect names, birthdates, and other personal or contact information on members, attenders, and donors. Information your church may collect to better serve your congregation may include attendance, baptism, and contributions. Churches are likely to have more than one database which may be stored in several church computers, personal computers, smartphones, or tablets.
Multiple databases and storage devices increase the complexity of protecting critical data from loss, theft, or simply prying eyes. Databases come in a variety of forms, whether they are true databases, spreadsheets, or document files.
Sermons and Lesson Preparation
How many sermons has the pastor written and stored in a church computer? What about illustrations and other sermon aids? How much has been spent on gathering those resources? Is there a backup of those resources?
What sensitive information is unprotected in letters and email – both internal and external – between church employees, and employees and volunteers, employees and vendors? Does the church send mass emails with everyone's email address in the open, possibly violating their privacy in doing so? Are text messages being monitored from or between staff members or others that could contain sensitive information not meant for public disclosure?
Graphic Files
Where are files being stored of the church's weekly bulletins, promotional materials, audio and video recordings of worship services and other events? Are they all backed up? What about electronic materials, stock photos, or line art that you have purchased?
Corporate and Government Documents
Where are the church's Articles of Incorporation, Bylaws, bank records and financial reports, FEIN letter from the IRS, copies of state and federal employer tax returns, property records – deeds, tax bills, building permits? And what about other critical documents such as insurance policies, claim files, or contracts with vendors such as landscapers, custodians, and tradesmen? If digitized, are they properly and frequently backed up? If these are not all being stored in digital form, why not? Are physical copies at least being kept in fireproof cabinets?
Custom Programming
What files have been created and are routinely used by staff or volunteers? What would it take to recreate them from scratch – the time or money?
These examples are only the tip of the iceberg needing to be considered related to cybersecurity. Beyond simply identifying things at risk, churches should seriously consider steps to safeguard them. For more information contact California Southern Baptist Convention's human resources and church compliance specialist by emailing _EMAIL_ or calling _PHONE_.


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Thomas Ralph Spence, RA (_PHONE_), The Surrender of Capua, 210 BC – Passing Round the Poisoned Cup, initialed and dated lower right 1903, oil on canvas, 53.5" x 80.5" – displayed at Royal Academy in 1903
Painting inspired by the final scene in Fate of Capua, a play written in 1700 by Thomas Southerne.
Thomas Ralph Spence was born into a Yorkshire family of cabinetmakers and builders. Following in the family tradition, Spence began his training as an architect, but later excelled in painting, stained glass, and metalwork.
Spence moved to London in 1885, where he became a successful painter of architectural scenes. In the 1890s, Spence exhibited 11 works at the Royal Academy, including A Breezy Morning, The Sleeping Beauty, and The Surrender of Capua, 210 BC. He also exhibited at the Grosvenor Gallery and the New Gallery, and was responsible for the decorative painting in Manchester Cathedral. His more ambitious classical subjects consisted of Greek and Roman subjects, most likely inspired by Alma-Tadema. In 1910, he was the subject of a solo exhibition at the Fine Art Society.
The Surrender of Capua, 210 BC – Passing Round the Poisoned Cup is based on the play Fate of Capua, a tragedy written in 1700, by Thomas Southerne. Fate of Capua takes place during the Second Punic War (218 to 201 BC), a war between Hannibal, leader of the Carthaginians, and the Romans. The citizens of Capua, a city in southern Italy, abandoned their alliance to the Roman Republic and allowed Hannibal to make Capua his winter quarters. The Romans, attempting to regain control of southern Italy, staged a siege on the city of Capua. In response to the Roman assault, Hannibal marched his soldiers to Rome, hoping the Romans would decide to abandon the siege on Capua and rush to defend their home city. However, only part of the besieging force left for Rome, and under continued siege, Capua fell. The Romans declared the territory Roman domain, and the citizens of Capua were either killed or brutally punished.
The Surrender of Capua, 210 BC, a monumental image displayed at the Royal Academy in 1903, depicts the climactic scene in Southerne's play. The Senate of Capua is finishing up their final feast and are in the process of passing around a cup of poisoned wine; collectively they have decide to end their own lives, choosing dignity and death rather than suffer dishonor and torture at the hands of the Romans.


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One entry found for rosary.
Main Entry: ro·sa·ry
Inflected Form(s): plural -ries
Etymology: from Latin rosarium "rosary prayers, rosary beads," from earlier rosarium "rose garden," derived from rosa "rose" 1often capitalized: a Roman Catholic devotion consisting of meditation on usually five sacred mysteries during recitation of five decades of Hail Marys of which each is preceded by the Lord's Prayer and followed by the Gloria Patri 2: a string of beads used in counting prayers and especially those of the Roman Catholic rosary Word HistoryRosary comes from the Latin word rosarium, which at first meant "a rose garden." It was later used to refer to a series of prayers, thought of perhaps as a garden of prayers. This second meaning of rosarium may also have developed partly because in Christianity the rose is associated with Mary, the mother of Jesus, and the rose garden with paradise. Rosarium in time came to be used not only for the prayers themselves but also for the string of beads used in counting them.


text:
- 41 check-ins
Resources are running low. Rise in your battle vehicle and look out for raw materials. Destroy everything crossing your path with Steel Legions at POPMOG. In a fictitious world four empires fight for the important resources steel, oil and steam. Resources become scarce, a newly discovered country promises fat booty. Naturally all four empires bear down on the prescious territory. But there can be only one, all hell is breaking loose. Except for the four empires scavengers are in the area as well, the enemy is everywhere. The battles are staged with steel colossus weighing tons and armed to the teeth. Their firepower is only exceeded by their insatiable hunger for fuel. A constant balance between troop strength and fuel consumption is crucial for victory. In the whole area valuable resources are scattered. Find them in order to repair and develop your battle vehicle. By these means you can gain the upper hand on the battleground. Choose your fraction and enter the dark and dangerous world. The Phoenix Empires has its bases in the mountain chains. The people is rather simply knitted and always in search for urgently needed resources. The Tundran Warriors are very nature-connected, while the Pandora Rebels live in the wasteland of Steel Legions, which hardly contains resources. A powerful military presence is the strength of the Pandora Rebels.The Golden Territories feature fruitful countries with high resource deposits. But the valuable resources are defended. tooth and nail. Face action-packed battles and build the ultimative steel colossus. Play the successful 3D-Browsergame Steel Legions at POPMOG.


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See also: carinatae
- (dated) A taxonomic subclass within the class Aves – Birds having a pronounced keel-like sternum, to which muscles used in flight attach.
- A taxonomic clade within the class Aves – Birds descended from a certain common ancestral type of bird, possibly having a keel-like sternum and other bone-structure characteristics.
- Bird lineage remains particularly unsettled, so the definition and relationships of Carinatae is subject to revision and the name may become disused.
- (subclass): Eukaryota - superkingdom; Animalia - kingdom; Bilateria - subkingdom; Deuterostomia - infrakingdom; Chordata - phylum; Aves - class; Saurornithes - informal group; Ornithothoraces, Ornithurae - clades


text:
M. ALBAJI1, A. A. NASERI1, P. PAPAN2, and S. BOROOMAND NASAB1
1 Department of Irrigation and Drainage, Faculty of Water Science, Shahid Chamran University, P. Code: 61357-43311, Ahwaz, Iran
2 KWPA, Ahwaz, Iran
ALBAJI, M., A. A. NASERI, P. PAPAN and S. BOROOMAND NASAB, 2009. Qualitative evaluation of land suitability for principal crops in the West Shoush Plain, Southwest Iran. Bulg. J. Agric. Sci., 15: 135-145
Today's excessive use of croplands and the resulting damages along with the ever-increasing demand for further crop productions have necessitated the best land management practices more than ever. Due to the current lack of any proper land management practices for West Shoush plain in Khuzestan Province, southwest Iran, a land suitability evaluation study for key productions of the region, including wheat, alfalfa, maize, and barley, covering an area of 41,958 ha was carried out in the region. Using the findings of the semi-detailed soil studies for this area, 4 soil families and 32 soil series in 2 physiographic units was identified. Physiologic requirements of each crop were also determined and rated based upon the proposed method of Sys et al. (1991) and the tables provided by the Iranian Soil and Water Research Institute (Givi, 1997). Qualitative evaluation was carried out by means of simple limitation and parametric methods (Storie and Root Square Method) and comparing land and climate characteristics with crop needs. The indexes obtained for alfalfa, barley and wheat were higher in comparison to that developed for maize. Limiting factors in different crop yield in the region along with climatic variables included soil physical properties, especially its texture and carbonate contents and slope. From the two methods used i. e, simple limitation and parametric methods (Storie and Square Root Methods), the latter(Square Root Methods)produced more realistic results in respect to the existing conditions of the region.


Auvergne and the bishops of Clermont and in order to counteract the clergy's power, the counts founded the rival city of Montferrand on a mound next to the fortifications of Clermont, on the model of the new cities of the Midi that appeared in the 12th and 13th centuries. Until the early modern period, the two remained separate cities: Clermont, an episcopal city; Montferrand, a comital one.
Early Modern and Modern eras[edit]
Clermont became a royal city in 1551, and in 1610, the inseparable property of the French Crown. On 15 April 1630 the Edict of Troyes (the First Edict of Union) joined the two cities of Clermont and Montferrand. This union was confirmed in 1731 by Louis XV with the Second Edict of Union. At this time, Montferrand was no more than a satellite city of Clermont, and it remained so until the beginning of the 20th century. Wishing to retain its independence, Montferrand made three demands for independence, in 1789, 1848, and 1863.
In the 20th century, construction of the Michelin factories and of city gardens, which shaped modern Clermont-Ferrand, united the two cities, although two distinct downtowns survive and Montferrand retains a strong identity.
The city is in the rain shadow of the Chaîne des Puys, giving it one of the driest climates in metropolitan France, except for a few places around the Mediterranean Sea. The mountains also block most of the oceanic influence of the Atlantic, which creates a climate much more continental than nearby cities west or north of the mountains, like Limoges and Montluçon. Thus the city has comparatively cold winters and hot summers. From November to March, frost is very frequent, and the city, being at the bottom of a valley, is frequently subject to temperature inversion, in which the mountains are sunny and warm, and the plain is freezing cold and cloudy. Snow is quite common, although usually short-lived and light. Summer temperatures often exceed 35 °C (95 °F), with sometimes violent thunderstorms. The highest temperature was reached in 2019 of 40.9 °C (105.6 °F) while the lowest was -29.0 °C (-20.2 °F).
Climate data for Clermont-Ferrand, elevation: 331 m (1,086 ft), 1981–2010 normals, extremes 1923–present
Record high °C (°F) 22.1
Average high °C (°F) 7.6
Daily mean °C (°F) 3.7
Average low °C (°F) −0.1
Record low °C (°F) −23.1
Average precipitation mm (inches) 26.7
Average precipitation days (≥ 1.0 mm) 6.3 5.3 6.4 8.8 10.6 8.7 6.4 7.5 6.8 7.4 7.1 6.1 87.4
Average snowy days 5.3 4.7 3.3 1.6 0.0 0.0 0.0 0.0 0.0 0.0 2.5 4.2 21.6
Average relative humidity (%) 79 75 69 69 72 71 68 70 73 78 78 80 74
Mean monthly sunshine hours 88.9 108.4 161.4 173.5 197.9 225.2 249.2 234.8 185.4 135.1 84.0 69.2 1,913
Source 1: Meteo France[9][10]
Source 2: (relative humidity 1961–1990)[11]
Main sights[edit]
Religious architecture[edit]
Clermont-Ferrand has two famous churches. One is Notre-Dame du Port, a Romanesque church which was built during the 11th and 12th centuries (the bell tower and was rebuilt during the 19th century). It was nominated as a World Heritage Site by UNESCO in 1998. The other is Clermont-Ferrand Cathedral (Cathédrale Notre-Dame-de-l'Assomption de Clermont-Ferrand), built in Gothic style between the 13th and the 19th centuries.
Parks and gardens[edit]
Lecoq Garden (Jardin Lecoq)
Economy and infrastructure[edit]
Food production and processing as well as engineering are major employers in the area, as are the many research facilities of major computer software and pharmaceutical companies.
The city's industry was for a long time linked to the French tyre manufacturer Michelin, which created the radial tyre and grew up from Clermont-Ferrand to become a worldwide leader in its industry. For most of the 20th century, it had extensive factories throughout the city, employing up to 30,000 workers. While the company has maintained its headquarters in the city, most of the manufacturing is now done in foreign countries. This downsizing took place gradually, allowing the city to court new investment in other industries, avoiding the fate of many post-industrial cities and keeping it a very wealthy and prosperous area home of many high-income executives.
Tramway in Clermont-Ferrand
The main railway station has connections to Paris and several regional destinations: Lyon, Moulins via Vichy, Le Puy-en-Velay, Aurillac, Nîmes, Issoire, Montluçon and Thiers.
The motorway A71 connects Clermont-Ferrand with Orléans and Bourges, the A75 with Montpellier and the A89 with Bordeaux, Lyon and Saint-Étienne (A72). The airport offers flights within France. Recently, Clermont-Ferrand was France's first city to get a new Translohr transit system, the Clermont-Ferrand Tramway, thereby linking the city's north and south neighbourhoods.
The TGV will arrive in Auvergne after 2030. It will be one of the last regions to not have a TGV stop.
Historical population
YearPop.±% p.a.
1793 30,000—
1800 30,000+0.00%
1806 30,982+0.54%
1821 30,010−0.21%
1831 28,257−0.60%
1836 32,427+2.79%
1841 35,152+1.63%
1846 34,083−0.62%
1851 33,516−0.33%
1856 38,160+2.63%
1861 37,275−0.47%
1866 37,461+0.10%
1872 37,357−0.05%
1876 41,772+2.83%
1881 43,033+0.60%
1886 46,718+1.66%
1891 50,119+1.42%
1896 50,870+0.30%
YearPop.±% p.a.
1901 52,933+0.80%
1906 58,363+1.97%
1911 65,386+2.30%
1921 82,577+2.36%
1926 111,711+6.23%
1931 103,143−1.58%
1936 101,128−0.39%
1946 108,090+0.67%
1954 113,391+0.60%
1962 127,547+1.48%
1968 148,759+2.60%
1975 156,763+0.75%
1982 147,224−0.89%
1990 136,181−0.97%
1999 137,140+0.08%
2007 139,501+0.21%
2012 141,569+0.29%
2017 143,886+0.33%
Source: EHESS[12] and INSEE (_PHONE_)[13]
One of the 48 public fountains with the cathedral in background. The fountain and the cathedral are made with the typical black volcanic stone of the area named "pierre de Volvic".
Clermont-Ferrand was the home of mathematician and philosopher Blaise Pascal who tested Evangelista Torricelli's hypothesis concerning the influence of gas pressure on liquid equilibrium. This is the experiment where a vacuum is created in a mercury tube: Pascal's experiment had his brother-in-law carry a barometer to the top of the Puy-de-Dôme. The Université Blaise-Pascal (or Clermont-Ferrand II) is located primarily in the city and is named after him.
Clermont-Ferrand also hosts the Clermont-Ferrand International Short Film Festival, the world's first international short film festival which originated in 1979. This festival, which brings thousands of people every year (137,000 in 2008) to the city, is the second French film Festival after Cannes in term of visitors, but the first one regarding the number of spectators (in Cannes visitors


text:
Century Dictionary and Cyclopedia
- n. A blockade of ice in a river.
- n. A narrow, steep-sided gorge in whose bottom, amid large fallen rocks, ice forms in the winter and endures until late in the summer or longer. Ice-gorges occur in a number of localities in New England and New York.
"But the boat was perilously near the ice-gorge, which growled and wrestled and over-topped it a bare dozen feet away."
"Winter as well as summer the work went on; and the task of cutting out a vessel wrecked in an ice-gorge, or of raising one from beneath the ice, must have been as trying as walking the river bottom in search of a wreck."
"All at once his face brightened, and he slapped his round, tight thigh with a noise like the rending of an ice-gorge."
"A few scenes, evidently painted on the spot and in dire distress; a drop-curtain depicting an utterly impracticable roseate ice-gorge in the ideal Alaska, and four footlights, constituted the sum total of the properties."
"Up to this time it had not given way, and had become the cause of an ice-gorge that every moment grew more threatening."
"Ermigit seemed to have guessed rightly, for after clambering up the ice-gorge referred to until he gained a high ledge or plateau, he began regularly to stalk the birds with the sly patience of a cat."
These user-created lists contain the word 'ice-gorge'.
how ice is used
Geographical and weather-related ice formations and phenomena.
Looking for tweets for ice-gorge.


text:
Framework, each state will determine the stakeholder processes that best meet its requirements.
The scope of the NTA Framework is limited to the planning process, as described in the objectives above. Accordingly, many issues associated with NTA analysis are not discussed here or otherwise provided for in the NTA Framework. Specifically, the purpose of the NTA Framework is:
- Not to disrupt the region's general reliance on markets to select and fund resources to meet resource adequacy needs. The NTA Framework's planning analysis does not propose alternative means to fund solutions.
- Not to elongate the transmission planning and siting process. To the contrary, more information earlier in the process will make the siting processes more efficient (e.g., reduce likelihood for requests for further analysis at that late stage and provide timely information to stakeholders). As TOs noted, NTA studies are currently conducted in most situations today. The NTA Framework standardizes the expectations for such studies across the region.
- Not to create new cost allocation mechanisms. The NTA Framework focuses on planning information regarding alternatives to meet the identified need and is not about changes to cost allocation associated with any particular solution.
- Not to duplicate ISO New England MRA analysis. NESCOE will revisit the need for, and the scope of, NTA analysis as ISO New England MRA analysis moves along.
Some of the issues above may be appropriately addressed in upcoming stakeholder discussions in connection with ISO New England's Aligning Planning and Markets Whitepaper.
The NTA Framework has been developed to work in tandem with ISO New England's current transmission planning processes, focusing on the distinct but related responsibility the TOs have to provide NTA planning analyses to siting authorities in transmission siting applications. Figure 1 depicts a high-level diagram of the NTA Framework planning process and shows the TOs' responsibility for the NTA analysis process (these functions are enclosed in a box labeled "TO Responsibility") and shows the parallel ISO New England transmission planning process depicted on the top portion of the diagram ("ISO-NE Lead Responsibility").
This section includes a description of the elements and an explanation and context for this process.
Figure 1: Planning Process Overview
The TO seeking siting authority will conduct the NTA planning analysis and lead the planning process. This role is consistent with current practice in each state. The TO is also an active participant, or in some cases the lead, on the Needs Assessments and Solutions Studies conducted within the ISO New England planning process.
The NTA Framework also calls for the TOs to make the NTA planning process open and transparent. In the NTA Framework, pursuant to individual state direction on process, the TOs will establish a stakeholder process. The NTA stakeholder process is analogous to the stakeholder processes used by ISO New England for its transmission planning studies. A stakeholder process is essential to mitigate any bias or perceived bias that may derive from the financial interest that the TO has in the transmission solution. The TO is ultimately responsible for presenting an NTA assessment, in its siting application, that fairly considers all reasonable alternative solutions to the identified need. Further, in the event that NTA solutions offer advantages over the transmission solution, market participants must have timely access to this planning assessment.
Over time, the TOs' planning responsibilities may change. Changes to ISO New England's planning processes are currently under discussion and state-specific requirements may evolve over time. When such changes occur, the NTA Framework will be reviewed and modified, as needed, including any changes in responsibilities for planning studies.
B. The Role of ISO New England and Coordination of NTA Analyses with ISO New England Transmission Planning.
The process assumes a parallel study path, with ISO New England and the TO each performing the analysis and stakeholder activities necessary to their respective roles in the transmission and NTA study processes. Consistent with current practice, ISO New England does not have responsibility for the NTA analysis in the NTA Framework. However, the NTA Framework anticipates close coordination between the ISO New England planning studies and the NTA analysis.
In addition to aligning the timing of these planning efforts, the NTA Framework allows for information exchange throughout the transmission planning and NTA analysis processes. In particular, it is important for information to be shared early in the process so that the potential for alternatives to meet reliability needs is known broadly as soon as is practical.
The TO-led stakeholder process for the NTA analysis, while separate and distinct from the ISO New England stakeholder process for the transmission solution, will run concurrently and in parallel with that ISO New England process. In Figure 1, the stakeholder processes for the ISO New England transmission planning and the TOs' NTA planning processes are depicted at the top and bottom of the graphic respectively, indicating the expectation of regular communications with stakeholders throughout the process of conducting the planning studies. Maintaining a clear flow of information between those two processes will be critical to the timely completion of the NTA analysis and to the integration of the transmission and NTA assessments into the siting process. It is important for stakeholders with a particular interest in an identified need or solution to have a means to provide input to the NTA analysis.
The ISO New England stakeholder process for transmission planning includes periodic presentations to the Planning Advisory Committee (PAC) as the Needs Assessments and Solutions Studies progress. Once a project is determined to be the preferred solution, it is further engineered, studied, and reviewed by the NEPOOL Reliability and the technical task forces. This process assures that the work conducted by the study team that ISO New England establishes for these studies is available to market participants, with opportunity for input from the scoping phase through study completion.
The NTA Framework contemplates comparable provision of information to and feedback from stakeholders of the NTA analysis. Examples of the stakeholders with specific interest in the NTA process might include energy efficiency program administrators in states where needs are identified and other resource project developers. Each state will determine the details of such process, which will provide the transparency important to satisfying the objectives identified above.
The NTA Framework addresses the common, regional expectations for planning studies to be prepared for the siting application. However, it does not address each state's specific siting approval processes. Each state will implement the NTA Framework in a manner consistent with its practices and policy preferences.
The MRA process, proposed by ISO New England in the context of Strategic Planning, includes a proposal for an expanded needs assessment process to provide better information on the potential to meet the identified need with resources other than transmission. This analysis, if and when fully developed and implemented, could provide better information for the NTA analysis contemplated in the NTA Framework.
ISO New England has indicated that, irrespective of changes to planning analysis, it will not conduct economic analysis of transmission and NTA options. Even in the event the NTA Framework is scaled back due to ISO New England advancing MRA analysis and associated market rules, the TOs will continue to conduct related economic analysis.
As noted above, NESCOE is particularly interested in not duplicating analysis. If and when ISO New England's MRA planning and markets initiative develops, the NTA process should evolve to take advantage of the work that ISO New England will be conducting. NESCOE will therefore closely monitor how ISO New England's approach to MRA analysis develops over time, along with associated market rules, and modify the NTA Framework as appropriate.
The NTA analysis contemplated in the NTA Framework is a planning study of conceptual solutions to the identified needs. The planning study will rely on reasonable estimates of costs, performance, and feasibility of the alternatives. The treatment of NTA options is expected to be comparable to the planning estimates used for transmission options in the Solutions Study phase of the ISO New England transmission planning process.
The NTA planning analysis should broadly consider feasible alternative solutions. Solutions should not be limited to only the solutions that the TO could implement or to only those market options that have appeared in the ISO New England forward capacity market or interconnection queue. Rather, all reasonable options that could address the identified needs should be considered in the study.
NESCOE recognizes that there are practical limits to the alternatives that can be studied. The study scope should include a good representation of the range of feasible alternatives. A transparent method should be established to screen alternatives in choosing those to be included in the evaluation. This screening process should make use of inputs from the states or stakeholders. The study should establish a manageable and representative set of alternatives to be evaluated.
This section of the NTA Framework describes the elements of the NTA analysis that can be applied consistently across the region. The TOs have indicated that they each do a form of this analysis in their current practice, though there are variations in the approaches used. The NTA Framework establishes a set of guidelines for this analysis that are clear and that can be applied consistently in each jurisdiction.
The first step in the NTA analysis process is a determination of the need to conduct an NTA assessment and, if needed, the scope of that analysis. This NTA Framework is not intended to call for analyses that do not provide valuable planning information. Rather, the objective is to have planning analysis conducted at a level appropriate to the project. This section provides some guidance on the issue of scope, recognizing that each state may have unique requirements that differ from the general principles described here.
The first determination states need to make is whether an NTA analysis is required. Some transmission facilities that require siting approval will not warrant an NTA analysis. Transmission projects with a very limited scope or projects that address needs that uniquely require transmission solutions are not expected to require NTA assessments. In some states, threshold criteria have been established by statute or by the siting authority. However, the threshold criteria are not established in all cases and are not necessarily uniform across the region.
The TOs expressed interest


text:
Methods of Application
Massage and/or body oils are a combination of one or more vegetable and/or herbal oils with essential oils. (see Most Commonly Base Oils used in Aromatherapy)
RECOMMENDED DILUTIONS for Massage Oils
For infants and young children:
.5-1% dilution = 3-6 drops of essential oil per ounce of carrier
2.5% dilution = 15 drops of essential oil per ounce of carrier
3% dilution = 20 drops of essential oil per ounce of carrier
5% dilution = 30 drops of essential oil per ounce of carrier
10% dilution = 60 drops of essential oil per ounce of carrier
In general, aromatherapy oil based blends are useful for:
- Chronic or acute pain relief
- Arthritis & rheumatism (sub-acute phase)
- Chronic muscular/joint aches and pain
- Pregnancy and childbirth massage
- Reducing inflammation
- Enhancing immunity
- Relieving muscle spasms
- Relax and soothe the nervous system
- Aid in the treatment of sprains, strains, and repetitive movement injuries
- And much, much more…
Facial Creams, Lotions And Oils
You can purchase unscented facial creams or body lotions to add essential oils to or create a facial oil by using a variety of vegetable/herbal oils and then adding essential oils into the mix. Or learn how to make your own creams and lotions!
Facial oil/cream dilution rates
Sensitive skin:.5 to 1 percent dilution = 3 to 6 drops per ounce
Normal, healthy skin: 1 to 2.5 percent dilution = 6 to 15 drops per ounce
In general, aromatherapy facial oils and creams are utilized to:
- Enhance wound healing
- Influence and slow aging of skin
- Scar reduction and improve appearance
- Support and enhance immune cells of the skin
- Balance sebum production
- Aid the process of detoxification in the skin
- Increase local circulation
- Improve tone of skin
- Encourage hydration of the skin, when used in conjunction with hydrosol/water or cream.
- Soften and soothe the skin
- Address emotional issues
Mix 2 - 12 drops (depending on the essential oil) into a teaspoon of a dispersing agent such as natural bath gel, polysorbate, solubol, coconut emulsifier, etc. Add to bath and stir just before entering water. Vegetable oil may also be used to dilute essential oils, however it will not disperse in the water and will make tub surfaces slippery.
In general, aromatherapy full-body baths are useful to:
- Reduce stress/anxiety
- Alleviate muscular aches, pains, and tension
- Soothe mental or physical fatigue
- Stimulate circulation
- Enhance lymph circulation
- Reduce pain and stiffness
- Increase local circulation
- Improve tone and health of skin
- Aid detoxification
Place 3-7 drops of essential oil into boiling water. Some essential oils to consider include: Eucalyptus sp. (either E. globulus or E. radiata), Thyme ct. linalol (Thymus vulgaris), Lemon (Citrus limon), and Tea tree (Melaleuca alternifolia). Cover head with towel and breathe through the nose. Keep eyes closed!
Steam inhalations are indicated for:
- Congestion in upper respiratory tract (cold or flu)
- Sinus infection or sinusitis
- Enhancing respiratory function
An aromatic spritzer is a combination of essential oils and water. Often a dispersant such as solubol is used to diffuse the essential oils within the water. Aromatic spritzers can be used as room fresheners, to cleanse the air, to uplift and energize, to scent space, or used during a massage or esthetic practice: e.g. sprayed on face cradles to keep respiratory passages clear.
To make: Add 10-15 drops of essential oil (1-3 different essential oils) per ounce of water. Shake before using or add dispersing agent (e.g. solubol)
In general, aromatic spritzers are useful for:
- Room and air freshener
- Body sprays over which an aromatic blend will be applied
- Reducing undesirable odors in the air
- Enhancing breathing
- Soothing a variety of emotional states
Depending on diffuser type, use as directed.
Aerial dispersion via electric diffusor can be used for:
- Environmental ambiance
- Stress/anxiety reduction
- Insomnia or sleep disorders
- Mood or motivation enhancement
- Increase alertness
- Purify and improve air quality
- Reduce airborne pathogens
Different types of inhalation
Direct inhalation refers to the technique of sniffing or inhaling an essential oil directly from a bottle, a handkerchief or a cotton-ball. Direct inhalations are most commonly employed for the relief of emotional distress and as supportive therapy for the relief of respiratory congestion or other respiratory ailments. Direct inhalations are also used for their effect on the nervous system.
Direct palm inhalation
Direct palm inhalation refers to the technique of sniffing or inhaling an essential oil/s or synergy directly from the palms of your hands. Direct palm inhalations are most commonly utilized for the relief of emotional distress, to uplift and transform ones consciousness, or simply to relax and breathe. It can be used as supportive therapy for the relief of respiratory congestion or other respiratory ailments.
Direct from bottle: Create a synergy (undiluted essential oils) utilizing 3-5 essential oils and place in a small bottle. Have client waft bottle under nose while taking deep inhalations. This can be done 3-4x a day or as needed.
Smelling salts: Create a synergy with a total of 20-30 drops utilizing 3-5 essential oils and place in a 10ml (1/3 ounce) bottle. Once the synergy is in the bottle, fill the remainder of the bottle with either fine or coarse sea salts. Have client waft bottle under nose while taking deep inhalations. This can be done 3-4x a day or as needed.
Handkerchief/Cotton-ball: Place 2-4 drops of essential oil or synergy on the tissue or cloth. Hold cloth in the palms of your hand and take 2-3 deep inhalations through the nose. If using a cotton ball, gently waft the cotton ball under the clients' nose. This technique can be used 2-3x a day or as needed.
Inhaler tubes: Inhaler tubes are designed using 100% essential oil/s saturated on a cotton pad. **NOTE: Please be sure to use organic cotton pads. You can purchase these at a local health food store and cut the desired size to fit tube. Cotton is considered a 'dirty' crop, meaning it is heavily sprayed with pesticides. It is recommended to replace the cotton pad that comes in the tube with a certified organic cotton pad.
To make: Choose 2-3 essential oils to work with based upon a specific purpose. Decide how many drops of each essential oil so it adds up to 15 to 25 drops. Place drops of each essential oil in a small glass bowl/cup then place pad from inhaler into the bowl to absorb the essential oils. Use tweezers to move pad around a bit and then remove pad with tweezers and place in inhaler tube. Close inhaler tub and it is ready for use.
In general, Inhaler tubes or smelling salts are useful for:
- Relieve stress
- Uplift mood
- Relieve nausea
- Support hormonal balance
- Support healthy breathing
- Reduce nasal congestion
- Emotional support


Kid Confidential: Parent Education and Training, Part 2
Last month I discussed why parent education and training is important and offered tips to effectively train and educate parents. Today I'll be discussing how I realistically implement parent training and education.
There are two main ways in which I incorporate parent training and education: at the end of a therapy session and during real-time.
End-of-therapy session Education/Training
I typically use this type of parent education and training for older children (school-age and up) who are working on specific speech and language goals that require some traditional "drill and kill" therapy. I will also use this type of training for young children who have been receiving speech therapy from myself for some time, long enough that parents are already familiar with implementing techniques at home.
Tips for effectively implementing end-of-session training and education:
 1. Time management: I ensure that I end the speech session with adequate time left (usually 10-15 minutes) to effectively educate and train parents (following the tips I shared in part one of this series). If I feel rushed, due to numerous parent questions, parents requiring more assistance when demonstrating skills, etc. I take a mental note and end my therapy activities a bit earlier the next session so I can provide appropriate training and education.
 2. Review the session: I then quickly review the session's activities. As parents are usually in the room/area where therapy is being provided they are already familiar with the activities I have provided and will quickly know and understand the goal of therapy that session.
 3. Technique(s)—Explain, Model, Take Turn, Feedback: Then, as in last month's column, I will follow the same steps: explaining the rationale for the technique(s) used, model the technique(s), have parent(s) take their turn and provide feedback.
 4. Follow up: I always begin the next session with follow up on how implementing the previous week's techniques are going.
Real-Time Education/Training
This type of education and training is so effective for my very young clients (birth-5 years) as parents are such an integral part of language development at this stage, that it is necessary they are involved the entire therapy session. This can sometimes propose a problem with there are numerous siblings present, however I tend to incorporate siblings into therapy in order to save time as well as train siblings how to use communication techniques as well. My motto in this instance is "if you can't beat 'em, join 'em!".
Tips for effectively using Real-Time Education/Training:
 1. Techniques—Trial, Explain, Model: The first thing I do with these young kiddos via play therapy is to trial a number of techniques. Then I determine the most effective techniques and explain to the parent(s) the rationale for using them. I then model the use of each technique, one by one, and demonstrate the positive effects of its use several times in a row (I strive for 5-10xs in a row to demonstrate the effectiveness to parents).
 2. Questions: I then ask the child's parent(s) if they have any specific questions before they trial the technique. Usually they do once they realize they will be asked to perform the same technique. If I need to provide specific step by step instructions, this is the time.
 3. Parent Model: Then I have the parent's take a turn using each technique a number of times (again I strive for several in a row-5 to 10xs-to build confidence).
 4. Feedback: I provide feedback on each use of the technique. I share the strengths that I see, I note the positive child responses, and of course address any weaknesses or modifications as needed.
 5. Make a list: For parents new to using therapy techniques, I will sometimes write a list of the techniques or the process of implementing a technique so they can refer to it between therapy sessions. For my most basic language facilitation strategies/techniques I have created my own parent training/education handouts which you can find here.
Yes, real-time education/training can eat up a lot of your therapy time. However, it is time well spent as long as the training is effective and parents can demonstrate independence with the use of the chosen techniques. In my experience, using real-time parent education/training actually brings up several questions and concerns parents either do not think of prior to our discussions or are reminded of during therapy. It's a wonderful way to make the connection between the parent's ability to change their communication approach and their child's improved language development. The goal of course with any parent education/training is to leave the parent feeling empowered in their ability to help their child. A small amount of training can go a long way!
Next month, I will be sharing how I use digital recording to support parent education and training.


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Thematic unit guide
Rights & responsibilities
Students will a) become familiar with the concepts of rights, privileges and responsibilities and b) recognize how these concepts are related to their own lives.
Ages 9 to 12
Citizenship and Community Life
Health and Well-Being
Films used in this Unit
An Artist (5 min 15 s)
Overdose (5 min 25 s)
The Boy and the Snow Goose (10 min 32 s)
Christopher, Please Clean Up Your Room! (6 min 56 s)
Response journals, white paper, art materials, chart paper (at least 8 sheets), markers, overhead projector, 2 transparency sheets, transparency marker, Children's Rights and Responsibilities leaflet (1 copy per student).
Students will learn about the UN Convention on the Rights of the Child. By exploring the concepts of rights, responsibilities and privileges, students will become more aware of the choices they make. Students will keep a response journal, take an oath of personal responsibility, and participate in a tableau vivant, or frozen tableau.
Film title: Christopher, Please Clean Up Your Room!
Directed by: Gauthier, Vincent
Length: 06 min 58 s


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text:
SDH and DWDM Fundamentals
Strategic or technical managers, consultants, communications professionals, IT professionals, system engineers, marketing and sales professional and others who plan on using, evaluating, designing or working with SONET/SDH, DWDM and optical networks.
[Classroom: 5 days / LIVE Virtual*: 35 hours]
- A minimum of 6 or more participants are required for a company-based LIVE Virtual course to commence
- LIVE Virtual courses can be conducted for 5 hours or 7 hours daily. Please note that the number of training days will be extended if you opt for 5 hours daily.
This course provides an understanding of the SONET/SDH and DWDM networking technologies and elements that are required to build evolving transport networks. It provides participants with a solid business and technical foundation in optical networks, services and applications development.
- Executive Summary
- Overview of Fiber Optics Communications
- SDH Architectures & Services
- What are the Benefits of SDH?
- SDH Overhead
- SDH Synchronization and Timing
- SONET / SDH Network Architecture
- SONET / SDH Network Topologies and Configurations
- Span Engineering
- Managing SONET / SDH Networks and Services
- DWDM Components and Architecture
- SDH, IP, ATM, WDM and DWDM Integration


University of Cambridge > Talks.cam > Caius MCR/SCR research talks > A Heisenberg Miscellany
A Heisenberg Miscellany
Is anything ever stationary? How accurately does the doctor measure your pulse rate? What is inside an atom, or a molecule? What happens when an atomic magnet bounces? Do molecules behave like light – just a bit? Why do light beams always spread out? Energy is normally conserved but could we take out an energy overdraft? Can molecules turn inside out? Could we stop a pendulum – or an atom? Is there really nothing in a vacuum, and how long is a photon? And does it matter?
The Uncertainty Principle of Heisenberg illuminates these questions and many more. Initially a tentative idea in Quantum Mechanics, its role is now centre stage.
This talk is part of the Caius MCR/SCR research talks series.
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Building or Installing Retaining Walls
If not installed properly will fail, it is only a matter of time. The following is a list of steps to help you make sure that your wall is being installed properly.
- Excavate to the proper depth to allow for the installation of At least 12" of base material, and to allow for burying some of the first row of block.
- Tamp you soils and check soil type
- Make necessary adjustments for the soil type
- Install a layer of separation fabric as necessary.
- Install base material at least 12" thick and tamp every 2 inches.
- Start at the lowest end of your wall and start installing wall block. For every 1' that the wall is tall, you should be burying the 1st block 1" under ground. This is one of the most important steps in wall building (making sure that the blocks are level and have a slight batter, back towards the hill, they are retaining).
- Once you get above grade with wall block you should add enough base material to get to the top of the first course or level with the ground, this allows for the installation of the drain pipe.
- Install perforated drain pipe behind that wall and pock thru the wall every 20'.
- Keep adding wall block, and stager your joints. Some walls require the installation of pins or clips to keep them together. Some walls have a lip built into the wall block. Make sure that your contractor is using the pins, and/or make sure they are not breaking the lip off of the wall blocks.
- Install Geo Grid in-between every other course of block. Geo grid should be used for any wall that is over 2' tall, and as a general rule it should go into the soil as far back as the wall is tall, if not further.
- Fill behind wall with clean stone and install filter cloth over the stone, prior to back filling with soil.
- Install cap stones as required with exterior construction adhesive, and cut to make sure there are no gaps in-between the caps.
- Properly grade and retain soil to help divert water from going over the top of the wall or lying behind the wall, and stabilize the soil.


Quality of Life Comparison
If you lived in United States instead of Bulgaria, you would:
live 5.3 years longer
In Bulgaria, the average life expectancy is 75 years (72 years for men, 78 years for women) as of 2020. In United States, that number is 80 years (78 years for men, 82 years for women) as of 2020.
be 44.8% more likely to be obese
In Bulgaria, 25.0% of adults are obese as of 2016. In United States, that number is 36.2% of people as of 2016.
make 2.7 times more money
Bulgaria has a GDP per capita of $21,800 as of 2017, while in United States, the GDP per capita is $59,800 as of 2017.
be 29.0% less likely to be unemployed
In Bulgaria, 6.2% of adults are unemployed as of 2017. In United States, that number is 4.4% as of 2017.
be 35.5% less likely to be live below the poverty line
In Bulgaria, 23.4% live below the poverty line as of 2016. In United States, however, that number is 15.1% as of 2010.
pay a 4.0 times higher top tax rate
Bulgaria has a top tax rate of 10.0% as of 2016. In United States, the top tax rate is 39.6% as of 2016.
be 34.6% less likely to die during infancy
In Bulgaria, approximately 8.1 children die before they reach the age of one as of 2020. In United States, on the other hand, 5.3 children do as of 2020.
have 49.4% more children
In Bulgaria, there are approximately 8.3 babies per 1,000 people as of 2020. In United States, there are 12.4 babies per 1,000 people as of 2020.
be 90.0% more likely to die during childbirth
In Bulgaria, approximately 10.0 women per 100,000 births die during labor as of 2017. In United States, 19.0 women do as of 2017.
Basic Needs
be 34.7% more likely to have internet access
In Bulgaria, approximately 64.8% of the population has internet access as of 2018. In United States, about 87.3% do as of 2018.
spend 22.0% more on education
Bulgaria spends 4.1% of its total GDP on education as of 2013. United States spends 5.0% of total GDP on education as of 2014.
see 56.3 times more coastline
Bulgaria has a total of 354 km of coastline. In United States, that number is 19,924 km.
United States: At a glance
How big is United States compared to Bulgaria? See an in-depth size comparison.
The statistics on this page were calculated using the following data sources: The World Factbook, National Revenue Agency, Bulgaria, Internal Revenue Service.
Join the Elsewhere community and ask a question about United States. It's a free, question-and-answer based forum to discuss what life is like in countries and cities around the world.
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does anyone know what that tag means?? how it works??
thankz in advance!
That is microsoft office tags. You get it when you copy from office programs like word or outlook emails directly into your web editor, without removing the microsoft formatted tags.
Never copy from word or email and paste stuff directly into web. First, remove the format as follow:
Copy the text you want to use and paste it in Notepad. Then copy the clean, unformatted text from notepad into your website. Notepad is a text only editor, and it will strip any formatted text clean.
thank you! one more question if you don't mind?
is that the same?
vml is Vector Markup Language that may also be there because of text copied from other formats without removing the format before pasting in your web editor.It is a deprecated XML language.


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Web Data Connectors in Tableau Server
Web data connectors (WDCs) are web pages that provide a data connection that is accessible over HTTP for data sources that don't already have a connector in Tableau. WDCs allow users to connect to almost any data that is accessible over the web and to create extracts for their workbooks. Data sources for a WDC can include internal web services, JSON data, REST APIs, and other sources that are available over HTTP or HTTPS. Users can create their own WDC or use connectors that were created by others.
For information about how to use a WDC in Tableau Desktop, see Web Data Connector in the Tableau Desktop documentation.
For information about how to create a WDC, see the Web Data Connector documentation on Github.
As a security measure, Tableau Server won't run WDCs unless you approve the connector, as explained in this topic.
Note: You must be a server administrator to approve WDCs for use on Tableau Server.
WDCs require your approval because they contain executable code and typically make requests to third-party websites. Before a user can use a WDC with Tableau Server, you must add the domain and port used by the connector to a safe list (whitelist) and also include the domains that a connector can send requests to and receive requests from on a secondary safe list (secondary whitelist). Before you do this, we recommend that you vet and test the connector so that you know what the connector does and what sites it connects to. For more information, see Testing and Vetting Web Data Connectors.
When you add a connector to the safe lists (whitelists), you configure Tableau Server to allow connections to a particular URL where the connector is hosted and from a URL which the connector can query. This is the only way to allow Tableau Server to run WDCs. The connectors can then be hosted on a server inside your organization's firewall or on an external domain. Importing WDCs is not supported for Tableau Server.
To add a WDC to the safe list, use the
tsm data-access web-data-connectors add command. This command and the related commands described below let you perform the following tasks:
Add WDCs to the safe list and secondary safe list.
Allow or disallow all WDCs, or WDC refreshes.
Remove one or more connectors from the safe list.
List all WDCs on the safe list and secondary safe list.
Updating WDC safe lists requires a server restart
After running any commands that make changes to WDCs, you need to apply your pending changes using the
tsm pending-changes apply command.
If the pending changes require a server restart, the
pending-changes apply command will display a prompt to let you know a restart will occur. This prompt displays even if the server is stopped, but in that case there is no restart. You can suppress the prompt using the
--ignore-prompt option, but this does not change the restart behavior. If the changes do not require a restart, the changes are applied without a prompt. For more information, see tsm pending-changes apply.
To add a connector to the safe list and secondary safe list, use the tsm data-access web-data-connectors add command, providing the name, safe list URL, and secondary safe list URLs. You can also manage WDCs using the web-data-connector-settings Entity. After running this command, you need to apply your pending changes using the
tsm pending-changes apply command. A prompt warns you that the command will restart Tableau Server. If Tableau Server is currently running it is restarted, and if it is stopped it is left in a stopped state with no restart.
tsm data-access web-data-connectors add --name 'WTA WDC' --url _URL_ --secondary _URL_
Notes on formatting:
- Be sure to use straight quotes (" and '), not curly or "smart" quotes, around the name of the WDC.
- For many WDCs, the port specified for the
--urloption is 443 or 80, but you can check the value for your connector by looking at the data source details on Tableau Server. You must specify the port number as part of the URL if the WDC is using SSL (HTTPS). For example, to use the default port for HTTPS, the URL might look like the following:
- If a WDCs send requests to and receive data from multiple domains, use a comma-delimited list of URL for the
- To add an entire domain to the secondary safe list, end the domain URL with a wildcard expression. Use
(.*)as the wildcard to indicate the entire domain. Be sure to include the parentheses
()as part of the expression.
To allow or disallow WDCs, or WDC extract refreshes, use the following command before running
tsm pending-changes apply:
To remove one or more WDCs from the safe list, use the following command before running
tsm pending-changes apply:
To list all WDCs on the safe list, use the following command:
When a user creates a workbook that uses a WDC, Tableau Server creates an extract from the data returned by the connector. If the user then publishes the workbook, the publish process sends the workbook and the data extract to the server.
Tableau can refresh an extract that was created by a WDC, the same as it can refresh any extract. If the connector requires credentials to sign in to the web-based data source, you need to ensure that the credentials are embedded with the data source, and that the WDC is on the safe list for the server. Tableau Server cannot refresh the extract if the connector requires credentials and they are not embedded with the data source. This is because the refresh can occur on a schedule or in some other background context, and the server cannot prompt for credentials.
Currently, there is no way to re-authenticate a data source from Tableau Server directly. If the data source has credentials that expire, or was published without embedding the credentials, the workbook and data extract need to be published again with the new embedded credentials.
If the background process that performs the refresh operation fails, it creates an alert and a log entry that indicates this issue. Users will be able to see that the timestamp on the extract does not change.
To disable refresh for all WDCs, use the
tsm data-access web-data-connectors allow -r false command.
If the server experiences problems with adding connectors to the safe list, you can examine the log files. Be sure to check the log files on both the initial server node and on the other nodes that are running the gateway process. For more information about log files, Server Log File Locations in the Ziplog Archive.
If the issue is that Tableau Server will not refresh an extract that was created by a WDC, make sure that the
webdataconnector.refresh.enabled configuration setting has been set to
true. If it is set to
false, run the following command to allow extract refreshes for all WDCs on the server:
Note: The safe list is the only way of allowing Tableau Server to run web data connectors. Importing web data connectors was deprecated starting with version 10.5.


text:
Air Conditioner Filter Dryer for _PHONE_ Mustangs.
The filter-drier is a canister typically mounted near the condenser that receives most of the liquid from the condenser. It has two primary functions in the air conditioning system:
1) Filter contaminants. This is the primary location where larger contaminants will end up. 2) The desiccant stored inside removes any residual moisture from the system that evacuating doesn?t remove. This is the most important function, as moisture is the #1 enemy of the air conditioning system.
Combined with refrigerant and lubrication, moisture will turn acidic (hydrochloric acid) and start to eat the system up from the inside out. It is necessary to replace or restore the filter-drier whenever the system is opened up to the atmosphere.


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Provided by: util-linux_2.19.1-2ubuntu3_i386
fstrim - discard unused blocks on a mounted filesystem
fstrim [-o offset] [-l length] [-m minimum-extent] [-v] mountpoint
fstrim is used on a mounted filesystem to discard (or "trim") blocks
which are not in use by the filesystem. This is useful for solid-state
drives (SSDs) and thinly-provisioned storage.
By default, fstrim will discard all unused blocks in the filesystem.
Options may be used to modify this behavior based on range or size, as
The mountpoint argument is the pathname of the directory where the
filesystem is mounted.
The offset, length, and minimum-free-extent arguments may be followed
by binary (2^N) suffixes KiB, MiB, GiB, TiB, PiB and EiB (the "iB" is
optional, e.g. "K" has the same meaning as "KiB") or decimal (10^N)
suffixes KB, MB, GB, PB and EB.
Print help and exit.
-o, --offset offset
Byte offset in filesystem from which to begin searching for free
blocks to discard. Default value is zero, starting at the
beginning of the filesystem.
-l, --length length
Number of bytes after starting point to search for free blocks
to discard. If the specified value extends past the end of the
filesystem, fstrim will stop at the filesystem size boundary.
Default value extends to the end of the filesystem.
-m, --minimum minimum-free-extent
Minimum contiguous free range to discard, in bytes. (This value
is internally rounded up to a multiple of the filesystem block
size). Free ranges smaller than this will be ignored. By
increasing this value, the fstrim operation will complete more
quickly for filesystems with badly fragmented freespace,
although not all blocks will be discarded. Default value is
zero, discard every free block.
Verbose execution. When specified fstrim will output the number
of bytes passed from the filesystem down the block stack to the
device for potential discard. This number is a maximum discard
amount from the storage device's perspective, because FITRIM
ioctl called repeated will keep sending the same sectors for
fstrim will report the same potential discard bytes each time,
but only sectors which had been written to between the discards
would actually be discarded by the storage device. Further, the
kernel block layer reserves the right to adjust the discard
ranges to fit raid stripe geometry, non-trim capable devices in
a LVM setup, etc. These reductions would not be reflected in
fstrim_range.len (the --length option).
Lukas Czerner
Karel Zak
The fstrim command is part of the util-linux package and is available
Nov 2010 FSTRIM(8)


CBC Digital Archives
Lesson Plan: For Teachers - The Notwithstanding Clause: A Classroom Debate
History, Political Science
2 lessons
To support and debate a given position on the use of the notwithstanding clause
Students will research and debate the use of the notwithstanding clause to limit rights under the Charter of Rights and Freedoms.
Lesson Plan
Before Exploring
Write the term "notwithstanding clause" on the board. Ask students if they are familiar with this section of the Charter of Rights and Freedoms. Explain to students that the notwithstanding clause allows federal or provincial governments to pass a law that violates rights and freedoms in the Charter as long as it is reviewed every five years and approved by the respective legislature. Essentially, governments can opt out of section 2 and sections 7 to 15 of the Charter.
Explain that the Quebec government passed a language law in 1977 that restricted the use of the English language, particularly on public signs and in businesses. In 1988, the law was challenged as a violation of the Charter and held to be unconstitutional by the Supreme Court of Canada. Nevertheless, the Bourassa government used the notwithstanding clause to allow the government to opt out of the Charter and enable French-language-only sign laws to prevail.
Ask students to work with a partner and discuss if Charter rights should be limited. Should there be an opt-out clause in the Charter? Share and discuss student responses.
Outline the Opportunity
Direct students to the topic Fighting Words: Bill 101 on the CBC Digital Archives website. In small groups, have students browse the clips "'French in Quebec: it's a plus,'" "Bill 101's first legal blow," "Mr. Singer goes to court" and "Bourassa's dilemma" and then conduct further research by examining the clips "The 1988 Supreme Court decision on signs,", "Defending his decision" and "Quebecers on the Supreme Court decision."
With their group members, have students take notes assessing the pros and cons of using the notwithstanding clause. They will use their notes to develop arguments for a class debate.
Select and present one of the following resolutions:
 - Be it resolved that the notwithstanding clause is a viable option to be used by federal and provincial governments to limit the application of the Charter.
 - Be it resolved that the notwithstanding clause allows for an unacceptable violation of rights and freedoms.
Assign each group either the 'for' or 'against' position, then pair up groups and have them debate the resolution in front of the class.
Assessment Tip: Download and distribute the Debate Rubric. Students can use it to guide their own preparation and later to score the debates.
Revisit and Reflect
Have students vote on which group won their respective debate. Ask: Which arguments were the most persuasive? Did your personal opinion change as a result of any of the debates?
Assessment Tip: Look for a clear summary of the pros and cons of the debated issue.
Students can write a one-page position paper to support or criticize the use of the notwithstanding clause to limit constitutional rights. They should use three arguments to support their position.
Charter of Rights and Freedoms
Download PDF
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Focus on the highest drop-off rates. Start to generate hypotheses as to why they would drop off at that particular point and find information to support it. And use Inspectlet to figure out WHY these drops are occurring.
The big scary setup
Most metrics tools make getting started as easy as possible (after all, their data told them that onboarding was too difficult!). The best ones have great support available whether by email, IM or calling.
Most tools are as difficult as adding two lines of code to your website – almost half the battle is won! If you are using WordPress for example, install a plugin called "Header and Footer" and paste those two lines of code into the footer – done!
Now you need to make sure to track the important events. Let's use Twoodo as an example again. When you arrive on Twoodo you have to carry out a certain number of "onboarding steps."
It's important for us to know how many users are carrying out the entire onboarding. How many are stopping at step 1, step 2 etc. The funnel looks like this:
As you can see steps 3 and 4 are posing a problem to users. I've identified where there's a drop in my funnel and I can start thinking about how to fix it.
It's just like algebra 101: you have a variable x and you define what the value y is.
If you think funnels are not that important… think again
A small leak in your funnel can compound over time to lose you a huge amount of revenue (if you reach the revenue positive stage at all!).
Take a look at the calculation below from Don't Leak Leads – these are the average numbers for 1,000 visitors.
Marketing funnel 2
Using data funnels, you can figure out why only 50 out of 1000 people are dropping off. This way you can reduce your CAC significantly.
Perhaps you are targeting the wrong people to visit your website – check the demographics. Perhaps your call to action is unclear or below the fold – move it (and do an AB test) and change it (and again, AB test).
Metrics only tell the data analyst half of the story. They tell you what is happening on your website. The next part is to understand why these things are happening.
A lot can be said about that, usability testing, talking to your customers, exit surveys can all help understand the why and create hypothesis as to how to fix it. But that's for another article…
Read next: Killer user onboarding starts with a story
Read next: Eventbrite and Swiftly offer event organizers a $19 professionally designed banner for their events
Shh. Here's some distraction


text:
Symbols are used in visual energy to present Paint objects. 8 symbols ordered about each other forming a Paint object. visual energy is supplied with a symbol library, who can be displayed in the System configuration. Creating or editing with the web interface is currently not possible.
- Symbols are SVG graphics and can be scaled without loss.
- Symbols can contain Layers, whose can be faded in and out. Thus you can show dynamic switch positions.
- Symbols can contain placeholder for Components, or their specific property fields. Thus the user can choose in a Paint object of a Distribution from a list with fitting components. Subsequently the properties of the chosen object will be shown in the symbol.
- Symbols can contain placeholders for Meteringpoints. In this way the in the Distribution, a Meteringpoint can be associated to a Paint object.
- Symbols can contain placeholders for resources marks.


text:
Send an E-Postcard of:
(c) Pocumtuck Valley Memorial Association, Deerfield MA. All rights reserved.
Contact us for information about using this image.
Onions were a crop that the Eastern European immigrants, flooding into the mid-Connecticut River Valley of New England, had experience growing. By the 1920s, newly-arrived immigrants were growing acres of onions on riverside land that local residents had dismissed as overused and unproductive. Cultivating and harvesting onions is extremely labor intensive. These men and a young boy diligently weed and thin these onions to ensure a successful crop.
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