text:
- freely available
Sensors 2011, 11(12), 11649-11663; doi:10.3390/s111211649
Published: 14 December 2011
Abstract: There are numerous ways in which pressure-sensitive paint can be applied to a surface. The choice of substrate and application method can greatly affect the results obtained. The current study examines the different methods of applying pressure-sensitive paint to a surface. One polymer-based and two porous substrates (anodized aluminum and thin-layer chromatography plates) are investigated and compared for luminescent output, pressure sensitivity, temperature sensitivity and photodegradation. Two luminophores [tris-Bathophenanthroline Ruthenium(II) Perchlorate and Platinum-tetrakis (pentafluorophenyl) Porphyrin] will also be compared in all three of the substrates. The results show the applicability of the different substrates and luminophores to different testing environments.
Pressure-sensitive paint (PSP) is a method of optically measuring the absolute spatial pressure distribution over an entire surface. Compared to traditional point measurement techniques, this has the advantage of giving significantly more information about the flow physics and can allow for integration of pressure, giving forces and moments on aerodynamic surfaces, visualizing and quantifying shock structures [2,3] and even estimating altitude in flight. The theory and working principles of PSP have been documented by several researchers [5,6] and will only be briefly recounted here.
PSP is based on the mechanism of oxygen quenching which involves the non-radiative deactivation of an excited photo-active molecule (luminophore). A luminophore is excited to an electronic state higher than its ground state by absorbing light of a specific wavelength. This excited luminophore can return to its ground state by either a radiative or non-radiative process. Radiative processes, which involve the emission of light, include fluorescence and phosphorescence and are usually grouped together under the term luminescence. The wavelength difference between the absorbed and emitted light is known as the Stokes shift. It is a preferable characteristic that PSP luminophores have a large Stokes shift to allow the signals to be separated easily. Non-radiative processes include internal conversion to a different electronic state and then the release of heat, or external conversion via contact with an external molecule, in this case oxygen. Oxygen is an extremely good quenching molecule, as it has an unusual electronic ground state which is easily excited.
The method of modeling oxygen quenching depends on the method of application of the PSP; however, the outcome is largely the same. There are two conventional methods of applying PSP: polymerand porous-based (see Figures 1 and 2). Traditional polymer-based PSP involves suspending the luminophore in an oxygen-permeable polymer layer. Henry's law states that, at constant temperature, the amount of gas dissolved in a solid is proportional to the pressure of the gas at the surface. This can be combined with Dalton's law of partial pressures to relate the dissolved oxygen concentration, and therefore the level of quenching, to the pressure acting on the surface. Porous-based PSP involves adsorbing the luminophore onto a highly porous surface. The two most common porous PSP substrates are anodized aluminum (AA) and thin layer chromatography (TLC) plates. An anodized aluminum substrate requires that the model be made of a high-grade aluminum alloy or pure aluminum, whereas TLC plates can be used in an off-the-shelf fashion and applied directly to any flat surface. The luminophore molecules are directly exposed to the test gas, therefore porous-based PSP has a much faster response time when compared with its polymer counterpart, as oxygen diffusion through a polymer layer requires a finite time. However, as the luminophores are so exposed to the test gas, they are very easily quenched, leading to a very low luminescent output, even with low concentrations of oxygen. As outlined by Sakaue and Sullivan, porous PSP is deactivated by one of two methods: adsorption/surface diffusion or target collision. These two methods become more or less prevalent depending on the surface pressure and the surface temperature.
Typical response times for the various methods of application can be seen in Table 1. The thickness of the polymer layer has a significant effect on both the response time and the emission signal level. The values presented in Table 1 are of similar thickness for ease of comparison, however if the thickness is reduced the response times can be reduced by an order or magnitude. The pore size and depth found on anodized aluminum has a strong effect on the response of AA-PSP, this is discussed in detail by Sakaue and Gregory et al..
The methods of application shown here require that a reference image is taken at a known reference pressure. This allows for the elimination of effects such as non-uniform illumination or a spatial variation in luminophore concentration. Regardless of the method of application of PSP, the relationship between intensity and pressure is given by the Stern-Volmer equation [Equation (1)]. The non-linearity of this equation for different substrates was shown by Gregory and Sullivan.where I is the intensity, P is the pressure and γ is an empirical parameter from the Freundlich isotherm and is normally equal to one for polymer-based PSP (polymer-based PSP does exhibit some non-linear behavior near vacuum conditions). Unfortunately, coefficients A(T) and B(T) are functions of temperature. This gives rise to what is (usually) the largest source of error in applications of PSP: the temperature-induced error. It should be noted that the coefficients A(T) and B(T) do not have the same formulations for polymerand porous-based PSP; however, they are commonly represented in this way.
Depending on the nature of the application, it may be favorable to use a different substrate. It is the aim of this study to show the applicability of the different application methods for two commonly used luminophores: tris-Bathophenanthroline Ruthenium(II) Perchlorate [Ru(dpp)3] and Platinum-tetrakis (pentafluorophenyl) Porphyrin (PtTFPP). If a fast response time is required, then porous substrates are clearly the only type viable. However, in steady flow conditions, response time is not as important, and the sensitivity and signal output are much more important.
This paper will present the signal output, pressure sensitivity, temperature sensitivity and photodegradation characteristics for anodized aluminum, TLC plates and polymer-based samples of Ru(dpp)3 and PtTFPP luminophores to show their applicability to different flows and experiments.
2. Sample Preparation
The two luminophores used in this experiment are very commonly used for a variety of applications. Both of these luminophores have a large Stokes shift, and therefore give signals which are easily separable from the incident light. Figure 3 shows the absorption and emission spectra of these two luminophores when excited with 395 nm LED lamps (these will be described later). The emission signal was measured using the Princeton Instruments ICCD spectrometer with a 530 nm long pass filter.
The polymer-based samples [referred to here as Ru(dpp)3 Polymer and PtTFPP Polymer] were prepared on 10 × 10 mm square aluminum plates. These plates were sprayed with 3 base coats of Ambersil matt white acrylic paint Ral9010, to give a uniform reflective surface on which to apply the PSP. This base coat was sanded using P1200 grade abrasive paper to ensure a smooth surface finish. This base coat also acts as a reflector, reflecting the unabsorbed incident light back through the polymer layer and also reflecting the emission towards the imaging device. The polymer paint itself is an in-house formulation consisting of Methyl triethoxysilane (MTEOS) as the sol-gel binder, as it is known to have excellent oxygen permeability and good adhesion, with ethanol and HCl as solvents. The luminophore molecules were dissolved in a combination of the solvents to the same concentration of approximately 4 mM ± 0.2 mM. The paint was applied to the prepared base coat in 16 light coats using a modeler's airbrush. A smooth, fast sweeping action was used to ensure uniformity and each coat was allowed to dry before application of subsequent coats. The preparation of the samples took place in as dark an environment as possible so as not to photodegrade the paint during the application process. Immediately after the PSP had been applied, the sample was cured in an oven at 343 K for 7 hours.
2.2. TLC Plate
Thin layer chromatography (TLC) plates have been used by several researchers as a cost-effective porous substrate for porous PSP [6,19]. Baron et al. showed that the frequency response of such a combination could approach 100 KHz. Silica gel TLC plates can be used as a porous substrate, as luminophore molecules are known to adsorb onto the surface. TLC plates have the advantage that they are white and, therefore, possess the same reflecting characteristics as the polymer base coat. Unfortunately, TLC plates are extremely fragile and can only be used on very simple and flat geometries. The TLC samples [referred to here as Ru(dpp)3 TLC and PtTFPP TLC] were prepared by dipping 10 × 10 mm squares of HPTLC silica gel 60 from MERCK Chemicals International in a 0.3 mM solution of the luminophore dissolved in dichloromethane. These values were chosen as they were shown to have the greatest sensitivity and


Thursday, 16 February 2012
Questions About Two Bearded Blokes: The Montreal Thefts
.I have been looking at that Egypto-Roman head stolen last October from the Montreal Museum of Fine Arts, and wondering where it came from. What actually is it? It is described in the media reports as
"a marble head from the Roman Empire, dating from the first century AD. [...] small, about 20 by 21 centimetres, and had been part of the permanent collection of the Montreal art institution for decades.
The only photo released at the time of the announcement of the theft (for example the one above from the Montreal Gazette) is not too informative. I would like to see some shots from other angles. On what basis is its authenticity affirmed? What stylistic parallels are there in fact and how close are they? How did it enter the national collections and where in "the Roman Empire" was it dug up/knocked off from? Or did it just "surface"? Like Montreal's Fraggonard drawing for example? Looks a bit odd to me from the material presented in all the news releases.
While we are at it, could the Museum tell us how the knocked off bit of Achaemenid palace relief ("Head of a Guard, Fragment of a low relief 5th c. B.C. Sandstone 21 x 20.5 x 3 cm") got from Persepolis (really?) into their collections? Why is the top corner rounded off so oddly? What has been done to turn a piece of monument into (too, it seems) portable art? Is this real or recently produced? What is its collecting history? According to the Montreal Gazette: "The Persian piece [was] donated to the MMFA by Cleveland Morgan in 1950...", where was it before then?
Does it not too look rather suspicious, for example when you compare it with the images of the soldiers on the actual walls? Is not the head dress rather crude and linear compared to those on the walls, and for example this example sold recently by Christie's? Why does it have vertical tooling on the stone not visible on blocks on the wall even if photographed in raking sunlight?
Even if they are kosher antiquities with unimpeachable collecting histories establishing they really were both knocked off real monuments, what is the point of displaying these trophy pieces extracted from a larger whole in a Canadian museum? What does the museum goer get from looking at a sawn-off bit of a relief that says nothing about the message of the actual art-work concerned, which was the whole relief? Surely is this Persepolis relief fragment not a good case for going back to the site with the long-term aim of restoring the wall it came from?
The Art Market in action Persepolis April 2009
(Photo Copyright Sanaz Shirshekar). What kind of person would buy such a block with the marks of the circular saw visible on all four edges? Somebody who cares about the heritage of the past, or some selfish lout who does not care as long as he gets his hands on a bit of it all for himself? (and it makes no difference if they then try to offload it onto a local museum afterwards)
UPDATE the suggestion here that the Persepolis head might be of modern production, later turned out to be wrong, when it was found where it had been taken from by a study of old photos.
Dorothy King said...
Christie's London sold one of those reliefs in the summmer of 1994 - and Saddam Hussein tried to claim it back as looted. It sold because someone was able to find paperwork going back to the 19th century showing it had been legally acquired off the Ottomans (receipts rather than a Firman).
I know exactly what you mean about the cut marks - and know nothing about this particular relief... but most of them were legally acquired and exported a long time ago.
Paul Barford said...
This is (reportedly) from Persepolis, not Iraq.
But if Montreal Museum can show us the nineteenth century receipts, or their equivalent, that would be great. Less great if they cannot.
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text:
Common Mistakes that Submission Heralds Make
Below you will find common mistakes that submission heralds make:
- Failing to date the letter. Or, mailing the letter out more than one week
from the date on the letter. If the letter is mailed out more than one week
after the date on the letter, it needs to be redated to the mailing date.
A simple solution is to postdate the letter. The first page needs the date
PROMINENTLY and should be in a header or footer on every page. Note: to be
counted for the month of on the LoI, it must be postmarked no later than the
1st of the following month. E.G. A letter dated June must be postmarked
by July 1.
- Failing to number the pages.
- Failing to number the mini-emblazons and/or failing to list the client's
name near them.
- Incorrectly listing the type of submission it is. Unless it is a resubmission
to Laurel, it is not a resubmission.
- If it is a resubmission, list when Laurel returned the submission, why
and why this submission is now acceptable. E.g., this was returned for conflict
with Smith, "Gules, an aardvark Or.", we have added a bordure which
gives us a second CD. The name was returned for incorrect construction.
We have fixed the problem by eliminating such and such. The device was returned
for conflict, this is a totally new design.
- The blazon for the armory (if any) should be easy to find. Either put it
by itself, or italicise it, or something like that.
- Use a legible font. Readability is more important than pretty.
- Never say a name is found in "reference", unless the reference
consists of solely period names. Always, always, always, give the best information
you can on the date. Just saying that a name is found in reference X (e.g.,
Withycombe, Black, Reaney and Wilson, etc), and not providing a date for the
name, can result in the submission being returned for inadequate summary of
- When a client will not take corrections/changes, say so.
- If you are not sure of something, let the College know.
- Saying that so-and-so says the name is fine is not documentation. Summarize
why they say it is fine. If you can't summarize the documentation, quote
it in full.

source: openbmb/Ultra-FineWeb


noun Optics.
an optical device for producing and observing a spectrum of light or radiation from any source, consisting essentially of a slit through which the radiation passes, a collimating lens, and an Amici prism.
1860–65; spectro- + -scope
spectroscopic [spek-truh-skop-ik], spectroscopical, adjective
spectroscopically, adverb
Dictionary.com Unabridged
Cite This Source Link To spectroscope
World English Dictionary
spectroscope (ˈspɛktrəˌskəʊp)
See also spectrometer any of a number of instruments for dispersing electromagnetic radiation and thus forming or recording a spectrum
[C19: from spectro- + -scope; from French, or on the model of German Spektroskop]
Collins English Dictionary - Complete & Unabridged 10th Edition
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American Heritage
Medical Dictionary
spectroscope spec·tro·scope (spěk'trə-skōp')
An instrument for producing and observing spectra.
spec'tro·scop'ic (-skŏp'ĭk) or spec'tro·scop'i·cal (-ĭ-kəl) adj.
The American Heritage® Stedman's Medical Dictionary
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American Heritage
Science Dictionary
spectroscope (spěk'trə-skōp') Pronunciation Key
Any of various instruments used to analyze the component parts of a sample by separating its parts into a spectrum. ◇ In a light spectroscope, light is focused into a thin beam of parallel rays by a lens, and then passed through a prism or diffraction grating that separates the light into a frequency spectrum. The intensity of light at different frequencies in the spectrum can be analyzed to determine certain properties of the source of the light, such as its chemical composition or how quickly it is moving. ◇ In a mass spectroscope, sample ions are beamed through an electric or magnetic field that deflects the ions; the amount of deflection depends on the ratio of their mass to their electric charge. The ion beam is thus split into separate bands; the collection of bands is called the mass spectrum of the sample, and can be analyzed to determine the distribution of ions in the sample. Spectroscopes are also called spectrographs.
The American Heritage® Science Dictionary
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Example sentences
They've also added a clinical-grade cellphone spectroscope that might be able to measure some vital signs.
Since the device does not emit any signal, the spectroscope will allow for covert inspection of suspicious operations.
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text:
If you're reading this, it's likely that you work in a fleet management role. Your mechanics and drivers don't do line work, install phone lines, bury gas lines or dig up high-pressure water lines. But what if they service equipment in the vicinity of craft workers who do perform those tasks? Are they exposed to hazards not related to their direct responsibilities? If so, what is your responsibility as their manager? This article is about educating supervisors regarding hazard evaluation. Where your people work and the hazards they face while on the job are your responsibility. So, following is an example that demonstrates how OSHA's expectations with regard to your responsibility to your employees may exceed the agency's written rules in ways you may not be aware of.
There is an employer who is a transmission-distribution contractor; the business also has a telecommunications (telcom) division. The employer's lineworkers must wear arc flash protective clothing required by OSHA, but as far as he knows, his telcom employees are not required by the OSHA rules to wear arc flash protective clothing. However, because of an incident involving some of his telcom employees, the employer became concerned. He wondered, why don't telcom employees have to wear arc flash protective clothing, and should they be wearing it? Keep in mind that arc flash protective clothing is not the same thing as flame-resistant (FR) clothing. Welders, wrecker operators and traffic control professionals wear safety vests and bibs that are considered flame-resistant. Flame resistance is the quality of a material designed for protection from exposure to fire or flame, not electrical arcs. OSHA requires that arc flash protective clothing also must be flame resistant to ensure clothing does not continue to burn after exposure to an electrical arc. In addition, flame resistance is required for the outer layer of clothing worn by a worker who could be exposed to a heat source that could ignite that outer layer. There has been confusion over the years, so it is important to recognize that use of the term "FR" on a traffic vest label does not mean the vest is arc protective; it is only flame resistant. It's a habit to use the term FR when referring to arc flash protective gear, but we all need to understand the difference in labeling.
Now, let's get back to the contractor's questions: Why don't telcom employees have to wear arc flash protective clothing, and should they be wearing it? Over the years, I have been asked dozens of times about who should don arc flash protective clothing. The question often comes up because OSHA does not always address specific issues in the regulations. Employers sometimes are found not in compliance with OSHA simply because their issues are not addressed. This is where knowledge of the OSHA standards, and knowledge of the intent of the OSHA standards and consensus standards, is so important.
The Telecommunications Standard
Let's start where almost everyone trying to answer the telcom/arc flash question would start: the OSHA telecommunications standard found at 29 CFR 1910.268. This might get a little tedious, but it's important, so hang in there. The telcom standard covers telcom workers from all aspects of the communications industry – wired and non-wired, center work and field work. It often addresses working in proximity to distribution voltages, which are low-voltage exposures. The 1910.268 standard also covers risers, streetlights and other pole-mounted components; checking for potential differences between those components; and temporary bonding for worker protection. In addition, the standard discusses when rubber gloves are required, as well as cover and barrier use to protect telcom workers. The 1910.268 standard even refers to training and use of rubber insulating equipment, directing the employer to part 1910.137, "Electrical Protective Equipment," the same standard followed by qualified electric utility workers. Yet even with all of those requirements and references, the 1910.268 standard does not refer to arc flash hazards or arc flash protective clothing. Often when OSHA is silent on a particular exposure, employers think that means there is no applicable standard they need to follow. They are wrong.
There is a rule in 1910.268 that can be interpreted as a requirement for arc protective wear if you read it carefully, which means looking up the included reference, a key activity frequently ignored. Rule 1910.268(a)(3) states, "Operations or conditions not specifically covered by this section are subject to all the applicable standards contained in this part 1910. See §1910.5(c)." Section 1910.5(c) is a header reference, meaning that all references following, as applicable, will apply to the workplace. In this case, 1910.5(c) has two subparagraphs, (c)(1) and (c)(2).
Rule 1910.5(c)(2) states that "… any standard shall apply according to its terms to any employment and place of employment in any industry, even though particular standards are also prescribed for the industry, as in subpart B or subpart R of this part, to the extent that none of such particular standards applies." The "particular standards" referred to are those vertical standards such as 1910.268. Standard 1910.268, which falls under Subpart R, particularly applies to the unique workplace exposures of the telcom industry, just like 1910.269 – which also falls under Subpart R – applies to the unique exposures of electrical generation, transmission and distribution workers. In plain language, rule 1910.268(a)(3) means that exposures (conditions) not covered in 1910.268 are subject to any applicable standards in 1910.269. The task for the employer now is to determine how to find out which other standards might apply. That brings us to hazard analysis.
In the case of the transmission-distribution contractor referenced earlier in this article, the company's workers had twice experienced secondary arc flash near their communications equipment in the previous six months. The safety committee at the contractor could not agree on whether that constituted a hazard because one, no one was burned, and two, arc protective wear was not required by either 1910.268 or their company safety manual. The contractor's safety department was leaning toward arc flash protection, and they were probably right. In the contractor's case, they were working with CATV mounted on strand within reach of secondary conductors in residential neighborhoods. The older secondary installation was worn and likely poorly insulated. Disturbance of the structure got conductors together and a flash occurred.
The contractor's safety department was following through on their responsibility to protect both the workers and the employer. Even though the contractor's work standards were in compliance with the 1910.268 standard and intended to keep telcom workers isolated from electrical exposures, rules on paper cannot foresee every scenario. In these two cases, work procedures and clearances followed by the telcom workers didn't prevent a secondary flash in proximity to the workers. And considering that the incidents occurred previously, and the conditions of construction were not likely to improve, it was a certainty that a secondary flash could reoccur. Once a hazard has been identified, even if it is not covered in the OSHA standard, the employer must act to limit the risk of exposure. Since telcom workers are not qualified electrical workers with the ability to assess acute hazards and cannot rework energized secondary, the possibility of another incident should be considered as likely. At a minimum, the employer would be expected to provide additional training specific to the nature of the risk and PPE commensurate to the exposure. That obligation comes from the General Duty Clause. A General Duty Clause violation is based on the employer's knowledge of the risk and awareness that remediation is available.
OSHA has a policy for violations covered under the General Duty Clause, described as follows in a 2003 letter of interpretation to Mr. Milan Racic of the International Brotherhood of Boilermakers (see _URL_ "Employers can be cited for violation of the General Duty Clause if a recognized serious hazard exists in their workplace and the employer does not take reasonable steps to prevent or abate the hazard. The General Duty Clause is used only where there is no standard that applies to the particular hazard. The following elements are necessary to prove a violation of the General Duty Clause: a. The employer failed to keep the workplace free of a hazard to which employees of that employer were exposed; b. The hazard was recognized; c. The hazard was causing or was likely to cause death or serious physical harm; and d. There was a feasible and useful method to correct the hazard."
It boils down to three things: 1. Employers are expected to know what hazards exist in the workplace. 2. Just because you are a member of a particular workplace covered by a particular vertical standard does not mean that you may ignore the rest of the standards followed by everybody else. 3. If the employer has actual or constructive knowledge that a hazard exists, they must take suitable action to limit the exposure to employees.
And finally, the answer to the transmission-distribution contractor's questions is that under certain conditions, telcom workers may be required by OSHA to don arc protective outerwear for their protection. The same may be true for fleet mechanics on some work sites. As the employer, you must examine the workplace and be able to justify the procedures and protections in place to ensure a workplace free of recognized hazards that are causing or likely to cause death or serious harm to employees.


Reflection: Developing a Conceptual Understanding Analyzing a Character's Traits: Is Katniss a Hero? - Section 2: Discussion: Is Katniss a Hero?
I think it was critical that we took time to define what a hero was prior to applying that to the book.
If we hadn't take the time, then the discussion and debate would have gotten bogged down with comments like, "That's not what a hero is" or "How is that heroic?"
If we didn't have that common framework, students who tried to get off task with outrageous comments and claims would have a valid point. With the framework, students (not me) were able to point to the qualities and point out the illogical comments.
If we didn't have the qualities, students would have been stumped. Is Katniss a hero? Sure, why not. With the framework, students were able to delve deeper into the text.
And finally, it's an exercise in critical thinking. What is a hero, really? Is it really a sports player? Is it someone who saves a bunch of people? Is it someone who is selfish, but is also an inspiration?
What is a hero, really?
 Using a Framework in a Debate
 Developing a Conceptual Understanding: Using a Framework in a Debate
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Analyzing a Character's Traits: Is Katniss a Hero?
Unit 12: Novel Study: The Hunger Games
Lesson 20 of 21
Objective: Students will be able to write an argumentative piece of writing by participating in a class discussion.
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text:
, and national affiliates to help
achieve the goals and ideals their organizations were founded upon.
In the 2006-2007 academic year, Greek organizations at LSU
contributed over 50,000 hours and $250,000 to community and
philanthropic efforts. Students in the LSU Greek community are also
active in many areas on campus, outside of their fraternity or
sorority. Greek students are active in over 80 student
organizations, including Student Government and various honor
societies. In celebration ofGreek Week during 2008, the LSU Greek
community raised over $117,000 and built two houses for Habitat for
In 2003 Chancellor Mark Emmert
spearheaded the creation of the National Flagship Agenda, a plan to
reverse the low morale, lack of competitiveness, and lack of
available resources that had plagued LSU during the early 1990s.
Its focus is to have LSU better serve Louisiana and the world by
increasing student quality and research productivity, thereby
vaulting LSU into placement as one of the finest public
universities in the country. Because the improvements put a higher
financial strain on students, the agenda has had some controversy.
However, many people involved with the university agree that the
agenda's implementation has been successful. Sean O' Keefe
, who in 2005 left his post as
head of NASA to become LSU's new chancellor, pledged to continue
the agenda until its conclusion in 2010, which will coincide with
LSU's 150th anniversary. On 2008 January 16 O'Keefe resigned
effective 2008 June 1. Recent cuts to Louisiana's higher education
budget threaten to reverse the gains of the Flagship Agenda.
- Flagship agenda action plan:
- Increase research productivity by hiring a significant number
of new, high-quality faculty and improving technology
- Increase number and quality of graduate students and programs
through targeted investments and program review.
- Increase quality of undergraduate students and programs by
raising admissions standards, improving recruitment, and reviewing
courses of study.
- Increase quality of campus life by increasing diversity,
inclusiveness, and facilities investments.
- Assess LSU's progress and communicate achievements.
- Increase funding to support the previous actions through more
state and private support.
- LSU Press is a nonprofit book
publisher dedicated to the publication of scholarly, general
interest, and regional books. It publishes approximately 80 titles
per year and continues to garner national and international
accolades, including four Pulitzer
Prizes. John Kennedy Toole's
A Confederacy of
Dunces is among its best-known publications.
- Southern Review is a
literary journal published by LSU.
co-founded in 1935 by three-time
Pulitzer Prize-winning writer
Robert Penn Warren, who served as
U.S. Poet Laureate
and wrote the classic novel All
the King's Men, and renowned literary critic of the New Criticism school, Cleanth Brooks. It publishes fiction, poetry,
and essays, with an emphasis on southern culture and history.
- Legacy is a student-run magazine that publishes a
variety of feature-length stories. In both 2001 and 2005, it was
named the best student magazine in the nation by the Society of Professional
- LSU RESEARCH magazine informs readers about university
- Apollo's Lyre is a poetry and fiction magazine
published each semester by the Honors College.
- Gumbo is the university's yearbook, given free to
- LSU Today magazine keeps faculty and staff updated
with university news.
- New Delta Review is a
literary quarterly funded by LSU
that publishes a wide range of fiction, poetry, and interviews from
new, up-and-coming, and established writers.
LSU fields teams in 20 varsity sports (9 men's, 11 women's), and is
a member of the NCAA
Collegiate Athletic Association) and the Southeastern Conference
to local legend, the school colors of purple and yellow originated
from the colors of Mardi Gras - purple, yellow, and green - that
decorate the city of New Orleans during the celebration.
to local legend, LSU decided upon its school's colors during a game
in New Orleans against Tulane University when the shops in New Orleans had stocked up on
purple, green, and yellow material.
LSU decided to buy a
wealth of purple and yellow colors, leaving Tulane the only
remainder color, green.
The football team's official nickname, the Fighting Tigers, is
derived from a rowdy Confederate brigade
the "Louisiana Tigers" that served in the Confederate infantry
during the American Civil War. Tigers football was started in 1893
by Dr. Charles E. Coates, a chemistry professor from Baltimore who
served as the head football coach during the team's maiden years.
The first "season" of LSU football in 1893 consisted of one game
against the Tulane Green Wave
November 25, which LSU lost 34-0.
LSU Tigers football
three national championship wins in the 1958, 2003 and 2007
seasons. LSU won their second BCS National Championship in 2003
with a 21-14 victory over the Oklahoma
and their third National Championship in 2007 with a
38-24 win over the Ohio State
. Following the 2006 football season, the LSU
quarterback, JaMarcus Russell
the third best passer rating. Russell decided to skip his senior
year to go to the NFL, where he was the number one overall pick in
the 2007 NFL draft. Other LSU Tiger football players that were
first draft during the 2007 draft include LaRon Landry, WR Dwayne
Bowe, and WR Craig Davis. In addition to football, the LSU Tigers
baseball team has won 6 NCAA College World Series titles, most
recently in 2009, winning against Texas (W 7-6 11 innings; L 1-5; W
11-4) Most Valuable Player for the 2009 CWS was Jared Mitchell, who
also hit a second inning 3-run home run in the final game.
Athletics is represented by its mascot, a Bengal tiger named
The tiger was named after Mike Chambers,
LSU's athletic trainer in 1936, and was bought for $750 from the
Little Rock Arkansas Zoo. Mike V reigned from 1990–2007 and
remained housed in his on-campus habitat until his death due to
kidney failure on May 18, 2007 at age 17. The latest in the line of
Mike tigers is Mike VI, a two year old, 300 pound tiger acquired
from the Indiana big-cat sanctuary. Previously known as Roscoe,
"Mike VI" is a Bengal-Siberian mix and was officially named Mike on
September 8, 2007. He was introduced to fans at the home game
against Florida on October 6, 2007.
arenas include Tiger Stadium (also known as "Death Valley"), Pete
Maravich Assembly Center (PMAC), Carl Maddox Fieldhouse (indoor track),
Bernie Moore Stadium (outdoor track), Tiger Park (softball), and
The new Alex Box Stadium was
officially opened in a home game against Villanova on Friday,
February 20, 2009.
LSU's official fight song is "Fight for LSU". During LSU football
games, it is only played when the team runs onto the field,
whenever a field goal or extra point is scored, and at the end of
each half (though at the end of the first half a recording is
played since the band is already on the sidelines and unable to
perform it live). There are, however, multiple other songs that are
synonymous with LSU. "Pregame Entrance/Touchdown for LSU" begins
with those four powerful notes familiar to most college football
fans. This song is played by the Louisiana State
University Tiger Marching Band
before the game begins, at the
beginning of the fourth quarter, and any critical moment in the
fourth quarter when Tiger Stadium needs to get even more "amped
Although originally to be nicknamed "Deaf Valley" for its
excruciating levels of sound, the nickname "Death Valley" caught on
instead. It is legendary for the crowd noise generated by fans. It
is the sixth largest college football stadium in the nation and
third largest stadium in the SEC, holding 92,400 fans. The Tiger
Stadium atmosphere is generally considered one of the
loudest and most electrifying college football experiences in the
During a nationally televised game against Auburn
in 2003, ESPN recorded a noise level of 117 decibels at certain
points in the game. In 2007 when the No. 1 ranked Tigers played the
No. 9 ranked Florida Gators, the noise level registered at 122
decibels when the Tigers made a come-from-behind win in the final
minutes of the game.
A similar sound level resulted in the legendary "Earthquake Game"
against Auburn in 1988. LSU won 7-6 when quarterback Tommy Hodson
completed a game-winning touchdown pass to running back Eddie
Fuller in the waning seconds of the game. The crowd's roar
registered on a seismograph, shaking the ground as much as a small
Louisiana State University cheerleader
Rivals include the traditional intrastate rival Tulane Green Wave
, SEC West

source: HuggingFaceFW/fineweb-edu


text:
The Talakhaya Revegetation Project was implemented in 2006, where community planting efforts were greatly increased to reduce impacts of decades of deforestation by illegal burning.
The 14 minute, locally shot and produced documentary highlights the challenges they face with burning and soil erosion, the revegetation efforts of the community, and the project's successes over the last 5 years to reduce sediment from running off of the land and polluting adjacent coral reef ecosystems. The short film will air immediately following Channel 2's evening news programs.
Funding for the film and the Rota DLNR headed revegetation program has come from the U.S. Coral Reef Initiative.
Don't Miss it!


text: PROCESS ENGINEERING PIPING ENGINEERING PIPELINE ENGINEERING RAY ALVARADO, P.E. Member, Mapua Alumni Association Alberta Chapter Presentation Breakdown INTRODUCTION PROCESS ENGINEERING PIPING ENGINEERING PIPELINE ENGINEERING Acronyms CAE – Computer Aided Engineering CAD – Computer Aided Design HMB – Heat and Mass Balance, a Process activity CFD – Computational Fluid Dynamics FEA – Finite Element Analysis PFD – Process Flow Diagram P&ID – Piping and Instrumentation Diagram LDT – Line Designation Table ROW – Right of Way, for pipeline routing HDD – Horizontal Directional Drilling, for pipeline crossing HVAC/R – Heating, Ventilation, Air Conditioning & Refrigeration PROCESS ENGINEERING PROCESS ENGINEERING PROCESS ENGINEERING - an early project activity for analysis of physical separation or chemical conversion. It follows project definition and early financial studies. System-wide Process simulation nowadays is computer-aided e.g. heatand-mass balances, logical block flows, control philosophies, and equipment selection. Important Deliverables: Process Flow Diagrams(PFDs) - schematic showing major process equipment, main fluid flows, and basic stream characteristics (pressure, level, temp., flow). Piping and Instrumentation Diagrams(P&IDs) - schematics with much more detail and confirmed data. Shown here are process condition limitations, major machinery specifications, minor equipment data, pipe size/details, instrumentation types, and more precise controls/automation. Line Designation Tables (LDTs) - spreadsheet report showing details of every piping section e.g. start-end point, process variables, and other mechanical data. PROCESS ENGINEERING Usual entry-level positions: Chemical Process Engineer Mechanical Process Engineer Process Simulation Specialist Minimum Skill Sets for a Junior Process Engineer: Undergraduate degree in Chemical Engineering, Mechanical Engineering, or Chemistry-related academic programs. Basic knowledge of Fluid Statics/Dynamics, Thermodynamics, Heat Transfer, and Chemical Unit Operations. Supplemental knowledge in Process Equipment Design, Distillation Theory, Stoichiometry, and Chemical Reactions. PROCESS ENGINEERING CHEMCAD Process Simulation, Screen Images PROCESS ENGINEERING Heat and Mass Balance (HMB) Study, Selexol Process PROCESS ENGINEERING Early concept of an oil refinery PROCESS ENGINEERING Example of Process Flow Diagram (PFD) PROCESS ENGINEERING Example of Piping & Instrumentation Diagram (P&ID) PROCESS ENGINEERING Process Engineering and Beyond: Next-Generation Process Simulators…..higher processing speeds, capable of more simultaneous calculations, broader chemical database. Multi-Physics Tools to the Mainstream……these software can now be fully integrated with existing Process Simulators. Intelligent 2D Diagrams……embedded data on PFDs and P&IDs will pop up once a particular element is clicked or highlighted on the drawing. PIPING ENGINEERING PIPING ENGINEERING Screen shots of CAEPIPE, a widely-used pipe stress analysis software, showing the Input Geometry: Piping layout imported from CAD 3D Model, or manually re-created PIPING ENGINEERING Stress Output…….watch for the "Reds"! RED areas have higher calculated stresses (needs re-work) PIPING ENGINEERING Animation features…...it moves! Shows areas of excessive movement, direction of thermal growth, lift-off at support points, etc. PIPING ENGINEERING If not analysed properly, pipes may….. …deform and collapse ….or lift-off from supports PIPING ENGINEERING PIPING ENGINEERING - a Mechanical sub-discipline mainly to validate Piping Design's pipe-fittings layout, inside enclosed industrial areas, by computational analysis or technical reasoning. Such activities follow right after critical and major piping are completely laid out and supported. PIPE - a closed cylindrical conduit for moving fluid (liquid, gas, solid particles) from one location to another, either by gravity or applied pressure. FITTINGS - are transition elements for connecting pipes into an assembly or conduit network. Elbows, tees, flanges, reducers, and couplings are examples. PIPING - logical assembly of pipes, fittings, valves, and supports. PIPING ENGINEERING Important Deliverables: Static & Dynamic Pipe Stress Analysis, Reports - computeraided, hand calculations, and "by-inspection" judgement. Finite Element Analysis (FEA) - on equipment nozzles, header branches, and support attachments. General Pressure Calculations – wall thickness, branch reinforcement, leak-strength testing, and hot-tap calculations. Sizing of Engineered Restraints - for spring supports, rollers, sway braces, sway struts, seismic snubbers, etc. Detailing of Special Pipe Supports - as required by stress analysis results or vendor special requests. PIPING ENGINEERING Plant Piping 3D layout of piping and pressure vessels Offshore platform piping and equipment PIPING ENGINEERING Usual entry-level positions: Piping Design Engineer Pipe Stress Engineer Piping Materials Engineer Minimum Skill Sets for a Junior Piping Engineer: Undergraduate degree in Mechanical Engineering, Chemical Engineering, or related sub-discipline. Basic knowledge of Structural Mechanics, Strength of Materials, Fluid Dynamics, Machine Elements Design, Materials Science, and Welding Technology. Supplemental knowledge in Chemical Processes, Heat Transfer, Thermodynamics, and Stationary/Rotating Mechanical Equipment. PIPING ENGINEERING Examples of Engineered Restraints Variable spring hangers Constant spring can Sway strut assembly Seismic snubber Sway brace assembly PIPING ENGINEERING Example of Custom-Ordered Supports Rigid hanger clamp, for pre-insulated line Support clamp with fabric lining, for vibrating lines Pipe clamp and shoe, for pre-insulated cold line PIPING ENGINEERING Piping Engineering and Beyond: Full Integration of computational Analysis Software with 3D CAD Model……seamless and bi-directional compatibility of both CAD and CAE activities, thus substantial savings of time and resources. FEA/CFD Multi-Physics to the Mainstream……complex analysis and engineering calculations can now be simultaneously performed e.g. structural mechanics, fluid flow, vibration, and heat transfer. Opportunities in Oilfield Frontier Areas…….more complex piping needs for fixed offshore platforms, floating FPSOs, marine tanker, and Arctic process modules. PIPING ENGINEERING FEA & Multi-Physics Analysis Tools FEA of stab-in branch FEA of crimped pipe Multi-Physics Analysis (thermal + structural) of vessel PIPING ENGINEERING CFD & Multi-Physics Analysis Tools ABAQUS 2D Multi-Physics (fluid flow + thermal) ANSYS 3D Multi-Physics (wind + thermal + struct.) around reactors COMSOL 3D Multi-Physics (fluid flow + thermal) through elbow PIPELINE ENGINEERING PIPELINE ENGINEERING PIPELINE ENGINEERING - a Mechanical sub-discipline mainly to validate Pipeline Design's overland or seafloor routing, by computational analysis or technical reasoning, outside the fenced industrial area. Such activities usually start after initial project development, geodetic (land) or bathymetric (ocean) surveys, and preliminary right-of-way routing. Pipelines are generally classified into: Land Pipelines, Underground (Buried) Land Pipelines, Aboveground Underwater Pipelines Important Deliverables/Involvement: Hydraulic Analysis, Steady-State and/or Transient (Surge) Pipeline Stress Analysis HDD (Horizontal Directional Drilling) and Crossing Studies Lateral and Upheaval Buckling Analysis PIPELINE ENGINEERING Usual entry-level positions: Pipeline Design Engineer Pipeline Stress Engineer Pipeline Hydraulics Engineer Minimum Skill Sets for a Junior Pipeline Engineer: Undergraduate degree in Mechanical or Civil Engineering. Basic knowledge of Engineering Surveying, Structural Mechanics, Strength of Materials, Fluid Dynamics, Machine Elements Design, Materials Science, and Welding Technology. Supplemental knowledge of Heat Transfer, Thermodynamics, and Stationary-Rotating Mechanical Equipment. PIPELINE ENGINEERING Land Pipeline Routing Natural gas pipeline right-of-way Routing Study taken from terrain survey Plan-and-Profile Drawing, with data from routing study and terrain survey PIPELINE ENGINEERING Pipeline Analysis Seismic analysis….and mitigation measures for Trans-Alaska Pipeline while crossing the Denali fault line River crossing…..suspension bridge and cable stay details for Trans-Alaska Pipeline PIPELINE ENGINEERING Engineered Pipeline Supports Detail of H-Support and side bumpers Trans-Alaska Pipeline ammonia-filled H-Support, with cooling fins, pile driven through permafrost PIPELINE ENGINEERING Underwater Pipelines Underwater gas pipeline on uneven seafloor, with free-spanned sections Underwater pipelines, for oiland-gas production gathering PIPELINE ENGINEERING Seafloor Routing Study of underwater oil pipeline PIPELINE ENGINEERING Pipeline Stability Analysis & FEA Overstress at seabed touchdown area, due to excessive bending from pipelay surface vessel PIPELINE ENGINEERING Pipeline Engineering and Beyond: Integration of Pipeline Surveys with Routing Selection……in intelligent 3D format, these related activities will be fully synchronized for accuracy and cost savings. Pipeline 3D Models Imported Into Multi-Physics Simulation…..like stress analysis, hydraulic surge, flow assurance, global buckling, or ice gouging hazards. Deeper, Colder……in search for oil and gas, the industry is pushing the limits of pipeline technology beyond the world's Continental Shelf and in harsher Arctic environments. PIPELINE ENGINEERING Arctic Pipelines, Ice Gouge Hazard Analysis & FEA Burial depth is critical, to prevent pipeline damage Berg gouging Gouged seafloor imaging Sea ice gouging PIPELINE ENGINEERING CFD & Multi-Physics Analysis Tools (ANSYS) 3D CFD (fluid flow + structural) through valve 3D CFD (fluid flow only) through blades 3D CFD (fluid flow + thermal) at junction Trivia Question: What's the difference between "PIPING" and "PIPELINES"? Other than spelling, of course. Answers: PIPING


Non GMO Project & USDA Organic: Choosing the Right Label
Non-GMO Project Verified and USDA Organic are compatible labeling programs with some overlap in their process and applicability. Understanding the evaluation and labeling requirements for each program is essential to choosing to participate in either, or both programs. This engaging one hour webinar explores how both programs are administered, prerequisite requirements for participation, and will help Participants ensure they've chosen the right program for their specific needs and goals.


Say It: They Are Concentration Camps
The Jewish Community Relations Council of New York has published an open letter to Rep. Alexandria Ocasio-Cortez, taking her to task for referring to the detention facilities the Trump administration is using to hold undocumented persons as concentration camps. The JCRC's letter claims that "concentration camps" and "never again" are terms connected with and that should only be used with reference to Nazi crimes, and using it with reference to asylum seekers and others "diminishes the evil intent of the Nazis" to eradicate all Jews.
Here's their tweet, with a scan of the letter attached to it.
The JCRC of New York is, simply put, wrong.
Concentration camps predated the Nazis. The British used them in South Africa during what is sometimes called the Anglo-Boer War or simply the Boer War. Concentration camps are simply that: camps in which persons are segregated from the general population of an area and kept concentrated in a single place, usually for ethnic, racial, or political reasons.
DHS and (soon) Defense Department detention facilities satisfy that definition.
As a Jew, I refuse to limit the application of "never again" to only genocide. Mass displacement and mass political detention of a specific ethnic group, or of a number of people, carried out for political reasons are enough reason to apply the label.
A crime against humanity is enough.
Nothing else is credible in the presence of burning children, to follow Yitz Greenberg's dictum.
The NY JCRC is wrong. You can tell your friends that this rabbi said so.
Step Forward
So, what can you do?


Cowboy virtues contribute to society
Emily Fox-Million, Social Media Manager, Editor
Being a cowboy or cowgirl means there is a way you are meant to carry yourself every day. Provide a promise, and your word and handshake are your bond. Present high respect to yourself and others, as you would your land and animals. Pledge courage each day and saddle up regardless of any situation. These are a handful of the many unwritten principles cowboys and cowgirls are supposed to live by.
At a time when diversity and tolerance are encouraged across the country, the oldest and most traditional of lifestyles are being silently lost to a thunder of equality movements. A culture advocating important and fundamental virtues like authenticity, heart, and courage are being left behind. The ideals that helped shaped the west into what we know today are being forgotten. From the hardworking ranch hand to the successful ranch owner, there are pieces of western customs for everyone to take and implement in living. Simply put, you do not need to be a roping cattle-rancher to have the recognition to keep cowboy culture alive and true. It keeps us deferential to others, while reminds us of the earnest labor dedicated by those in cowboy culture.
"It's all about respecting the people and the hard work put into it," sophomore Lauren McDaniel said.
We have reached a point as a population where lack of respect can often be traced back to universally-used social media and federal leadership. Society has never needed cowboy culture more. Ever-present reverence for others is a virtue, commonly dismissed due to the culture it comes from and a general misunderstanding. So, in a setting supposedly designed to thrive with diversity, it has become evident that those unfamiliar with the culture have turned to bullying their peers who have high regard for western conduct.
The word "cowboy" has become synonymous with the word "hick," an unsophisticated provincial person, generally someone who lives in a rural area. And it can often be heard being verbally thrown at students simply because of their outward appreciation of cowboy culture.
"I am called a hick at least two to three times a week. Last year it was a lot worse. Almost every day," McDaniel said. "That's not what I am. We are not stupid."
McDaniel said that she has also been spit on by some of her peers. Other forms of harassment include taunting, some saying that she should go to Poudre High School— a school recognized for embracing their population of cowboy-minded students.
This is cruel ignorance and disregard for western culture's importance and primary values. Cowboy culture is a mindset built on a very sophisticated series of virtues surrounding self-respect and respecting others. McDaniel focuses on what she has been taught as a cowgirl, trusting the way she was raised and how she reacts to such intolerable conduct.
"I ignore them and walk away because it's not worth it," she explained.
While the harsh and unnecessary comments are common, McDaniel said the harassment has little effect on the person she is trying to become.
"It is who I am, and I am not going to change who I am because of ignorance," McDaniel said.
It is imperative to have basic consideration for our peers in any environment. But now it has become crucial that we begin recognizing the pivotal cultures within our society, the cultures, like many others, that leave something to be learned and valued.
"Cultures make up who we are," McDaniel said. "As a community, as a school, we are going to be diverse."
And diversity is key when considering that cowboys are everywhere, and while the culture is seemingly being left behind, it is a mindset that we cannot afford to leave behind.
Cowboy culture is a set of values that offers crucial lessons. The people being raised on the ideals of the west know what being genuine looks like. Respect others and be aware that you don't know a man's life story until he tells you with actions and words. Assume the best in all people until they prove otherwise. Know that hard work is not just the sweat on the ranch hand's forehead; it's the persistence to keep fighting through disdainful treatment. And to keep fighting requires courage and heart—values we need to practice.


text:
(a) Bithional added to soaps to impart antiseptic properties and to reduce the odour produced by bacterial decomposition of organic matter on the skin
(b) Tincture of iodine, iodine tincture, or weak iodine solution is an antiseptic. It is usually 2–7% elemental iodine, along with potassium iodide or sodium iodide, dissolved in a mixture of ethanol and water. Tincture solutions are characterized by the presence of alcohol.
(c) Sodium benzoate - is a food preservative
Rate this question :


text:
Mental health, emotional health and wellbeing
Manor Court Primary School, offers a happy, safe and caring environment. We foster and nurture a unique family atmosphere to ensure all children and staff are valued as an individual. We are committed to supporting the emotional health and wellbeing of our children and staff.
Through our supporting and caring ethos we ensure all children and staff are treated with respect and kindness, when discussing any areas of mental health. It is our aim for our children and staff to be aware and in control of their mental health to ensure that all have the chance to be happy and healthy mentally.
It is our belief as a school that all life experiences can have both and positive and negative effect on our mental health. We therefore offer all children and staff access to a range of additional emotional support strategies We take the view that positive mental health is everybody's business and that we all have a role to play in ensuring this is the norm for all pupils and staff.
Positive mental health and wellbeing in Manor Court is supported through principles defined in the simple acronym SOLE.
Self-esteem – We believe that mental health should be person (Child and staff) –centred and thus our ethos starts with the individual.
Often – We have a consistent and regular approach to talking about positive mental health and wellbeing.
Little – We believe that 'little and often' will encourage openness and transparency. If children and adults are struggling with their emotional health and wellbeing, or feel mentally well and secure, they will feel confident to share their feelings.
Everyone – Emotional health is everyone's concern and that everyone is entitled to this support whoever they are.
At Manor Court Primary School we:
- Help children to understand their emotions and feelings better.
- Help children to feel comfortable about sharing any concerns or worries.
- Help children socially to form and maintain positive relationships.
- Deal with and resolve conflict effectively and fairly.
- Promote self-esteem and ensure children know that they count.
- Encourage children to be confident and 'dare to be different' if they desire.
- Help children to develop emotional resilience and manage setbacks.
- Work and play cooperatively.
- Compete fairly and win and lose with dignity and respect for other competitors.
- Recognise and stand up for their rights and the rights of others.
- Understand and value the differences and commonalities between people, respecting the rights of others to have beliefs and values different from their own.
We promote a mentally healthy environment through:
- Promoting our school ASPIRE values (Ambition. Sincerity. Positivity. Integrity. Respect. Empathy) and encouraging a sense of belonging.
- Promoting pupil voice and opportunities to participate in decision-making.
- Celebrating academic and non-academic achievements.
- Providing opportunities to develop a sense of worth through taking responsibility for themselves and others.
- Providing opportunities on a regular basis to reflect on the principles of SOLE.
- Access to appropriate support that meets needs.
- Ensuring that a member of the Mental Health and wellbeing team is always available at play and lunchtime to talk to.
- Providing a quiet and'safe place' for all children to spend lunchtimes away from the playground.
- Providing individualised and group support for children based on the 'Nurture' principals.
Lead members of staff and responsible governor:
Whilst everyone has a responsibility to promote the mental health of children, staff with a specific, relevant remit include:
- Alan Clode – Deputy Head Teacher and Inclusion Leader/Designated Safeguard lead.
- Luke Talmage – Head Teacher and Deputy Designated Safeguard lead.
- Neil Pidgeon – PSHE and Mental Health and Emotional wellbeing lead.
- Laura Gregory – Early Intervention Officer and Deputy Designated Safeguard lead.
- Kirsty Guyett – Thrive lead.
- Sarah Burns - Children's safeguarding and wellbeing council lead.
- Sue Wakeman - SEN and Mental Health and wellbeing governor.


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Photo: uScore Netball
1. What is the best way to teach netta juniors how to shoot?
A fun netball drill to teach young ones how to shoot, involves using the popular B.E.E.F. acronym. Start by teaching the actions first without the ball and then, once they have mastered the steps add the ball.
B is for balance
Feet are shoulder width apart. You might like to use a visual aid on the ground to encourage players to spread their feet should width apart. And always ensure that the feet are pointing to the post – many will have pigeon toes pointing in or out.
E is for eyes
They should imagine there is a witches hat sitting above the ring and aim for the point of the hat so the ball DROPS through the ring.
E is for elbow
Ensure that the arm is extended close to the ear with the elbow facing the ring. When the ball is taken back before releasing the ball, the elbow must remain facing the ring and not move out to the side. This ensures accuracy of the shot always. You can use the analogy that the straight arm holding the ball is up against the ear to block out all the yelling.
F is for follow through
Encourage a small flick of the wrist to "say goodbye" to the ball or "knock the fairy."
2. How to teach netball positions to players who have never played before
Play a game that involves players running to different positions on the court when you call them out. After that, play a game that is "Find Your Position." Games like these will help them to learn the positions and areas of the court.
3. How to teach young players not to step
If you find that there are players who constantly step during a game, check their balance. It might be a sign that they haven't properly learnt how to ground their landing foot. Netball Drills which involve learning to catch the ball in the air, land, rebalance and then pass are worth doing and should be done slowly and methodically at first until the technique is firmly entrenched in their minds.
For younger players, the ICE-CREAM technique is fun and effective but first, start without the ball and get the kids to practice their feet.
Get your players to line up along the base line and ask them to run and when you blow the whistle, they have to give a low leaping jump (just as if they're leaping over a puddle) and land on one foot with knees slightly bent. The players must call out "ICE" when they land the grounded foot. Then, the kids must pivot on the grounded foot "ICE" and say "CREAM." This will help to reinforce that the first foot is the one to stay on the ground.
Do this a few times, then once this has been mastered, give the players a ball to practice with – have them gently throw it into the air and catch it – concentrating on what their feet were doing and saying "ICE CREAM" to match their feet.
4. How to teach basic pass and catch skills
Begin with small bean bags. Stand the players in a circle and pass a small bean bag to the player on their right hand side. Once that is done change directions, all the while encourage them to throw at chest height. Once they have mastered that introduce the ball and make sure the distance between the players when they pass isn't too big, get them to learn accuracy first to give them time to develop strength in their passing.
5. How to teach basic movement
Have all players stand on the base line. As coach, stand in the middle of the court facing the team. Call out instructions for what movement you want the players to do (e.g. run left, right, jump, forward, back or down – touch the ground).
6. How to stop over crowding
Young players like to run for the ball like sea gulls to hot chips so to avoid over crowding teach the team a "clear out" drill. When this is called, players need to look around and spread out (find their own space). Once they have space between them and the one with the ball, they need to take run in for the pass when their name is called by the one with the ball.
7. How to help prevent players passing to the other team
Young players have a lot to remember in their first few games of netball so be patient and encouraging.
For the Netta juniors, at training put half the team in bibs & other half not. One at a time get a team member to stand about 5 metres away from the team. They must be holding the ball ready to pass with their back to the rest of the team. Mean while the rest of the team is moving back and forth (left & right) about 5 metres away. The person with the ball turns (on a signal) to pass the ball to someone in a bib (or without, your call). This is repeated 5 times for each team member or those with the problem. Please note, no effort should be made by others to block the ball at this stage. Doing this at practice and then shortly before the game can help them remember.
You should also encourage some communication on court – ask that the players call each others names out before they pass.
8. How to teach netta players how to defend
Try the "shadow defending drill." This is where 2 players stand together facing each other, one player is to make the moves while the other player is to copy the movement. Once they have gotten used to this, change it up and have both players face the same direction.
The one in front will remain as the shadow while the one behind will be the mover. This builds defending skills for following their opposition players on court and to stay in a front as a defending position using their peripheral vision to follow opposition player.
We hope you find these 8 netball drills useful. Feel free to sign up for our newsletter below for more great tips!


Adonis Diaries
Posts Tagged 'barter value concept
Smell of your money
I explained in a previous post "Color of your money" ( that liquidity (currencies and banknotes) is no longer neutral and that it has lost its mythical concept of a "lubricating" medium to facilitate the exchange of merchandise This post is investigating the other attributes of money on family, close relative relationships, and how it might have contributed in changing value systems.
Money has acquired an "intrinsic" value, independent of the barter value concept or image that most economists are still trying to perpetuate for over a century.
The rationale was that, since money is mainly an oiling mechanism to encourage and expand commerce then, money should be dissociated from the economic factors of national worth.
The fact is that the lubricating notion of money was tampered with since after US independence when Britain regained its monopoly over issuing US money supply, which shrank the expanding internal trades. For example, when the authority refrains from accommodating economic expansion by infusing more money in the market then, money is overvalued: Particular merchandises gets practically more expensive, internal market shrinks, export is slowed down, and commerce suffers because of lack of liquidity.
When a person is in need of liquid money then he is at disadvantage when bargaining for the right price of goods that he is trying to sell as liquid money is overvalued.
The dollar is still powerful,though it is not worth a dime if accounted on factors such as national debt, gold reserves, or even manufactured goods. The liquidity of the dollar, being accepted as a global currency for global exchange, is its fundamental power. The dollar is steadily being challenged to be replaced by a basket of valuable reserves indexes.
This article "Smell of your money" examines the effects of money in the affective sphere among family members and close relatives.
Sociologists started with the hypothesis that money will enhance rational "cold" interactions among family members and thus, money will eventually tarnish the traditional family value standards. Currently, sociologists came to the realization that it was changes in the value systems that affected monetary exchanges among family members.
For example, working wives decide on either a proportional (equity) division of incoming salaries or stubbornly insist on equal shares in the household expenses, even though women might be earning less than men.
Why this irrational decision for equal shares?
In this struggle for acquiring autonomy and equality between genders in society, a wife might react as if "equitability" is promoting the perception of older generation values of "man economic dominance and power in the household".
Money has different smell and is not neutral relative to its sources.
For example, single mothers smell money differently with respect to the sources: money received from State welfare systems is accounted differently than money acquired by other means and spent differently on personal wants. Thus, money is spent and viewed differently.
Money gained from prostitution is lavishly spent on luxury items. At first, we might attribute this lavish behavior as "re-investing" in the business: to catch high scale clients you have got to look it! Then, the luxury trend makes room to a different smell of money: luxury generates luxurious behaviors that are not easily broken. Money from prostitution is set aside for personal class statue appearances (class standing) and reactions to society's perception for this oldest of businesses.
Another example is related to divorce cases. Adultery is always and originally an affective hurt that might lead to divorce. Adultery behavior is mainly mentioned and it then takes the forefront in monetary negotiation in a divorce deal when one party does not feel that the division is fair. The issue is "how much was spent to entertaining the lover?
Adultery thus becomes an important economic factor for dilapidation of family "confidence" and traditional value systems. Adultery remuneration in divorce cases is comparable to winning the lotto: we feel free to spending lavishly this extra windfall that was not earned from our sweat.
Another example of smell of money is the gifts to family members.
Gifts are transformed from gifts in kinds into liquid money, though verbal "contracts" are usually attached on how money should be spent. In the 1920's, US social assistance to the poorer classes attached clauses on how money aid should be spent. Consequently, social workers acquired vast supervisory leverage to controlling the recipients of money aid. Maybe one day, verbal contracts will be accepted by courts as information and communication technologies become standard tools in most family applications.
Change in value systems is the major factor that easily explains social transformations, but there are needs to considering the consequences of intermediate direct factors.
The intermediate factor is, for example, the expansion and development of economic base that generates various wants and needs.
The immediate factor is the transformation, due to economic expansion, to the creation of various forms of liquidity in money such as checks, credit cards, and technical facilities to withdrawing cash money.
Forms of liquid money are not neutral: they qualitatively contribute to value transformations within family relations.
November 2020
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Izak9 consists of a system of 27 cubes. When deconstructed, this larger cube can be separated into 3 colour coded groups of 9 cubes each set of which can be used by a group of 4–5 children. The physical cubes are used in conjunction with a suite of HD animated e-learning materials, which can be accessed either by projector at the front of the room or by tablet devices. The children are set tasks by two 3D animated characters. The idea is that children of all abilities and preferred learning styles can work together in groups and, using a combination of the physical and the virtual, access a variety of stimuli across many levels


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A Short Comparison of Two Different Genres
Updated on May 29, 2013
Differences in an Academic Journal vs. a Personal Narrative
 - Paragraph Length
 - Sentence Length
 - Word Choice
 - Relationships with the Reader
Comparing two different genres of stories is like comparing apples and oranges. The differences are conspicuous and even a callow reader would be able to point them out. After reading two passages, Outbreaks of Food Borne Diseases in the Lazio Region, Italy: The Results of Epidemiological Field Investigations and Grouper with All the Trimmings, I've made comparisons between the genres. There are four major differences in the genres: paragraph length, sentence length, word choices, and relationships with the reader when comparing the genre of an academic journal to a personal narrative genre.
Comparing Paragraph Length
The paragraph length in the academic journal is extensive compared to that of a personal narrative. This is because in an academic journal, there are usually only one or possibly two ideas that the article would be about and the writer would go into great detail about each topic in an academic journal, making sure to cover as much information as possible so they can answer any questions that a reader might have. Because of this, the writer wouldn't need multiple paragraphs, but only a single, long paragraph for each topic that includes all the relevant information. An academic journal may have an introductory paragraph and a conclusive paragraph, but due to the nature of the writing and the type of audience that would read this genre, and introductory and conclusion paragraph isn't necessary. In a personal narrative, the writer is busy trying to convey feelings and experiences, which, as a typical human being, tends to change quickly and sometimes dramatically. Because of the erratic changing of ideas in a personal narrative, a writer would only have a small amount of information about each idea; therefore multiple paragraphs would be needed.
Comparing Sentence Length
The sentence length in the academic journal is longer than those in the personal narrative. This is due to the purpose of the two different genres. The information in the academic journal's purpose is to inform readers of factual accounts and requires support to maintain the credibility of the writer. Therefore, a writer expresses the idea and adds some extra content in order to support the idea. This is also due to the fact that a lot of the words in an academic journal (explained in the next section) are very technical and long, containing a lot of characters. In a personal narrative, the reader doesn't need proof of the story; therefore the writer can simply express their ideas and feelings without any added content, making sentences shorter. They are also able to use simpler words to make reading the story easier for the reader.
Comparing Word Choices
The word choice is one of the most obvious differences in the genres. The academic journal uses technical words; words that are considered "big" or "intelligent". These words must be used in order to demonstrate the knowledge of the writer in their particular field. The words are often scientific in nature and may require a definition or supporting argument. The personal narrative uses smaller and more relatable words so that their readers can easily indulge in the message without having to over-think the message.
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Comparing the Relationships with the Reader
The relationship with the reader is another major difference in the genres. In an academic journal, the relationship with the reader is impersonal and authoritative. One could almost say that the relationship between the writer and the reader is cold and uncaring. The writer's purpose in an academic journal is simply to inform, not to connect. The writer is simply trying to promote facts and knowledge. In a personal narrative, the relationship with the reader is very personal. The writer tries to connect with the reader on an emotional level so that the reader can draw mental pictures and actually feel what is happening in the story.
Paragraph length, sentence length, word choice, and relationships with the readers are four distinct differences in the academic journal and the personal narrative. These genres have major differences because they serve different purposes. The differences are obvious to readers and help to distinguish the two genres from each other.
By Dr. Russell James III, Texas Tech University
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The world's smallest autonomous racing drone
Racing team 2018-2019: Christophe De Wagter, Guido de Croon, Shuo Li, Phillipp Dürnay, Jiahao Lin, Simon Spronk
Autonomous drone racing
Drone racing is becoming a major e-sports. Enthusiasts – and now also professionals – transform drones into seriously fast racing platforms. Expert drone racers can reach speeds up to 190 km/h. They fly by looking at a first-person view (FPV) of their drone, which has a camera transmitting images mounted on the front.
In recent years, the advance in areas such as artificial intelligence, computer vision, and control has raised the question whether drones would not be able to fly faster than humans. The advantage for the drone could be that it can sense much more than the human pilot (like accelerations and rotation rates with its inertial sensors) and process all image data quicker on board of the drone. Moreover, its intelligence could be shaped purely for only one goal: racing as fast as possible.
In the quest for a fast-flying, autonomous racing drone, multiple autonomous racing drone competitions have been organized in the academic community. These "IROS" drone races (where IROS stands for one of the most well-known world-wide robotics conferences) have been held from 2016 on. Over these years, the speed of the drones has been gradually improving, with the faster drones in the competition now moving at ~2 m/s.
Most of the autonomous racing drones are equipped with high-performance processors, with multiple, high-quality cameras and sometimes even with laser scanners. This allows these drones to use state-of-the-art solutions to visual perception, like building maps of the environment or tracking accurately how the drone is moving over time. However, it also makes the drones relatively heavy and expensive.
At the Micro Air Vehicle laboratory (MAVLab) of TU Delft, we have as aim to make light-weight and cheap autonomous racing drones. Such drones could be used by many drone racing enthusiasts to train with or fly against. If the drone becomes small enough, it could even be used for racing at home. Aiming for "small" means serious limitations to the sensors and processing that can be carried onboard. This is why in the IROS drone races we have always focused on monocular vision (a single camera) and on software algorithms for vision, state estimation, and control that are computationally highly efficient.
A 72-gram autonomous racing drone
Here, we report on how we made a tiny autonomous racing drone fly through a racing track with on average 2 m/s, which is competitive with other, larger state-of-the-art autonomous racing drones.
The drone, which is a modified Eachine "Trashcan", is 10 cm in diameter and weighs 72 grams. This weight includes a 17-gram JeVois smart-camera, which consists of a single, rolling shutter CMOS camera, a 4-core ARM v7 1.34 GHz processor with 256 MB RAM, and a 2-core Mali GPU. Although limited compared to the processors used on other drones, we consider it as more than powerful enough: With the algorithms we explain below, the drone actually only uses a single CPU core. The JeVois camera communicates with a 4.2gram Crazybee F4 Pro Flight Controller running Paparazzi autopilot, via the MAVLink communication protocol. Both the JeVois code and Paparazzi code is open source and available to the community.
An important characteristic of our approach to drone racing is that we do not rely on accurate, but computationally expensive methods for visual Simultaneous Localization And Mapping (SLAM) or Visual Inertial Odometry (VIO). Instead, we focus on having the drone predict its motion as good as possible with an efficient prediction model and correct any drift of the model with vision-based gate detections.
A typical prediction model would involve the integration of the accelerometer readings. However, on small drones the Inertial Measurement Unit (IMU) is subject to a lot of vibration, leading to noisier accelerometer readings. Integrating such noisy measurements quickly leads to an enormous drift in both the velocity and position estimates of the drone. Therefore, we have opted for a simpler solution, in which the IMU is only used to determine the attitude of the drone. This attitude can then be used to predict the forward acceleration, as illustrated in the figure below. If one assumes the drone to fly at a constant height, the force in the z-direction has to equal the gravity force. Given a specific pitch angle, this relation leads to a specific forward force due to the thrust. The prediction model then updates the velocity based on this predicted forward force and the expected drag force given the estimated velocity.
The prediction model is corrected with the help of vision-based position measurements. First, a snake-gate algorithm is used to detect the colored gate in the image. This algorithm is extremely efficient, as it only processes a small portion of the image's pixels. It samples random image locations and when it finds the right color, it starts following it around to determine the shape. After a detection, the known size of the gate is used to determine the drone's relative position to the gate (see the figure below). This is a standard perspective-N-point problem. The output of this process is a relative position to a gate. Subsequently, we figure out which gate on the racing track is most likely in our view, and transform the relative position to the gate to a global position measurement. Since our vision process often outputs quite precise position estimates but sometimes also produces significant outliers, we do not use a Kalman filter but a Moving Horizon Estimator for the state estimation. This leads to much more robust position and velocity estimates in the presence of outliers.
Racing performance and future steps
The drone used the newly developed algorithms to race along a 4-gate race track in TU Delft's Cyberzoo. It can fly multiple laps at an average speed of 2 m/s, which is competitive with larger, state-of-the-art autonomous racing drones (see the video at the top). Thanks to the central role of gate detections in the drone's algorithms, the drone can cope with moderate displacements of the gates.
Possible future directions of research are to make the drone smaller and fly faster. In principle, being small is an advantage, since the gates are relatively bigger. This allows the drone to choose its trajectory more freely than a big drone, which may allow for faster trajectories. In order to better exploit this characteristic, we would have to fit optimal control algorithms into the onboard processing. Moreover, we want to make the vision algorithms more robust – as the current color-based snake gate algorithm is quite dependent on lighting conditions. An obvious option here is to start using deep neural networks, which would have to fit within the dual-core Mali GPU on the JeVois.
Arxiv article: Visual Model-predictive Localization for Computationally Efficient Autonomous Racing of a 72-gram Drone, Shuo Li, Erik van der Horst, Philipp Duernay, Christophe De Wagter, Guido C.H.E. de Croon.


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Description of the Chicago City Council Proceedings Files Inventory
This database is an inventory of the Chicago City Council's proceedings files from the city's first incorporation as a town in 1833 through the year of the Great Fire of 1871. These files were maintained by the city clerk and served as the council's working papers, the primary documents written by or presented to the council. Its formal minutes were written from them and abstracts from the proceedings were published in politically-designated newspapers. These files thus form the most complete surviving record of the considerations and actions of Chicago's government for the period; no other source offers comparable details of the day-to-day public business of a town which grew into a city and then a metropolis of over 300,000 inhabitants in a little more than thirty-eight years.
There are 35,650 of these files, comprising 157 cubic feet of material. A file can consist of a single scrap of paper or several hundred pages. Each entry in the database represents one file. The following is a sample file title.
The file title can consist of up to 220 characters. The files' titles describe the principal documents in them, but additional papers relating to those documents are often found with them. In the above example, a remonstrance of H. Stevens, et al., against the assessment and a report of the Committee on Local Assessments on that remonstrance were also included in the file.
Care was taken in editing the file titles to preserve their original wording. Exceptions were made for the purposes of clarity and accuracy. Personal names found in the titles were often difficult to decipher; in those cases contemporary city directories were consulted for the assistance they could offer. Abbreviations were used extensively. Uncommon ones used include:
Each file has its own unique control number which is composed of three elements assigned by the nineteenth century clerks who first arranged this record series:
 1. Filing calendar or fiscal year,
 2. Sequential file number, and
 3. Filing month and day.
Level two is subordinate to level one and level three is subordinate to level two. This sample control number explains each of its parts.
The first level is chronological by calendar year for the period August 1833–March 1851; thereafter it is chronological by filing year. To conform to constraints of the database design, calendar filing years repeat the last two digits of the calendar year (ex. 1838/38). Filing fiscal years indicate the beginning and ending calendar years which they comprise (ex. 1861/62). Fiscal years are twelve months periods in which financial accounts are settled. For the period March 1851–December 1871 months comprising fiscal years vary as dictated by the clerks who first arranged this series.
The control number's second level is the sequential file number assigned it. For the period August 1833–March 1851 one sequential file numbering system was used. When Archives staff arranged and described these records it was discovered that clerks improperly assigned numbers to files 6759–6988. Rough chronological order was restored by returning folders to the years for which they were filed. Original file numbers were maintained in these instances and consequently the file number sequence was disrupted for the years 1846–1851. Bold entries in the File Arrangement table indicate disrupted file number sequence. Beginning in March 1851 each fiscal year has its own file number sequence.
Archivists added an alphabetical character to each file number to allow for irregularities in the filing system. This variable character was used for three types of errors. Occasionally at the end of a fiscal year clerks bundled piles of documents which had not been filed or acted upon, labeled them as miscellaneous papers, and assigned those packets file numbers. In these instances artificial files were created by Archives staff using the alphabetical character of the file number. The alphabetical character was also used by archivists when more than one file was assigned the same number within a file number sequence.
Originally files 1–144 were found at the beginning of this series. These files had been numbered arbitrarily because those with dates had no corresponding chronological arrangement and there was no relationship among files. Sixty-eight of these files could be dated and they were interpolated into the chronological listing, again using the alphabetical character of the file number. The remaining seventy-five files could not be dated and they were left at the beginning of the file structure.
The third level of the control number, filing month and day, is chronologically ordered. For control numbers with fiscal year filing dates as the first level, the calendar year of the filing month and day is not always apparent. In these cases the File Arrangement table should be consulted. For example, for the control number 1863/64 0539 A 12/07, December 7 can be linked to the calendar year 1863 by locating the fiscal year in the left-hand column under Filing Calendar or Fiscal Year and then following the entry across to the right-hand column under Filing Period to determine the calendar months comprising the fiscal year.
When filing dates are significantly different from the actual dates of documents in files, file titles add actual document dates as in the following example.
Although the filing structure of these records appears complex, it is clarified by the File Arrangement table.


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Helmi Chaabene, Yassine Negra, Senda Sammoud, Jason Moran, Rodrigo Ramirez-Campillo, Urs Granacher, and Olaf Prieske
Purpose: To examine the effects of balance exercises conducted prior to complex training (bCT) versus complex training (CT) only on measures of physical fitness in young female elite handball players. Methods: Participants aged 17 years were randomly assigned to bCT (n = 11) or CT (n = 12). The 2 training interventions lasted 8 weeks with 2 sessions per week in replacement of some technical/tactical handball exercises and were matched for total training volume. Before and after training, tests were performed for the evaluation of proxies of muscle power (countermovement jump height, standing long-jump distance, and reactive strength index), muscle strength (back half-squat 1-repetition maximum), dynamic balance (Y-balance test), linear sprint speed (20-m sprint test), and change-of-direction speed (T test). Results: Two-factor repeated-measures analysis of variance revealed significant group × time interactions for the reactive strength index (d = 0.99, P = .03) and Y-balance test score (d = 1.32, P < .01). Post hoc analysis indicated significant pre–post reactive strength index improvements in CT (d = 0.69, P = .04) only. For the Y-balance test, significant pre–post increases were found in bCT (d = 0.71, P = .04) with no significant changes in CT (d = 0.61, P = .07). In addition, significant main effects of time were observed for half-squat 1-repetition maximum, countermovement jump, standing long jump, and T test performance (d = 1.50 to 3.10, P < .05). Conclusions: Both bCT and CT interventions were effective in improving specific measures of physical fitness in young elite female handball players. If the training goal is to improve balance in addition, balance exercises can be conducted within a CT training session and prior to CT exercises.
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Daniel L. Plotkin, Kenneth Delcastillo, Derrick W. Van Every, Kevin D. Tipton, Alan A. Aragon, and Brad J. Schoenfeld
Branched-chain amino acids (BCAA) are one of the most popular sports supplements, marketed under the premise that they enhance muscular adaptations. Despite their prevalent consumption among athletes and the general public, the efficacy of BCAA has been an ongoing source of controversy in the sports nutrition field. Early support for BCAA supplementation was derived from extrapolation of mechanistic data on their role in muscle protein metabolism. Of the three BCAA, leucine has received the most attention because of its ability to stimulate the initial acute anabolic response. However, a substantial body of both acute and longitudinal research has now accumulated on the topic, affording the ability to scrutinize the effects of BCAA and leucine from a practical standpoint. This article aims to critically review the current literature and draw evidence-based conclusions about the putative benefits of BCAA or leucine supplementation on muscle strength and hypertrophy as well as illuminate gaps in the literature that warrant future study.
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Kevin Mercier, Erin Centeio, Alex Garn, Heather Erwin, Risto Marttinen, and John Foley
This study investigated physical education (PE) teachers' experiences with remote instruction in the United States during the initial outbreak of COVID-19. PE teachers (n = 4,362) from all 50 states completed a survey identifying their experiences with remote instruction in May, 2020. Survey responses were analyzed by geographic region, district type, and school level. Teachers reported having students submit assignments (51% yes), using video instruction (37% yes), being less effective when instructing remotely (20% yes), and emphasizing student outcomes focused on health-related fitness (32% yes), and physical activity value/enjoyment (43% yes). Access to technology (40% yes) and required student assignments (43% yes) were lowest among teachers from the South. Rural teachers reported the least access to technology (37% yes) and rated themselves as least effective (24% yes). Secondary level teachers reported the highest percentage of required assignments (84% yes). Teachers' responses identify unique challenges to delivering equitable and effective remote PE instruction.
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Ed Maunder, Daniel J. Plews, Fabrice Merien, and Andrew E. Kilding
Many endurance athletes perform specific blocks of training in hot environments in "heat stress training camps." It is not known if physiological threshold heart rates measured in temperate conditions are reflective of those under moderate environmental heat stress. A total of 16 endurance-trained cyclists and triathletes performed incremental exercise assessments in 18°C and 35°C (both 60% relative humidity) to determine heart rates at absolute blood lactate and ventilatory thresholds. Heart rate at fixed blood lactate concentrations of 2, 3, and 4 mmol·L−1 and ventilatory thresholds were not significantly different between environments (P > .05), despite significant heat stress-induced reductions in power output of approximately 10% to 17% (P < .05, effect size = 0.65–1.15). The coefficient of variation for heart rate at these blood lactate concentrations (1.4%−2.9%) and ventilatory thresholds (2.3%−2.7%) between conditions was low, with significant strong positive correlations between measurements in the 2 environments (r = .92–.95, P < .05). These data indicate heart rates measured at physiological thresholds in temperate environments are reflective of measurements taken under moderate environmental heat stress. Therefore, endurance athletes embarking on heat stress training camps can use heart rate–based thresholds ascertained in temperate environments to prescribe training under moderate environmental heat stress.
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Bent R. Rønnestad, Sjur J. Øfsteng, Fabio Zambolin, Truls Raastad, and Daniel Hammarström
Purpose: To compare the effects of a 1-week high-intensity aerobic-training shock microcycle composed of either 5 short-interval sessions (SI; n = 9, 5 series with 12 × 30-s work intervals interspersed with 15-s recovery and 3-min recovery between series) or 5 long-interval sessions (LI; n = 8, 6 series of 5-min work intervals with 2.5-min recovery between series) on indicators of endurance performance in well-trained cyclists. Methods: Before and following 6 days with standardized training loads after the 1-week high-intensity aerobic-training shock microcycle, both groups were tested in physiological determinants of endurance performance. Results: From pretraining to posttraining, SI achieved a larger improvement than LI in maximal oxygen uptake (5.7%; 95% confidence interval, 1.3–10.3; P = .015) and power output at a blood lactate concentration of 4 mmol·L−1 (3.8%; 95% confidence interval, 0.2–7.4; P = .038). There were no group differences in changes of fractional use of maximal oxygen uptake at a workload corresponding to a blood lactate concentration of 4 mmol·L−1, gross efficiency, or the 1-minute peak power output from the maximal-oxygen-uptake test. Conclusion: The SI protocol may induce superior changes in indicators of endurance performance compared with the LI protocol, indicating that SI can be a good strategy during a 1-week high-intensity aerobic-training shock microcycle in well-trained cyclists.
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Collin A. Webster, Emily D'Agostino, Mark Urtel, Jaimie McMullen, Brian Culp, Cate A. Egan Loiacono, and Chad Killian
In the wake of COVID-19, online physical education (OLPE) has become essential to the sustainability of school physical education programs. The purpose of this article is to consider factors that may be influential in efforts to deliver OLPE to students. The comprehensive school physical activity program model is used to frame a multicomponent conceptualization of OLPE and its goals and outcomes. Central to this framing is the intersectionality of school physical education, the family, and the community. This article provides a platform for physical education teacher educators and researchers to advance OLPE in its support of both the educational and public health benefits of high-quality physical education programs.
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Purpose: The study aimed to (1) accurately examine longitudinal relationships between maturity status and both technical skill indices and performance in Australian male (N = 64) age-group Front-crawl swimmers (10–15 y) and (2) determine whether individual differences in maturation influenced relationships between technical skill level and swimming performance. Methods: A repeated-measures design was used to assess maturity status and performance on 200-m Front-crawl trial across 2 competition seasons (2018–2020). Assessments were made on 3 to 5 occasions (median = 3) separated by approximately 4 months. Average horizontal velocity


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I have a Ford Mustang. Today I drove the car almost 150 KMs at normal speeds. When I Stopped the car, the radiator water drained out completely. What is the reason for that? What will be the cost for repair?
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1 Answer 1
The reason is most likely because you have a leak in the system - this could be in various different places, for example:
 - In the radiator
 - In one of the hoses carrying water to and from the radiator
 - In a gasket
Cost for repair will be dependent on what component the leak is in and where that component is.
Another possibility is that the radiator has overheated and the water has escaped as steam - which could happen through pump failure, blockage etc.
Did the water escape as steam or drain out onto the road?
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