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How can one determine the position of a symbol on the typeset page? Possible uses:
 - One page contains a fill-in-the-blanks text, and the opposite page contains only the solution words, each starting at the same position on the page where the blank started. The blanks on the first page should all be of equal length in order to not reveal any information. It can be assumed that the solution expressions don't overlap (and if they do, one can still manually adjust).
 - relative anchoring: One has typeset a complex diagram or equation, and one then creates a series of transformations. For example, diagram 2 is like diagram 1, but with the complex middle portion simplified so that one can focus on other parts; the relative positioning of certain outer elements of diagram 1 should be the same in diagram 2 to help the reader understand which diagram elements correspond. For this one would need to be able to obtain the coordinates of certain outer elements so that one can subtract them.
Very much related:
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The zref package's savepos module uses \pdfsavepos that can save the (x,y) coordinate of a "label" in scaled points (sp). You can then use this to position things on another page, possibly using tikz.
Here's a small example to showcase the savepos module (take from Where is the left-hand margin? and modified slightly):
enter image description here
\usepackage[user,pagelayout,savepos]{zref}% _URL_
During page shipout, \verb|\oddsidemargin| is
\zref[oddsidemargin]{thepage}sp. (You won't be fooled)
FOO begins at (\zposx{leftanchor}sp, \zposy{leftanchor}sp)
and ends at (\zposx{rightanchor}sp, \zposy{rightanchor}sp).
From the zref documentation:
Horizontal positions by \zposx increase from left to right. Vertical positions by zposy from bottom to top.
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text:
Until.NET 4.0 it was impossible to reliably create Windows Shell Extensions using.NET code. With improvements to the framework, it is now possible to use.NET to create these.Net shell extensions.
Shell Context Menus are COM servers that are registered in the system that allow the context menus of shell objects to be extended. This could be the context menu for a specific file type, such as *.txt files, file classes such as 'text files', drives, folders and more. The context menus can be used to provide advanced functionality that can be accessed quickly through Windows Explorer. For example you can create a Shell Extension that allows you to count the lines in any text file by right clicking on it and choosing 'Count Lines'.
You can find more about.Net shell extensions and code for creating custom context menus at _URL_

source: openbmb/Ultra-FineWeb


text:
This scorecard is created to track performance, therefore the demonstration of data within color markers identifies the boundaries of what we define as success. In some instances, a trend may be moving in the wrong direction, but still may be within our 'Target for Success' area. The use of Color Bands and Color Arrows help to define the Target for Success and Current Progress.
Green, Black and Red arrows are used to reflect our 'Current Progress' status.
- GREEN Arrow = We're getting better!
- BLACK Arrow = We're maintaining our position.
- RED Arrow = We're going in the wrong direction.
Green, Yellow or Red color bands are used to reflect our 'Target for Success' zones.
- GREEN Color Band = We've reached our Target for Success!
- YELLOW Color Band = We're making progress, but not quite there yet.
- RED Color Band = We're below our Target for Success.
Data is described with the Time Period, Actual Value, Target Value, Current Trend and Baseline Change %. These mean:
- Time Period - The most current time period for which the data were available.
- Actual Value - The actual level of achievement, the most current data point for the indicator; also shown in a Color Band to reflect if that value is or is not within our Target for Success zone.
- Target Value - The desired level of achievement for the data indicator.
- Current Trend - The direction of progress is shown by a Color Arrow to reflect our Current Progress status, and also noting for how many data points the direction been occurring.
- Baseline Change % - The percentage of change between the baseline data point and the current data point (actual value); also shown with a Color Arrow to describe Current Progress status.


Why do people give to the United Way?
 - Some like the oversight United Way provides over partner agencies...making sure the finances are being handled properly.
 - Others like that someone else is checking to be sure the community's most critical problems are being targeted, not just band-aid solutions.
 - Still others appreciate the convenience of payroll deduction.
 - Some like that their donation can be directed to nearly any charity, anywhere they wish.
 - Everyone appreciates that they are helping those in need.
Why do employers like the United Way?
 - The United Way makes it easy for employers to help employees give back to their community. Many employers consider partnering with United Way as good corporate citizenship.
 - Since the United Way will direct employee donations to nearly any charitable organization, employers may choose to limit outside fundraising efforts.
 - Even the simplest payroll software accomodates payroll deduction. The employer simply sends one check to United Way on a monthly or quarterly basis. The United way does the work of keeping track of where the employee donations are directed.
Why do charities like the United Way?
 - Charities understand that United Way's trusted partnership with employers and their ability to utilize payroll deduction, is a powerful team that often results in larger donations directed to the charity.
 - Charities often suggest to their employees, their board members, and their supporters to take advantage of Donor Directed contributions and payroll deductions so that part, or all, of their donation benefits their organization.
 - Being a partner agency with United Way signals to the charity's donor that both the charity and the finances have been carefully reviewed by a third party.
Annual Workplace Campaign Materials - download here
United Way is about Helping You Help Others


text:
When writing a PowerShell script, you are typically doing "something" with "something" and getting a result based on this "doing".
This is all well and good, but after you have gotten your result what do you do with the data? Two common scenarios are writing the result either to the screen or to a file. If the script is doing a lot of calculations, it's quite common to also give the user some kind of feedback while it's working, to indicate that it's actually doing what it's suppose to do and that it haven't stalled.
I have written a few blog post before about using a progress bar to give users visual feedback during long-running scripts. But after one of these posts, Brenton Blawat made me aware that using Write-Progress has it's price on overall script execution time. I was aware that writing anything to the screen is associated with some kind of overhead, but I decided to do some tests to see exactly how much overhead are generated doing different kinds of interaction to either the screen or when writing results to a file.
I wrote a script performing the following tests:
- Test 1 (m1) – The baseline. This test is just performing an easy calculation, but is otherwise not doing anything with the results.
- Test 2 (m2) – This test is using Write-Host to write the result of the calculations to the screen.
- Test 3 (m3) – This test is using Write-Output to write the output of the calculations.
- Test 4 (m4) – This test is saving the results of the calculations to an Array.
- Test 5 (m5) – This test is saving the results of the calculations to an ArrayList.
- Test 6 (m6) – This test is using Write-Progress to create a progress bar while doing the calculations.
- Test 7 (m7) – This test is writing the result of the calculations to a file, doing file writes after each calculation.
- Test 8 (m8) – This test is writing the results of the calculations to a file, but only writing the file after all the calculations are done. In the meantime the results are saved in an ArrayList.
I ran the script, using Measure-Command to take the measurement data, a total of 10 times; 5 times in PowerShell ISE and 5 times from the PowerShell console.
I then calculated the average value of each of the 5 runs per test, so that I could see if it made any difference whether the script was run in ISE or the console.
This is a chart of the result of my testing:
And here a a table of the average data that I collected. All values are in milliseconds.
What surprised me the most was that, although running the script in the console was marginally faster in almost all cases, the Write-Progress cmdlet was significantly slower in the console compared to running it in the ISE.
Other than that I think most of the results were as expected.
I think the lessons learned can be summed up thus:
- Use Write-Output instead of Write-Host
- Use ArrayList instead of Array
- Use as few disk writes as possible
- Only use Write-Progress if you absolutely must
This is the test script I used in case you want to test for yourself:


text:
Main Article Content
The existence of the masjid tuo in West Sumatera is not only known for its unique style and architecture with traditional and religious ties, but far behind that its institutional function gives rise to a distinctive character for the community. This article discusses how the masjid tuo plays a role in shaping the character of Minang society both structurally and culturally so that it becomes an important record for Minangkabau history (tambo). The method used in this study is descriptive qualitative in order to photograph the phenomena that develop in society related to the role of the masjid tuo so that social setting are known which include the existence of the masjid tuo. The result of this study indicates that the institutional role of masjid tuo in West Sumatera has shaped the character of minang community through the persona and functions that emerge from an imam, khatib, bilal, and labai. The role that is being carried out is an effort to produce syara' regulation that will be carried out by children and nephews and the surrounding community of the nagari.


Audio devices (audiodevice.h)
Functions to determine the status of audio devices.
This file defines the audio device service, which reads audio device change events. For example, using the audio device service allows an application to receive notifications when audio should be directed to the HDMI output because an HDMI cable has been plugged in.
You should call the function audiodevice_get_info() to verify that the audio device you want to use exists on the platform. If the specified audio device does not exist, the function returns BPS_FAILURE, *info is not updated, and using the unavailable audio device type or accessing *info may result in program error or termination.
BlackBerry 10.0.0
Last modified: 2014-05-14
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text:
THE narrative was, perhaps, just a little too good to be true. When news broke last month of the so-called "Buddha from space" — a swastika-emblazoned statue, apparently 1,000 years old, that had been carved out of a meteorite and looted by a Nazi ethnologist — the world was enthralled.
There were only, it turns out, a few slight catches. According to two experts who have since given their verdict on the mysterious Iron Man, it may have been a European counterfeit; it was probably made at some point in the 20th century; and it may well not have been looted by the Nazis. The bit about the meteorite, though, still stands.
According to Buddhism specialist Achim Bayer, the statue bears 13 features which are easily identifiable by experts as "pseudo-Tibetan" — and which sit uneasily with speculation by researchers last month that it was probably made in the 11th-century pre-Buddhist Bon culture.
These include the 24cm-high statue's shoes, trousers and hand positioning, as well as the fact that the Buddha has a full beard rather than the "rather thin" facial hair usually given to a deity in Tibetan and Mongolian art. In his report, Bayer says he believes the statue to be a European counterfeit made some time between 1910 and 1970.
"Up to date, no acknowledged authority in the field of Tibetan or Mongolian art has publicly deemed the statue authentic…," writes the University of Seoul academic.
The statue's Asian provenance is not the only aspect of the story to have been questioned. In September, the man leading a team of German and Austrian researchers, University of Stuttgart geologist Elmar Buchner, said its previous owner had claimed it had been brought to Europe in the late 1930s by Ernst Schafer, a Nazi ethnologist who led an SS expedition to Tibet.
But German historian Isrun Engelhardt, who has studied Schafer's trip to Tibet in depth, has cast doubt on this suggestion, questioning the statue's absence on the long list of items brought back. "There is an extremely precise list of the purchased objects, including date, place and value," she told Spiegel.
Buchner says he had no reason to doubt the account of the previous owner, and stresses that his team was only looking into what the statue was made of — a rare form of iron with a high content of nickel — not where it had come from. While they felt able to say the material most likely came from the Chinga meteorite, which crashed to earth 15,000 years ago, the researchers admitted that "the ethnological and art historical details — as well as the time of sculpturing, currently remain speculative".
Moreover, Buchner's statements about the origins were qualified. He told the journal Meteoritics and Planetary Science: "If we are right that it was made in the Bon culture in the 11th century, it is absolutely priceless and absolutely unique worldwide."
— The Guardian, London

source: HuggingFaceFW/fineweb-edu


text:
- Aggregate and Household Demand for Money: Evidence from Public Opinion Survey on Household Financial Assets and Liabilities
- Hiroshi Fujiki, Cheng Hsiao
- #001997 20131014 (published) Views:85
- We use data from Public Opinion Surveys on Household Financial Assets and Liabilities from 1991 to 2002 to investigate the issues of unobserved heterogeneity among cross-sectional units and stability of Japanese aggregate money demand function. Conditions that permit individual data and aggregate data to be modeled under one consistent format are given. Alternative definitions of money are explored through year-by-year cross-sectional estimates of Fujiki-Mulligan (1996) household money demand model. We find that using M3 appears to be broadly consistent with time series estimates using the aggregates constructed from the micro data. The results appear to support the existence of a stable money demand function for Japan. The estimated income elasticity for M3 is about 0.68 and five year bond interest rate elasticity is about -0.124.
- JEL-Codes: E41, C43
- Keywords: Demand for Money; Aggregation; Heterogeneity
Download full text Downloads:39


text:
Main Menu>Curriculum Management>Maintain Schedule of Classes>Enrollment Cntrl Tab
How to Establish Enrollment Controls
1. In the Class Status drop down box, select a status. To open the class to enrollment, select Active.
2. In the Enrollment Capacity field, type a numeric value for the course capacity. This value represents the maximum number of students who can enroll.
3. Click Save.
4. Determine if the Add Consent and Drop Consent field values are accurate. The system defaults to No Consent indicating that no instructor or departmental consent is required for students to enroll.
5. If student-specific permission is required for a student or students to add or drop the class, select either Dept Cnsnt or Inst Cnsnt from the appropriate Add or Drop Consent drop box.
6. Click Save.
7. Click the Basic Data tab.
8. Select the Student Specific Permission check box.
9. Click Save.
NOTE: None of the Enrollment Cntrl tab's Auto Enroll/Wait List features are currently enabled. These features are scheduled for activation in a later release.
How to Create a Tentative Section, Halt Enrollment on an Active Class Section, and Cancel a Section with Enrollment
- Creating a tentative section of a class allows you to work with reserve cap sequences or groups without students being able to enroll in the class section
1. In the Class Status drop down box, choose Tentative Section.
2. Click Save. Note that the Enrollment Status field reflects a status of Closed. Thus, while the course has an enrollment capacity assigned, students can't enroll.
- If enrollment in an active class section must be halted...
1. In the Class Status drop down box, select Stop Further Enrollment.
2. Click Save.
- To cancel the class after students enrolled in it...
1. Select the Cancel if Student Enrolled check box.
2. Then, in the Class Status drop down box, choose Cancelled Section.
3. Click the Cancel Class button. The Enrollment Status field now has a value of Closed. And the Total column reflects a value of 0.
4. Click Save.


text:
Young intelligent child
|Name Length||8 Letters|
More info about Balamadi
The name Balamadi is a Hindi, Indian name which means Young Intellect, Young Intelligent Child, Young Thinker. Balamadi is a boy name parents mostly chose for their baby boys.
Images for name Balamadi
Names Similar to Balamadi
Traits of Balamadi with Lucky Number 7
People with lucky Number 7 person is peaceful and affectionate soul, and by nature rather reserved and analytical. The overwhelming strength of the number 7 is reflected in the depth of thinking that is shown; they will garner knowledge from practically every source that they find. Intellectual, scientific and studious, they don't exit a premise until they have dissected the subject and arrived at they own independent conclusion. This is a very spiritual number and it often denotes a sort of spiritual wisdom that becomes apparent at a fairly early age. They need a good deal of quiet time to be with their own inner thoughts and dreams.
They dislike crowds, noise and confusion. They are very thorough and complete in their work, the perfectionist who expects everyone else to be a meet a high standard of performance, too. They evaluate situations very quickly and with amazing accuracy.
They rely heavily on their experiences and their intuition, rather than accepting advice from someone; their hunches usually prove to be very accurate, and knowing this, they are one who tends to follow the directions they seem to guide. It is easy for them to detect deception and recognize insincere people.
They aren't the one to have a wide circle of friends, but once they accept someone as a friend, it is for life. they really aren't a very social person, and their reserve is often taken to be aloofness. Actually, it's not that at all, but merely a cover up for their basic feeling of insecurity. They actually like being alone, away from the hustle and bustle of modern life. In many ways, they would have fit in better in much earlier times when the pace of life was less hectic.
In the most negative use of the 7 energies, they can become very pessimistic, quarrelsome, and secretive. A lucky Number 7 individual who is not living life fully and gaining through experiences, is a hard person to live with because of a serious lack of consideration and because there is such a negative attitude. The negative 7 is very selfish and spoiled. If they have any of the negative traits they are very difficult to get rid of because they tend to feel that the world really does owe them a living or in some way is not being fairly treated. Fortunately, the negative 7 is not the typical 7, at least not without some mitigating positive traits. This number is one that seems to have some major shifts from highs to lows. Stability in feelings may be elusive for them.


text:
Is there always an influence of shoal size on predator hunting success?
Article first published online: 19 APR 2005
Journal of Fish Biology
Volume 52, Issue 3, pages 494–501, March 1998
How to Cite
Krause, J., Ruxton, G. D. and Rubenstein, D. (1998), Is there always an influence of shoal size on predator hunting success?. Journal of Fish Biology, 52: 494–501. doi: 10.1111/j._PHONE_.1998.tb02012.x
- Issue published online: 19 APR 2005
- Article first published online: 19 APR 2005
- (Received 9 June 1997, Accepted 23 September 1997)
- shoaling behaviour;
- predation risk;
- attack distance;
- Ambloplites rupestris;
- Semotilus atromaculatus
Theoretical and empirical studies predict that there should be a decrease in hunting success of predators with increasing prey group size. Most of these studies investigated situations in which predator and prey were in full view of each other before, during and after an attack. In this study, single rock bass Ambloplites rupestris were given an opportunity to launch surprise attacks at shoals of creek chub Semotilus atromaculatus that ranged in size from two to 13 fish. There was no significant influence of either shoal size or attack distance on predator success rate and no significant relationship between attack distance and shoal size. Furthermore, it was found that the leading fish of a shoal was attacked significantly more often than fish in other shoal positions, indicating that predation risk was not shared equally among shoal members. Also, leading fish in larger shoals (eight to 13 fish) were not more likely to survive a predator attack than ones in small shoals (two to seven fish).The consequences of these results are discussed in the general context of antipredator benefits of grouping.


text:
While fossils can be found around Kimmeridge, they are often not very good for collecting as the rock in which they formed is very crumbly. The best specimens are found in the exposed ledges on the shore line. It is definitely not a good idea to look for fossils in the cliff or, as some people do, sit or sun bathe beneath them. These cliffs are very unstable and you only have to stop and listen for a short while to realize they are falling all the time. Occasionally large sections of cliff crash onto the beach without warning, so beware!
Coastal Features: Kimmeridge Ledges
The Kimmeridge Ledges are Limestone fingers of rock that formed from fine silts during periods when the Jurassic Sea here at the time was deep. The ledges are clearly seen in the cliff and show the fall of the cliffs to the east. The ledges reach from the cliffs down onto the shore and far out to sea and have been responsible for numerous ship wrecks along this stretch of the Jurassic Coastline.
Coastal Visitor Centre
Kimmeridge Marine Centre
Town/Village or Area:
Tourist Info Centres
in this Area: Purbeck Marine Wildlife Reserve, Rock Pools, Seaweed
The shallow, sunlight rich water and rocky sea floor of Kimmeridge Bay provides ideal conditions for seaweed to grow and over 100 different species have been recorded in the marine reserve.
Interest: Kimmeridge Coal Money, Smuggling around Kimmeridge, Blackstone Mining Industry, Cement Stone, The Kimmeridge Cobb, The Clavell Tower


text:
How important is measuring park use for urban planners? Should it be of concern to planners when a neighborhood park is empty or underutilized? I live next to Jaycee Park, a park that is exploding with noise daily. This recently renovated park proves the importance of parks as essential for community building.
When parks cater to the surrounding residents, use increases, as I can tell when I look out my window, over to Jaycee Park. Increased park use brings neighbors together and can catalyze sustainability because it's easier to implement change in a community when the residents are united.
The rising popularity of technology has unsurprisingly drawn children away from parks, and in front of the TV, i-gadgets, or computers. So how do we make all parks in Tempe as busy as the previously mentioned Jaycee Park?
The solution begins with Tempe planners and city officials analyzing neighborhoods around parks in order to redesign or improve the park according to the surrounding demographics. A study shows that significantly more Hispanic children are more likely to go to parks. Further, the study describes how other demographic variables affect neighborhood park use. This information can be used to pinpoint locations within Tempe where demographics suggest that a park may be needed or in need of improvement.
Other suggestions include:
- Innovative unstandardized park and landscape design;
- Grassroots planning to increase perceived sense of safety in communities;
- Increasing structured programs available for children and others;
- Branding parks so that community members have a sense of ownership;
- Incorporating public art and inspirational landscape architecture to draw people and foster creativity and imagination.
Effective park use and design should be a main concern for planners and landscape architects as an opportunity to strengthen communities in Tempe. Age, race, and gender are all variables that need to be looked at on a case-by-case basis by Urban Design or Landscape Architecture professionals implementing a new park or improving an existing one. All they need to do is find the parks that lack activity.
Credits: Image and data linked to sources.


text:
Weak pulse; Absent pulse
Definition of Pulse – weak or absent
A weak pulse means you have difficulty feeling a person's pulse (heartbeat). An absent pulse means you cannot detect a pulse at all.
Linda Vorvick, MD, Family Physician, Seattle Site Coordinator, Lecturer, Pathophysiology, MEDEX Northwest Division of Physician Assistant Studies, University of Washington School of Medicine. Also reviewed by David Zieve, MD, MHA, Medical Director, A.D.A.M., Inc. – 2/22/2009


income distribution
The distribution of wages earned across a company, industry, or country. Income distribution reveals what percentage of individuals are at various wage levels, information that can reveal more about overall wage patterns than average income can.
Use income distribution in a sentence
specified investment flow-through tax (SIFT) specified investment flow-through trust (SIFT)


text:
Jonathan J. Hazard
(1744 – c. 1824) was an American
statesman and anti-federalist
who served as a delegate for Rhode Island
in the Continental Congress
Jonathan was born to a Quaker
(Religious Society of Friends) family in Newport, Rhode Island
. He was first elected to the Rhode Island General Assembly
in 1776. In 1777 and early 1778 he served as paymaster of the Rhode Island regiment of the Continental Army
. Then in 1778 he re-entered the Assembly, serving there until 1786. In 1786 and 1787, Rhode Island's assembly appointed him as delegate to the Continental Congress. After that he returned to assembly (serving until 1805), where he became a leader of the anti-federalist Country Party
Hazard was a delegate to the state's ratifying convention that considered the U.S. Constitution
in 1789. His active opposition was one of the reasons this convention adjourned without a vote. By the following spring he at least chose to remain silent as the Assembly voted in favor of ratification on May 29, 1790. This marked the start of a steady decline in his political influence.
In 1805 Jonathan, along with his wife Patience and their younger children, moved west to a new settlement being established by the Society of Friends (Quakers) in Oneida County, New York
. He died there sometime about 1824.


What's the Difference Between Sanding Screen and Sandpaper?
Sanding screen and sandpaper
Are you wondering about the differences between sanding screen and sandpaper? Have you been trying to decide which you should use on your next project? In this article, I'll share everything you need to know about these two sanding products.
Most people use sanding screens for rough shaping and sandpaper for finish work. However, this is just a general principle. Sandpaper and sanding screens have some overlap in the jobs they can perform.
Below, we explain the main differences between sanding screens and sandpaper.
Let's jump in!
Differences Between Sanding Screens and Sandpaper
To start, here's a rapid-fire list of the main differences between sandpaper and sanding screens.
In the sections below, we will explore each in more depth.
Some of the differences between sanding screens and sandpaper:
 - Sanding screens allow dust to pass through
 - Sanding screens are more durable
 - Sandpaper is for finish sanding
 - Sanding screens are for demolition sanding
 - Sanding screens are often used for drywall and flooring
 - Sandpaper is often used for furniture as it is more pliable
Okay, now that we've got a few of the basics covered. Let's explore each of these in more depth
What is a Sanding Screen?
A sanding screen is exactly what it sounds like, a screen used for sanding. The screen is made of a mixture of silicone and resin. This combination creates a durable product.
The sanding screen works like sandpaper, smoothing a rough surface. What's the advantage of sanding screens? There are two main things.
First, sanding screens are durable. This durability allows you to use sanding screens on rough walls or floors.
Second, the screen of the sandpaper allows the dust to pass through, preventing dust build-up. The clearing effect of the screens increases the efficiency and lifespan of the sanding screen.
When Should I Use a Sanding Screen?
The sanding screen is a useful product, but is it good for everything? Below, we list some of the best times to use a sanding screen (and when to avoid it).
Here are some of the best times to use a sanding screen instead of sandpaper:
 - Large projects: when you've got a lot of work to get done, the sanding screen is there to help. The durability and dust clearing capabilities of the sanding screen make it a great choice for large projects
 - Rough projects: if you're sanding down some rough drywall, or preparing an old floor for new tile, then the sanding screen can help.
Now, let's discuss some times to avoid the sanding screen:
 - Small, finish work: if you're trying to sand your kitchen table to a mirror shine, then traditional sandpaper will likely be the way to go.
 - Sanding rounded edges: for rounded edges, look into using a sanding sponge or regular sandpaper. Silicone carbine sanding screens are geared toward removing rough material.
 - Using them by hand: Since sanding screens are abrasive on both sides, they aren't ideal for sanding by hand. Attaching the sanding screen to a sanding handle or a power sander will yield the best results. If you need to sand something by hand, consider regular sandpaper.
Benefits of Sanding Screens
We touched on the benefits of sanding screens a little bit; however, let's cover a more inclusive list. Sanding screens have several benefits over regular sandpaper.
Here are a few:
 - Clog resistant
 - Durable
 - Double-sided
Let's look at these benefits in more depth.
Sanding Screens are Clog Resistant
When you're sanding a large surface, like drywall, you end up with a lot of dust and debris. Regular sandpaper manufacturers have made strides towards developing clog-resistant sandpaper. While these sandpaper advances have helped, it's still relatively easy to clog up normal sandpaper.
The sanding screen does a better job with high volume work. The screen portion of these sanders allows dust and debris to pass right through the sander.
While you'll still need to clear sanding screens, it's as simple as tapping them on the floor and getting back to work.
Sanding Screens are Durable
Regular sandpaper is prone to ripping, especially with rough work. Sanding screens are made from durable materials that resist tearing.
The durability of sanding screens makes them ideal for uneven surfaces, where you're sanding down some jagged bumps.
Sanding Screens are Double-Sided
Once you've worn down one side, flip the sanding screen over and get back to work. Regular sandpaper typically only has a single abrasive side. Once you've used it up, it's done.
How Long do Sanding Screens Last?
It's impossible to say how long your sanding screens will last. It all depends on how much you're using the sanding screen and if you're using the sanding screen properly.
Also, there are several ways you can restore both sandpaper and sanding screens. If you take the time to learn a few techniques to care for your sanding screen and sandpaper, you will get the most life out of your product.
Here are some ways to extend the life of your sandpaper and sanding screens:
 - Clean them: grab an abrasive sandpaper cleaner and use it to remove the gunk that builds up on your sandpaper.
 - Don't overuse: if you try to push sandpaper or sanding screens past what they can handle, you risk overheating (burns!) your project, leaving scratches, and tiring yourself out.
 - Don't use too much pressure: this goes along with overuse. Using too much pressure will cause more gunk to roll up under your sander.
 - You can use both sides: sanding screens are usually abrasive on both sides. Frequently switch the side you're using. Take time to clean the sanding screen intermittently.
How to Use a Sanding Screen
Using a sanding screen is not much different from using regular sandpaper. However, sanding is more difficult than many people anticipate. So, it's important to avoid overlooking critical steps.
Here are some guidelines to follow when using a sanding screen:
 1. Safety and dust control
 2. Clear large chunks with a scraper
 3. Start with low grits
 4. Use a steady pressure
 5. Mark your area
 6. Consider finishing with regular sandpaper
Let's look at these steps in more depth.
Safety and Dust Control for Sanding Screen
Before you begin sanding, always consider the safety risks. Wear safety goggles to protect from flying debris – this is especially true with power sanders. The minute you get something caught in your eye, you'll wish you had worn safety glasses.
Second, wear a mask, preferably one that seals your mouth and nose from dust. If you do a lot of sanding, the cumulative effects of inhaling dust can take a toll over the years.
Finally, try to set up a systematic dust removal process. If you can attach a vacuum directly to the sander, then you're doing great. At the bare minimum, have a box fan in the room sucking out the dust. (Also, you can look into wet sanding to reduce dust).
Clear Large Chunks with a Scraper
While sanding screens can remove substantial material, you still want your surface relatively smooth to begin with. If there are a bunch of bumps and chunks that you can safely remove with a scraper, you should get rid of them before sanding.
Though you could try to smooth out large chunks with a sanding screen, it will delay the project and increase erosion on your screen.
Start with Low Grits and Work your Way Up
If you start with a 40-grit sanding screen, you'll be able to knock down a lot more of those imperfections relatively quickly. However, you don't always want to start with an especially low grit.
Here's why.
Some surfaces, particularly drywall, could be susceptible to damage with low grits. Some people have reported deep gouges being caused by their sanding screens. (This may not be an issue for all situations).
It's worth trying out the sanding screen grit in an inconspicuous area before you use it on the whole surface.
Use Steady Pressure
Applying too much pressure to your sandpaper can damage a delicate surface. You want to apply some pressure to the sander; just enough to keep it on the path.
Just like when you use a saw, let the sanding screen do the work.
Mark Your Sanding Area
Don't accidentally sand an area that doesn't need to be sanded. Use tape, blankets, whatever you can to prevent damage to objects around you.
It's easy to start sanding and forget about everything. But, before you know it, you'll have sanded down a corner or scratched a smooth surface that didn't need to be sanded.
Finish Things Off With Regular Sandpaper or Sanding Sponge
Once you've used the sanding screen to knock down all the rough work, bring in the sanding sponge or sandpaper to make


text:
سال انتشار: ۱۳۹۰
محل انتشار: اولین کنفرانس ملی دانش پژوهان کامپیوتر و فناوری اطلاعات
تعداد صفحات: ۸
abdolsattar vakili – Aq Qala Center, Islamic Azad University
mohammad abdollahi azgomi – Iran University of Science and Technology, School of Computer Engineering
eshagh jorjani – Aq Qala Center, Islamic Azad University, Department of Finance and Accounting,
In this paper, we present a new approach to model the computer system security based on GeneralizedStochastic Petri Nets (GSPN) and Game Theory. Attack against a system is dependent on attacker's maliciousehavior. An attack at least has two essential elements. First, the attacker must decide to choose which attack action is carried out. Second, he tries to accomplish the chosen attack action. Using GSPN, we can model the attackers' decisions. Henceforth, we calculate attacker's decision probabilities using Game Theory, especially, Zero-Sum StaticGame model. By application of the decision probabilities on GSPN model that are calculated by game model, we can carry out quantitative security evaluation of the model using tools such as Mobius and calculate operational measures like Mean Time to Availability Compromise and Mean Time to Integrity Compromise. Finally, a case study has been modeled and evaluated using the method proposed in this paper.


text:
Why is it called Throwing?
Origin of "To throw": Old Engilish – twist, to turn, to propel. Some potters describe their work at the potters wheel as turning. The Old English word thrawan from which to throw comes, means to twist or turn. Going back even farther, the Indo-European root *termeans to rub, rub by twisting, twist, turn. The German word drehen, a direct relative of to throw, means turn and is used in German for throwing. Because the activity of forming pots on the wheel has not changed since Old English times, the word throw has retained its original meaning in the language of pottery but has developed a completely different meaning in everyday usage. Those who say they throw pots are using the historically correct term. Those who say they turn pots are using more current language. Both are saying the same thing


text:
Declaratively add buttons to lightning flows, screens or communities
We created the Advanced Navigation button to fill a need in the user base. Salesforce is fantastic out of the box but there are limitations in particular with buttons. This managed package looks to meet some of those needs using clicks and not code.
The Advanced Navigation button, dubbed the "Magic button" by some, can be used for a variety of uses:
- Add bespoke navigation options in a flow. For example, replace the "Next" button with a "Save and View" button.
- Launch new record or edit page. For example, launch the create new account page with a specific record type.
- Auto launch a quick action. For example, automatically launch the new opportunity quick action when an account with the type "prospect" is created.
- Navigate to another page. For example, auto navigate to another record page when a certain status is reached.
The Advanced Navigation button allows the user to change the appearance and text on the button.
Choose what text should appear in the button itself. Text choices on buttons have traditionally been limited in Salesforce, and this removes that limitation to an extent. You can choose to have "Save", "Apply", "Click this here", "You are wonderful", whatever text you deem suitable.
"Button CSS style"
Specify the style using CSS if using "text". If text is not used i specifieds the style of the div containing the button. At present it is not yet possible to add styles directly to the button.
"Auto Start without button press"
Exactly as the name states. It will auto-launch your chosen functionality, eg: flow or redirect without any user interaction. You can have this on a page where you want an action to kick off as soon as the page launches to streamline processes.
"Navigate to URL"
This nifty action will guide the user to the specified URL/page when they click on the button. Say you want the finish action to take them to a specific website or another record page, this is a really easy way to do it.
"Launch a quick action"
This is an extremely useful functionality where you can use the button to launch a quick action: For example: add a task on a new opportunity, or create an invoice on a won opportunity. The quick action does need to be on the page layout for this to work, and this needs to be populated with the API name of the quick action
Expands your choices beyond the standard Flow buttons. You can turn them off and use the Navigation Button to set the flow action to either: next, pause, or finish.
"Output: Button Clicked?"
Use this to ascertain if a button is clicked in a flow. When the button is clicked it will set the variable here to true. This is useful if you have multiple buttons on the page to see which button was clicked on the flow screen.
"New Record:Object Name"
If you want to launch the create a record screen enter the object name here.
"New Record:Recordtype ID"
Only populate if you want to create a record. Enter the record ID to use. This alters picklist values and page layout choices.
"New Record:Predefined Variables"
You can prefill fields on the page. To do so add in the values in a JSON style format. Field:Value. "APiFieldName:Value,APiFieldName:Value"
For example, "FirstName:Ben" or "FirstName,Ben,LastName:Smith"
"Edit: Specific record Id to edit"
If you want to edit you can pass a specific record ID through to edit that record. For example a related record.
If blank it uses the recordId from the page it is on
"Edit:Do you want to edit a record?"
Mark as true if you want to launch the edit record page.


What Is Meant By Optimal Temperature For Enzyme Activity?
1 Answers
Anonymous Profile
Anonymous answered
The optimal temperature of any specific biological enzyme is the temperature at which that specific enzymes works the best. Meaning that the enzyme is only actively working at that designated or given temperature to perform activities within the cell or a chemical reaction.
Answer Question


How to: Resolving the inline controls
Some of you have already used the inline controls, others just know they are there, the rest doesn't even know they exist. They can be a powerful feature, but sometimes, you may not know how to use them, especially if you use them on ASPX templates.
Hi there,
Inline controls are very similar to macros, the difference is that macros produce a text result, while inline controls produce a working control placed in your page.
If you click the Insert inline control button in the WYSIVYG editor toolbar and select some inline control, you may notice that just some special text macro is inserted into the text.
If you then view the page, you can see how the macro is resolved into a control with functionality.In this sample, it is a BizForm, but it can be anything, including your custom control.
This happens because native controls in Kentico CMS support resolving of the inline controls automatically. Examples of such controls are editable regions or viewer controls with transformations.
But you may want to enable resolving of the inline controls somewhere else. Maybe in your custom web part or on an ASPX template.
Rendering the content
A typical action that you do if you want to display some text from WYSIWYG editor is rendering it to the page. One way how to do that is a literal control.
So let's say we want to display the editable text from the Home page on another page. I will show you this example on the CorporateSiteASPX sample site, but the same thing can be done in any ASPX code you have.
Locate the ~/CMSTemplates/CorporateSiteAspx/Services.aspx page and add the following ASPX code into it:
I put it right after the ContentText editable region. Then, add following lines to the Page_Load method of that page:
CMS.TreeEngine.TreeNode homeDocument = CMS.CMSHelper.TreeHelper.GetDocument(CMSContext.CurrentSiteName, "/Home", CMSContext.PreferredCultureCode, true, "CMS.MenuItem", false);
if (homeDocument!= null)
 this.ltlContent.Text = (string)homeDocument.DocumentContent["MainContentText"];
The name in the indexer may vary based on the name of your editable region on the Home page.
If you now go to the live site view, you can see the home page text rendered, BUT without the inline controls resolved in it:
Resolving the inline controls
We are getting to the root of this article: How to resolve the inline controls? The process of resolving is very simple, you just need to have your ASPX components in a right way and call the right method to resolve them.
The method is located in the CMS.ExtendedControls.ControlsHelper class and it is the ResolveDynamicControls(Control parent) method. As the parameter name indicates, you are not refering to the control with the text itself, but to some parent. You will understand why once you read how it works:
 - The method identifies all literal controls within the parent container.
 - Any literal control that contains an inline control macro is split into several controls: Literal with the text before the macro, Resolved inline control, Literal with the text after the macro.
 - If it locates a container control, it iteratively does the same thing within it.
So basically, if there is an inline control macro, the internal controls collection of the parent is processed and potentially altered with new controls. By specifying the parent, you simply say on which part of the page you want to apply the resolving process. Needless to say, you can apply this to any part of the page, no matter how complex it is, including the whole Form control.
To make our sample working, wee need to provide some parent container, so change the ASPX code to:
And we will call the resolve function on it, so add following line to the end of the Page_Load method:
Now if you look at the page, the controls will be resolved:
Final notes
You should note several things:
 - The resolving process modifies the controls collection and needs to examine the content of each included literal, so it should be called on the smallest possible collection of controls.
 - Since the control collection is modified, the resolving works only with a code that doesn't contain any code blocks, otherwise you get the following exception: The Controls collection cannot be modified because the control contains code blocks (i.e. <%... %>).
 - An inline control is a simple macro, so it doesn't include any security, unless the security check is done by the control itself. So in case you develop your custom inline controls, be aware of that.
 - Inline Polls, BizForms and Ratings are based on the same concept, they just have their own buttons on the toolbar, but they can be inserted as general inline controls, too.
I should also note that in the future (in 6.0), the inline controls will be obsoleted, and a new and much better concept of inline widgets will be introduced. It will also cover security and many more options for their configuration. There is no need to panic, inline controls will still be supported, just not recommended as the best practice. The inline widgets will internally work on the same resolving, so whereever you put this code, it will automatically work with the inline widgets the same way without the need for any updates.
That is all from me today, see you next time
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Martin Hejtmanek


text:
Wizards, Witches and Beings: I
Inigo=Medieval Spanish form of Ignatius; the name of a famous seventeenth
century British architect. Ignatius is derived from 'Ignis,' the Latin word
Imago=Latin for image, likeness (i.e.:, a picture, statue, mask, an apparition, ghost, phantom).
Norwegian poet of the 1400s whose verse includes references to Quidditch (QA8).
Most likely a witch, since her surname has a feminine ending in a a part of the world where surnames are modified by gender.


Constructive notice
Constructive notice,
Definition of Constructive notice:
 1. The law that is required (or required) by law and that one can obtain through general and reasonable research. For example, the buyer of a property (or a property affiliated with a registered or incorporated company) is required to know the legal status of the property (or business) from the documents available for public inspection.
 2. Notice of litigation in newspapers which is considered by law to be an appropriate notice for interested parties. See also actual and implicit information.
How to use Constructive notice in a sentence?
 1. ABC was constructively disappointed to learn that the car had been purchased from shift car dealers, Inc.
 2. You want to make sure you know what the construction review says and what the details are.
 3. The client constructively stated the time of arrival to inspect the property.
Meaning of Constructive notice & Constructive notice Definition


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"My Teacher Hates Me!"
How to react when when your child comes home complaining that the teacher doesn't like him
By Lynn Petrak
© iStockphoto
How should you react when when your child comes home complaining that the teacher doesn't like him? First, don't overlook the possibility of a misunderstanding, a rough day, or even bad behavior on your child's part. But sometimes, certain kids and teachers just don't click. What you can do:
Talk to your child. "Explain that over the years, he's going to have teachers with different styles -- and he still has to try his best," says Ron Clark, author of The Essential 55: An Award-Winning Educator's Rules for Discovering the Successful Student in Every Child. "Don't be negative about the teacher in your home, either."
Try to get involved. "Visit the class to see what's going on. Offer to chaperone trips. The teacher may end up being more supportive because you're taking interest," says Clark.
Schedule a meeting. If your child's complaints persist, or if you're unhappy with what you're hearing from his teacher, ask if you can set up a conference. But respect the teacher's point of view, and don't accuse her of anything. Try to brainstorm ways for your child's school experience to be more positive.
Approach the principal as a last resort. Involve the higher-ups only if you're seriously concerned about your child's education, and tell the teacher what you're doing first.
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How To Change Fonts On WhatsApp Messages - All You Need To Know
WhatsApp is one of the most popular instant online messaging apps and the majority of smartphone user have it on their phone. You must have received some text with bold, italics, and strikethroughs fonts. Yes, those fonts attract a lot of attention and look very cool too. In this article, we will tell you the trick behind those oddly formatted text. Here are the details:
How To Add Italics And Bold Fonts On WhatsApp Messages
First thing first, you needn't have to download any separate app for this, and you can use this format on both iOS and Android devices. You can use these simple steps to change the fonts of your WhatsApp messages.
Step 1: First you need to open WhatsApp on your smartphone and open a chat to send text.
Step 2: Write a message to which you want to send to your friend in a different font.
Step 3: Use asterisks (*) to embolden a word like *Hello*
Step 4: To change the font to italics use underscores (_) like _Hello_
Step 5: You can also change the font to monospace by using () like hello
If you think that this is a lengthy process then you can type the message whatever you want to send, and press holds the words which you want to change the font, you will get a pop-up window from where you can select the font in which you want to send the message.
So this is how you can change fonts on your WhatsApp messages and make them more attractive and noticeable for others. You can use these steps to send some alerts, and invites on the online messaging app.
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text:
ADePT, the Software Platform for Automated Economic Analysis, is a free program designed to simplify and speed-up the production of analytical reports. Created by the Research Department (DECRG) of the World Bank, it can be used to extract indicators from micro-level surveys and present them in a print-ready form. ADePT can generate sets of about 50 print-ready tables and graphs in different areas of economic analysis, and already includes, among others, modules on Poverty, Inequality, Labor, Gender, Education, Health, and Social Protection.
ADePT helps both to minimize human errors and to introduce new techniques and methods to a wide audience of practitioners. It can be used as a tool for sensitivity analysis, data checking, and simulations - it's an ideal tool for training! Tasks that take several weeks of work from qualified consultants could be accomplished within minutes using ADePT. Furthermore, by producing a standard set of tables and graphs, the program allows standardization of the economic statistics among countries expanding the possibilities for research on intra-country comparisons.
The website contains a free, downloadable version of the software, as well as video tutorials in several languages, PowerPoint presentations, examples and more about how to use ADePT by utilizing different data sets. Please visit _URL_ for more information.
The current version of ADePT requires a prior installation of the STATA software, but updates might be available in the near future to bypass this requirement.


text:
Buying snake fruit, if you're not from Asia perhaps is not as common as buying apple, banana or papaya. Outside Asia, this fruit is actually a rare gem. However, when you find it in the fruit stall in your country, how would you choose the tastiest one?
Picking snake fruit with the perfect ripe condition is not as easy as what you might think it is. So, have you ever wondered why the snake fruit you bought from that fruit stall is not as tasty as what the seller tells you? Did you hesitate to buy it? Because the last time you get it from that shop tastes bitter, too tart or even worse, it's rotten?
If that's the case, then you should definitely know how to buy the tastiest snake fruit from your nearest fruit stall, if any. Take my tips and you will never get that ugly snake fruit ever again.
How to buy the perfect ripe snake fruit from your local fruit stall
- Pick the best cultivar
Did you know: In Indonesia alone, there are at least 30 known snake fruit cultivars, some of them have several varieties and the genus of salacca has 22 species.
First of all, the best cultivars are actually Salak Pondoh, Salak Bali and Salak Padang Sidempuan. The others aren't that tasty, so when purchasing the fruit you should ask the seller if it is one of that cultivars.
- Pick the fruit that has yellowish brown skin color
Snake fruit that has a perfect ripe condition will have yellowish brown skin color. So, every time you buy snake fruits from the fruit stall, you should obviously check the skin color.
- Pick oval shaped snake fruit
The sweetness of a snake fruit, especially from Pondoh cultivar can be spotted from the shape. The more oval the shape, the sweeter it gets. So, make sure you choose the most oval shaped snake fruit.
- Pick snake fruit with wide gaps in its scale
The gap in snake fruit scale marks weather it's ripe or not. A perfectly ripe snake fruit will have wide gaps in its scale, conversely young snake fruit has little gaps. So, make sure you pick the one that has the most wide gaps.
- Try to press the tip gently
Press the tip gently, see if it spits water. If it does, then you shouldn't pick that one. When the tip spits water, it simply means that the fruit is overripe or it might actually rotten.
- Pick the fruit yourself
More often than not, when buying a kilo or two snake fruits, the seller will pack it for you. So, it is better to select several fruits then give it to the seller to pack. So you don't end up getting cheated or bringing home overripe snake fruits.
That's how to buy the tastiest snake fruit. Make sure to check all the tips above before buying one. Do you have any good or bad experiences when buying snake fruit? Share with us your story in the comment section below.


text:
KINGSTON, ON. Queen's University medical researchers today released some key findings from the first study of its kind done in Canada on the impact of colds and flu on school absenteeism, the workplace, and the economy.
The researchers reviewed more than 80 published clinical trials, studies and research projects representing the work of over 300 researchers from more than 100 universities and institutions.
In their report entitled "Why the Common Cold and Flu Matter", the researchers found:
Prevention can play a role in reducing the spread of illnesses. Queen's researchers say that school-aged children and young adults play a significant role in the spread of respiratory illnesses. In the U.S. the Centre for Disease Control and Prevention pegs missed school days as a result of colds at 22 million a year.
Studies by SDI, a research agency that tracks colds and flu in North America, have shown that there is an annual spike in colds and flu within the first two weeks of students' return to school in September, something supported by Queen's researchers who cite a sharp increase in pediatric asthma cases as a result of rhinovirus infection, the primary cause of colds. They point out that young children with respiratory symptoms play a major role in spreading colds to family and friends and, "...school-age children have been shown to introduce rhinovirus infections into their families 3 times more frequently than working adults."
But adults also play a significant role in the spread of infection. Queen's researchers found that the U.S. work force goes to work rather than calling in sick resulting in substantial losses of productivity and increased costs:
It costs employers twice as much in productivity losses for employees who come to work sick than for those who stay home. All of this infection adds up to a significant economic cost as researchers cite direct costs due to lost productivity from colds at $25 billion in the U.S. Taking into consideration both indirect (lost productivity) and direct (doctor visits and medicine) costs, of colds, the figure in the U.S. annually is $40 billion
Researchers conclude that, "Preventative measures that result in even a modest reduction in colds and flu would have a significant impact on reducing costs to the healthcare system and impact on the economy."
The study was conducted by the research arm of the Department of Family Medicine at Queen's University in Kingston, Ontario. The study was supported by an independent educational grant from Afexa Life Sciences, the maker of COLD-FX(r), a cold and flu treatment.
AAAS and EurekAlert! are not responsible for the accuracy of news releases posted to EurekAlert! by contributing institutions or for the use of any information through the EurekAlert! system.


text:
In REST API, a resource is an abstract notion. When the client and the server communicate with each other, they exchange representations of resources.
The resource representation has the form of an XML document. For example, if you request information about a Veeam backup server connected to Veeam Backup Enterprise Manager, Veeam Backup Enterprise Manager will return a resource representation of the Veeam backup server resource similar to the following:
A resource representation is a document that holds all data you need to know about the resource and its behavior. Typically, a resource representation contains the following data on the resource:
- General information about the resource: name, ID, URL and type
- Information about other resources related to the resource
- Set of actions that can be performed with the resource (if applicable)
Information about related resources and actions available for the resource is presented in the form of links.
- Resource Representations for Non-Key Resources
- Resource Representation for Key Resources
- Resource Representations for Collections of Resources


text:
Access Docket Searches At Oklahoma Supreme Court Network's
Oklahoma has usually one of the largest and leading initiatives in nation that provides court docket detail and information on internet. It is striving or determined to complete the tracking system of statewide case and then make the detail within the system that is available on real time source through internet. The cost of the service is basically borne or bear by judicial system, however there is no amount to user for getting the court information or detail from Oklahoma.
Step By Step:
- First of all, it is important to visit the website by using the accessibility of internet.
- Open the browser and enter the address of website _URL_.
- Click on the link "search dockets" that is placed at the right side of the web page.
- The next page will be displayed.
- Select the database from drop down list and then enter the case number.
- Click on the button "Go".
- In the next section, enter your first and last name.
- Enter the required number in the field "identifying number".
- Fill out the requirement in the fields "born on or after date" and then "born before date".
- After that choose the type of party and then case type.
- In the next section, enter the case filed date and then case close date.
- Click on the button "GO".
- You can search docket by lower court case number also.
- In this way, you will select the type of case, year and number and then click on the button "GO".
- You can also search it by giving the traffic citation number and then click on the button "GO" to view the results.
Oklahoma Supreme Court provides an opportunity to view the information of your case online by using its official website. Here, you can retrieve the information and detail through the system. In this way, you should know the number of your case that you would like to view. The number of your case should be inserted in the specific format that is used by the Supreme Court in which your case is pending. Each court number and docket is listed in the website with the appropriate case type and sample of case number from each court.


text:
Three of the members of the Smithereens met in Carteret High School.
- The city of Rahway was originally known as Spanktown. According to legend, the name was derived from one of the prominent settlers being known for publicly chastising his wife.
- The Battle of Spanktown took place on February 23, 1777, when American forces under General Maxwell fought and defeated a British brigade. The American casualties were reported as 3 dead and 12 wounded, compared to 500 British dead.
- A mint in Rahway was the first in the country to print coins bearing the inscription E. Pluribus Unum.
LATEST SUGGESTIONS FOR EXIT 12
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Interpersonal Communication Minor
The Interpersonal Communication minor serves students interested in improving their interpersonal communication skills and knowledge in personal or professional communication settings.
The coursework allows students to investigate communication in families, personal relationships and across the life span. Because not all interpersonal communication happens face-to-face, students also have the opportunity to learn about the role of the Internet, social networking sites, text messaging and other new media forms in the interpersonal communication process.
The Interpersonal Communication minor may benefit students interested in sales, human resources, counseling or teaching.
Students can complete the Interpersonal Communication minor in its entirety at Kent State Stark.


text:
Spinal angiolipomas: MR features.
PURPOSE: To determine the MR features of spinal angiolipomas and to compare these findings with their histologic appearance. METHODS: The MR examinations of three patients with surgically proved angiolipomas were reviewed for tumor location and extent, signal characteristics, and pattern of contrast enhancement, and were then compared with the histologic findings. RESULTS: Four tumors were found in the three patients, all located in the posterior epidural compartment, averaging about 2.5 vertebral bodies in length. On noncontrast T1-weighted images, all lesions were inhomogeneous and hypointense relative to epidural fat. Inhomogeneous enhancement was seen in three lesions on postcontrast T1-weighted images obtained with fat-saturation techniques. Angiolipomas were least conspicuous on T2-weighted images. A high vascular content correlated with the presence of large hypointense regions on T1-weighted images. CONCLUSION: Spinal angiolipomas are typically hyperintense on noncontrast T-1-weighted images relative to other tumors. Angiolipomas that contain large hypointense foci on noncontrast T1-weighted images can be expected to have a high degree of vascularity.
Provenzale, JM; McLendon, RE
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August 01, 2021, 12:59:20 AM
Min/Max Accretion
Started by wbsonic, September 11, 2017, 10:08:23 PM
previous topic - next topic
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I've been working on my accretion inputs for SLAMM, and was wondering how the Min/Max accretion rate parameters function within the model.
I developed some accretion curves through MEM. Do the Min/Max parameters set a cap on the rates these curves can reach?
Or do they adjust the curves to reach these set min/maxes?
Jonathan S. Clough
To understand these curves and parameters, please see the spreadsheet:
Which is installed along with SLAMM.
You will see that the equations describe a third order polynomial which then can be scaled to the min and max accretion values. That allows you to play games keeping the shape of the feedback curve intact but increasing or decreasing the minimum and maximum accretion values as part of a sensitivity or uncertainty analysis.
Let me know if you can't find the spreadsheet or have additional questions.
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What is the Best Color for Blue Sapphire? Part 1
September 3rd, 2009 by James L. Sweaney, CGA, FGA. GG
Classic Blue Sapphire
Classic Blue Natural Sapphire
Our clients often ask "What is the best color blue sapphire?" There are two answers– the obvious is that personal preference should dictate your color choice. Every person has unique abilities to perceive color, based on such things as age, health, culture and genetic gifts. Some people prefer light pastel colors, others prefer rich intense colors. The best color for you is the one that pleases, stimulates, or excites you!
The more complicated answer has to do with gem grading and market preferences, the physical characteristics of natural sapphires, the geological sources of sapphire including Ceylon, Burma, Kashmir, Madagascar, Thailand, Australia, and Montana, and the various methods of color enhancement and heat treatment of sapphire. We'll begin by discussing gem grading and market preferences.
Color is a very complicated phenomenon in gemstones, presenting many challenges for gemologists and gem traders. We begin by grading the color of blue sapphires in terms of hue, tone, and intensity– for a thorough discussion of color grading gems, visit the color grading page at our Gallery of Gems.
Hue can be described as the name of a color, and relates to the actual wavelength of the visible light emanating from the gem. Some gem colors are described as two hues– such as green blue, signifying equal parts green and blue, or greenish blue for a color proportionately more blue than green. In grading gem colors, we normally emphasize the dominant hue by capitalizing it. For blue sapphire, the perfect hue would be simply Blue– not greenish Blue or violetish Blue. The hue of the sapphire below would be described as very slightly violetish Blue, while the hue of the second stone shown below and the blue sapphire ring shown at the beginning of this article is Blue.
slightly violetish blue sapphire color
very slightly violetish Blue sapphire color
Blue sapphire color
Tone is the relative position of a color on a 1 to 10 scale of light to dark. 1 being white, 10 being black. Blue sapphires can range from very pale blues that might be graded 2- 3 on the tonal scale to extremely dark blues that are graded 9.
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3 Responses to "What is the Best Color for Blue Sapphire? Part 1"
 1. simon Says:
 I would like to get a valuation for some jewelry, 1920′ ex Greta Garbo blue sapphire on gold, a black saphire with dimonds plus several items that are no longer used.
 Can you advise.
 2. Madeline Appelin Says:
 I have a ring purchased by my grandfather from Greta Garbo's auction when she left for America, it was bought by her lover Mauritz Stiller and consists of a Blue sapphire and diamonds.
 Would you be able to inform me of a value and place to sell, as i never use it.
 It is a perfect Sapphire set in red and white gold and is very beautiful.
 Madeliene appelin.
 3. James L. Sweaney, CGA, FGA. GG Says:
 I believe you queried my blog about this ring a while back. You should be able to sell your ring effectively in several ways.
 First, to be able to realize the most money, you will need to get a good current Fair Market Value appraisal from a well qualified appraiser– Contact the Gemmological Assn. of Great Britain for a referral for someone local to you. It should include a good digital photograph, along with weight estimates and measurements for the gems, weight and metal quality, gem grading, especially for the sapphire. Add any written documentation you have showing the Garbo provenance– letter from your grandfather, bill of sale, etc. The Garbo provenance may or may not add value, depending on how strong it is and the quality of the ring.
 Once you have a good idea of value, you can look at the markets available to you.
 The highest value you could get would be to sell to an interested private party. Price would be negotiable, exposure would be based on the effort and expense you put into it. You might be able to negotiate between 50 and 100% of Fair Market Value ( Appraisal)
 Another market would be something like Ebay, but you need to know what you are doing here. It's important to make sure you get paid!
 If the value is over $10.000 US, you might look at an auction house like Christy's or Sotheby's. They do charge a seller's premium, usuallly about 10%.
 An immediate market would be a legitimate respected jeweler who buys estate jewelry. Expect to get about 25 to 50% of Fair Market Value, depending on the ring.


External Models vs Pyramid Models
The Model tools provide a powerful set of capabilities when:
 - data models are not available for a given data stack;
 - when data needs to be fixed;
 - if users want to design and apply complex data logic like machine learning;
 - or if multiple data sources need to be blended ("mash-up").
In these scenarios, Pyramid's internal semantic data model layer provides a convenient way to consume the underlying data source and it comfortably matches the most powerful semantic data technologies in the market, especially when coupled with the calculation options of the Formulate tools.
However, in other scenarios when using external analytic technologies like Microsoft OLAP, SAP BW or SAP HANA, Pyramid data models do NOT need to be authored since Pyramid can directly consume these external data models as designed in those technologies - presenting the user with the full power and depth of those technologies through both Pyramid's querying and calculation tools.
Functional Differences
Importantly, Pyramid offers near identical functionality across both external and internal models to end userscovering every aspect of the platform including data visualizations, formulations, presentations and publications. This means the full depth of Pyramid's querying and calculation engines have been engineered to produce almost identical analytic outcomes without deprecating functionality.
Ultimately, this allows customers to be indifferent between the underlying technology stack driving any given BI project. In fact, it means users can jump between different visuals in the same dashboard, driven by different technologies, and not notice a difference in function or feature if the business and technical problem demanded a multi-data technology solution.
Administrative Differences
The main differences between external and internal models related primarily to admin settings. Typically, Pyramid offers stronger facilities to manage and secure its own models ; while it (rightly) assumes the managements and security of external data models will be handled by their own proprietary tools.


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I've heard the question a hundred times: How, oh how, do I create a form in Flash to send an email? So here's the answer, in 10 minutes or less.
For this article, I'm going to assume that you have some prior experience using ActionScript and a decent amount of experience with Flash in general. I also assume that you actually need this information (smart of me, huh?). Because we have only 10 minutes, I won't get into the server-side scripting (CFM, ASP, PHP, etc.) you would use to process an email form. But I will show you how to create the form, compile its data, and send the data out of Flash.
So, let's do it.
Launch Flash and create a new blank document. It doesn't matter whether you use Flash MX or Flash MX 2004/Flash Pro. Either version will work.
Set the Publish Settings to use Flash Player 6 or higher by using either ActionScript 1.0 or 2.0.
Set the Stage dimensions to whatever you want. Just be sure to leave enough space for five text fieldsone of which will be rather largeand a button.
Add a layer in the Timeline (so you have two) and then name them actions and assets, with the actions layer on top.
On the assets layer, create four individual lines of static text: First Name, Last Name, Email, and Message (see Figure 1).
Add four empty text fields to the Stage in a layout of your choice, and set their text field types to Input, using the menu in the Property inspector. One of the fields will be used to enter an email message, so make sure it's fairly large.
Position the Static text fields from Step 5 (First Name, Last Name, etc.) above or next to the input text fields so the user will know what is supposed to be entered into each Input field, similar to Figure 2. Leave space for a fifth text field, which you'll add in a moment.
Select the Input text field next to First Name and use the Property inspector to give it an instance name of first_name_txt. This gives you a way to identify the field in the ActionScript you'll write in the next section.
Name the other input text fields last_name_txt, email_txt, and message_txt.
Create a Dynamic text field, position it, and give it the instance name status_txt. This field will be used to notify the user if the form is incomplete and can't be sent.
Create a new Button symbol and design yourself a Send button. I used the word Send and changed the color of the text for the Over state (if using plain text for the button, be sure to add a rectangle into the Hit state for the button that covers the entire word). Return to Scene 1 when you're done.
Position the Send button somewhere where the user can find it (on the Stage, for example, where it can actually be used) to complete the form layout.
Snap an instance of the Scrollbar component to the right side of the largest Input text field (message_txt). This way, users can write extra long messages and scroll through them while writing.
Add a keyframe to frame 2 of the assets layer (by pressing F6). Select the new keyframe, delete everything on the Stage, and add a line of Static text that says Thank you. Your message has been sent. This will cue users that everything went smoothly, giving them that nice, warm, fuzzy feeling you get when you know an email has been sent.
Save this file as form.fla to your desktop (or wherever you might need it).
Figure 1 Words. Pretty, pretty words.
Figure 2 The careful planning of a form.
If you're using Flash MX 2004/Flash Pro and don't have the legendary Scrollbar component now missing from Flash, copy it from the exercise file for this article, which can be downloaded at the end of this article.
The form should now contain all the assets shown in Figure 3.
Figure 3 One of a million possible layouts for a form in Flash.
Hooray! You have a form. Of course, it doesn't do anything yet, so keep reading.


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Iron Founding and Metalworking Industry
Salisbury Foundry in the 1880s (Tasmaniana Library, SLT)
The first significant iron/brass foundries and metal working facilities were established in Hobart by the partnerships of Henry Davidson (founder) and Alexander Clark (millwright) of the Derwent Foundry in 1840, and James Easby (millwright) and Robert Robertson (founder) of the Albion Foundry in 1844. Similar operations were established in Launceston by William Peter (founder) and William Knight (millwright, Phoenix foundry), briefly in partnership, and William Huttley (engineer/founder). Initially, foundries largely operated as import agents and repair workshops. Gradually they made larger implements, from stoves in the 1850s to large steam engines and substantial iron castings during the 1870s.
Railways and the mining industry during the 1870s provided impetus for expansion. In under twenty years, achievements included boilermaking (1870, John Clark, Hobart), railway locomotive fabrication (1877, also John Clark), stamp battery and associated ore processing equipment (1877, Salisbury & Armstrong, Launceston), welded wrought iron box girders (1884) and rivetted wrought iron girders (1885, both William Henry Knight, Launceston). The latter enabled iron bridges, particularly for railway crossings of rivers and estuaries, to be fabricated locally. Railway maintenance facilities were established at Launceston in 1871 and Hobart by 1883, the latter including Hobart's only copper furnace. Knight installed reverberatory furnaces in 1885 to enable wrought iron to be re-worked, and in purpose-built plants at Mount Bischoff, Launceston and Hobart for tin smelting. Following the passing of the Inspection of Machinery Act (1884), Robert Kennedy & Sons established a marine engineering and maintenance facility including a slipway at Battery Point where an iron-hulled bucket dredge for use at the Mersey estuary was built in 1887. After remote areas in the north and west of the state were settled towards the end of the nineteenth century, rural foundries were built at Devonport in 1887 (Finlayson Bros), Latrobe in 1889, Zeehan in 1899 and Scottsdale in the 1900s.
Foundries continued to come and go in the twentieth century, and some industries like the Electrolytic Zinc Works (1916) had their own foundry sections. As cheaper mass-produced fittings of plastic or other material (for example, pipes of plastic rather than cast iron) replaced metal, and many other metal components were imported, the number of foundries declined. Some have endured. Peter's Foundry, in 2004 Tasmania's largest, is the oldest continuously operating foundry in the southern hemisphere. It now trades as Bradken, strictly a ferrous foundry. Salisbury's in Launceston made the Cataract Bridge, and in the 1920s became a structural specialist rather than a foundry. Retlas, reputedly founded in Hobart in 1906 by a Mr Salter (the name is Salter backwards), has moved several times. In 2004 it specialises in marine fittings and industrial castings.
During the Second World War, from 1942 munitions were produced at the Munitions Works in Glenorchy, which employed almost 1500 workers, and other foundries such as Peter's also assisted the war effort. A number of foundries were established after the war. Austral Bronze moved from the mainland to the old munition plant, and produced brass and copper components, but moved back to Sydney in 1964 when the price of freight rose too high. Bill Perkins and Selwyn Skeels founded Skeels and Perkins in the late 1940s, and by the 1980s produced bronze and aluminium castings, next door to Incat at Glenorchy. In 2004 the firm, still owned by the Perkins family, trades as Apco Engineering, and is unusual in that it works in both ferrous and non-ferrous metals. The Montpelier Foundry moved from Hobart to Glenorchy in 1949, and mostly made castings for large industries such as the Zinc Works and Mount Lyell. In 1974 a former employee, Rex Garner, began the Derwent Foundry, making bronze castings and propellers. Montpelier was sold to a mainland firm in the early 1980s, but in 1986 Garner bought it. The combined business is now called Derwent Pipelines. In 2004 half a dozen foundries continued to manufacture metal products in Tasmania.
Further reading: M Morris-Nunn & C Tassell, Launceston's industrial heritage, Launceston, 1982–83; A Alexander, Glenorchy 1964–1998, Glenorchy, 1998.


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Create reusable content
You can make elements on a screen into user controls that can be used in multiple pages throughout a prototype. For example, you can create a navigation bar, and then make the navigation bar into a user control so that you can reuse the control throughout your prototype.
For more information about creating UserControls, see Create an application flow.
You might also want to create a library of UserControls so that you can easily reuse them throughout multiple projects. You can create a Microsoft Silverlight or Windows Presentation Foundation (WPF) control library.
To create a new control library
On the File menu, click New Project, and then select either Silverlight or WPF.
If you create a Silverlight project, click Silverlight Control Library. If you create a WPF project, click WPF Control Library.
In the Name box, type a name for the project.
In the Location box, type the name of or browse to the folder where you want to store the project. By default, this is a folder named "Blend Projects" in your "My Documents" folder.
On the Language menu, select a programming language (Visual C# or Visual Basic).
For more information about creating projects in Expression Blend, see Create a new project.
Now that you have created a new control library, you can create new user controls to include in the library. Create any new user controls that you want for your project.
For more information about creating new user controls, see Create a new user control in your project.
After you have created the user controls that you want to include in your control library, build the project by clicking CTRL+SHIFT+B.
For more information, see Build a project.
Now that you have created and built your control library, you can add a reference to the library from inside your project, and reuse the controls from the library in your new project.
For more information, see Add or remove a reference.


One Who Knows Me: An Interview
Anna M. Shields has written a marvelous book on friendship, literature, and history in medieval China. One Who Knows Me: Friendship and Literary Culture in Mid-Tang China (Harvard University Press, 2015) is the first book-length study of friendship in the Chinese tradition. Focusing on the period from the 790s through the 820s, it asks how writing on friendship both reflected & shaped broader transformations in mid-Tang literary culture, and it weaves together historical and literary analyses in offering its answers. To hear us talking about it for the NBEAS podcast, head over to this link.


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Get firsthand accounts of simulation experiences, including benefits and lessons learned, presented by those familiar with simulation training in Illinois.
Simulation training recreates real-life conditions to prepare child welfare workers and students for interactions with families and critical partners in child welfare work.
Explore the videos on this site for firsthand accounts of simulation experiences, its benefits, and key considerations based on lessons learned. The videos present perspectives from program developers, trainers, participants, agency leaders, and other individuals familiar with simulation training in Illinois.
Consult the series publications for more detailed information and tips on simulation training:
This site features videos and interviews with representatives from the Illinois Department of Children and Family Services, the Child Protection Training Academy at the University of Illinois at Springfield, the Children and Family Research Center, and simulation training actors and community professionals. (Find out more about the Illinois simulation training program and its evaluation.
The need for training continues across child welfare, but students and new caseworkers still can benefit from practicing the skills required for casework after their classroom sessions have ended. This podcast discusses a virtual reality-based home visiting training currently being used by the university's B.S.W. students —Virtual Home Simulation (VHS))— which was developed by the University of Utah College of Social Work in partnership with the university's games and applications lab
In FY 2015 the Illinois Department of Children and Family Services partnered with the University of Illinois Springfield to develop the Child Protection Training Academy in order to redesign the six-week classroom training for new investigators and create an experiential component. This paper chronicles the goals of the partnership and the planning and implementation of the Academy.


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In 1987, a group of senior parents interested in helping graduating students achieve their educational goals created a non-profit 501(c)(3) organization - the Tumwater Scholarship Fund. The initial effort to raise funds was done by gift wrapping during Holiday season, although decreasing profit margins resulted in Board of Directors exploring different fundraising approaches.
A new tradition began in 1996 with the 1st Annual Scholarship Dinner Auction, which successfully raised over $22,000. Due to strong community support and ongoing success, the auction continues to be a primary scholarship provider.
In an effort to broaden opportunities for Tumwater School District students, the Board expanded its program and scholarship focus, prompting a name change in 1997 to the Tumwater Education Foundation (TEF). The Foundation's vision is to:
"manage efforts and resources that result in providing scholarships for graduating seniors along with allocating resources that enhance Tumwater School District programs, helping students to enjoy the rich benefits of their K - 12 education."
The TEF team is committed to:
- Providing a direct means for the community to support learning opportunities for students;
- Creating opportunities for students to obtain scholarship funds that help achieve educational goals;
- Matching available community resources to support current educational needs;
- Enriching educational programs by providing seed money;
- Managing endowment funds benefiting long-term educational support;
- Creating opportunities for planned giving; and
- Maximizing tax benefits to contributors.


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Students create puppet theatre based on a study of Greek mythology.
Breathing Life Into Myths
Program Summary A language arts teacher draws on puppetry techniques and help from her school's theatre teacher to engage her sixth-graders in exploring Greek myths.
The Integrated Instruction
HELEN SCHELL, 6th-Grade Language Arts Teacher I'm trying to immerse the children in the idea that mythology and Greek culture permeate our day-to-day life. I chose puppets because any time I plan a curriculum for the kids, my first thought is "How can I draw them in?" We're working with art, we're working with theatre, we're working with history, and obviously, we're working with language arts and writing.
JENNIFER LARSON, Theatre Teacher The way I worked with Helen Schell is very typical of what we do here. It started out as a passing in the hallway and that turned into a scheduled meeting. Initially we swapped ideas, and then I tried to stay a part of the process throughout. When the mythology scripts reached the level of production I went in and served as an advisor, working with Helen to get the kids to add some theatrics to the project, and doing some critiquing.


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Yay! Let's play Bingo! Synonym Bingo makes teaching/reviewing intermediate synonyms FUN for students! What's unique about this Bingo set, is that the teacher calls out a word and students have to find the matching synonym on their Bingo board….so it's not a traditional "say and cover" Bingo. Students are really challenged to listen for, and think about synonyms!
You can use Synonym Bingo as a whole-class activity or as a small group literacy center. If you have a cluster of students in your class who need more of a challenge, see my store for the Synonym Bingo Level Three, which contains more challenging words! See the guide below for which Synonym Bingo Level is appropriate for your students, OR, you can buy all three levels in my SYNONYM BINGO BUNDLE for only $6.00!
Here are sample words from each Synonym Bingo Level (to help you find the level right for your students):
Synonym Bingo Level One:
Synonym Bingo Level Two:
Synonym Bingo Level Three:
Included in the file:
-18 different Synonym Bingo Cards – You can photocopy a second set if you want to play as a whole-class activity.
-45 synonym calling cards –Cut the cards apart and use them to call out a synonym to the word that students need to cover on their Bingo board.
-A synonym calling card list – You can call out synonyms for the students to cover on their Bingo board if you don't want to use the calling cards. Just highlight, circle or cross off a word once it has been called out.
-Two blank Synonym Bingo templates – These are great if you want students to fill in their own synonyms from a particular lesson you are teaching, or from hunting through a text for words/synonyms prior to playing Bingo.
-One blank set of calling cards – If you have students use synonyms from a lesson, these calling cards can quickly be filled in to play.
Synonym Bingo makes a great activity to have on hand for a sub too! Also, If you're looking for more synonym activities, check out my new Synonym Tile Cards in my store.
Thanks so much for your purchase!
You can visit my blog for more fun and freebies at:
Synonym Bingo Level Two by Erin Lane is licensed under a Creative Commons Attribution-NonCommercial-NoDerivs 3.0 Unported License.


Is violence against virtual animals an ethical issue?
Players can kill, hunt or hurt animals in popular games ranging from Animal Crossing to Grand Theft Auto. The rise of this (increasingly realistic) trend in games, along with people's tendency to go along with it, raises important questions.
Is violence against virtual animals an ethical issue? Image via Shutterstock.
The Conversation
Tuesday 20 October, 2020
Violence against humans in video games has long been contentious – underpinned by the never-ending debate over whether on-screen violence begets the real thing. But violence against animals in video games has attracted considerably less attention.
'I kill humans in games all the time. Why would I care about animals?'
In a recently published paper, we argue there is good reason to think violence against animals in video games is problematic – perhaps even more so than in-game violence against humans. We think game violence against animals is more likely to promote disrespect for their living counterparts.
The jury is out
In 2005, Australia banned a first-person shooter game called Postal 2, in which players could mutilate and desecrate (virtual) human bodies. Australia has controversially banned several games available in other countries because of depictions of violence and other potentially objectionable themes.
Players evidently have varying views on harming virtual animals. Some express concern or remorse — one gamer wrote on a forum: 'It's weird how bad I feel about killing animals in the game … I will actively try and shoot guys off horses instead of just shooting the horses.'
People for the Ethical Treatment of Animals (PETA) – itself a somewhat troubled organisation – has criticised games it says 'promote hurting and killing' animals. Examples include whale-hunting in Assassin's Creed, and fishing and catching bugs in Animal Crossing: New Horizons.
Other players have no such qualms, however, with one writing: 'I kill humans in games all the time. Why would I care about animals?'
Many share this view. Video game 'amoralists' say abusing animals (or humans) in video games can't be wrong, as the 'victims' are virtual and no living being is hurt.
It's not clear exactly why players feel so differently about in-game violence. Attitudes towards in-game violence may be shaped by personal views, social mores, gaming culture and also the amount someone plays violent games.
If video games can promote particular ethical messages, could certain games encourage disrespect for living things?
First-person shooters, such as Call of Duty, have been around for more than 45 years now. They're some of the most popular video games today. CC BY-NC-SA
A moral dilemma in plain sight
Social scientists have long debated whether violent video games cause antisocial attitudes towards other people. Some think they might, but conclusive evidence for a causal link is lacking. The moral issue of violence against animals in video games has received much less philosophical attention.
Both animals and humans are often portrayed as objects to kill and harm for fun in gaming. However, animals are presented in even more disposable ways. They are often mere tools for players to kill to complete quests, or to gain materials and trophies.
This is true even for games in which players are encouraged to reflect morally on their in-game actions. In Dragon Age: Inquisition, the game's characters will approve or disapprove of a wide variety of player actions. But harming non-aggressive wild animals is not one of the things that prompts a moral reaction.
While societal respect for animals is growing (albeit slowly), animals today are routinely treated very badly. We confine them to factory farms, put them on live export ships where many suffer (and even die) and 'humanely' kill unwanted companion animals.
Many of us ignore these realities. Morally speaking, animals are relatively invisible to society – whereas other humans generally are not. In this context, depicting animals as disposable commodities in video games could reinforce disrespect towards them, at least for many players.
Some games may help normalise the mistreatment and moral invisibility of animals.
Examining our prejudices
So if video games can, in fact, reinforce disrespect for animals, does this mean we should ban or boycott them? We don't advocate that. However, it would be useful for scientists to investigate whether video games do help or hinder social respect for animals.
Game designers may also consider depicting animals in ways that encourage (or at least don't inadvertently discourage) respecting them. Some already do this. In Red Dead Redemption II, killing your horse leads to the same loss of 'honour' points as killing an innocent person.
In the Red Dead game series, 'honour' is a system that measures the social acceptability of the main character in his world. Specific in-game actions are considered honourable or dishonourable. ekkun on Flickr, CC BY-NC
Finally, players themselves could choose to become more aware of how animals are portrayed in the various games they spend hours of their lives absorbed in.
Given the enormous popularity and ongoing transformation of video games, there is an opportunity here for all of us to reassess our often unjust treatment of animals.
Simon Coghlan, Senior Research Fellow in Digital Ethics, Centre for AI and Digital Ethics, School of Computing and Information Systems, University of Melbourne and Lucy Sparrow, PhD Candidate in Human-Computer Interaction, University of Melbourne
The Conversation
About the author


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To review the gender equality work in schools and preschools in the Nordic countries, the Nordic Council of Ministers initiated a study presented in this report (in Swedish).
The study was carried out by researcher Mia Heikkilä, and her results show that the gender equality work differs among the Nordic countries, including in intensity. The countries with clearly formulated gender equality objectives in national steering documents for schools and preschools tend to display active gender equality work at the local level. Denmark, Faroe Islands and Greenland lack such clearly formulated objectives. The Danish national curricula address democracy and equal treatment, but not gender and gender equality specifically.
One purpose of the study was '… to distribute knowledge about how teachers, preschool teachers and school staff work with gender equality in a number of schools and preschools in the Nordic region.'
Another purpose was '… to spread good examples as inspiration for further gender equality work in school and preschool.'
The report is mainly based on interviews and gives examples of how teachers and school staff work with gender equality. The book is intended to inspire educators to initiate or reinforce gender equality at the local level.
Conference on gender equality in school and preschool
Within the framework of the Swedish Presidency of the Nordic Council of Ministers, a Nordic conference on gender equality in school and preschool was held in May 2013. At the conference, teachers, researchers and experts lectured on topics such as recruitment of male preschool teachers, norm criticism in textbooks and other teaching materials, and gender equality work in school and preschool.
Gender balance in academia
During the Norwegian Presidency of the Nordic Council of Ministers in 2012, a conference was held on the gender balance in research. The Nordic Council of Ministers also published this report (in Swedish), which describes the gender equality challenges in academia but also successful initiatives and proposed actions.
Gender awareness in teacher training
During the Finnish Presidency of the Nordic Council of Ministers in 2011, a conference was held on gender awareness in teacher training: Nordic Challenges, Future Possibilities – Gender Awareness in Schools and Teacher Education. The conference stressed the importance of teacher training that provides teachers with tools to challenge hierarchies and gender inequality in school.