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In normal line integration, from what I understand, you are measuring the area underneath $f(x,y)$ along a curve in the $x\text{-}y$ plane from point $a$ to point $b$.
But what is being measured with complex line integration, when you go from a point $z_1$ to a point $z_2$ in the complex plane?
With regular line integration I can see $f(x,y)$ maps $(x,y)$ to a point on the $z$ axis directly above above/below $(x,y)$.
But in the complex case, when you map from the domain $Z$ to the image $W$, you are mapping from $\mathbb{R^2}$ to $\mathbb{R^2}$ is not mapping a point to 'directly above/below' I don't have any intuition of what is happening with complex line integration.
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It is not just that the function is not mapped "above" or "below", that actually doesn't change the intuition much (you can treat the real and imaginary parts separately if that were the only difference). The main difference is that the line elements $ds$ and $dz$ for the two integrations are very different. – Willie Wong Feb 17 '12 at 14:26
Instead of comparing with the scalar line integral, a much closer relative of the complex line integral is line integrals for vector fields. – Willie Wong Feb 17 '12 at 14:28
3 Answers 3
Forget about areas for the moment.
Consider the following situation: At the begin you are at the origin of the $x$-axis and have to compress a spring which is attached far away to the right. Assume that when the left end of the spring is at a given $x\geq0$ then it presses back with force $f(x)$. If the force were a constant $F$ then the work $W$ done when pushing a cart from $x_0$ to $x_1$ along the $x$-axis would be $W=F\cdot(x_1-x_0)$. But in our case the force is variable. When you compress the spring by pushing a cart to the right, and after some time you are at the point $a>0$ then the total amount $W$ of work done in this process is represented by $$W\doteq \sum_{k=1}^N f(\xi_k)\ (x_k-x_{k-1})\doteq \int_0^a f(x)\ dx\,$$ where $0=x_0 < x_1 < \ldots < x_N=a$ is a partition of the interval $[0,a]$, and $x_{k-1}\leq\xi_k\leq x_k$ $\ (1\leq k\leq N)$.
Analogously in the complex domain for the purpose of line integrals you should not consider the given $z\mapsto f(z)$ as a mapping of the $z$-plane to some other domain, but as a "complex scalar field" which defines at each point $z\in{\rm dom}(f)$ a certain "complex force" $f(z)$. For a constant such force $F\in{\mathbb C}$ the "complex work" done when pushing a cart from $z_0$ to $z_1$ along a straight line is given by $F\cdot(z_1-z_0)\in{\mathbb C}$, where $\cdot$ denotes the ordinary product in ${\mathbb C}$.
Assume now that you are given a curve $$\gamma:\quad t\mapsto z(t)\qquad(a\leq t\leq b)\.$$ Then the total "complex work" done when you push a cart along this curve would be represented by $$W\doteq \sum_{k=1}^N f\bigl(z(\tau_k)\bigr)\bigl(z(t_k)-z(t_{k-1})\bigr)\doteq \int_a^b f\bigl(z(t)\bigr) z'(t)\ dt =:\int_\gamma f(z)\ dz\.$$
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As far as I can see, all this answer does is explain the definition of complex integration, and attach the word "complex work" to it. Despite being kind of catchy, I do not see how this conveys any more intuition. How does it relate to "real work"? – Steven Gubkin Aug 31 '14 at 20:46
The most important calculation in all of complex analysis is the following:
$$ \int_C \frac{1}{z}dz = 2\pi i $$
Where $C$ is the unit circle centered at the origin. Let's see if we can understand this integral geometrically. Hopefully this will illuminate the general meaning of the complex integral as well.
Cut the unit circle up into a million tiny directed line segments (all pointed in the "positive" direction). Each one of these is a small change in $z$ along the curve: each one of these is a little "$dz$". The directed line segment from the origin to that point on the unit circle is $z$. For points on the unit circle, $\frac{1}{z} = \overline{z}$ is the reflection of $z$ in the real axis. Remember that complex numbers multiply by multiplying the moduli and summing the arguments. Since if the argument of $z$ is $\theta$, then the argument of $dz$ is $\frac{pi}{2}+\theta$ by geometry (radius is perpendicular to tangent of a circle), and the argument of $\frac{1}{z}$ is $-\theta$. So the argument of $\frac{1}{z}dz$ is $\frac{\pi}{2}$! Also since $|z|=1$, $|\frac{1}{z}dz|=|dz| = ds$, the length of the little line segment. Thus $\frac{1}{z}dz$ is a little line segment of length $ds$ pointing straight up, where $ds$ is the length of a little arc of the circle. In other words, $\frac{1}{z}dz = i ds$ Summing all of these around the unit circle we get $2\pi i$.
Hopefully this picture helps you to visualize all of this:
enter image description here
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Think of it as separately tallying the real and imaginary parts of the function. That is, the path integral
$$ S=\int_C f(z) dz $$ could be written as a sum $S=R+iI$ of the real and imaginary parts $$ R=\int_C \Re[f(z)] dz $$ and $$ I=\int_C \Im[f(z)] dz $$
This works for $n$-dimensional coordinate integration as well, where you are separately tallying each coordinate of the vector-valued function $f$, though by the time you get there you are well on your way to connections on manifolds and the cliffs of insanity.
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3e SRD:Disable Device Skill
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Disable Device (Int; Trained Only)
The effort requires at least a simple tool of the appropriate sort (a pick, pry bar, saw, file, etc.). Attempting a Disable Device check without a set of thieves' tools carries a –2 circumstance penalty, even if a simple tool is employed. The use of masterwork thieves' tools enables the character to make the check with a +2 circumstance bonus.
The DM makes the Disable Device check so that the character doesn't necessarily know whether the character has succeeded. The amount of time needed to make a check and the DC for the check depend on how tricky the device is. Disabling a simple device takes 1 round (and is at least a full-round action). Intricate or complex devices require 2d4 rounds. The character also can rig simple devices such as saddles or wagon wheels to work normally for a while and then fail or fall off some time later (usually after 1d4 rounds or minutes of use).
Disabling (or rigging or jamming) a fairly simple device has a DC of 10. More intricate and complex devices have a higher DC. The DM rolls the check. If the check succeeds, the character disables the device. If the check fails by up to 4, the character has failed but can try again. If the character fails by 5 or more, something goes wrong. If it's a trap, the character springs it. If it's some sort of sabotage, the character thinks the device is disabled, but it still works normally.
Device Time DC* Example
Simple 1 round 10 Jam a lock
Tricky 1d4 rounds 15 Sabotage a wagon wheel
Difficult 2d4 rounds 20 Disarm a trap, reset a trap
*If the character attempts to leave behind no trace of the tampering, add 5 to the DC.
Yes, though the character must be aware that the character has failed in order to try again.
A rogue who beats a trap's DC by 10 or more can generally study a trap, figure out how it works, and bypass it (along with his companions) without disarming it.
Rogues (and only rogues) can disarm magic traps. A magic trap generally has a DC of 25 + the level of the magic used to create it.
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OpenSSO build I installed on Tomcat. However, that download was not working for me for some reason. So, instead, I got the June 30 download of this agent, at this location:
 Anyway, you can download a build with which you're comfortable. Look here:
 By the way, I'm downloading the agent in to the following directory: /pa3gf
 2. Unzip the zip file.
 For example:
 # unzip
 3. Stop the GlassFish domain with the following command (from the root directory):
 # glassfish/bin/asadmin stop-domain domain1
 If you don't shutdown the domain before creating the agent, it will modify files.
 4. Change to the directory that contains the agentadmin utility. For example:
 # cd /pa3gf/
 5. Set the permissions for the agentadmin utility. For example:
 # chmod 755 agentadmin
 6. Start the agent installation. For example:
 #./agentadmin --install
 I used./agentadmin --install instead of./agentadmin --custom-install.
 7. Complete the installation as described in the substeps that follow:
 1. Continually press enter to accept the various parts of the license agreement.
 2. Enter yes to accept the complete agreement.
 You must then answer the agent installer prompts. Many of your responses will be responses you provided when you created the agent profile.
 3. Respond to the following prompt:
 Enter the Application Server Config Directory Path
 I responded with the following:
 4. Respond to the following prompt:
 Federated Access Manager URL:
 I responded with the name of the Tomcat server, on which I installed OpenSSO:
 5. Respond to the following prompt:
 Agent URL:
 I responded with the name of the GlassFish instance including the port for domain1:
 6. Respond to the following prompt:
 Enter the Agent Profile name:
 I responded with the following:
 7. Respond to the following prompt:
 Enter the path to the password file:
 I responded with the following:
 Then, a summary of your responses is displayed as such:
 Application Server Config Directory :
 Federated Access Manager URL :
 Agent URL :
 Agent Profile name : glassfishagent
 Agent Profile Password file name : /pa3gf/gfagentpw
 Verify your settings above and decide from the choices below.
 1. Continue with Installation
 2. Back to the last interaction
 3. Start Over
 4. Exit
 8. Respond to the following prompt by providing one of the options listed at the end of summary.
 Please make your selection [1}
 I responded with the following:
To Deploy Applications on GlassFish
There are a few ways to deploy applications on GlassFish. This task shows the method I used. I deployed two applications at the same time. The agentapp.war file is used for housekeeping tasks. The agentsample.ear file is the J2EE agent sample application, which gives you the opportunity to practice protecting an application with the agent. Therefore, you can create policies and perform other tasks that control access to the application. I plan to add a blog entry in the future about using the sample application, so I've decided to deploy it now.
 1. Copy the agentapp.war file and the agentsample.ear file to the GlassFish autodeploy directory. For example, from the root directory, I issued the following commands:
 # cp /pa3gf/j2ee_agents/appserver_v9_agent/etc/agentapp.war /pa3gf/glassfish/domains/domain1/autodeploy
 # cp /pa3gf/j2ee_agents/appserver_v9_agent/sampleapp/dist/agentsample.ear /pa3gf/glassfish/domains/domain1/autodeployGlassfish Console: Left Pane
 2. Start the GlassFish server with the appropriate command. For example I issued the following command (from the root directory):
 # pa3gf/glassfish/bin/asadmin start-domain domain1
 When the domain starts, the two applications will deploy.
 3. Verify that the Application Server is running and the two applications were deployed as described in the substeps that follow:
 1. Using a browser, access
 2. Log in with the proper credentials. For example:
 User name: admin
 Password: adminadmin
 4. In the left pane, click the arrows next to the following labels:
 - Enterprise Applications
 - Web Applications
 You should see the two applications you just deployed, the agentsample and the agentapp, as illustrated in the image to the right.
 Now things are set for you to experiment with the sample application, which is what I'd like to get into soon myself. Hopefully, I'll be blogging about my travails with the sample application soon.
 As I mentioned at the beginning of this entry, Sean Brydon has written up quite a bit about the J2EE sample applicaton, the quick example is here and the detailed example is here.
What does this box do?
« March 2014


text:
Maybe, but you could be overcomplicating it.
Does the definition of a(t) suggest that it starts ONLY at t = 0? I'm guessing that it doesn't. In my mind, this function kicks in at the moment cash is deposited and the formula must start counting all over, at that point, for the new deposit.
Remember that simple interest does NOT compound. If you calculate the growth to t = 3 and then calculate the growth to t = 8, you have capitalized the interest earned up to t = 3. That's no good.
8 - 3 = 5
3200 = k*(1+0.05*5) -- Find k.

source: openbmb/Ultra-FineWeb


Shipper Information Tab in the Shipper Editor Window
The Shipper Information tab allows you to add the address information for a new shipper or modify some fields for an existing shipper.
Using the Shipper Information tab:
 1. To add shipper information for a new shipper, provide the information in the appropriate boxes. See Address Guidelines.
 2. To modify shipper information for an existing shipper:
 3. View the following read-only fields: Address 1, Address 2, Country/Territory, Postal Code, City or Town, State/Province/County, UPS Account Number, and PTN.
 4. Verify and update the following fields as needed: Shipper Name, Contact, Address 3, Telephone, Fax, Tax ID Number, Tax ID Type, and E-mail Address (see Validate E-mail Addresses).
 1. Click the OK button. The Shipper Editor window appears.
 2. Click the Close button. The Shipping window appears.


Event Resources Constitution Contact Us
Welcome to Hong Kong Youth Care Association's website.
Our service areas include the followings:
 1. To help the poor out of poverty and contribute to the community;
 2. To assist the social security assistances and immigrant families to integrate to the society;
 3. To offer employment opportunities and on-job training to people in difficulties;
 4. To improve personal skills and living standard of chronically ill peoples and disables. So they have chances to self-reliance;
 5. To provide family support, child development and elderly care services;
 6. To grant educational fund as a school sponsoring body.
(C) 2007~2009 Hong Kong Youth Care Association.


text:
BPSS Curriculum Guideline: Certified Nurse Aide/*Nurse Aide Advanced and Patient Care Technician
These Guidelines concern NYSED and/or BPSS expectations for curriculum review. Prior to submitting your new curriculum for review, please make sure to follow the instructions and advice below:
- When uploading curriculum material to my.ny.gov, always use the tab instead of or .
- For new curriculum, expect up to 90 days for review. Note that an approved curriculum may sometimes have to be revised/updated afterwards.
- Note that BPSS approval for Nurse Aide/Nurse Assistant is valid for 2 years. The curriculum re-approval should be submitted electronically 120 days before the expiration date.
- Curriculum title MUST be descriptive and clear, with NO advertising.
- The sole goal of a CNA curriculum is to make students eligible to take the NYS skills and written nurse aide certification examination, and obtain the nurse aide license. There is no other educationally legitimate purpose for a nurse aide curriculum. Please note that the exam is set by the Department of Health, in conjunction with Prometric. The DOH is the final authority over matters related to the CNA examination.
- The ESL requirements are relevant if students have non-English-speaking backgrounds. It needs to be determined that they can follow the program instruction in English. In addition to meeting the prerequisite for the entrance requirement - through an HSD, its equivalency, or an ATB test - students will need to take an ESL test and score at an intermediate level. Note that NO LOTE classes or exam are being offered for this program.
- The BPSS entrance requirement for this specific curriculum is either a high school diploma/GED/TASC, or passing a standard Ability-to-Benefit test in English and Math equivalent to 6th grade, such as Wonderlic Basic Skills Test, verbal 200/quantitative 210. You CANNOT use a self-created entrance test. An Allied Health credential such as a Personal Care Aide certificate may serve in lieu of a High School Diploma or ATB test, if you ask for this during curriculum approval.
- The standard length of this program is 125hrs, with an internship of 30hrs. 60hrs will be theory and 35hrs for skills lab. An instructional hour is considered to be 60min. Note that the 85% BPSS attendance rule does NOT apply here. The student MUST complete, in-class or through make-up hours, all 125hrs of this curriculum. Schools MUST track attendance daily, not only for the overall hours, but also by subject, to document that students completed the hours allotted to each unit and sub-unit. This includes make-up hours. Do NOT track your course as "Nurse Aide"— which is the name of the curriculum—but by the individual courses/units it is broken down into.
- You may add additional subjects, such as VESL at the beginning or exam prep at the end. The additions MUST be germane to the curriculum.
- Schools MUST use the standard curriculum in the BPSS NATP Information Booklet (2016) in conjunction with the NYS DOH Curriculum (January 2006) and make use of the Clinical Skills Performance Record Evaluation Checklist
- The content of a Nurse Aide curriculum should include units in: Introductory Curriculum and Resident's Rights; Basic Nursing Skills; Personal Care Skills; Mental Health & Social Service Needs; Care of Residents with Special Needs; and Basic Restorative Services.
- When creating the curriculum on the BPSS system, check the box . The Content Outline and Equipment List will then input automatically.
- All clinical skills MUST be demonstrated LIVE during the training by the student. The skills lab is an extension of the classroom that provides adequate equipment, supplies and work stations for the number of students assigned to the site to practice skills on mannequin, and then live on fellow students or volunteers, before demonstrating competency in a clinical setting during the internship. The final skills demonstration for all clinical procedures MUST be 100% accurate.
- Unlike agencies which train nurse aides under a DOH license, BPSS-regulated schools CANNOT have multiple training locations under the same school license. Each location MUST have its own license and curriculum approval, including a separate OBRA number.
Method of Instruction
- For this curriculum, select . Note that Blended Learning is NOT an option for this program.
- The program MUST identify a Primary Instructor/Primary Care Instructor (PI), who is also the Program Coordinator (PC) required by DOH. The PI/PC oversees the integrity of the delivery of the curriculum, and maintains program standards, incl. administrative responsibility and accountability for the program. The PI MUST be a registered professional nurse with at least 2 years practical (not supervisory) experience caring for the elderly and/or chronically ill, and MUST be licensed as career school teacher for Nurse Aide-Primary Instructor (you should upload a copy of the teacher license of the PI). An RN without the experience needed to be a PI can teach all parts of the curriculum under the oversight of the PI. An LPN with 2 years of Direct Care experience may only supervise interns during the internship under the direction of the PI.
Textbooks and Instructional Aids
- Your instructor MUST use the BPSS booklet and the NYS DOH Curriculum (January 2006) in preparing instruction.
- Your students MUST have a textbook. DOH and BPSS do NOT mandate the use of a specific textbook. You can select a standard published textbook of your choice, but it MUST cover the New York State Department of Health mandated curriculum. If minor parts are NOT covered by the textbook, hand-outs can be added. Handouts should be uploaded under . You CANNOT use only hand-outs.
- The equipment list is pre-set and will upload automatically after selecting as the category. Do NOT add or change anything. *Note that for the Nurse Aide Advanced and Patient Care Technician programs you can include the appropriate additional equipment under.
Content Outline and Performance Objectives
- For this curriculum, the Content Outline (the former 21a) is found in Part V of the BPSS booklet, from p. 23 onwards. You MUST teach these parts in this order. You need to track how students progress through the curriculum using the Content Outline.
- Using (the former 21b) Performance Objectives, you MUST describe what the student will do to show the instructor that he/she has learned the subject matter. For the theory component, this will include quizzes, homework, and class answers; for the skills component, practical demonstrations. Please refer to the Clinical Skills Performance Record Evaluation Checklist for skills testing. This checklist, with 61 mandated skills, MUST be filled out for each student. The student MUST receive a copy after graduation. Note that NOT all skills must be demonstrated during the internship, some can be performed during live training in the skills lab.
Internship/Externship/Supervised Clinical Experience
- Use the latest CNA Affiliation Agreement. Do NOT use the forms developed specifically for Home Health Aide.
- The internship MUST be 30hrs in a licensed long-term residential health care facility (RHCF), i.e. "nursing home." You should include a copy of the operating license of the facility with the signed Affiliation Agreement.
- During the internship, students MUST demonstrate their successful final performance of most of the 61 skills in the Clinical Skills Performance Record Evaluation Checklist. Each individual's nurse aide trainee training record MUST clearly document the trainee's competence prior to the individual taking the state nurse aide certification examination.
Certification Exam by Prometric
- The DOH test for Nurse Aide is given by Prometric. After BPSS has approved your NATP program, BPSS will issue you a confidential OBRA-Number, which you will need in order to set-up testing with Prometric. BPSS will notify Prometric and the NYS Department of Health. Prometric will then contact you to set up practical and written testing for your students. After receiving BPSS licensure, it is important to set aside enough time for this part of the process, as otherwise your students would graduate too early and would have to wait weeks before being allowed to test. Upon successfully testing, the student will automatically be included in the NYS Nurse Aide Registry.
- Indicate any and all changes in a letter uploaded under . Upload the complete, previously approved, curriculum (incl. approval letter) in one PDF under . Then upload the revised/amended curriculum as a second PDF.
*Nurse Aide Advanced and Patient Care Technician
- Nurse Aide-related supplementary options include the Nurse Aide Advanced and the Patient Care Technician programs. Both consist of EKG and Phlebotomy, and sometimes Lab Work. Note: label Nurse Aide Advanced if the student will begin with the Nurse Aide curriculum and end with the supplemental courses; use label of Patient Care Technician if the student already holds a Nurse Aide certificate and only has to take the supplemental courses. Note that as the student will have taken Medical Terminology and A & P for the Nurse Aide curriculum or certificate, he/she will need fewer hours for the EKG and Phlebotomy courses than when these are taught as self-standing programs. Please refer to the BPSS guidelines on EKG Technician and Phlebotomy Technician (contact _EMAIL_).
- Note that NO BPSS CURRICULUM APPROVAL, EVEN WHEN GIVEN IN ERROR, CAN OVERRIDE THE LAW! You MUST be familiar with the legal requirements in your offering.
Any further questions, please contact _EMAIL_


text: Carrollton, the seat of Carroll county, is located on the Ohio River at the mouth of the Kentucky River. The area was settled in the late eighteenth century and the town was established in 1794 as Port William, named probably for William Porter, an early settler. Port William was the seat of Gallatin county (formed in 1798) until 1838 when Carroll county was formed. Port William was made the seat of the new county and renamed Carrollton. The Port William post office opened in 1807 and was renamed Carrollton in 1838. The population in 1990 was 3,715.

source: HuggingFaceFW/fineweb-edu


text:
We are currently engaged in a study and mapping of Molloy DNA in Ireland and around the world.
There are a number of reasons why DNA Genealogy may be helpful in identifying your Molloy ancestors in County Offaly:
1. Connect with existing residents of County Offally - The Molloy Clan ruled Firceall in County Offaly for centuries. If you have been successful in tracing your Molloy ancestors back to a different county in Ireland you can still pursue an even more distant connection with an existing resident of County Offaly.
2. Identify the County Offaly Parish where your Molloy ancestor lived - As a result of the loss of the baptismal records in the Dublin fire, many of the County Offaly church records only go back to the early 1800's. Therefore if your Molloy ancestor was born in Offaly pre-1800 there may no longer exist a church record to reflect their baptism. A match with a Molloy DNA study participant may enable you to identify the parish where your Molloy ancestor lived.
3. Locate the County in Ireland where your ancestor lived - If you have been unable to trace your ancestor back to a particular county in Ireland, a DNA test may connect you with other Molloy's who were born or married outside of Offaly. Many Molloy's were forced out of County Offaly by the Crown in the 1600 and 1700's.
4. For Fun - You may wish to submit your DNA to see how closely you are related to King Niall. The O'Molloys are descended from the famous Niall of the Nine Hostages, High King of Ireland in the fifth century. Following the battle of Druim Deirg in the year 515, the descendants of Niall established control over extensive lands including Firceall, which stretched from north of Tullamore as far south as the edge of Birr. Ownership of these lands remained with the O'Molloy's until the first half of the seventeenth century, when the area was subjected to the plantations of James I and Cromwell.
Paternal Lineage DNA Test
We recommend the yDNA 37 test offerred by Family Tree DNA which costs approximately $170. One to reduce the cost per person is to have several family members share the cost of a single DNA test. The yDNA test is for male participants only as we are focused on tracking the Molloy ancestral history.


text:
As mentioned in the admission control family, multiple features on multiple layers check to there is enough unused reserved memory available. This article is a part of a short series of articles on how memory is being claimed and provided as reserved memory; other articles will be posted throughout the week.
I've published two articles that describes memory reservation at the VM level and the resource pool level. These two sources are an excellent way to refresh your memory (no pun intended) on the reservation construct:
- Impact of memory reservation (VM-level)
- Resource pool memory reservations
"Unclaimed" reserved memory?
If a memory reservation is configured on a child object (virtual machine or resource pool) admission control checks if there is enough reserved memory available. Which memory can be claimed for reserved memory? And how about the host-level memory and cluster level memory? Let's dissect the cluster tree of resource providers and resource consumers and start with a bottom-up approach.
Host-level to DRS cluster
Both the host and DRS cluster are resource providers to the resource consumers i.e. resource pools and virtual machines. When a host is made a member of a DRS cluster, all its available memory resources are placed at the DRS disposal. The available memory of a host is the memory that is left after the VMkernel claimed host memory. The DRS cluster, also called the root resource pool, reserves this remaining memory.
As the DRS cluster reserves this memory per host, all the memory aggregated inside the root resource pool and is actually designated as reserved memory. However to prevent confusion, this reserved memory is labeled as unused reserved memory in the vSphere Client user interface and as such provided to the child resource pools and child virtual machines.At the Resource Allocation Tab of the cluster, the Total memory capacity of the cluster is listed as well as the reserved capacity. The Available capacity is the result of Total capacity – Reserved capacity. Note that if HA is configured the amount of resources reserved for failover is automatically added to the reserved capacity.
Child resource pools
Resource pools allow for hierarchical partitioning of the cluster, but they always span the entire cluster. Resource pools draw resources from the root resource pool and do not pick and select resources from a specific hosts. The root resource pool functions as an abstraction layer. When configuring a reservation on resource pool level the specified amount of memory is claimed by that specific resource pool and cannot be allocated by other resource pools.
Note that the claim of reserved resources by the resource pool is done immediately during the creation of the resource pool. It does not matter if there are running virtual machine inside the resource pools or not. The total configured memory is withdrawn from the root resource pool and thus unavailable for other resource pools. Please keep this in mind when sizing resources pools.
The next article will expand on virtual machines inside a resource pool.


text:
Copyright © 2011 Boorapa Singha and Jintana Sanwong. This is an open access article distributed under the
Creative Commons Attribution License, which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.
Suppose that is an infinite set with and is the symmetric inverse semigroup defined on. In 1984, Levi and Wood determined a class of maximal subsemigroups (using certain subsets of ) of the Baer-Levi semigroup dom and. Later, in 1995, Hotzel showed that there are many other classes of maximal subsemigroups of, but these are far more complicated to describe. It is known that is a subsemigroup of the partial Baer-Levi semigroup. In this paper, we characterize all maximal subsemigroups of when, and we extend to obtain maximal subsemigroups of when.


text:
CELPIP, Canadian English Language Proficiency Index Program is a test organized for evaluating the Aptness of an individual in English Language. Paragon Testing Enterprises, a subsidiary of the University of British Columbia manages CELPIP. The test has 2 versions – CELPIP General and CELPIP General LS. It is a fully computerized examination which is conducted in a single Sitting. Currently CELPIP is valid only for Canadian immigration purpose.
CELPIP Results are available online within 8 business days. To Acquire result within 3 business days, test takers can opt for Express Rating as well.
As, different modules of English language i.e. Reading, Writing, Listening and Speaking are involved in the test therefore coordinated support system is provided for each one of them. For example, a computer mouse and a keyboard is given to the test takers for Reading and Writing sections of CELPIP whereas a computer microphone and a headset is provided for Listening and Speaking components.
ORGANIZATIONS ACCEPTING CELPIP
In addition to ICCRC, Real Estate Council of British Columbia and IRCC, the organizations that accept the CELPIP Test results for English Language Proficiency are listed below:
- Immigration, Refugees and Citizenship Canada (IRCC)
- Organizational employment requirements
- Real Estate Council of Alberta (RECA)
- NorQuest College ELP (English Language Proficiency)
- BC Health Care Assistant (HCA) Program
- Real Estate Council of British Columbia (RECBC)
- Alberta Institute of Massage
- Alberta Human Services – Child Care Staff Certification
- Association of Saskatchewan Realtors
- Saskatchewan Apprenticeship and Trade Certification Commission
- TLC-Edmonton Training for Foreign Caregivers
- Immigration Consultants of Canada Regulatory Council (ICCRC)
- The listening test is about 50 minutes long and has 6 parts.
- In each part there is a 1 to 3 minute long conversation. Conversation may also be a video.
- Each conversation is followed by 3 to 8 questions.
- Questions cannot be seen while the audio is played, so it is important to take notes.
- 30 seconds are given to answer each question.
- Question types are Mainly MCQs and Fill in the blanks.
- For MCQs the questions are also played in audio form with choices displayed on the screen.
- For fill in the blanks sentences are displayed on the screen. The answers for fill ups are supposed to be selected from choices given in drop down menus.
- For video based conversations it is important to see the video carefully along with listening because questions can be like – What did the person wearing denims think about hiring new people?
- The reading test is about 40 minutes long and has 4 parts.
- Text and questions are displayed simultaneously.
- 10 minutes are available to read the text and answer questions for each part. Depending on the length of the task number of questions per task can vary from 1 to 10.
- Instead of texts there can also be picture based tasks.
- Question types are mainly MCQs and fill ups just like the questions in the listening test.
- The writing test has 2 tasks.
- Task 1 is similar to task 1 of General IELTS. That is letter/email writing for the given scenario. But the word count must be 150 to 200 words. 27 minutes are given to complete task1. After completing task 1 the candidate can go to task2.
- If task 1 is not completed within 27 minutes, then after 27 minutes the screen will automatically switch to task 2. Writing Task 2 is also similar to IELTS task 2. That is 150 to 200 words long essay writing. The maximum time available for task 2 is 26 minutes.
- Speaking test is about 25 minutes long.
- There are 8 tasks. 30 seconds preparation time is given for each. The preparation time starts as soon as the topic appears on the screen. After 30 seconds you are prompted to start speaking. Speaking time for each task is 1 minute. After the time is over the next task automatically appears on the screen.
- Speaking topics are similar to IELTS speaking topics.


Difference between revisions of "Food"
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==Version History==
==Version History==
*[[Version/0.8.657|0.8.657]] - Now spoils without refrigeration
* [[Version/0.9.722|0.9.722]] - Food poisioning added. [[Skills#Cooking|Bad cooks]] are more likely to accidentally poison meals.
Latest revision as of 04:52, 25 November 2020
Basics Menus Game Creation Gameplay Pawns Plants Resources Gear Mods
Resources Menu Crafted Resources Exotic Items Food Medical Items Materials Textiles
Food is the basic source of nutrition to both humans and animals. Lack of it leads to hunger which can be tracked by a pawn's food meter known as saturation and a long excessive deprivation leads to starvation.
For a more in-depth guide to farming and producing food, see Food production.
Raw Food
For a list of raw food items, see Raw food.
Food found in its natural stage is raw, fruits can be consumed without cooking but vegetables and meat will taste better for the colonist when prepared. Raws can still be consumed without being heated but causes the Ate raw food thought with a -7 mood penalty. Eating raw food restores 0.05 saturation each. Foods cooked at an electric stove, fueled stove or campfire turn into meals, later on it can be processed at the nutrient paste dispenser as well.
Raw food can be obtained from a variety of sources:
As of Alpha 15 (August 28st, 2016), there is a message telling you when food has spoiled.
Food will be wasted if left unattended (except for beer) by two factors: exposure and high temperature.
 - Storage in temperature above 0°C will spoil over time as well, though temperatures below 10°C will slow down spoiling. A freezer room can be created by placing at least enough Coolers in proportion to its size, the bigger the storage the more coolers required. In the early game, this can pose a threat if located on warm biomes.
Note that freezing temperatures alone does not prevent deterioration of food. For example: a raider is killed and drops his/her fine meal outdoors. That meal will still decay from exposure.
Once spoiled, food will vanish and can never be recovered. However, food can be eaten at any stage before spoiling with no visible mood effect.
Food deterioration rates
Food item Deterioration rate (per day)
MeatBig.png Raw meat 6
Potatoes.png Raw fruit/vegetables 6
Beer.png Beer 0
Packaged Survival Meal.png Packaged survival meal 0.25
Pemmican.png Pemmican 2
Nutrient paste meal.png Nutrient paste meal 10
Simple meal.png Simple meal 10
Fine meal.png Fine meal 10
Lavish meal.png Lavish meal 10
Eggs.png Eggs 2
Hay.png Hay 6
Kibble.png Kibble 6
Insect jelly.png Insect jelly 6
Version History
 - 0.8.657 - Now spoils without refrigeration
 - 0.9.722 - Food poisioning added. Bad cooks are more likely to accidentally poison meals.


Safely store or transport batteries using CellBlockEX, an environmentally friendly packaging filler and fire-suppression material made from 100% recycled glass. Due to its versatility, CellBlockEX can be used for safe battery handling, storage and shipment. In the event of a thermal event, this material can be used as extinguishing agent. Features include:
 - Suitable for class A, B, D and K fire loads, i.e. metal fires, lithium-ion battery fires and combustible liquids
 - Displaces oxygen, absorbs energy and suffocates the fire, creating an impervious silicate shell around the fire load
 - Low dust content; extinguishes flames without the mess or dangers typically associated with water, vermiculite, pumice or sand
 - Unaffected by heat, moisture and chemicals
 - Binds liquids, gases and vapors, absorbing approximately 200% of its own weight
Bag Dimensions
Volume: 55 liters per bag
Weight: approximately 25 lbs. per bag
Dimensions: 31 × 16 × 8 in. per bag
Super Sack Dimensions
Volume: 1.4 cubic meters
Weight: approximately 625 pounds
Pallet dimensions: 48″ x 40″ inches
Additional Information
Video Demonstration


text:
Ukrainian Plane Crash – level 2
A Ukrainian plane with 167 people on board crashed in Tehran on Wednesday morning. The plane disappeared from radar shortly after it took off.
Experts from Iran and Ukraine met in Tehran to investigate why the plane crashed. They consider many reasons, such as engine problems, collision with a flying object, a rocket strike, or a terrorist attack.
The first report said that the plane tried to return to the airport when it fell. The investigators also said that there was fire on the plane when it crashed. They found the black boxes; however, it is not clear if they managed to analyze them.
Difficult words: disappear from radar (to no longer be visible on radar which is a special system that can see things that move far away), collision (an accident when two vehicles of objects hit each other), strike (an attack).
You can watch the original video in the Level 3 section.
What do you think about this news?
LEARN 3000 WORDS with NEWS IN LEVELS
News in Levels is designed to teach you 3000 words in English. Please follow the instructions
How to improve your English with News in Levels:
- Do the test at Test Languages.
- Go to your level. Go to Level 1 if you know 1-1000 words. Go to Level 2 if you know _PHONE_ words. Go to Level 3 if you know 2000-3000 words.
- Read two news articles every day.
- Read the news articles from the day before and check if you remember all new words.
- Listen to the news from today and read the text at the same time.
- Listen to the news from today without reading the text.
- Answer the question under today's news and write the answer in the comments.
- Choose one person from the Skype section.
- Talk with this person. You can answer questions from Speak in Levels.
Stock images by Depositphotos


text:
|1. Select category||2. Choose calculator||3. Enter data||4. View results|
McNemar's test to analyze a matched case-control study
McNemar's test is used to compare paired proportions. It can be used to analyze retrospective case-control studies, where each case is matched to a particular control. Or it can be used to analyze experimental studies, where the two treatments are given to matched subjects. Read an example with explanation.
Use McNemar's test (and this calculator) only when you are analyzing matched pairs. Each value you enter above represents a number of PAIRS. The total number of subjects in the study is twice the total of the values you enter above.


text:
Ore investigates the problem with red kites
Bird experts are asking the public to stop feeding red kites after reports of them swooping down to steal food off school pupils.
About 40 years ago there were only a few pairs of the birds of prey in the UK and special projects have reintroduced them to the wild.
But the red kites have tried to take food from students in Watlington, Oxfordshire.
Pupils have been told not to eat their lunches in the playing fields.
One student, Joe, said: "Red kites come and swarm around everyone when they're eating. They've swooped down to grab it out of our hand."
Red kites were reintroduced to the Chilterns area in the 1990s after becoming extinct in England.
Red kite facts
Became extinct in England in 1871
Typical diet of mice, moles, worms, small rabbits and carrion
Average wingspan 1.5m!
A 2011 RSPB survey recorded 2,000 breeding pairs, an increase of more than 130% from the year before.
Bird experts says that people need to stop feeding the red kites, which will encourage them to hunt - and their population will spread out as they find their own hunting ground.
Cathy Rose, from the Chilterns Conservation Board, said: "We should not encourage them to come down by putting additional food out.
"Then their numbers will actually become balanced with the amount of food that nature can provide for them.
"Let them survive naturally in the wild and they will control their own numbers that way."


text:
Alex Intelligent Software (AS SSD) Benchmark is a software utility that provides a benchmark for measuring the performance of a Solid State Drive (SSD) that is connected to the system. It is freeware software supported on the following operating systems: Microsoft Windows 10, 8, 8.1, 7, Vista and XP on either a 32-bit or 64-bit setup. The utility is supported with a simple and easy-to-use graphical user interface (GUI) to select the hard drive for testing the performance.
The utility is capable of measuring the data speed rates of various data types including the incompressible data types for the selected SSD. Further, the utility provides various types of SSD tests for the user that includes the Copy-benchmark test, the Compression-benchmark test, the 4K test, and the Seq test.
The Copy-benchmark test checks for the speed of the SSD drive to copy the files.
The Compression-benchmark tests checks for the speed of the SSD drive to compress the data.
The 4K tests the speed of the SSD drive to read/write a random 4K blocks of data.
The Seq tests the speed of the SSD drive to read a large application file, with a limit of 1 GB.
Screenshots are not available
– Sequential NVMe measurement more accurate. Especially on older systems.


Monthly Archives: February 2012
Book Club
Room for the awesome
I loved the article by Metzger on the Socratic Seminar format that she used in her classroom. I loved it because, aside from teaching algebra, my favorite thing to do as a sub was read with kids and talk about what we had read. And one of my favorite things to do as an adult is consume, analyze, and talk about stuff. Case in point, the number of text messages flying back and forth between my cousin and me after he lent me his copy of Extremely Loud and Incredibly Close by Jonathan Safran Foer this summer. My most memorable learning experiences as a student and a human have been in a Socratic setting.
What I do not love are the book club discussion questions that seem to be occurring more and more frequently in the backs of books. What unimaginative, uninteresting questions! If you're going to have a book club, at least go the extra step of requiring people to articulate a thought or question for discussion based on their own reading and not someone else's. This is what Metzger finds, too, when she notices how she derails conversation when she attempts to direct the discussion. This is also what I found as a sub. Frequently, teachers have some kind of prepared list of questions that they ask at the end of a reading, and these questions were invariably the least interesting part of talking with the kids about their experiences with the text.
I've been away at a conference for the last few days, and here's a short list of things I noticed:
 - When you aren't prepared for a presentation, people notice. They especially notice when you make a point of telling them how last minute your preparation for the presentation is.
 - There are few things more boring than listening to someone read a presentation word-for-word off a sheet of paper. Or, as is more frequently the case, multiple sheets of paper.
 - The best, most effective presentations are well thought out but leave lots of room for interaction.
So, here's what I'm saying, and this relates to the Metzger article as well as my work experience and conference experience: Plan, prepare, think, and then just let go. Don't be afraid. You need to leave room for the awesome to happen.
Gaming and self-promotion
So many great discussions in class this week. The conversation we had about gaming was just fascinating. For me, there are two key points that I will continue to mull over.
1. Motivation: Jane McGonigal is exactly right that whatever it is that motivates people to spend so much time gaming is worth exploring. What is it and how do we leverage it?
2. Experiential learning: This is where I think that gaming in an educational context can be really effective. If the game is about exposing students to a range of experiences in a "safe" environment, I believe that teachers can take that experience as the baseline for reflection and discussion. The learning happens on the reflection. The game can facilitate that.
Case and point: This American Life, episode 424, Act I: Trickle Down History
I also want to touch on something that came up in our Blogger Issues discussion: The use of blogs for self-promotion. I realize that I was the one who brought the topic up initially in our discussion, and I've thought a lot about it since because it was a kind of in-the-moment realization for me. Somehow, the thought of librarians using their blogs for self-promotion is a bit distasteful, or at least a little uncomfortable. And yet, a blog is inherently about a person's thoughts and opinions and therefore inherently self-promoting. And, libraries and librarians have a bit of a marketing problem. We aren't good at talking to the public about what we really do and why we do it. Is the discomfort because of personal marketing in general? Or is it because, for better or worse, those librarians that are best at self-promotion are the voice of libraries to the public and what they are saying is uncomfortable?
Right place, right time
Restored from the trash bin, posted for the correct week this time.
I pulled this from the Wiggins and McTighe article:
"We recommend that schools develop a public syllabus for every course, which articulates the course's transfer-meaning-acquisiton priorities and concomitant assessments. Such an approach offers a practical means of freeing high school instruction from the dominance of the textbooks and its emphasis on acquisition. The textbook should serve as a resource, not as the syllabus."
I am intrigued by the idea of a public syllabus. Where is this syllabus posted? Who has access to it? I can see how using and organizational structure like the one proposed in the article could really help teachers to understand why they are teaching a particular lesson and what their goals are at each step. I am sure that articulating the transferability of a course could also help a teacher to address transfer. I wonder how putting this knowledge in a public forum might effect the public's approach to education.
How People Learn says that "knowledge that is overly contextualized can reduce transfer; abstract representations of knowledge can help promote transfer" (53). I find this concept to be a knife edge. We want to provide good context, so that a student can effectively complete a task, but we don't want to confine learning to the context or they won't transfer. This is particularly hairy when you also consider that "it is important to be realistic about the amount of time it takes to learn complex subject matter." (56) Very possibly, the transfer won't take place until much, much later. Then what?
A Short (possibly misguided) Rant
I was a little bummed that we didn't talk about Jane McGonigal's TED talk in class this week. She said a lot of things that made me sit back, cross my arms, and raise an eyebrow. While I find most of her premise very compelling, she didn't talk about the most compelling part – the part where where the gamers actually take what they've learned in the game and apply it to the real world.
I wholeheartedly agree that gaming is an essential part of the human experience and that it is as important for survival as food and water. Of course, I believe that about all things that allow us to express our humanity. There's a whole field devoted to musical anthropology, which essentially proves that music and dance were practiced at a time when the basic human needs were not being reliably met. This means that, unlike many people who believe that music and dance (and other expressive arts) are hedonistic pleasures that only developed when people got enough free time to spend it doing things other than fulfilling basic needs, music is an essential part of the human experience. This is proven with bows that can be deconstructed after a long day of hunting to form percussion instruments and extremely primitive flutes that have no business being found in some of the harshest and least hospitable parts of the ancient world.
Anyway, that's a digression from my original point which is, basically, show me. Show me a gamer who truly takes what he or she has learned in a game about perseverance and epic wins and applies it to the real world.
She seems to be saying that if we could only structure the real world so that people are always given a challenge they can accomplish with their current skills, the world would be much better. I agree. The world would be much better if I always knew that I was going to accomplish what I set out to do, but that is just not realistic. Nor, frankly, do I want someone telling me what I can or can't accomplish.
And anyway, my biggest issue isn't even with what Jane McGonigal said, but with the consistent misinterpretation of the 10,000 hour rule. In fact, when she pulled out that hypothesis, one short, pithy word may have almost popped out of my mouth. I have a few issues with Malcolm Gladwell's Outliers, but I find his premise to be fairly solid. Here's what popular citation of the 10,000 hour rule generally ignores: 10,000 hours only makes you as good as you can be, which may or may not be as good as the next person. 10,000 hours does not mean that you will be successful. Success requires a whole host of other things including opportunity and access. And 10,000 hours does not have to be achieved before you can start to make a difference.
Assessing the Gap
Sooooooooo…. it turns out I'm not terribly information literate. I have trouble, for instance, reading charts and calendars. This lack of information literacy has led to a rather terrible error on my part. I did next week's readings and posted about them yesterday. Luckily (or unluckily for my schedule) I have caught my mistake, and below you will find a response to this week's readings. If you read my previous blog post and wondered what the heck was going on, sorry about that. I have taken down the post and will re-post it next week, at the appropriate time.
I've talked a bit about formative assessment here before. I really liked the Sadler article this week. I felt that the analysis of the strengths and weaknesses of formative assessment was solid, and I liked that the author attempted analogies that would spread across many different subject areas. Having said that, I feel the article skewed towards the creative arts. I would have liked to see more analogies that would apply to math or science. Still, this article really spoke to my experience


PIL reads and writes Windows and OS/2 BMP files containing "1", "L", "P", or "RGB" data. 16-colour images are read as "P" images. Run-length encoding is not supported.
Info Properties
The open method sets the following info properties:
Set to "bmp_rle" if the file is run-length encoded.


text:
Hopi Symbols and their Meanings
Hopitu-shinumu (Hopi) means Peaceful People; this serves as a background to understanding their use of symbols.
The Hopi are expert craftspeople, and possess uncommon agricultural skills.
Their connection with the land, cultivating, and harvesting is truly superior. Specifically, their ability to skillfully coax yielding corn from the desert sands is to be commended. This connection to earth, and nature is constantly exhibited in Hopi symbols.
Art is a way of life for the Hopi; it expresses their visions, beliefs and dreams to themselves and others. As artisans, they incorporated their Hopi symbols into an array of dazzlingly beautiful baskets, weavings, and pottery.
Hopi are also the crafters of kachina dolls and costumes. For more information on this are of Hopi tradition, click on:
A few Hopi symbols and their meanings are provided here with an aim to bring about understanding and respect to these diverse and skillful people.
Mother Earth or Maze Symbol:
This is a common symbol among many Native American tribes, including the Hopi. One of its representations is that of mother and child (see Mother Symbolism. page) In a broader sense, the connection of earth mother to us as her children. The beginning, straight center-line represents the child – or our philosophical beginnings – the surrounding maze represents the enfolding energies of mother earth. Note the maze does not enclose the center –line representing the child. The symbolism then is strong when we realize the support of the mother is constantly around yet our ability to venture out on our own is always available. Also reference my page on Earth Symbols here.
Hopi World Symbol:
This symbol signifies world to the Hopi The "cosmic cross" or four bars represent north, south, east and west correspond to the outermost points on the horizon where the sun passes through the year; the solstice and equinox points. The four circles inside the outer outline represent the four nations (the first four tribes of mankind), which came to the world to keep balance. See also my blogpost on Cosmic Direction and Compass Symbolism.
Hopi Sun Symbol:
A symbol of creative and natural energy. The supreme god due to the Hopi's dependence upon it for the growth of corn, and other sustaining crops. The sun symbol represents the heart of the cosmos and deals with vitality, growth, and passion.
Hopi Spiral Symbol:
This rendition of the Hopi spiral is also common among North, South and Central Native American Indian tribes. The spiral represents the number of journeys or treks a tribe or nation has made to the four corners of the earth. Engraved on stones, the spiral suggests an intricate journey made to the Otherworlds on back. Generally, the spiral represents a broadening of consciousness, which is the destination arrived after a long journey.
Hopi Kachina Sun Symbol:
Also known as a Tawa kachina, it is a spirit symbolizing of life, growth, strength of spirit, and abundance. The likeness of this spirit is donned during the solstice ceremony to beckon the sun's return, and begin the growing season. See Kachina Properties for more information on Hopi kachinas and their meanings.
I hope you enjoyed these Hopi Symbols. Be sure to check out the in-site links at the end of this page for more Native American symbols and their meanings. Thanks for reading!


text: WHY OLIVE Oil SOAP! Olive Oil Soap leaves behind a thin layer of olive oil, which holds moisture while allowng your skin to breathe. WHY GOATS MILK! Goats milk adds richness, and a creamier later to bath and body soap, and it's also very moisturizing. It is used universally by people with sensitivities to other types of milk for everything from feeding babies to bathing. Adding the milk lowers the pH which helps to maintain the natural pH mantel of your skin. Goat milk is also a natural source of alpha-hydroxy acids. Your skin will look and feel smoother.


text:
International Experience Canada (IEC)
The International Experience Canada (IEC) program offers young citizens the opportunity to travel and work in Canada for a set period of time, ranging from six to 24 months (depending on the participant's country of origin). This program allows individuals to enter Canada through one of three streams: Working Holiday, Young Professional, or International Co-op Internship. Recently, program delivery instructions (PDI) for the IEC program have been updated.
The Canadian government has made four amendments to this program to ensure the safety and satisfaction of both participants and host countries alike.
Bilateral Agreements and Arrangements
The new bilateral agreements and arrangements are as follows:
- Austria: Working Holiday category added.
- Chile: Frequency of participation changed to 2 participations. Repeat category is permitted to participants from Chile (under the 3 categories) instead of 1 participation.
- Czech Republic: A note has been added for Czech nationals applying under International Co-op (Internship).
- Japan: Residence requirements for Japanese candidates corrected.
- Netherlands: Residence requirements for applicants under the 2 categories corrected.
- Sweden: Residence requirements for applicants under the 2 categories corrected.
The government made updates to participation eligibility requirements.
- Citizenship and residency:
- Clarification made on how candidates can determine residency.
- Age requirements:
- Clarification made regarding age requirement for Austrian candidates.
- A note added to provide guidance on age requirement for foreign nationals who apply through recognized organizations.
- Previous participation or discontinuous stay:
- Clarification made regarding the policy on repeat participation for foreign nationals who apply through recognized organizations
- Applicant not accompanied by dependents:
- Medical examination:
- Two bullets added to provide general guidance on who is required to have an immigration medical examination.
- Police certificate:
- Clarification made that the 6-month period must be consecutive and not cumulative.
For further clarification and more detail on these amendments, visit the official program delivery update.


Types of Projects
How do projects differ?
A useful way of defining differences between projects is according to differences in:
Risk to the University
Project Budget ($)
The relationship between the three aspects is not always simple. Low $ projects can still be complex and might involve significant risks to the University.
For example, a requirement to conform to a particular safety standard might involve a low $ project budget but the consequence of the project failing might result in high risks to the University.
Risks can be defined in both quantitative ($) and qualitative terms.
Loss of prestige or environmental damage are risks that are difficult to define in $ terms.
High $ projects can sometimes be less complex than low $ projects.
For example a large building complex might involve a high budget with high risks attached but because the building industry has well-established project management methods the level of complexity might be lower than for an organisational change project which has a much lower $ project budget.
One way of assessing the potential complexity of a project has been suggested by Turner and Cochrane who have developed a 'Goals and Methods Matrix'.
Goals and Methods Matrix
From this Matrix we can assess if the project is Well Defined. Projects can also be defined as "fuzzy projects", that is projects that have unclear goals, where some time is needed in defining the project. Both types of projects can be viewed in the following pages. Well Defined Projects and Fuzzy Projects.
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Math 9 Tutoring in Markham
tutoring Markham
Google Rating
Math 9 Tutoring in Markham
Grade 9 and 10 math is a large leap from elementary school math, especially for those who scored 75% or lower. Many new math concepts are introduced, such as linear equations, quadratics and geometry.
Common challenges in Grade 9 and 10 math include thinking problems and word problems. Students need to strengthen their foundational skills to succeed in Grade 9 and 10, especially if they have gaps in their Grade 8 and 9 learning. Such gaps include integers, fractions, and linear equations. Students must work diligently in these areas in order to proceed on to Grade 11 math successfully.
The major concern for math is that it is cumulative. Each math grade level is a building block to the next, and without a strong knowledge of previous math concepts, students will struggle. For example, math tests often check for understanding of previous math concepts in most steps of the questions asked.
At QEA, we focus on building the student's math foundations for their long term success. Since QEA is an inspected school under the Ministry of Education, we have in-depth knowledge of the math curriculum and how each math building block leads to the next. Through easy-to-understand lessons and step-by-step explanations, most of our students progress well in math and develop a passion for it.
Math 9 Tutoring in Markham
Build your children's foundation skills
The Queen Elizabeth Standard
on Academic Excellence
Queen Elizabeth Academy is a private tutoring institution with a strong tradition of providing high-quality education to students. Most of our students have achieved academic excellence. Many of them are currently studying in top universities with scholarships ranging from $2,000 to $23,000. Students alumni of Queen Elizabeth Academy are known for building strong foundations, which helps them in further academic or career pursuit. Lots of our alumni have entered top medical schools; others continued with their Masters and Ph.D., while some were employed by top Bay St. firms and global firms
Find Queen Elizabeth
at your neighbourhood
*Note that Queen Elizabeth premise are currently located in Mississauga, Oakville and Etobicoke. For the other locations, we offer online live tutoring over zoom.
Tutoring in Etobicoke near me
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Tutoring in Cambridge near me
Newmarket & Aurora
Queen Elizabeth Academy
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Unit 5, 1020 Johnsons Lane, Mississauga


text:
An AC bridge circuit can be used to measure the unknown capacitance of a sensor, such as a relative humidity sensor.
An AC bridge circuit can be used to measure the unknown capacitance of a sensor, such as a relative humidity (RH) sensor. Some RH sensors have a transfer function of capacitance vs %RH. Usually the value of the capacitance change (∆C) from 0% to 100% is quite small. Using the NCD2400 digitally programmable capacitor array with high step resolution can help determine the value of the unknown capacitance and the RH using a standard AC bridge circuit.
The NCD2400 is an I2C controlled device in a tiny DFN package that offers a wide capacitance range and non-volatile operation with 512-state digital capacitor states. Data is written to it over a standard I2C 2-wire bus. Figure 1 shows the typical circuit.
The circuit functions as a simple AC bridge circuit with matching resistor values and a stable fixed frequency source. Cbulk can be fixed at the 0% RH capacitance of the particular RH sensor that will be used. For example, in Figure 2, the 0% bulk capacitance is about 270pF. Setting a fixed capacitor in the bridge of this approximate value allows the NCD shunt capacitance to be swept from 12.5pF to 60pF in 355fF steps (133 discrete values in this example). This swept capacitance correlates to a span of 282.5pF to 330pF or 0% to 100% RH based on the graph in Figure 2.
As capacitance is swept by writing to the NDC2400 from low capacitance to high capacitance, the differential amplifier outputs the difference voltage in the bridge. When the voltage minima is detected by the ADC/µC, the capacitance value of the NCD matches the RH sensor capacitance. At this point the capacitor value can be used to determine the RH%.
Calibration of the system is critical, and the system is usually calibrated in a humidity chamber to determine the calibration curve of the sensor. Since the relationship between RH and capacitance is not necessarily linear, the calibration will more likely yield a quadratic transfer function in the form:
Replacing Cp transfer function with the capacitance value obtained using the NCD and nulling the circuit will yield the RH result. The RH result, along with the measured temperature value from the temperature sensor in Figure 1, is then used to calculate the temperature compensated RH result as this will yield the most accuracy.
RH measurement is a complex task and all measurement uncertainties should be taken into account. Fortunately, if calibration is performed at the system level, many of the stray capacitances and branch impedances cancel and repeatability is good.
- How do you measure humidity?
- Humidity sensing--Capacitive sensing controllers in non-user-interface applications
- Generate proportional feedback from a bang-bang sensor with a "take back half" controller
- Film capacitors: Characteristics and uses in power applications
- Sensor basics: Types, functions and applications
- Design Ideas submission guide


Memory Alpha
Revision as of 18:54, May 1, 2011 by Capricorn (Talk | contribs)
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The Tellurians are a alien species known for their various food stuff, including Tellurian mint truffles and Tellurian spices. (DS9: "The Assignment"; TNG: "The Most Toys")
Tellurian actually is a rare synonym for Earthling.
The Telurian plague, written with only one "l", is presumably not related to this species.
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Uff da! | what does the expression mean? | Norway
Uff da! is a Norwegian interjection, often used to express sympathy. For example when a child falls over: Uff da! Slo du deg? - meaning Poor you! Did you hurt yourself?
LA Dahlmann | talk NORWAY
«Uff da!» - what does it actually mean? | Illustration: LA Dahlmann cc pdm.
«Uff da! Slo du deg nå, lille venn?»
Uff da!
Uff da! is usually said in a deep voice, and in a drawn-out and comforting way. But the response can also be quick and upbeat, if the damage done or the message received is not too bad. Then it works more as an encouragement. Below, see some examples of how the expression is used. There are several phrase-variations, mostly with a fairly similar meaning:
 - Uff a meg!
 - Uff a meg'en!
 - Au da!
 - Oi da!
 - Uff og uff!
 - Uff det var leit å høre!
 - Or simply just – Uff!
The expressions are informal, and usually only used when speaking to someone you know well – both grown-ups and children. However, it can also be used if a stranger tells you something that requires an immediate show of sympathy.
Example 1
The expression used in a conversation with a friend:
Person A | My father just called; he has been in a car accident!
Person B | Uff da! Is he OK?
Person A | He broke his arm.
Person B | Uff a meg! How terrible!
Example 2
The quick, encouraging and upbeat tone would be used if for example a child falls over but turns to you smiling: Uff da! Up you go!
Example 3
The expression can also be used in a more sarcastic context and tone. For example, in a conversation with a friend who earns twice as much as you do:
Person A | I am furious! I only got a 3% pay rise this year!
Person B | Uff da! How terrible for you.
Many descendants of Norwegian emigrants to North America, several generations down the line, still hold on to this somewhat peculiar expression.
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Vintage photos | the stave churches | Norway
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My Norwegian heritage
Here is a collection of some wonderful vintage photos, showing a handful of Norwegians and their lives.
In the old farming society, nature dictated the flow of the working year. And farmworkers could only leave their jobs on 2 specific days during the year.
For many, it may come as a surprise that the history of rose painting and its place in Norwegian folk art is not as old as one might think.
Uekte and ekte are Norwegian adjectives that in one context means illegitimate and legitimate - as in a child born outside or inside a marriage.
To make sure he could tide the animals over the long and cold winter, the historical Norwegian farmer utilised all available resources.
The Heddal stave church - stavkirke - is Norway's largest remaining building of its kind. It is a woodwork masterpiece, with a history that stretches back more than 800 years.
Per O. Rød wrote the history of the Stornæve farm and its inhabitants back in 1968. Decades earlier, several children of Stornæve had emigrated to the US.
The old Norwegian farming society was a self-sufficient and balanced world. Coins and notes were all but an alien concept.
In 1942, Hans Hyldbakk wrote the history of the local cotter's holdings in Surnadal, Nordmøre, Norway. The book was updated in 1966.
The Fjord horse is one of today's oldest and purest horse breeds. Its historical habitat is Norway's western coast, with its deep fjords and steep mountainsides.
The Norwegian landscape is wild and beautiful. And it is a lot more than just fjords and mountains.
The old Norwegian farm needed hundreds of litres of water every single day: for food-making, cleaning, and human and animal consumption.
Myrmelk is a Norwegian noun that means milk conserved in a container buried in a mountain peat bog, left there for herders or others to drink at a later stage.
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Cooling water discharged from a power plant during winter conditions can form a mixture which is denser than the ambient cold water. The cooling water then sinks to the bottom. Such sinking plumes have been recorded during plume surveys outside power plants discharging in brackich or fresh waters.
A threedimensional matematical numerical model is used to describe the sinking plume. The model runs show that the turbulence in the ambient water affects the sinking considerably. In rough weather conditions with strong turbulence the cooling water is well mixed from the surface to the bottom. A vertical wall (thermal bar) separates ambient water from cooling water. The warm water does not go very far from the outlet. During periods with low wind velocities (little turbulence in the ambient water) the model simulates both the initial floating plume, the sinking and the final spreading along the bottom.
Three runs are presented. One with straight coast and flat bottom. In this model configuration tests with different mixing coefficients were performed.The next run presented shows the small changes that occur when a simple bottom
topography is introduced in the model. The final case is one with a complicated coastline and bottom topography.
The model is shown to be a valuable tool in the process of judging the frequenecy and duration of sinking plumes and the size of bottom area outside a powerplant that will be affected by cooling water.


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HEATMAP displays a matrix as an image whose color intensities reflect the magnitude of its values. In addition, it enables you to specify the following properties:
* X- and Y-axes tick labels:
Display the row/column indices or any other numeric or text labels. X-axis tick labels can even be rotated.
* Text labels:
Overlay the heatmap image with formatted text labels. The text labels can be derived from the original numeric matrix or a different matrix or cell array for displaying another dimension of data. You can control the font size and font color of the labels. The labels update automatically with zooming, panning or resizing the figure.
* Custom color maps:
Use MATLAB's default color maps or specify your own. The function provides two additional color maps - "money" (shown in the example image) and "red" (a color map of red color intensities). Specify Linear or Logarithmic color maps and the number of color levels. You can even use different color maps for different heat maps within a figure.
* Other configurable parameters such as grid lines, color bars.
For detailed examples, see the associated document heatmap_examples.m
NOTE: If using rotated tick labels, HEATMAP will resize the axes to make room for the tick labels. When overwriting existing heatmap plots with a new heatmap, use CLF to first clear the figure. See heatmap_examples for an illustration.


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High Speed Research Car T-16
In November, 2000, the Federal Railroad Administration (FRA) began operating high speed research car T-16 to investigate methods for providing a safer and smoother ride for passenger and freight trains traveling at higher speeds. FRA's Office of Research and Development uses T-16 to study the dynamics of wheel-rail behavior, to investigate methods for improving track inspection, and to assess potential high speed rail corridors. T-16 also assists Amtrak, local and regional commuter authorities, and individual railroads in assessing their routes.
T-16 is a former Amtrak Metroliner passenger car which was refurbished and instrumented with advanced technology, with capabilities for measurement and data collection at speeds up to 160 mph. Measurement capabilities include track geometry, rail head profile, ride quality, and wheel-rail forces. T-16 can also be used as an instrumentation platform to collect data from sensors mounted on other cars in the train.
T-16 has the capability to process and display collected data in several formats. Monitors throughout the train can be configured to show the various displays. Exceptions are displayed in a list with specific details about each instance and on a GIS map to show their location in reference to other features. Raw data is streamed across a video strip chart that provides a graphical representation of measured parameters. The on-board system calculates and displays Track Quality Indices (TQI) based on track geometry data collected by the car. When requested by track inspectors onboard, data can be printed to an exception report or paper strip chart. Data can also be downloaded to removable media for offline viewing.


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Noun: covering kú-vu-ring
Verb: cover kú-vu(r)
- A natural object that covers or envelops
"under a covering of dust";
- natural covering, cover
- An artifact that covers something else (usually to protect, shelter or conceal it)
- The act of concealing the existence of something by obstructing the view of it
"the covering concealed their guns from enemy aircraft";
- cover, screening, masking
- The act of protecting something by covering it
- The work of applying something
"the doctor prescribed a topical covering of iodine";
- application, coating
- Provide with a covering or cause to be covered
"cover her face with a handkerchief"; "cover the child with a blanket"; "cover the grave with flowers"
- Form a cover over
"The grass covered the grave";
- spread over
- Span an interval of distance, space or time
"The period covered the turn of the century"; "This farm covers some 200 acres";
- continue, extend
- Provide for
"The grant doesn't cover my salary"
- Act on verbally or in some form of artistic expression
"The course covered all of Western Civilization";
- treat, handle, plow [N. Amer], deal, address, plough [Brit, Cdn]
- Include in scope; include as part of something broader; have as one's sphere or territory
"this should cover everyone in the group";
- embrace, encompass, comprehend
- Travel across or pass over
"The caravan covered almost 100 miles each day";
- traverse, track, cross, pass over, get over, get across, cut through, cut across
- Be responsible for reporting the details of, as in journalism
"The cub reporter covered New York City";
- Hold within range of an aimed firearm
- To take an action to protect against future problems
"Count the cash in the drawer twice just to cover yourself"
- Hide from view or knowledge
"The President covered the fact that he bugged the offices in the White House";
- cover up
- Protect or defend (a position in a game)
"he covered left field"
- Maintain a check on; especially by patrolling
"The second officer covered the top floor"
- Protect by insurance
"The insurance won't cover this";
- insure, underwrite
- Make up for shortcomings or a feeling of inferiority by exaggerating good qualities
"he is covering for being a bad father";
- compensate, overcompensate
- Invest with a large or excessive amount of something
"She covered herself with glory"
- Help out by taking someone's place and temporarily assuming his responsibilities
"She is covering for our secretary who is ill this week"
- Be sufficient to meet, defray, or offset the charge or cost of
"Is this enough to cover the check?"
- Spread over a surface to conceal or protect
"This paint covers well"
- Cover as if with a shroud
"The origins of this civilization are covered in mystery";
- shroud, enshroud, hide
- (animal husbandry) copulate with a female, used especially of horses
"The horse covers the mare";
- Put something on top of something else
"cover the meat with a lot of gravy";
- (card game) play a higher card than the one previously played
"Smith covered again"
- Be responsible for guarding an opponent in a game
- Sit on (eggs)
"The female covers the eggs";
- brood, hatch, incubate
- Clothe, as if for protection from the elements
"cover your head!";
- wrap up
Derived forms: coverings
Type of: adjoin, apparel, artefact [Brit], artifact [N. Amer], ascertain, assure, be, broach, check, clothe, compensate, conceal, concealing, concealment, contact, control, copulate, correct, counterbalance, couple, deputise [Brit], deputize, dress, empower, enclose, enclothe, endow, endue, enfold, ensure, envelop, enwrap, even off, even out, even up, fit out, fulfil [Brit, Cdn], fulfill [N. Amer], garb, garment, gift, go across, go through, guarantee, habilitate [archaic], hide, hiding, include, indue, inform, initiate, insure, invest, live up to, make up, manual labor [US], manual labour [Brit, Cdn], mate, meet, multiply, natural object, pair, pass, play, procreate, protect, protection, raiment [archaic], reproduce, satisfy, see, see to it, step in, sub, substitute, tog, touch, warrant, wrap
Encyclopedia: Covering Cover, Protective, Individual


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The Emergency Management Act 2013 (the Act) establishes Emergency Management Victoria (EMV) which consists of :
- The Emergency Management Commissioner (EMC) who is responsible for coordinating the response to major emergencies (including ensuring appropriate control arrangements are in place) and operating effectively during Class 1 and Class 2 emergencies. The EMC is also responsible for co-ordinating consequence management and recovery for all major emergencies.
- The Chief Executive of Emergency Management Victoria who is responsible for the day to day management of Emergency Management Victoria, and the coordination of investment planning for large scale strategic projects for the responder agencies including major procurement and communications and information systems
The Act also:
- Establishes the State Crisis and Resilience Council; which is responsible for providing emergency management policy and strategy advice to the Victorian Government. Its membership consists of the secretaries of all Government Departments, the Chief Executive Officer of the Municipal Association of Victoria, the EMC, the Chief Executive of EMV and the Chief Commissioner of Victoria Police.
- Establishes the Inspector-General for Emergency Management; whose functions include developing and maintaining a monitoring and assurance framework, and evaluating the performance of the sector.
- Provides for the development of: the State Emergency Response Plan and the State Emergency Recovery Plan.
The 2013 Act operates concurrently with the Emergency Management Act 1986 with the intention that the 1986 Act will ultimately be repealed.
Both pieces of legislation can be found at _URL_


In English, 'interchangeable' is used to express two things that can be swapped and used for the same purpose. It's a bit different than replaceable because that refers to one thing's ability to be swapped. Exchangeable is also slightly different because it means something can be replaced by a different thing. For example:
My glasses have interchangeable lenses. I use the dark lenses when I am outside during the day, and the clear ones when I am indoors or at night.
My laptop has a replaceable battery, in case the original one fails.
Money is exchangeable for goods and services.
From what I understand, 'ersetzbar' means'replaceable' and 'umtauschbar' means 'exchangeable'; but 'austauschbar' seems to be used for all three. Is this correct, and if so is there a more precise word for 'interchangeable'?
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 Why do you think a dictionary cannot answer this question? – Torsten Link Dec 28 '20 at 23:01
 - _USER_ I consulted Collins dictionary, which says umtauschbar means exchangeable, and ersetzbar means replaceable - but it says austauschbar can apply to all three. So does Langenscheidt. Cambridge says austauschbar can mean exchangeable or interchangeable. Also, I found this question _URL_-US/questions/_PHONE_ in which the answer given states that austauschbar and ersetzbar mean the exact same thing. That is why I posted this question. I'm confused as to how I would accurately communicate interchangeability, rather than exchangeability or replaceability. – teneyed Dec 28 '20 at 23:29
 - The only other way I can think to express what I'm not understanding, is if I were to say "Die Komponenten sind austauschbar." - how would someone know I meant interchangeable? Couldn't they mistake that for meaning you could swap the components for something completely different (like some magic beans for example's sake) or that the components can be replaced, should the need arise? – teneyed Dec 29 '20 at 0:08
 - There is a legitimate point here, both replaceable and interchangeable, having different meanings in English, and both translate to austauschbar. On the other hand, if the exact German meaning isn't clear from context, you could add an adverb to make it so; gegenseitig seems to work. It's often impossible to transfer the specific meaning of a word in one language to a single word in another language. dict.cc is useful for resolving this kind of issue. – RDBury Dec 29 '20 at 2:05
 - Add this explanation to your wuestion, then I will remove my close vote... – Torsten Link Dec 29 '20 at 8:16
It is the context that matters for these words in German. There are no hard rules really noted - so the following comes from experience. In the examples I use a valve (Ventil) in a radiator (Heizung).
Is used when I get a part that is exactly like the one that was there. For example to replace an AAA battery that is empty with a new one. Same build, same function. Most often used in the context of getting the same item as before and in repairs. As with "Ersatz" (replacement) the action "ersetzen" implies some item that is no longer working / functioning as expected.
"Das Ventil in der Heizung leckt. Kann das ersetzt werden?" "The valve in the radiator leaks. Can this be replaced?"
Is used when I want to exchange something. Rather even more restricted than "ersetzen" for items as used during guarantee replacements. Note that this can also mean I can get a very different item than the original purchase as the replacer sees fit.
"Das ersetzte Ventil in der Heizung leckt schon wieder. Ich fordere einen Umtausch." "The replaced valve in the radiator already leaks again. As it is under guarantee I expect a replacement."
While this word can be used for both the previous words (and will be understood by Germans after a bit of thinking) it can also be used in a broader context. From the verb "austauschen" its meaning is the replacement by a functionally equivalent item. Not necessarily the same. Implies also that the original item still functions although for whatever reason.
"Das Ventil in der Heizung ist schon ziemlich alt. Kann das ausgetauscht werden?" "The valve in the radiator is rather old by now. Can this be replaced?"
In context of language either "ersetzbar" or "austauschbar" applies if one word (or phrase) can replace another without losing the context.
With regards to money the more common word used by Germans is "bezahlbar" (payable). The monetary phrase "is exchangable for" in German becomes more often "hat den Besitzer gewechselt" (has changed owner(ship)) or "hat einen Wert für" (has a value for).
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 I think a better translation for bezahlbar is affordable. – RHa Dec 29 '20 at 15:37
 - "Wechselbar" würde ich noch ergänzen. – user unknown Dec 29 '20 at 16:44
Your Answer


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Q. 105.0( 2 Votes )
Which of the following properties describe a trapezium?
(A) A pair of opposite side is parallel.
(B) The diagonals bisect each other.
(C) The diagonals are perpendicular to each other.
(D) The diagonals are equal.
A trapezium is a quadrilateral which has only one pair of sides which are parallel. The other properties are not true for trapezium.
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Which of the following figures satisfy the following property?
- Has two pairs of congruent adjacent sides.NCERT - Mathematics Exemplar
The angles P, Q, R and S of a quadrilateral are in the ratio 1:3:7:9. Then PQRS is aNCERT - Mathematics Exemplar
In a quadrilateral, define each of the following:
(v) Adjacent angles
(vi) Adjacents sides
(vii) Opposite sides
(viii) Opposite angles
(x) ExteriorRD Sharma - Mathematics
The four angles of a quadrilateral are as 3 ; 5 : 7 : 9. Find the angles.RD Sharma - Mathematics
Two angles of a quadrilateral are of measure 65° and the other two angles are equal. What is the measure of each of these two angles?RD Sharma - Mathematics
The three angles of a quadrilateral are respectively equal to 110°, 50° and 40°. Find its fourth angle.RD Sharma - Mathematics
A quadrilateral has all its four angles of the same measure. What is the measure of each?RD Sharma - Mathematics
Three angles of a quadrilateral are equal. Fourth angle is of measure 150°. What is the measure of equal angles.RD Sharma - Mathematics
In Fig. 16.21, the bisectors of ∠A and ∠B meet at a point P. If ∠C =100° and ∠D = 50°, find the measure of ∠APB.
RD Sharma - Mathematics


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Why Now? - If the Occoquan Dam has been there for 50 years, why are you just now installing a siren system?
Great question! We have installed the sirens for two reasons. First, because of changing regulatory requirements, our regulatory agency - the Federal Energy Regulatory Commission - has suggested that we install a sound-related system to inform people downstream of the dam in the extremely unlikely event of a dam structural failure. The second reason is that when we worked with the communities closest to the dam, namely the Town of Occoquan, it was the Town's feeling that a siren system would be the most effective and desired form of communication to alert people to the extremely unlikely event of a dam failure.
How strong is the dam?
Very strong. The structural integrity of the Occoquan Dam is very sound. In fact, through rigorous maintenance and improvements, it is even stronger today than when it was constructed. The dam is approximately 72 feet tall and 70 feet wide at its widest point. It is anchored to the bedrock below the bottom of the dam and to the sides of the reservoir. It contains more than 100,000 cubic yards of reinforced concrete. That is equivalent to:
What does the siren sound like?
You can hear what the siren sounds like by clicking here.
What if I have other questions that I can not find the answer to here?
You can direct any further questions you may have to Fairfax Water's Public Affairs Department by email. Please click here to submit a question.


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| Journal of Personality and Social Psychology
Anxiety, Advice, and the Ability to Discern: Feeling Anxious Motivates Individuals to Seek and Use Advice
Across eight experiments, we describe the influence of anxiety on advice seeking and advice taking. We find that anxious individuals are more likely to seek and rely on advice than are those in a neutral emotional state (Experiment 1), but this pattern of results does not generalize to other negatively-valenced emotions (Experiment 2). The relationships between anxiety and advice seeking and anxiety and advice taking are mediated by self-confidence; anxiety lowers self-confidence, which increases advice seeking and reliance upon advice (Experiment 3). Though anxiety also impairs information processing, impaired information processing does not mediate the relationship between anxiety and advice taking (Experiment 4). Finally, we find that anxious individuals fail to discriminate between good and bad advice (Experiment 5a-c), and between advice from advisors with and without a conflict of interest (Experiment 6).
Keywords: Motivation and Incentives;


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What Skills Are Taught in Online Receptionist Classes?
Online receptionist classes teach students to communicate with business professionals, use basic computer applications and perform multiple administrative tasks. Receptionists, secretaries and administrative assistants learn to professionally answer phones, organize business documents and provide quality customer service to clients. Schools offering Administrative Assistant degrees can also be found in these popular choices.
Online receptionist courses are generally offered through certificate degree programs. Students can earn Receptionist Certificates, Office Assistant Certificates or Administrative Assistant Certificates. There are also specialty receptionist programs for medical and legal receptionists. Online courses are ideal for receptionist programs because much of a work receptionist's work is computer-based.
Skills Taught in Online Receptionist Classes
Online courses teach students to work with word processing, spreadsheet and online computer applications. Students learn to create simple business documents like memos or inventory checklists. Because receptionists are often responsible for payroll or financial records, online programs teach students basic business math skills.
Students learn how to properly use office equipment like photocopiers, printers and fax machines. Communication with coworkers and customers is a key aspect of a receptionist's work, so students learn to maximize their written and verbal communication skills. Students also learn basic business principles that allow them to work in many areas of business. Specialty courses in medical or legal administration teach skills in medical and legal terminology, procedures and transcription.
Duties of Receptionists
Receptionists are responsible for recording messages, providing basic contact or business information, clerical organization and administrative scheduling. Using computer applications, receptionists perform data entry and communication tasks. Depending on the type of business, receptionists can be responsible for greeting and assisting customers who visit the office. Receptionists can also be responsible for organizing safety and legal policies, procedures and logbooks.
To continue researching, browse degree options below for course curriculum, prerequisites and financial aid information. Or, learn more about the subject by reading the related articles below: