text:
In today's competitive global market, it is necessary for regions to have a long-term economic development strategy that can serve as a roadmap to progress and prosperity. The Comprehensive Economic Development Strategy (CEDS) does just that.
The CEDS is a locally-based, regionally-driven economic development planning process and document that successfully engages community leaders, private sector partners, and other stakeholders in planning for our region's future.
The CEDS planning process creates the space for the region to identify its strengths and weaknesses and brings together a diverse set of partners to create good jobs, diversify the economy, and spur economic growth. The CEDS is a pre-requisite for federal designation as an Economic Development District (EDD) and must be updated at least every five years. An effective CEDS allows a region to maximize its economic development potential, as well as engage with the US Economic Development Administration (EDA) and other federal partners to receive infrastructure and technical assistance grants, such as EDA's Public Works and Economic Adjustment Assistance programs.
Overall, an effective CEDS planning process identifies locally-grown strategies that will guide regional economic development, encourage partnerships and collaboration, and improve economic outcomes and overall quality of life in our region.
The CEDS At a Glance:
- The CEDS helps to build on the strengths of our region, as well as identify gaps in resources or expertise that need to be addressed
- The CEDS planning process can facilitate regional collaboration, expand supply chains, and grow and support new industry clusters
- With a CEDS in place, regions are more likely to attract federal funds and technical assistance by demonstrating resources are used efficiently and effectively
- The CEDS process can make our region more resilient and better positioned to plan for, respond to, and recover from natural disasters and economic shocks
- The CEDS can be much more than just a static document, but rather an engaging platform that generates region-wide discussions and serves as a call to action for economic development
REGIONAL COVID-19 RECOVERY PLANNING
COMMUNITY NEEDS ASSESSMENT
In the winter and spring of 2021, NEOEDD met with over 70 stakeholders who provided input on key needs, partnerships, challenges, strengths, and opportunities as part of NEOEDD's effort to understand the unique and shared economic and social impacts of the COVID-19 pandemic in the Baker, Union, Wallowa county region. The stakeholders identified the following key needs which are further defined in the Community Needs Assessment document.
|Social Capital||Continue to increase communications and collaboration|
|Continue to explore equitable methods to make resources more accessible and combat structural inequity/inequality
|Health, Food, & Social Services||Continue to explore innovative solutions to provide affordable, inclusive mental and physical health care|
|Continue to explore innovative solutions to increase access to healthy food options
|Education & Childcare||Continue to work with partners to make childcare options more equitable for families and profitable for providers|
|Continue to find innovative ways to improve and expand career pathway and skill development options
|Built & Natural Environments||Continue to explore innovative ways to increase attainable housing options|
|Continue to develop for a more resilient future
|Economic Development||Continue to explore business retention solutions and provide more workforce development options for current and future workforce|
|Continue to support resilient local businesses and strong diversified economies|
NEOEDD will be meeting with stakeholders to develop a COVID-19 Recovery Plan throughout the remainder of 2021. If you are interested in participating in the planning and implementation process, please contact us.


text:
Vegetative Meaning and Definition in Dictionary
Definitions from Wordnet 2.0
- composed of vegetation or plants; "regions rich in vegetal products"; "vegetational cover"; "the decaying vegetative layer covering a forest floor"
- (of reproduction) characterized by asexual processes
- used of involuntary bodily functions; "vegetative functions such as digestion or growth or circulation"
- of or relating to an activity that is passive and monotonous; "a dull vegetative lifestyle"
Would you like to add your own explaination to this word 'Vegetative'?
Wikipedia Meaning and Definition on 'Vegetative'
- Vegetative: Vegetative describes vegetation. Vegetative may also refer to: Vegetative reproduction, a type of asexual reproduction for plants Persistent vegetative
- Vegetative reproduction: For vegetative reproduction of animals and fungi, see Budding. Vegetative reproduction (vegetative propagation, vegetative multiplication
- Vegetative Sculpture I: (2012). "Vegetative Sculpture I (sculpture)". Inventory of American Sculpture. Smithsonian Institution. Retrieved 27 December 2012. "Vegetative Sculpture
- Persistent vegetative state: syndrome. After four weeks in a vegetative state (VS), the patient is classified as in a persistent (or 'continuing') vegetative state. This diagnosis is classified
- Vegetative symptoms: be confused with Vegetative state. Vegetative symptoms are disturbances of a person's functions necessary to maintain life (vegetative functions). These
- Permanent vegetative cover: Permanent vegetative cover refers to trees, perennial bunchgrasses and grasslands, legumes, and shrubs with an expected life span of at least 5 years.
- Vegetative treatment system: and a Vegetative Treatment Area (VTA), all these components when used together are considered a Vegetative Treatment System. A Vegetative Treatment
- Vegetative phase change: Vegetative phase change is the juvenile-to-adult transition in plants. This transition is most prolonged and pronounced in woody species. Manipulating

source: openbmb/Ultra-FineWeb


text:
We ask our parents to make sure their students:
- Sleep well the night before each test
- Eat a good breakfast the morning of each test
- BE ON TIME TO SCHOOL!
Some Facts about MSA:
- The test meets the requirements of the federal No Child Left Behind Act.
- The test assesses the Maryland content standards in mathematics, reading, and science.
- The reading and mathematics tests are administered annually to students in grades 3 through 8. The science test is administered annually in grades 5 and 8.
- MSA scores will show how well Maryland children have learned the reading, mathematics, and science skills specified in the State Curriculum.
- The test includes both selected response (multiple-choice) and brief constructed response items.
WATCH NOW! PGCPS TV MSA Prep Videos:

source: HuggingFaceFW/fineweb-edu


+91-_PHONE_ | _PHONE_
What is Welding Inspection?
> Blog > Blog > What is Welding Inspection?
By conducting a welding inspection, the different characteristics of a weld can be evaluated. Some of which can be related to the size of the weld while others are related to the presence of the welds' discontinuities or weld defects.
What is Welding Inspection?
Welding inspection is the use of technological applications to inspect or assess the quality of the welds. It is also to confirm the presence, location and coverage of the welds.
In the field of manufacturing, the welds are used to connect two or more metal surfaces. As the welds carry the brunt of loads, it can encounter fatigue which may be detrimental if proper inspection is not carried out.
There are many reasons as to why welding inspection should be carried out. However, the most prominent reason is to ensure that the welds are of the quality that will allow them to carry out their performance to the max.
In most cases, quality of the welds is determined on the basis of which functions it performs. There are some few ways to tell if a weld is correct.
1) Distribution
One way through which you can know if a weld is correct is through its distribution between two surface materials. It must be equally distributed.
2) Waste
The weld should be free from any wastes such as slag. After cooling, the slag should be removed easily.
3) Porosity
The surface of the weld should not consist of any irregularities, bumps or porous holes (porosity). Porous holes usually indicate weakness.
4) Tightness
The joints must be tight. If not, then it points to a weld problem.
5) Leak-proof
If you are working on an item that contains liquid or gas, a leak is a sure and an obvious way to guess if there is any problem or not.
6) Strength
If the welds are not able to demonstrate the required strength, then that is also another way to determine if the weld is correct.
The Types of Welding Inspection
1) Visual Inspection
Visual Inspection is the most common welding inspection method. In this, the naked eye is used to analyse the weld material for any defects. If implemented efficiently, it is the most inexpensive method to get good results.
2) X-Ray Inspection
X-Ray Inspection is a non-destructive method of welding inspection. This method is used to see the underside and inside of welded materials. It is recorded on radiographic films and gives a comprehensible reading in order to know how durable the welded materials are.
3) Ultrasonic Inspection
Ultrasonic Inspection is a non-destructive method through which sound wave frequency is analysed to test for proper echoing within welded pipes. Any abnormalities in the sound wave frequency is tracked in order to reject any welds.
Welding Inspector
On the part of the welding inspector, the individual must be in possession of a wide array of knowledge such as welding drawings, symbols, procedures, joint weld design, inspection and testing techniques, etc.
Therefore, the welding inspector is required to be formally qualified. In order to gain the certification of a welding inspector, you must pass a welding inspection exam.


text:
At Global Wahrman, we plan to reveal the hidden knowledge, sometimes known by the elect as the esoteric knowledge.
The following may seem a little cryptic, but that is to be expected about esoteric knowledge, don't you think?
0. What is the relationship between the feminist utopian fantasies and the Hollow Earth? Why are women authors compelled to use the Hollow Earth as a setting for their anti-male diatribes? Is there, dare we say it, some subtle phallic or vaginal symbolism associated with the Symmes' holes? (See illustration below)


text:
Call for position papers and performances as part of Critical Alternatives, 5th Decennial Aarhus Conference, 18 August 2015, Aarhus University, Denmark. CALL NOW CLOSED
Live Coding Alternatives is an interdisciplinary workshop ('live laboratory') for testing and exploring live coding as a creative, aesthetic and potentially political practice for constructing 'critical alternatives' within both computing and everyday life. The workshop explores this emergent field and aims to open up deeper critical questions about contemporary cultural production and computational culture. It is structured around live research practices of writing, presentation and performance, collaboratively interrogated through discussion, and the development of critical frameworks that reflect the live coding dynamic.
Live Coding Alternatives emphasizes the relation of live coding to the cultivation of 'alternative', potentially subversive, ways of operating within contemporary culture. In addition the workshop explores the alternative possibilities offered by live coding practice as able in itself to generate epistemic claims through software development, improvised live performance and 'artistic research'. The intention is not only to propose how live coding transforms code and coding practice but to investigate the transformational potential inherent within the process of live coding itself. We ask what possibilities for change and action does the practice of live coding suggest? What alternative ways of 'being operative' are evoked?
We welcome analytical, theoretical and reflective papers from diverse disciplines but especially want to encourage expanded notions of live coding in the form of performances and alternative presentation modes.
Initial areas of interest might include:
* Live coding and performance writing, interplay of text and code, experimental notation practices
* Live coding, its transformative potential and politics
* Live coding, temporality and just-in-time production
* Live coding, alternative epistemologies and artistic research
* Live coding, subjectivity and 'life' coding
* Live coding and attribution in reputation economies
* Live coding as the persistent traces of interaction
Position papers will be circulated in advance. Working throughout the day, there will be a critical interlocutor and facilitator, helping excavate and elaborate key ideas connecting live coding to the cultivation of various 'critical alternatives'. Results of the workshop will be published on the Live Coding Network website.
Call goes live: 02 April
Proposals due: 20 May (email 300 word proposals to _EMAIL_)
Results made known: 31 May
Workshop: 18 August 2015, Aarhus
Alan Blackwell, Reader in Interdisciplinary Design, Computer Laboratory, University of Cambridge (UK).
Emma Cocker, Reader in Fine Art, Nottingham Trent University (UK).
Geoff Cox, Associate Professor, Participatory IT research centre, Aarhus University (DK).


text: The Crimson-crested Woodpecker (Campephilus melanoleucos) is the most widespread species of Campephilus, occurring regularly from Panama south to northern Argentina, including across the Guianan Shield and throughout Amazonia. It is a very large, robust woodpecker with a large red crest. The Crimson-crested Woodpecker is found in a variety of habitats, from forest to forest edge and light woodland. It usually occurs in pairs or family groups and can be quite noisy. This woodpecker is very similar in appearance to the Lineated Woodpecker. The main difference is broad white band across the face and the converging, "V" white stripes on the back of the Crimson-crested Woodpecker as the stripes on the back of the Lineated do not converge.


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The Asymmetric Threat of Self Initiated Violent Actors
The Asymmetric Threat of Self Initiated Violent Actors
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Published by IAHN Negotiator
The Asymmetric Threat of Self Initiated Violent Actors
By: Jonathan D. Greenstein
The Asymmetric Threat of Self Initiated Violent Actors
By: Jonathan D. Greenstein
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Published by: IAHN Negotiator on Jul 19, 2011
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The Asymmetric Threat of Self Initiated Violent Actors
Jonathan D. GreensteinIn a previous article I proffered the term: Self Initiated Violent Actors (SIVA
) and my rationalefor its inclusion into the lexicon applied to typing of individuals who seek to or engage in violent actsunder the auspices of terrorism. This article is a continuation of and possibly part of a longer series of articles that will speak to the asymmetric threat posed by SIVAs.
SIVAs are defined as individuals who engage in acts of violence under the umbrella of terrorist causes without specific tasking by a higher authority. While they may undertake target specificattacks as proffered by the group to which they follow; their actions are not directed. They likelymaintain a high degree of support; commitment; and possibly their intent to pursue martyrdom(shahada
). Their backgrounds can be quite varied; educational, socioeconomic and religious adherencecan span the scale as can their ethnicity, race, age and gender. Granted this wide inclusion of potentialSIVA candidates may seem overly broad, but by reviewing historical data the reader will quicklyappreciate the fact that violent actors can come from any background.While the primary focus of attention and discussion tends to be on those individuals who alignthemselves with Al Qaida (
), one of its associated groups such as Al Qaida in the Arabian Peninsula(
), Al-Shabaab or similar groups such as Tehrik-i-Taliban Pakistan (
), a SIVA can self associatewith any group, with any cause. Their affiliation or alignment can be with racist, separatist or politicalgroups that use criminal violence.What differentiates SIVAs from direct affiliates or supporters of a terrorist group is their self initiation of violent acts. This includes individuals who collaborate in attack planning, logistical or financial supportprovided their activity is initiated of their own volition.A SIVA
does not
include individuals who are mission tasked by a higher authority. While this is asomewhat complex construct to articulate; for the purposes of this article I will rely on the generalframework of a tasked individual being someone who is selected and steered towards action. Thus, anindividual who is selected and indoctrinated with the specific intent to utilize them in act of terrorismwould not be a classified a SIVA.The asymmetric threat posed by SIVAs is not a new concept. The threat is that they will engage in an actof violence; the asymmetry is that they act alone and as such remove some of the traditional detectiontools. ___________________________________
The term "Self Initiated Violent Actor" and ac
ronym SIVA was first coined by the author in the course of professional research and development in 2011.2- The word shahada is derived from the Arabic verbal root shahada, which means to'see', to 'witness', to 'testify', to 'become a model and paradigm'. Shahadatherefore literally means to'see', to 'witness', and to 'become a model'. A shahid is the person who sees and witnesses, and he is therefore the witness, as if themartyr witnesses and sees the truth physically and thus stands by it firmly, so much so that not only does he testify it verbally, but he is prepared to struggle andfight and give up his life for the truth, and thus to become a martyr. In this way, and by his struggle and sacrifice for the sake of the truth, he become a model, aparadigm, and an example for others, worthy of being copied, and worthy of being followed.
Before delving into some potential indicators it is important to remind the reader that these arepotential indicators only. While in a law enforcement context the observation of one or more of thesepotential indicators may the initiator to engage a person in a consensual contact, they fall short of probable cause. Ensure you follow established policies and procedures before applying anything borneout of this information.
Behavioral Indicators
Some of these behavioral indicators cover both SIVAs and tasked actors. Given that a SIVA actson their own accord and without the benefit of some traditional sources of threat reporting, theawareness of these potential indicators is critical in assessing and mitigating their unique threat.
New or increased violent rhetoric. Particularly following a significant event; such as a victory by theirgroup. Just as important is a drastic change following a loss suffered by their group. Victories can includesuccessfully attacks, high profile media coverage or measured capitulation by their perceived enemies.Losses can include disrupted plots, deaths of leadership, notable sways in public opinion and bad press.It should be noted that these are subjective and what is viewed in one light by us can be viewed from acompletely different perspective by a SIVA.
Obsession with violent Jihad depictions. This is where a SIVA shares some common elements withother violent actors; they seek out videos and first-hand accounts that portray the glorious aspects of battle. Like a drug, they use it to sustain themselves.
Shunning of non-violent ideals. Both SIVAs and those tasked by higher authorities are likely to alignthemselves with postulators of violence; be it religious or other justification. Where a SIVA may bear aunique indicator is that they may never seek formal council. While they subscribe to a particular group
mission statement
they may never actually communicate directly with the group; opting to act ontheir own.
Pre-Operational Indicators
As with other criminals, a SIVA will usually engage in pre-operational activities. This is a criticalstage for frontline law enforcement, security and the first responder. While we may never be able toquantify the number of attacks that were deterred or prevented, failing to recognize potential indicatorsof pre-operational activity will surely provide us with the evidence of a plot; after it comes to fruition.
Interest in high profile locations. These can be previous attack locations or those that hold significanceto the SIVA and/or their affiliated group. As evidence by recent online postings
; target lists areconstantly being updated. ___________________________________
3-In early June 2011, Al Qaeda Central (AQC) and several jihadist forums provided in-depth discussion and postulated targeting of individuals.
Engaging in surveillance activity. As demonstrated by evidence uncovered following the Times SquareVBIED
Plot; the ability to conduct remote target selection and initial surveillance through publicallyaccessible platforms remains a viable tool for actors. Even with remote capabilities, it is very likely that aSIVA will conduct in-person target site assessments. This is the period when most acts can be eitherdeferred or detected.
Seeking employment at, with, or access to potential targets. Like any other criminal, a SIVA will likelyseek out opportunities to gain insight to a target location. If the SIVA is planning an
inside job
, themost probable route will be through employment at the target location or in a position that will provideaccess. Despite the austere job market, when other potential indicators are coupled with a drasticdivergence from one type of work to one that provides access to a facility of interest
, you may havecause for concern and increased interest.
Possession of unusual documents, maps, photos and related materials. This can be indicative of operational planning or an aspiration. A SIVA who poses an insider threat concern could be an individualwho seeks out or is found to have these materials or information outside the scope of their role withinan organization. This, coupled with potential behavioral indicators would likely be cause for furtherinquiry.Of obvious note would be maps that indicate attack routes, critical points, have time notations and thelike. Further, photos of targets taken from a distance or which focus on critical points would be cause forconcern.
Acquisition or attempts to acquire precursor chemicals, excessive ammunition and weapons. This isanother critical point in pre-operational activities when plots are detected and disrupted. Frequently, itis during the process of assembling the tools needed to execute their mission that SIVAs and missiontasked actors are identified and subsequently apprehended. Unfortunately, the ability to detect actionsat this stage has been highlighted by the simplicity of recent attacks, the use of readily available andseemingly innocuous implements.
Increased secrecy about activities and associates. While a SIVA may closely associate with a particulargroup prior to their self initiated action; openly posting on public forums, attending meetings, hostinggroup members or otherwise maintaining a visible affiliation, it is probable that such contacts will showa marked decrease as they reach a point just prior to acting. A caveat is that the decision to act can bepredicated by any number of factors and is largely driven by the individual and their mindset at the time.Though the act may appear spontaneous, it was likely well thought out beforehand. A marked change intheir public profile may be indicative of action in the near-term. ___________________________________
4-Open source reporting notes


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could you give me some example sentences?
I can not get understand how to use of this word "उन्हों " and "उन्हें ".
could you give me some example sentences?
For learning: Hindi
Base language: English
Category: Language
 Please enter between 2 and 2000 characters.
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 Best Answer - Chosen by Voting
 "unhein" ka arth hai "them" ya "to them"
 Hi Mina, There is no such word like उन्हों (unho) it is उन्होंने (unhone). eg. उन्होंने हमे खाना दिया (unhone hume khana diya. meaning-they gave us food.) उन्हें (unhe) eg.उन्हें खाना दे दो (unhe khana de do. meaning-give them food)
 Hope it's clear.
 Hi, to be honest it's a bit difficult to explain the exact differences between these words from a grammatical point of view as I'm no expert. I can give you some example sentences so that you can observe how they are used.
 1. UnhePersonally I feel unhe can mean them/they. It's used more often when the subjects are being passive or acted upon.
 a. Unhe coffee de do : Give them/him/her coffee (if it's a senior or elder you can use uhne instead of the usual usse (him/her) even though it's just one person. It's more polite this way.)
 b. Uhne thand lag rahi hai (They are feeling cold )
 c. Unhe e-mail bhej do (Send them an email)
 2. UnhoneIt's when they (the subjects) are being active rather than passive that one uses unhone. It's used more often with the past tense.
 a. unhone mujhe bulaya (They called me)
 b. Unhone hume khana diya (They gave us food)
 c. unhone kaam kahatam kar diya (They have finished the work)
 Submit your answer
 Please enter between 2 and 2000 characters.
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text:
My First Picture Dictionary is a book that challenges children in their first explorations of our world by using sophisticated imagery instead of the solid shapes and primary colors generally found in alphabet books. Designed to fortify children's formative years, the Dictionary expands their visual vocabulary and kickstarts their critical thinking skills.
The Dictionary introduces its imagery through an assortment of carefully curated vintage stamps and postcards. The avant-garde book is enclosed in an envelope that enhances its intrigue and experience, appealing to a child's sense of curiosity and adventure.
Graphis New Talent Annual 2020 Silver


text:
Space Pirates and Zombies v1.000 cracked-THETA
P2P Group THETA again with the latest update of the game, Changelog is quite big so its worth an update if you already have the last one.Space Pirates and Zombies takes place far enough in the future that Earth has become a toxic backwater planet, so potentially not that far in the future. The galaxy has been colonized by humans, and the only means to travel to new star systems is through highly restricted and well defended warp gates. It is well known that systems closer to the galactic core become richer and richer as well as more scientifically advanced. This has led to theories of a secret system with a cache of treasure or knowledge at the galactic core feeding this growth. As a pirate, you must assemble a fleet and discover what treasure awaits you there.
- 33 ships to research, build, outfit and pilot.
- 70 unique components to discover and customize your fleet's performance.
- Totally physics based combat system.
- Fight Zombie infestations, battling a full zombie ecosystem comprising four stages of un-life.
- Explore a persistent randomly generated galaxy containing hundreds of star systems.
- Freedom to explore the galaxy and take on challenges at your own pace.
- Aid, flee, or exploit the warring factions in each star system.
- The unique event system lets the player change the balance of power in any star system.
- Carefully spend your hard earned research points on hundreds of upgrades across 15 categories.


text:
Dog with Oronasal Fistula Repair
An oronasal fistula is an opening between the oral and nasal cavities that most commonly results from the extraction of a diseased upper canine tooth. The canine teeth are the long sharp teeth found at the anterior corners of the mouth on either side of the front incisor teeth. In this image you can see that the dental probe demonstrates a deep pocket of infection around the base of this canine tooth. It needs to be extracted. In some dogs with infected canine teeth the infection is so bad that it destroys the bone at the base of the tooth and once the tooth is extracted it leaves a hole or fistula between the oral and nasal cavities (an oronasal fistula). To prevent infection this needs to be covered up with a gingival flap. (see dental case August 2008)
Sometimes the gingival flap does not 'take' properly leaving a small oronasal fistula even after healing is completed as is seen in this image. In this case a new flap is required. Why is this important? -so that food material does not get trapped in this opening that would lead to both a local gum infection and a nasal infection leading to a runny nose.
In image 1, Dr. Fisher is using a scalpel blade to freshen the edges around the fistula and to create a new flap. Next a Freer elevator is used to raise the flap away from underlying bone (image 2).
Next, the fistula space is filled with Consil®, a synthetic bone graft particulate that encourages new bone formation.
Consil application is followed by suturing of the gum (gingival) flap to the surrounding gum tissue in order to cover the fistula.
The finished product! All sutures have been placed and the oronasal fistula is covered. This flap of gum tissue adhered well this time and healing was complete, thus preventing a possible source of chronic infection in the mouth and nasal passage.


text:
holes of Cay Sal Bank are most striking. These holes were most
likely formed during the ice age when the area was dry land. As
the earth collapsed forming a sink hole, a limestone substrate
become exposed. Millions of years later as water began to cover
the bank, these narrow ridges of limestone became a perfect base
for corals and sponges to attach.
Today, divers can enjoy the ancient
coral that covers the rims of the blue holes that begin in about
20 -30 feet of water. Colorful tropical fish dart in and out of
the coral. Octopus and huge basket stars come out after dark.
And a plethora reef sharks call the blue holes home as well make
blue hole dives an exciting experience.
The smallest blue hole at Cay Sal Bank
is a hundred yards wide, while the largest is a quarter of a
mile in diameter. The depth sounder on the boat reads to
approximately 400 feet at the holes' centers. The clear waters
can have visibility exceeding 100 feet, revealing galleries of
stalagmite and stalactite that are more proof that these holes
were once caves on dry land.


licant make system
testing, make
pip install licant==1.9.0
Licant is designed to build small modular projects with a complex dependency tree.
What is it?
Initially Likant was written as a system for assembling code for projects on microcontrollers.
The core of the Lycant system is a make-like assembly tree solver written in python.
But, the main feature of Licant in the system of modules. The Likant paradigm consists in the description of a project by a set of modules that link to each other. Connecting the module automatically tightens the connection of dependent modules.
Modules can have several implementations, which allows flexible configuration of the project. (For example, you can change the initialization code of the microcontroller or the implementation of the input-output system simply by replacing the implementation of the corresponding module).
One of the goals of the project is to work with submodules located in remote directories. The library subsystem allows a project to refer to modules located in remote directories, which allows several projects to use the same code.
python3 -m pip install licant
#!/usr/bin/env python
import licant.make as lmake
import licant
lmake.copy(tgt = "build/b.txt", src = "a.txt")
lmake.copy(tgt = "build/c.txt", src = "build/b.txt")
print("licant targets list:" + str(licant.core.core.targets))
licant.ex(default = "build/c.txt")
Example projects


text:
AUTHORS: Iguina/Dozier - ©2011
¡MANUAL DE GRAMÁTICA - completamente escrito en español! MANUAL DE GRAMÁTICA is now completely written in Spanish! MANUAL DE GRAMÁTICA is the most accessible grammar reference for intermediate and advanced students of Spanish. It combines clear, easy-to-use charts with detailed grammar presentations. Beginning with sentence structure, the text follows a logical progression of topics from parts of speech to verb tenses to the finer points of lexical variation. The text facilitates independent study. Students have the opportunity to self-correct in practice as supporting exercises are followed by answer keys. The text covers all major grammatical rules of Spanish and offers real-world applications of all grammar points, making it an invaluable reference tool for intermediate and advanced literature and language courses.


text:
- Station Info
- Featured on 4
Starting this January, an estimated 10,000 Ysleta Independent School District elementary school students will receive an introduction to the lifelong game of golf, along with character education and healthy habits during their regular PE classes, through The First Tee National School Program™.
Nationally, over two million students and more than 4,200 schools currently offer The First Tee National School Program, which launched in 2004. The program's curriculum is aligned with national standards and reinforces the physical activity objectives mandated through the Texas Essential Knowledge and Skills for Physical Education (TEKS). PE teachers will receive a special in-person training to learn how to deliver the lessons.
"We are so excited to begin this program in the YISD," said Kristi Albers, Executive Director of The First Tee of Greater El Paso, "and grateful for the grant we received from the Paso Del Norte Health Foundation to continue to the Ysleta District. In the fall of 2011 we introduced this program to the El Paso Independent School District and it's been a great success. We are pleased to be able to expand this program to YISD. Golf is not just a lifetime activity; it's something that families can enjoy together. The First Tee's programming goes beyond golf lessons and benefits our participants in their daily lives."
The First Tee National School Program helps students develop an appreciation for the positive personal and social values associated with the game in each lesson; engages students in safe, fun lessons and activities that lead to motor skill development; and presents students with an introduction to the game. Students also are introduced to The First Tee Nine Core Values™:
honesty, integrity, respect, responsibility, courtesy, sportsmanship, confidence, judgment and perseverance. They will learn about physical, social, and emotional wellness through The First Tee Nine Healthy Habits™, which are integrated into each lesson. The program also assists students in transferring the skills and habits to other areas of their lives.
Media are invited to the special in-person training held Saturday morning (December 8, 8:30 am to 12:30 am), at Parkland Middle School (6045 Nova Way.). Representatives from the national office of The First Tee will be available for questions, as well as representatives from YISD. Over 40 elementary school teachers from both YISD and EPISD will participate in this training.
About The First Tee of Greater El Paso
The First Tee is a national non-profit youth organization where life skills and core values are taught through the game of golf. The First Tee Nine Core Values are: courtesy, responsibility, sportsmanship, respect, integrity, confidence, perseverance, judgment and honesty. The First Tee of Greater El Paso (_URL_), a chapter of the national organization, was formed in 2008 by local golf professional and former LPGA Tour Player, Kristi Albers (currently the Executive Director and Program Director), with El Paso County's support. The First Tee's programming ties together life skills, healthy habits and golf lessons in a fun and safe environment and is offered to youth ages 7-18, with special camps and sessions that are open to 5 and 6 year olds.
801 N. Oregon, El Paso, Texas 79902 • _PHONE_ • _EMAIL_
Copyright © 2013 Titan TV Broadcast Group. All Rights Reserved


text:
What is Faraday's constant in chemistry?
The Faraday constant, denoted by the symbol F and sometimes stylized as ℱ, is named after Michael Faraday. In chemistry and physics, this constant represents the magnitude of electric charge per mole of electrons. It has the currently accepted value. F = 96485.
What is the formula for electrolysis?
m = E x I x t /96,485, where m is the mass of the substance produced in g; Z is the electrochemical equivalent, which is the mass of a substance produced at the electrode during electrolysis by one coulomb of charge; I is the current in Ampere(A); t is the time in seconds; and 96,485 is the Faraday's constant and is
What is a Faraday equal to?
faraday. [ făr′ə-dā′ ] A measure of electric charge equal to the charge carried by one mole of electrons, about 96,494 coulombs per mole. The faraday is used in measurements of the electricity required to break down a compound by electrolysis.
What is Faraday's first electrolysis law?
First law. Michael Faraday reported that the mass( ) of elements deposited at an electrode in g is directly proportional to the Charge( ) in Coulombs. Here, the constant of proportionality.
What is N in Nernst equation?
E = cell potential at standard-state conditions. R = ideal gas constant = 8.314 J/mol-K. T = temperature (kelvin), which is generally 25 C (298 K) n = number of moles of electrons transferred in the balanced equation. F = Faraday's constant, the charge on a mole of electrons = 95,484.56 C/mol.
What is a Coulomb equal to?
The coulomb is defined as the quantity of electricity transported in one second by a current of one ampere. Named for the 18th–19th-century French physicist Charles-Augustin de Coulomb, it is approximately equivalent to 6.24 × 1018 electrons.
What is Z in Faraday's Law?
Faradays first electrolysis Law states that the quantity of reaction taking place in terms of mass of ions formed or discharged from an electrolyte is proportional to the amount of electric current passed. Z is the electrochemical equivalent mass of one coulomb charge.
What is Z in M ZIt?
- Answer – – In W = ZIt, Z means electrochemical equivalent. – Its value is calculated by – Z = M / nF. where, M = molecular mass, n = moles of electrons used, 1 F = 96500 C.
What is Faraday's first and second law?
Faraday's Laws of Electromagnetic Induction consists of two laws. The first law describes the induction of emf in a conductor and the second law quantifies the emf produced in the conductor.
What is the symbol for farad?
What is Faraday famous for?
Faraday is most famous for his contributions to the understanding of electricity and electrochemistry. In this work he was driven by his belief in the uniformity of nature and the interconvertibility of various forces, which he conceived early on as fields of force.
What is a Faraday machine?
A Faraday cage or Faraday shield is an enclosure used to block electromagnetic fields. A Faraday shield may be formed by a continuous covering of conductive material, or in the case of a Faraday cage, by a mesh of such materials.


The following is taken from a practice GRE question:
Two experimental techniques determine the mass of an object to be $11\pm 1\, \mathrm{kg}$ and $10\pm 2\, \mathrm{kg}$. These two measurements can be combined to give a weighted average. What is the uncertainty of the weighted average?
What's the correct procedure to find the uncertainty of the average?
I know what the correct answer is (because of the answer key), but I do not know how to obtain this answer.
 - 1
 $\begingroup$ Forget that it is an average. Do you know how to combine errors for sums (and products)? $\endgroup$ – genneth Sep 29 '11 at 1:22
 - $\begingroup$ I added homework tag because it is of that nature even though it is not literally homework $\endgroup$ – genneth Sep 29 '11 at 1:23
 - $\begingroup$ Yes, but doing this, I arrive at $\sqrt{5}/2$. According to the practice test, this is incorrect. $\endgroup$ – Jonathan Gleason Sep 29 '11 at 2:12
 - 10
 $\begingroup$ The people who make up these tests at ETS are usually incompetent, and it is often impossible to read their minds. You should just say what answer they got, so people can try to work backwards to extract whatever flawed reasoning they used. There is no other way to solve ETS problems other than learning the psychology of the testers. $\endgroup$ – Ron Maimon Sep 29 '11 at 3:51
 - 1
 $\begingroup$ This is a rather specific question, sort of on the verge of being closeable as "too localized," but I edited it a little to try and keep it general enough to stay open. The thing is, because the answer key is wrong, there's not much to say in an answer except explaining the general procedure for combining uncertainties, and I'm pretty sure that's already covered by other questions here and on many other sites. $\endgroup$ – David Z Sep 29 '11 at 4:56
I agree with _USER_ Maimon that these ETS questions are problematic. But this is (i think) the reasoning they go with. Unlike _USER_'s assumption you should not take the normal average, but as stated in the question the weighted average. A weighted average assigns to each measurement $x_i$ a weight $w_i$ and the average is then
$$\frac{\sum_iw_ix_i}{\sum_i w_i}$$
Now the question is what weights should one take? A reasonable ansatz is to weigh the measurements with better precision more than the ones with lower precision. There are a million ways to do this, but out of those one could give the following weights:
$$w_i = \frac{1}{(\Delta x_i)^2},$$ which corresponds to the inverse of the variance.
So plugging this in, we'll have
$$c = \frac{1\cdot a+\frac{1}{4}\cdot b}{1+\frac{1}{4}}= \frac{4a+b}{5}$$
$$\Delta c = \sqrt{\left(\frac{\partial c}{\partial a}\Delta a\right)^2+\left(\frac{\partial c}{\partial b}\Delta b\right)^2}$$
$$\Delta c = \sqrt{\left(\frac{4}{5}1\right)^2+\left(\frac{1}{5}2\right)^2}=\sqrt{\frac{16}{25}+\frac{4}{25}}=\sqrt{\frac{20}{25}}=\sqrt{\frac{4}{5}}=\frac{2}{\sqrt5}$$
which is the answer given in the answer key.
Why $w_i=1/\sigma_i^2$
The truth is, that this choice is not completely arbitrary. It is the value for the mean that maximizes the likelihood (the Maximum Likelihood estimator).
$$P(\{x_i\})=\prod f(x_i|\mu,\sigma_i)=\prod\frac{1}{\sqrt{2\pi\sigma_i}}\exp\left(-\frac{1}{2}\frac{\left(x_i-\mu\right)^2}{\sigma_i^2}\right)$$. This expression maximizes, when the exponent is maximal, i.e. the first derivative wrt $\mu$ should vanish:
$$\frac{\partial}{\partial\mu}\sum_i\left(-\frac{1}{2}\frac{\left(x_i-\mu\right)^2}{\sigma_i^2}\right) = \sum_i\frac{\left(x_i-\mu\right)}{\sigma_i^2} = 0 $$
Thus, $$\mu = \frac{\sum_i x_i/\sigma_i^2}{\sum_i 1/\sigma_i^2} = \frac{\sum_iw_ix_i}{\sum_i w_i}$$ with $w_i = 1/\sigma_i^2$
 - 1
 $\begingroup$ luksen explained how to find a weighted average, but I did not see a direct answer to the question. If the weighted average is calculated by the precision of each measurement do we still find an error? Or because we used error to find the weighted average, it is included in the result? $\endgroup$ – Tsangares Jan 25 '17 at 1:20
 - 1
 $\begingroup$ So what is the answer to the question? $\endgroup$ – ProfRob Apr 27 '17 at 18:37
It would be highly unreasonable to obtain the uncertainty of the average of the measurements to be greater than the uncertainty of any one measurement (√5/2 > 1). After all, what's the point in taking averages if it just makes your readings more uncertain?
I believe the ETS people used the argument that the harmonic sum of the individual variances should give the reciprocal of the average's variance i.e. 1/v = 1/v1 + 1/v2, as detailed here: _URL_
Since other questions as well as Google point to this question, I would like to extend the already existing answer from luksen by a motivation from the stochastic for using the error propagation equation.
Let's assume we have $n$ random measurements $X_i$, typically denoted by $E\{X_i\} \pm \sigma_i$ (or $x_i \pm \Delta x_i$), whereas $E\{\cdot\}$ and $\sigma_i$ denote the expected value and the standard deviation, respectively. According to the question, we are interested in the weighted average of these measurements, calculated by $Y = \frac{\sum_i w_i X_i}{\sum_i w_i}$ ($=c$). Thanks to the linearity of the expected value, it is rather easy to get $$E\{Y\} = E\left\{\frac{\sum_i w_i X_i}{\sum_i w_i} \right\} = \frac{\sum_i w_i E\{ X_i\}}{\sum_i w_i}.$$ For the variance $\sigma^2$, we need a few more lines but no hacky tricks. $$\begin{align} \sigma^2 &= E\left\{(Y-E\{Y\})^2\right\} = E\left\{\left(\frac{\sum_i w_i X_i}{\sum_i w_i} - E\left\{\frac{\sum_i w_i X_i}{\sum_i w_i} \right\} \right)^2\right\} \\ &= \frac{1}{(\sum_i w_i)^2} E\left\{ \left(\sum_i w_i X_i\right)^2 - 2 \left(\sum_i w_i X_i\right) \left(\sum_j w_j E\{X_j\}\right) + \left( \sum_i w_i E\{X_i\} \right)^2 \right\} \\ &= \frac{1}{(\sum_i w_i)^2} E\left\{ \sum_{i,j} w_i X_i w_j X_j - 2 \sum_{i,j} w_i X_i w_j E\{X_j\} + \sum_{i,j} w_i E\{X_i\} w_j E\{X_j\} \right\} \\ &= \frac{1}{(\sum_i w_i)^2} \sum_{i,j} w_i w_j \left( E\{X_i X_j\} - 2 \cdot E\{X_i\} E\{X_j\} + E\{X_i\} E\{X_j\} \right) \\ &= \frac{1}{(\sum_i w_i)^2} \sum_{i,j} w_i w_j \left( E\{X_i X_j\} - E\{X_i\} E\{X_j\} \right) \\ &= \frac{1}{(\sum_i w_i)^2} \sum_{i,j} w_i w_j \cdot Cov(X_i, X_j) \end{align}$$ The


interaction between two systems of numeration. 2nd Meeting of the AFLANG, October 1998, Tokyo. Archived from the original on 2008-10-05. Retrieved 2011-05-29.
 36. ^ Mazaudon, Martine (2002). "Les principes de construction du nombre dans les langues tibéto-birmanes". In François, Jacques. La Pluralité (PDF). Leuven: Peeters. pp. 91–119. ISBN 90-_PHONE_-2
 37. ^ Cheetham, Brian (1978). [dead link] "Counting and Number in Huli". Papua New Guinea Journal of Education 14: 16–35.
 38. ^ Bowers, Nancy; Lepi, Pundia (1975). "Kaugel Valley systems of reckoning" (PDF). Journal of the Polynesian Society 84 (3): 309–324.
 39. ^ Owens, Kay (2001), "The Work of Glendon Lean on the Counting Systems of Papua New Guinea and Oceania", Mathematics Education Research Journal 13 (1): 47–71, doi:10.1007/BF03217098
External links[edit]


Resampling Validation of a Fitted Model's Indexes of Fit
The validate function when used on an object created by one of the rms series does resampling validation of a regression model, with or without backward step-down variable deletion.
models, methods, regression, survival
# fit <- fitting.function(formula=response ~ terms, x=TRUE, y=TRUE)
validate(fit, method="boot", B=40,
 bw=FALSE, rule="aic", type="residual", sls=0.05, aics=0,
 force=NULL, estimates=TRUE, pr=FALSE, …)
# S3 method for validate
print(x, digits=4, B=Inf, …)
# S3 method for validate
latex(object, digits=4, B=Inf, file='', append=FALSE,
 caption=NULL, table.env=FALSE,
 size='normalsize', extracolsize=size, …)
# S3 method for validate
html(object, digits=4, B=Inf, caption=NULL, …)
a fit derived by e.g. lrm, cph, psm, ols. The options x=TRUE and y=TRUE must have been specified.
may be "crossvalidation", "boot" (the default), ".632", or "randomization". See predab.resample for details. Can abbreviate, e.g. "cross", "b", ".6".
number of repetitions. For method="crossvalidation", is the number of groups of omitted observations. For print.validate, latex.validate, and html.validate, B is an upper limit on the number of resamples for which information is printed about which variables were selected in each model re-fit. Specify zero to suppress printing. Default is to print all re-samples.
TRUE to do fast step-down using the fastbw function, for both the overall model and for each repetition. fastbw keeps parameters together that represent the same factor.
Applies if bw=TRUE. "aic" to use Akaike's information criterion as a stopping rule (i.e., a factor is deleted if the \(\chi^2\) falls below twice its degrees of freedom), or "p" to use \(P\)-values.
"residual" or "individual" - stopping rule is for individual factors or for the residual \(\chi^2\) for all variables deleted
significance level for a factor to be kept in a model, or for judging the residual \(\chi^2\).
cutoff on AIC when rule="aic".
see fastbw
see print.fastbw
TRUE to print results of each repetition
parameters for each specific validate function, and parameters to pass to predab.resample (note especially the group, cluster, amd subset parameters). For latex, optional arguments to latex.default. Ignored for html.validate.
For psm, you can pass the maxiter parameter here (passed to survreg.control, default is 15 iterations) as well as a tol parameter for judging matrix singularity in solvet (default is 1e-12) and a rel.tolerance parameter that is passed to survreg.control (default is 1e-5).
For print.validate … is ignored.
an object produced by one of the validate functions
number of decimal places to print
file to write LaTeX output. Default is standard output.
set to TRUE to append LaTeX output to an existing file
title, caption, table.env, extracolsize
see latex.default. If table.env is FALSE and caption is given, the character string contained in caption will be placed before the table, centered.
size of LaTeX output. Default is 'normalsize'. Must be a defined LaTeX size when prepended by double slash.
It provides bias-corrected indexes that are specific to each type of model. For validate.cph and validate.psm, see validate.lrm, which is similar. For validate.cph and validate.psm, there is an extra argument dxy, which if TRUE causes the dxy.cens function to be invoked to compute the Somers' \(D_{xy}\) rank correlation to be computed at each resample. The values corresponding to the row \(D_{xy}\) are equal to \(2 * (C - 0.5)\) where C is the C-index or concordance probability.
For validate.cph with dxy=TRUE, you must specify an argument u if the model is stratified, since survival curves can then cross and \(X\beta\) is not 1-1 with predicted survival. There is also validate method for tree, which only does cross-validation and which has a different list of arguments.
a matrix with rows corresponding to the statistical indexes and columns for columns for the original index, resample estimates, indexes applied to the whole or omitted sample using the model derived from the resample, average optimism, corrected index, and number of successful re-samples.
Side Effects
prints a summary, and optionally statistics for each re-fit
See Also
validate.ols, validate.cph, validate.lrm, validate.rpart, predab.resample, fastbw, rms, rms.trans, calibrate, dxy.cens, survConcordance
 - validate
 - print.validate
 - latex.validate
 - html.validate
# See examples for validate.cph, validate.lrm, validate.ols
# Example of validating a parametric survival model:
n <- 1000
age <- 50 + 12*rnorm(n)
label(age) <- "Age"
sex <- factor(sample(c('Male','Female'), n, TRUE))
cens <- 15*runif(n)
h <-.02*exp(.04*(age-50)+.8*(sex=='Female'))
dt <- -log(runif(n))/h
e <- ifelse(dt <= cens,1,0)
dt <- pmin(dt, cens)
units(dt) <- "Year"
S <- Surv(dt,e)
f <- psm(S ~ age*sex, x=TRUE, y=TRUE) # Weibull model
# Validate full model fit
validate(f, B=10) # usually B=150
# Validate stepwise model with typical (not so good) stopping rule
# bw=TRUE does not preserve hierarchy of terms at present
validate(f, B=10, bw=TRUE, rule="p", sls=.1, type="individual")
# }
Documentation reproduced from package rms, version 5.1-3.1, License: GPL (>= 2)
Community examples
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text:
National Institute on Deafness and Other Communication Disorders
The National Institute on Deafness and Other Communication Disorders (NIDCD), a member of the U.S. National Institutes of Health, is mandated to conduct and support biomedical and behavioral research and research training in the normal and disordered processes of hearing, balance, smell, taste, voice, speech, and language. The Institute also conducts and supports research and research training related to disease prevention and health promotion; addresses special biomedical and behavioral problems associated with people who have communication impairments or disorders; and supports efforts to create devices which substitute for lost and impaired sensory and communication function.
Differing from some other institutes, in 1999 the NIDCD discontinued the Multi-Purpose Research and Training Center funding mechanism (large center grants) for the entire institute focusing instead on single-project research awards (R01's).
|This United States government–related article is a stub. You can help Wikipedia by expanding it.|


text:
The skull is a structure of bones that protects the brain and helps to support the features of the face. The two parts of a human skull are called neurocranium and viscerocranium. The largest bone of the viscerocranium is the mandible. Use this PowerPoint template to explain the anatomy of a skull and find out about all the different bones.
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text:
percent of reported industrial spills on land.
The fines against companies that violate the law will be based on a number of factors related to the type of violation and the seriousness of the violation. Types of violations include improper reporting and record-keeping, exceeding discharge limits of certain substances and unlawful spills. Average penalties are expected to be about CAD $1,000 for administrative violations and CAD $10,000–20,000 for unlawful spills and spill-related violations. The size of a penalty is determined by an assessment of:
The gravity or the seriousness of the violation and its consequences.
The monetary benefit, if any, that the facility has gained from non-compliance with Ontario's environmental laws.
The number of days the violation continues.
The presence of a toxic substance in an unlawful spill or unlawful discharge increases the gravity portion of the penalty by 35 percent. The "Environmental Penalties – Code of Toxic Substances" provides a list of 113 toxic substances that would result in such an increase.
Revenue collected from environmental penalties is deposited into a Special Purpose Account. All revenue collected will be made available to communities affected by spills for remediation, restoration and related purposes. Environmental proposals from community organizations will be accepted every year and will be assessed by technical experts to ensure they meet the criteria. As the Environmental Protection Act also requires polluters to compensate for losses or damages that result from spills, the fund is not required for compensation of the victims of spills and spill-related violations.
Regulations, whether they prohibit behaviours by imposing penalties or encourage them by offering incentives, are created in a hierarchical relationship in which governors direct the activities of the governed. In contrast, some organizations are considering the use of another type of power arrangement in which parties are equal partners in a negotiated agreement or covenant that benefits all involved.
In a negotiated agreement or contract, violation of the terms of the contract by one party usually releases the other parties from their obligations. A covenant, a concept with a long history, 'is a mutual promise of two (or more) parties that is valid independently of whether the parties deliver on their promise or not. This gives a covenant a higher, more solemn validity than an ordinary contract, treaty or convention'.40
In the field of international law, the term 'covenant' refers to agreements in which one party's non-performance does not affect the other party's duty to perform, unlike in a classic contract, in which rights and duties are mutually linked. Declarations, charters, compacts, conventions, manifestos, constitutions, treaties and even contracts may carry forward disguised forms of covenants and aspirations. 'Compacts' share with covenant, for example, the expectation that parties are obligated to respond to each other beyond the letter of the law, and both require mutual consent to be abrogated, designed as they are to be perpetual.
It has been theorized that all forms of contract between citizen and state involve more than mere mutual self-interest in order to be binding, and that 'social contracts' were therefore deep, sacred agreements reflecting moral relationships believed to be inherent in reality itself. Indeed, no community can long be governed without some form of mutual trust or covenantal bond that provides identity and purpose to its members and that is judged a fair distribution of powers, benefits, rights and obligations. No covenant can be successfully formed and kept that does not provide for a constitution or other legal structure institutionalizing the norms and political processes (or government), by which decisions regarding the relationships between the parties to the covenant will be made and implemented.
In addition to formal written promises officially recognized by governments, compacts and covenants can also originate from systems of local community customs and unwritten agreements. Indeed, as a general rule, the more localized a system is, the less formally regulated is the system of water governance (see Case 5.6).
Case 5.6 Water governance by covenant in the community of Pijal, Ecuador41
The northern Ecuadorian indigenous community of Pijal, population 1,138, is organized communally and has an unofficial system of local governance that includes elements of parliamentary, judiciary and administrative branches. The community assembly (Asamblea de la Comunidad) is a parliamentary body with the highest level of decision making power and includes all members of the community government. Under the Asamblea is the Cabildo (a combined administrative-judicial branch), beneath which sits the powerful Juntas de Agua (Water Board), composed of the most honest citizens in Pijal. The Juntas de Agua convenes mandatory work parties of community members when needed to perform maintenance on canals and ditches in the area, and imposes fines or sanctions on members who do not participate.
Tensions over water in the community have risen in recent years due to the growing problem of drought in the area, and year-round reductions in water flow occurring simultaneously with a growing population. In order to control theft of water (i.e., taking more than the amount allotted each family for US$ 0.50 a month), the community has instituted a graduated system of penalties, which includes fines for one-time offenders and temporary or permanent suspensions of water access for repeat offenders. The Asamblea hears and adjudicates water access conflicts between members of a single community. In the case of conflicts between members of different communities, representatives of those communities who understand the problem are convened and allowed to propose solutions to the issue, which is decided by a vote. The system is not recognized by the Ecuadorian government, but community members maintain that Pijal's water governance mechanisms are accepted by the community, as the underlying concepts and values are understood by all, and punishments determined by the Asamblea General reflect this understanding.
The basis for agreement of covenants is negotiation. A negotiation requires a process in which the parties involved come together to bargain and trade off within their positions aiming to reach an agreement over a disputed or potentially disputed matter. As demonstrated in the IUCN toolkit NEGOTIATE, facilitated processes of negotiation can help to build consensus among parties. Negotiation is thus a means to an end, but in order to be fruitful, the parties involved must be autonomous, while recognizing that there are commonly imbalances in power among parties. Such imbalances can lead to manipulation of processes in favour of the stronger parties. Thus, capacity to negotiate as equal partners must be addressed particularly when civil society actors negotiate with stronger traditional players such as the government or the private sector.
"MONITORING AND INFORMATION MECHANISMS MUST BE COORDINATED BETWEEN NATIONAL AND RIVER-BASIN LEVELS"
Monitoring and information management mechanisms are essential tools for enforcement, as mentioned earlier in Chapter 3 on law and Chapter 4 on institutions. The extent to which this data is made publicly available may support compliance greatly by helping water users who are subject to the law's requirements verify that they are meeting their obligations and to understand the implications if they fail.
What should be monitored?
Physical parameters such as water quality, aquatic biodiversity and habitat must have a baseline established. Ongoing assessment must then be made using the same measurement to deter-mine if they are improving or deteriorating.
Health variables such as access to safe drinking water and sanitation, and incidence of water-borne diseases.
Economic variables such as costs to the government and consumers of providing water, sewer-age and hydropower.
Progress towards goals set in five-year plans or any other government water programmes. These might include the number of water user groups formed, number of additional homes served by sewerage, or agreements reached by various partners.
Compliance with pollution regulations such as discharge limits or fertilizer use near waterways.
Effectiveness of enforcement efforts in terms of fees collected, court cases won, or compliance negotiated.
Monitoring and information mechanisms must be coordinated between national and river basin levels. Given the highly technical nature of monitoring, the results should be expressed in terms that are understandable to lay people.
The costs of monitoring can be high as they are not limited to the installation, operation and maintenance of the necessary infrastructure to support monitoring mechanisms but also extend to training and administration.
"THE COSTS OF MONITORING CAN BE HIGH"
Compliance refers to the conformity of society to the obligations agreed to in water arrangements. When the parties involved are willing to meet their obligations, enforcement is not such an issue.
Enforcement, which is necessary when voluntary compliance fails, fosters security amongst stakeholders because each party knows that if the other party does not abide by the agreement, there are specific mechanisms to force compliance. The State may use police action to assure compliance with a specific law or act.
The incorporation of appropriate regulatory mechanisms to support compliance is accomplished in part by clearly and concisely defining the rights and obligations of all water users (public and private) as well as the State. As discussed in Chapter 3, this may be achieved through the creation of a system that secures 'property rights' to use water. Firm rights can also be established through permit or licensing systems, judicial procedures or customary practices. Clear rights and obligations may also arise indirectly under other legislation with implications for water resources, such as in the case of the Endangered Species Act in the United States.
"ENFORCEMENT, WHICH IS NECESSARY WHEN VOLUNTARY COMPLIANCE FAILS, FOSTERS SECURITY AMONGST STAKEHOLDERS"
The objective of incorporating appropriate compliance mechanisms in a water law is greatly enhanced by measures that ensure a high level of public participation prior to administrative decision making, as well as the right to be heard after decisions have been taken by the authorities. Compliance is also strengthened by incorporating transitional arrangements in legislation that provide opportunities for civil society to arrange their affairs before a new law takes full effect. Such arrangements are often overlooked, however, in the introduction of a new water law regime.
Case 5.7 India's 1974 Water Pollution Act:


W&H AIMS – safe infection prevention
W&H AIMS (Advanced Infection prevention Management Solutions) is the workflow for every dental practice. W&H AIMS provides step-by-step support for professional hygiene management to effectively break the chain of infection.
AIMS workflow
W&H AIMS workflow – infection prevention one step at a time
Individual hygiene management
With AIMS, W&H highlights options for efficiently and effectively designing the entire reprocessing process according to your individual needs. W&H AIMS also provides information for infection prevention, breaking the chain of infection, on hygiene and maintenance as well as the general safety of patients and users. This way, you can overcome new and future challenges professionally and safely.
The W&H AIMS workflow
W&H guides you through every individual step of the reprocessing process in order to minimise the risk of infection for users and patients alike. Both of whom often have lots of questions on this subject in particular and not having all the information can quickly lead to uncertainty. This is where the AIMS workflow comes in, providing scientific knowledge and concrete solutions, a combination that helps your practice team to make their professional life safer and less complicated at the same time!
Step-by-step to breaking the chain of infection
How and where do infection risks occur? Why is every step of the reprocessing process crucial? What role does personal protective equipment play? W&H AIMS provides answers to these and many other questions, guiding you step by step along the way to customising your hygiene management process. W&H's reliable product portfolio also offers the perfect complement for implementation into everyday working routines.
Access the AIMS workflow
W&H AIMS devices
W&H AIMS workflow on different devices.
AIMS definition
AIMS definition: A result that your plans or actions are intended to achieve; principles.


text:
Know how to use "fewer" and "less"? Find out.
city, Pulaski county, central Arkansas, U.S., on the Arkansas River opposite Little Rock. It was settled in 1812 as De Cantillon, became Huntersville in 1853, and was later renamed Argenta for the Hotel Argenta, built there in the late 1850s. The community developed after the arrival of the Memphis and Little Rock Railroad in 1853 and later became the site of the freight classification yards and maintenance shops of the Missouri Pacific (now merged with Union Pacific) Railroad. Annexed by the city of Little Rock in 1890, Argenta was separately incorporated as a town in 1901 and renamed North Little Rock. It became a city in 1904 and absorbed the town of Levy to the north in 1946.


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Using tshark I tried to generate a dat file. The following is the command that I used to generate the fields using tshark:
$ C:\Program Files (x86)\Wireshark>tshark.exe -r "C:\swp-final-" -T
 fields -e frame.number -e frame.time -e eth.src -e eth.dst -e ip.src -e ip.ds
t -e ip.proto -E header=y -E separator=, -E quote=d -E occurrence=f > C:\thirty.
Tshark generates the output file in this format.
409 Jul 14, 2012 17:50:19.435836000 00:04:23:b7:3e:a3 00:04:23:b7:1a:0b 6
410 Jul 14, 2012 17:50:19.436084000 00:04:23:b7:3e:a3 00:04:23:b7:1a:0b 6
411 Jul 14, 2012 17:50:19.436110000 00:04:23:b7:1a:0b 00:04:23:b7:3e:a3 6
 1. I want to plot a graph for the numbers packets per second. How do I calculate the number of packets using the above mentioned data for specific flow?
 2. How do generate a log for the specific flows matching ip.dst== from the large pcap file?
share|improve this question
1 Answer 1
you can start with time 0(time of first packet)
count the number of packets until time increase by one second
repeat the above step for each second and you will get no. of packets per second
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AYUDH has started another mission called ASWAS (Ayudians Spreading Warmth and Smiles) which is a winter cloth collection drive for our villagers in north India. No need to say the pathetic condition of our rural villages during this winter season. Due to inadequacy of proper clothing hundreds lose their lives in every winter season. You might have seen news about this on our print media as well.
As we have adopted around 35 villages in northern side of India, ASWAS is a small act of kindness to help those people there providing proper winter clothing in this season.
Awaken Youth; Unite for Dharma (AYUDH), the international youth movement of Mata Amritanandamayi Math is constantly engaged in social activities to reach out to the poor and needy. AYUDH team is coming up with one called ASWAS (Ayudhians Spreading Warmth And Smiles). ASWAS campaign is aimed at creating awareness among the public and to encourage them to contribute towards helping poor North Indian villagers by donating winter clothes (sweaters, woollen shawls, mufflers, socks etc).
What type of clothes can be donated?
Clothes donated should be woollen clothes like Sweaters, Jackets, Shawls, Mufflers, Socks, Caps (monkey caps), Pullovers, etc. Newly bought clothes are preferred; if not, less / sparingly used winter clothes in good condition could be included.


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Definition of cannonball in English:
1A round metal or stone projectile fired from a cannon in former times.
- Mortars, as seen in the top right and bottom left hand pictures, were used to fire cannonballs over walls into a courtyard to kill soldiers and cause general damage.
- Dozens of rounds of ammo, bombs and even cannonballs are fired at the trio, yet don't produce one scratch.
- Also uncovered were musket balls, cannonballs, a grenade and tools.
1.1 (also cannonball dive) North American A jump into water performed upright with the knees clasped to the chest.
- She ran down the hill, off the deck, and did a cannonball into the water.
- Yukirin quickly leaped into the water, doing a cannonball and splashing Fiona.
- Suddenly, Tyler did a cannonball into the water.
Words that rhyme with cannonballrollerball • butterball
Definition of cannonball in:
- British & World English dictionary
What do you find interesting about this word or phrase?
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Embrace mistakes in your artwork.
Wade Guyton created Untitled with the help of an Epson inkjet printer, similar to but larger than printers you may have in your classroom or home. Guyton used black ink to print the large rectangles onto linen, and although the large black and white spaces dominate the painting, there are also faint lines that are a result of Guyton folding or feeding the fabric through the printer. Guyton embraces these mistakes, considering them to be integral parts of his work.
In preparation for this project, have your students save all the artwork they make in your class, including the ones upon which they feel that they've made mistakes. After discussing Guyton's work as a class, ask your students to pull out their collection of work. What kind of mistakes did they think they made? Thinking about Guyton's strategy of embracing mistakes, have your students embrace a mistake in one of their works. How can that mistake become an important part of the work? How does it change the work?


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- slide 1 of 4
There are two ways of fighting fire on board a ship - by using portable marine fire fighting equipments or by using different types of fixed fire fighting installations. The type of system used for fighting fire depends on the intensity and type of fire. Moreover, not all types of fixed fire installation systems can be used for any type of ship. A specific type of fixed fire fighting installation can be used only for a certain type of ship. In this article we will learn about a ship's fire main or the main fire fighting installation system.
- slide 2 of 4
A ship's main emergency fire system consist of a specific number of fire hydrants located at strategic positions across the ship. A series of dedicated pumps are provided to supply to these fire hydrants. The number and capacity of pumps required for a particular type of ship is decided by an international governing authority.
All these pumps are supplied power from the main power system. Apart from that, an emergency fire pump is also provided, which is located remote from the machinery space. The emergency fire pump has its own independent means of power source, which can be used to take over in case of main power failure.
Moreover, all the hydrant outlets are provided with an isolating valve so as to isolate those valves which are not in use. The fire hydrants are also provided with standard size flanges in order to attach hoses which have nozzles attached to them. All the hoses are provided with snap in connectors for easy and quick engaging and disengaging operation. The nozzles attached to the hoses are generally of two types - jet and spray, depending on the type of discharge required for extinguishing the fire. Both the nozzles can be adjusted according to the type of spray and flow required, which could be played over the fire to cool it without spreading.
The pumps are connected with the main sea water connection, having appropriate head to prevent any type of suction problem. The valves supplying water to these pumps are always kept open to provide a constant supply of sea water to fight fire at any point of time. Though sea water is the best mode of fighting fire, the main emergency fire fighting system can only be used on fires of Type A. However, in case of class B fires, if all modes for extinguishing fire fails, sea water from main emergency system can be used.
- slide 3 of 4
International Shore Coupling
The standard sized flanges provided at every strategically positioned hydrant are known as international shore connection. The international shore connections are always carried on all the ships and has standard dimensions decided by an international governing authority. The flange is also slotted in order to fit any shore side fire main and bring water onto the ship whenever required. The practice of international shore coupling has been followed to prevent difficulties at time of emergency when an external help is providing relief work.
- slide 4 of 4


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Evolution Characteristics of the Kurtosis Parameter on a Distorted Cat's Eye Effect Reflected Beam
Y-Z. Zhao, H-Y. Sun and Y-H. Zheng
Based on the definition of second order moment, fourth order moment and the approximate three-dimensional analytical formula for oblique laser beam passing through a cat's eye optical lens with centre shelter, the analytical expression of kurtosis parameter of the cat's eye effect reflected light under far field condition has been deduced. Evolution characteristics of kurtosis parameter affected by the incident angle, back backhaul transmission distance, focal shift and centre shelter ratio are performed by numerical calculation, and analysed physically. The results show that the reflected beam at the return place changes from a leptokurtic beam into a mesokurtic beam along with the increase of the incident angle. Only when the focal shift and incident angle are all very small, the kurtosis parameter at the return place has a large value and the reflected beam has a leptokurtic profile. These evolution characteristics of kurtosis parameter can be used to classify the distorted reflected beam.
Keywords: Laser optics, cat's eye effect, kurtosis parameter, evolution characteristics, reflected beam, incident angle, focal shift


Difference between an educator and a teacher
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Difference between an educator and a teacher
Children Educator
There are many similarities between educators and teachers. Indeed, there is also a ton of overlap in that many teachers are educators and many educators are teachers. And in many cases, the two terms can be considered synonymous. However, there are some small variations in the roles each plays and when the term is appropriate to use.
 1. Role
Perhaps the biggest difference in the two terms is the fact that an educator could be anyone who gives instructions, whereas a teacher is a job title to describe someone who teaches at a school. An educator could also be someone who acts as a mentor, and instructor or even a trainer. A teacher is someone who is in the teaching profession. They get paid and often require special training or formal qualifications, which is something that is not required of all educators but would depend on the type of educator and the content.[i] The difference between the two may be thought of as formal and informal also. Informally, when a teaching role is taken on by anyone, that would be more likely to be considered an educator. But when it takes place in a formal setting, with paid professional teachers, it would be more likely to be called teaching. In settings that are informal, but still require the same degree of teaching (such as homeschooling), both terms can be used accurately.[ii]
 1. Function
An educator educates students and a teacher teaches students. This may seem like the same thing, but an educator does not simply teach, but can also give intellectual, moral and social instruction. The scope and depth of education that can be provided by an educator can be much broader than a teacher because their focus is on overall development and progress for the student. This often requires that the educator evaluate progress individually and adjust the material to fit the student's needs. This is in contrast to a professional, paid teacher who will primarily focus on the pre-defined curriculum and syllabus for the term. This is what is taught to the entire class, regardless of their individual needs.[iii]
 1. Material
To become a teacher, an individual typically has to gain special training or receive some formal qualification. This is because the content that is taught deals with imparting theoretical knowledge such as theories, formulas and other information. Additionally, they teach how to apply the knowledge in a practical manner. While the same duties may be performed by an educator, depending on the content that they are covering, an educator will also provide intellectual, moral and social instructions rather than a simple practical application. This involves tying the information to a broader context than a teacher would.[iv]
 1. Characteristics
There are also certain qualities and characteristic that differentiate an educator from a teacher. With teaching, the individual teachers are expected to follow clear standards of practice that address the ongoing education of teachers, investigating any complaints and conducting hearings into allegations of professional misconduct. They must also take appropriate disciplinary action and deal with accreditation through teacher education programs. There is also an inherent obligation to honor students' rights.[v]
Informal education also has prescribed characteristics that help to define it. It seeks to create or deepen situations where people can learn or provide an environment where everyone can learn together building upon each other's ideas. Informal education also understands that an activity can be based on any form of learning (the teaching does not have to be deliberate, but can be implied) and focuses on social and collaborative aspects of learning. At times, informal education can help to bridge the gap between school and life and it allows the students a choice in how to approach and learn the material. Students are also given the tools that are tangible for the processes in which they apply to. Informal education can make learning accessible in everyday life and it is often driven by conversation and interaction with others.[vi]
 1. Advantages and disadvantages
In recent times, informal teaching is beginning to be more and more recognized for the advantages it may provide for life-long learning skills. It emphasizes certain values such as working for the well-being of all, respecting each and every human being, embracing dialogue, equality, justice, and democracy, including the active involvement of people in issues that affect their own lives. This focus is on values rather than a set curriculum. Informal education gives students real issues that help them to become deeply engaged in solving a particular problem. Through this, new concepts are mastered and this is how the education is transferred.[vii]
Formal education, led by a teacher, is much more widely accepted standard for transferring knowledge. Since qualifications are required, the individual who is teaching must understand the material they are teaching. However, the method is more through rote, or memorization rather than the experiential learning that occurs with informal education.[viii]
 1. Global comparisons
It is also important to understand that both terms can take on a new context in different regions of the world. They may still have similarities and differences, but these will be determined by the local culture and customs. Generally speaking a teacher would have four competences, including as a manager of instruction, as a caring person, as an expert learner and as a cultural and civic person. These different competences may occur at different levels in areas that are geographically and culturally different.[ix]
Author: Rikki Roehrich
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The Top 10 Insights from the "Science of a Meaningful Life" in 2014
I have had many posts on the benefits of mindfulness, and here is another article which discusses it as well.
By Jeremy Adam Smith, Bianca Lorenz, Kira M. Newman, Lauren Klein, Lisa Bennett, Jason Marsh, Jill Suttie | December 26, 2014 | 0 comments
The most surprising, provocative, and inspiring findings published this past year.
It's time once again for our favorite year-end ritual here at UC Berkeley's Greater Good Science Center: Our annual list of the top scientific insights produced by the study of happiness, altruism, mindfulness, gratitude—what we call "the science of a meaningful life."
We found that this year, the science of a meaningful life yielded many new insights about the relationship between our inner and outer lives. Cultivating mindfulness can make us more aware of knee-jerk prejudice against people who are different from us; believing that empathy is a skill helps overcome barriers to taking another person's perspective; concern for others, even for animals, can move people to action for the greater good more quickly than focusing on ourselves.
But this year we also learned more about how to cultivate pro-social skills like gratitude—and we discovered how those skills can yield far-reaching benefits to our mental and physical well-being, and even to our pocketbooks.
With input from our staff, faculty, and some of the leading outside experts in our field, here are the 10 findings from 2014 that we anticipate will have an impact on both scientific research and on public debate for years to come.
Mindfulness can reduce racial prejudice—and possibly its effects on victims.
Racial bias in policing is at the forefront of our national news. So it was heartening this year to see a study that found bias could be reduced through training in mindfulness—the nonjudgmental moment-to-moment awareness of one's thoughts, emotions, and surroundings.
Adam Lueke and Brian Gibson of Central Michigan University looked at how instructing white college students in mindfulness would affect their "implicit bias"—or unconscious negative reactions—to black faces and faces of older people. After listening to a 10-minute mindfulness audiotape, students were significantly less likely to automatically pair negative descriptive words with black and elderly faces than were those in a control group—a finding that could be important for policing, which often involves split-second assessments of people.
Why the connection between mindfulness and bias? Mindfulness has the power to interrupt the link between past experience and impulsive responding, the authors speculate. This ability to be more discerning may explain why another study this year found that people who were high in mindfulness were less likely to sink into depression following experiences of discrimination.
As we reported back in 2009, numerous programs have successfully helped officers become aware of their own unconscious biases. But by specifically looking at the effects of mindfulness training—even just 10 minutes' worth—these new studies point to innovative techniques that might help prevent fatal mistakes from being made in the future.
Gratitude makes us smarter in how we spend money.
For years, Greater Good has been reporting on the social, psychological, and physical benefits of gratitude. This year, research suggested that there might be profound economic benefits to a grateful mindset as well—which might pay emotional dividends down the line.
In one study, published in Psychological Science, researchers asked participants how much money they'd be willing to forgo in the present in order to receive a greater sum in the future—a measure of their self-control and financial patience. People prompted to feel grateful were willing to pass up significantly more cash than were people not feeling grateful, even if those less-grateful people were feeling other positive emotions. For instance, happy people were willing to sacrifice $100 in the future (one year later) in order to receive $18 in the present, but grateful people preferred to receive the larger, future payment; they only gave up that $100 when the amount offered to them right away reached $30.
The results suggest that gratitude reduces "excessive economic impatience" and strengthens self-control and the ability to delay gratification, according to the authors. This finding challenges the long-held notion that we must rein in our emotions in order to make smarter spending decisions; instead, it seems that consciously counting our blessings can serve our long-term economic interests.
Another study published this year, in Personality and Individual Differences, suggests that gratitude can guide us toward better decisions about what we actually choose to spend our money on. Participants who were more materialistic—meaning that they place a lot of importance on acquiring material possessions—reported lower feelings of gratitude and lower satisfaction with life. In fact, the researchers determined that materialists feel less satisfied with their lives mainly because they experience less gratitude. Their findings help to explain why, according to much previous research, materialistic people are less happy.
Prior research has also found that less happy people make more materialistic purchases, creating a vicious cycle. But the authors of this new study argue that gratitude can help break this cycle. Based on their results, they suggest that boosting one's level of gratitude might reduce materialism and its negative effects on happiness.
So gratitude might not only encourage financial decisions that are better for our long-term economic health but better for our long-term emotional health as well.
It's possible to teach gratitude to young children, with lasting effects.
One of parents' biggest fears is that their child will become an entitled brat; one of their biggest questions is what they can do to prevent that.
This year research pointed to an answer. In a study published in School Psychology Review, psychologists Jeffrey Froh, Giacomo Bono, and their colleagues presented the encouraging results of a curriculum they developed to teach gratitude to elementary school students.
Instead of just lecturing about the importance of gratitude, the curriculum encourages kids to think about something nice that another person did for them, and to see that kindness as a "gift." Through the curriculum, the students reflect on the value of the gift, the cost incurred by the person who gave it, and the kind intentions that motivated the gift.
The curriculum was taught to 8-11 year olds for half an hour every day for a week—and the kids started to show increases in gratitude just two days after the curriculum ended. When Froh and Bono offered the curriculum once a week or five weeks, they found that it increased gratitude and other positive emotions for at least five months.
Dozens of previous studies—many of which we have covered on Greater Good—have suggested that gratitude can combat feelings of entitlement and foster happiness. But only a small handful of these studies have examined the effects of gratitude on children, and the kids in Froh and Bono's study were the youngest ever involved in a study of a gratitude program.
Their results offer hope that it's actually possible to nurture lasting gratitude—and happiness—in children from the time they're young. And their curriculum provides parents and teachers with concrete guidelines for achieving that goal.
Having more variety in our emotions—positive or negative—can make us happier and healthier.
Is the route to happiness simply to feel more positive emotion and less negative emotion? Our top insights from 2013 cast some doubt on that view, and an even stronger rebuttal emerged this year in a paper published in the Journal of Experimental Psychology: General.
Researchers from four different countries and six different institutions—including Yale University and Harvard Business School—measured participants' positive emotions (like amusement, awe, and gratitude) and negative ones (like anger, anxiety, and sadness). They not only looked at the level of these emotions but also their variety and abundance—what the researchers call "emodiversity."
Their first study surveyed over 35,000 French speakers and found that emodiversity is related to less depression. This was the case for all types of emodiversity: positive (experiencing many different positive emotions), negative (many different negative emotions), and general (a mix of both positive and negative emotions). In fact, people high in emodiversity were less likely to be depressed than people high in positive emotion alone.
With almost 1,300 Belgian participants, the second study linked emodiversity to less medication use, lower government health care costs, and fewer doctor visits and days spent in the hospital. It was also related to better diet, exercise, and smoking habits. Surprisingly, the effect of emodiversity on physical health was about as strong as the effects of positive or negative emotion alone.
The message? Emotional monotony is a drag, so we may be better off mentally and physically if we seek out and embrace a variety of emotional experiences—even the negative ones.
Natural selection favors happy people, which is why there are so many of them.
If you subscribe to the philosopher Thomas Hobbes' view of life as "nasty, brutish, and short"—as many people do—you'd naturally expect humans to live a pretty miserable existence. But many studies from around the world have suggested that, on average, humans' default emotional state is to be pretty happy, regardless of their life circumstances—a phenomenon researchers call "positive mood offset."
This year, a massive review of the research on happiness set out to explore "Why People Are in a Generally Good Mood"; the study, published in Personality and Social Psychology Review, was led by Ed Diener, a pioneer in the science of happiness.
Given the benefits they find to be strongly associated with happiness, the researchers conclude that the ubiquity of happiness is a product of human evolution. Why? Because many of the chief benefits of happiness—including better health, longer lives, greater fertility, higher income, and more sociability—increase a person's chances of passing his or her genes to the next generation.
"People are happy most of the time because they are descended from ancestors who were happier and engaged in fitness-maximizing behavior more


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Teresa San Martin
Wichita State University--Dr. Raymond L. Calabrese
Dissertations & Theses
Access the full dissertation here: Martin Dissertation
The purpose of this study was to describe how Complete High School Maize (CHSM) students describe their high point learning experiences. The study also described how CHSM students describe their dreams for effective learning. A qualitative case study research design was used to facilitate an AI Learning Team in the first two stages of the 4-D Cycle—Discovery and Dream. Eight CHSM students, four males and four females, were purposively selected as the AI Learning Team (Cooperrider, Whitney, & Stavros, 2003; Ludema, Whitney, Mohr, & Griffin, 2003). Data collection methods included: participant group discussions, semi-structured participant paired interviews, and participant created documents, participant generated video, and a participant created presentation for district administrators. Data were analyzed using several techniques: content analysis, open coding, axial coding, text analysis software, and pattern matching with the use of a content analysis matrix.
Careful attention was made to ensure that the quality of the research addressed trustworthiness in terms of credibility, transferability, dependability, and confirmability throughout my study. Four salient findings emerged: (1) CHSM students believe that they need other experiences built into their class work, (2) CHSM students believe students and teachers respect rules, students talk with teachers, and people help each other, (3) CHSM students want to create a better learning environment that mixes fun with academics, and (4) CHSM students believe that the students and teachers are a family and common activities are important.
The findings from this study suggest that further research with AI in educational settings may have important implications to inspire educators to think in new ways about learning. AI as an action research methodology can be used to inform teacher practice and impact the effectiveness of the teaching and learning process. As well, the use of AI as a theoretical perspective with its positive approach can contribute to best practices in teaching where changes in a teacher's own pedagogical practice leads to excellence in education.


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Hang down your head Tom Dooley
Hang down your head and cry
Hang down your head Tom Dooley
Poor boy, you're bound to die.
It's the most famous murder ballad in American folk music history. And chances are, if you know it, you know the version popularized by the Kingston Trio. Their recording of the song became a major commercial hit in 1958, selling over 6,000,000 copies. That hit single spawned a movie and helped spark the folk music revival of the 1960s. How did the song make its way to the Kingston Trio? Therein hangs a tale.
May 1st marked the 144th anniversary of the criminal execution of North Carolinian ex-Confederate soldier Tom Dula. Not Tom Dooley? Think of the written word opera pronounced opry, as in Grand Ole Opry. Standard regional southern Appalachian pronunciation at work. So the Kingston Trio simply transcribed the name as it sounded to them.
Dula was hanged for the murder of his lover Laura Foster. The two lived in the North Wilkesboro, NC area. Tom Dula was a wild young buck, running around with two or three women at the same time. Foster, according to the ballad, gave him syphilis. He inadvertently passed it on to Foster's first cousin, Mrs. Ann Melton. A third woman, a Pauline Foster, was in the background as well at the time.
Both Laura and Ann were pregnant by Dula. When Mrs. Melton realized that her longtime affair would be exposed by the pregnancy, that the baby's health was seriously endangered, and that her own health had been compromised, all to her way of thinking because of Foster, she insisted that they—Dula and she—murder Laura Foster in vengeance.
As revealed in the case's court records, early one morning in 1866, Laura Foster took her best clothes and her father's horse and left for her rendezvous with Dula, who had supposedly gone to meet the justice of the peace so they could be married. Laura disappeared and Tom Dula fled Wilkes County.
The earliest known recorded version of the song was laid down on October 1, 1929 by GB Grayson & Henry Whitter. Whitter and Grayson met at a fiddlers' convention in Mountain City, TN in 1927. They teamed up, and by autumn of that year, Whitter had gotten them two record deals. They recorded eight songs for the Gennet label and six for Victor, among them 'Tom Dula.' Grayson & Whitter's recording of 'Tom Dula' is especially significant, since it was Grayson's uncle that tracked Dula in 1866.
The ballad of Tom Dooley tells us that Dula, fleeing the murder scene, was captured before he got to Tennessee by a sheriff named Grayson. Actually, Dula made it over the state line and worked for a week in Trade, TN, at the farm of Col. James Grayson, a member of the Tennessee legislature, in order to make enough money to buy a new pair of boots and continue his journey.
Dula was captured in Tennessee around July 11 by two North Carolina deputies, with the help of Colonel Grayson, and brought back to the Wilkesboro, NC, jail.
Folk music historians Anne & Frank Warner collected the song in 1938 in Beech Mountain, NC from a local banjo player and singer named Frank Profitt Sr. Frank's grandmother, Adeline Perdue, lived in Wilkes County and knew both Tom Dula and Laura Foster. Alan Lomax, of Library of Congress collecting fame, learned it from the Warners and sang it all over the country and on his radio shows. He went on to publish it in his book "Folk Song USA," and it's THAT version that came to the attention of the Kingston Trio.
In 1962, a settlement was reached with the Kingston Trio that divided any subsequent royalties between Frank Profitt, Frank Warner and Alan Lomax.
The song lives on even today. Bobby McMillon, whose ballad singing was featured in the film 'Songcatcher' and who is the youngest recipient of the North Carolina Folk Heritage Award, performs it regularly. He went to school with relatives of Tom Dula.
Jeff and Gerret Warner, sons of Anne and Frank Warner, are continuing their parents' legacy. Jeff researched and edited for his mother's book "Traditional American Folk Songs." Gerret assembled and prepared its photographs, taken by their parents. The sons organized their parents' notes, manuscripts and photographs, which now form the Frank and Anne Warner Collection at Duke University.
Special thanks to Rosalie Friend for setting me on the right path with this story!