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A vegetarian is a vampire or a hybrid who subsists on animal blood rather than human. The term was adopted by the Cullen family, so that they could refer to their unnatural diet in a civilized fashion. Being a vegetarian is very uncommon among vampires because animal blood is less appetizing than human, and the majority consider it somewhat unusual; the only two covens consistently showing this diet are the Olympic and Denali covens. Nevertheless, being a vegetarian allows vampires to live among humans with little or no detection, even though it can only be accomplished in regions with ample animal populations. In some cases, such vampires can live not only as a coven but as a family as their needs do not always drive them to kill and compete for their prey, which usually drives a coven apart. By feeding on animals, they retain the ability to resist the urge to consume humans, and allows them to form bonds as close as a real family.
Vegetarians have golden instead of red eyes. The vegetarian diet is much less appealing than human blood and, at times, it is too strong for a vampire to resist the latter. In the Twilight movie, Edward states that "It's like a human only living on tofu, it keeps you strong, but you're never fully satisfied".
Known vegetarians
The Olympic Coven
Main article: Olympic coven
The Denali Coven
Main article: Denali coven
In the movie adaptation of Twilight, Carlisle uses the term "vegetarian" to describe Jasper, and why he acts distant towards Bella when she comes to the house.
Edward also says that he doesn't feed on humans because "he doesn't want to be a monster", and he mentions that they do call themselves vegetarians at times.
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Automating Terminal Emulation
March 3, 2013
Sample Task Terminal Emulation
This month's sample task demonstrates how to use the Automate Terminal Emulation Actions to interact with a terminal system and import the data from the system into a file. Integration is a huge part of automation as company's access terminal systems to circulate data across multiple platforms. A terminal server can be anything from a text terminal/green screen that utilizes TCP/IP, Telnet, SSH, or any other vendor specific network protocol with a common connection to a network. With Automate and the Automate BPA Server, terminal servers can be used to run programs, save files, and employ network resources working as a bridge to connect terminal and/or legacy systems to Windows networks and computers.
Automate communicates with terminals over TCP/IP or SSH connections. Our software emulates ANSI, TTY, VT50's, VT100's, VT220's, VT320's, TN3270's, and TN3278 IBM mainframes.
In this task, we will show you how Automate connects to a terminal server, logs in, changes the directory/folder, list the files in the folder, extracts the content from the terminal window, loops through the content, and writes the lines containing the files list to a text file.
Here is how the Sample Terminal Emulation Task is configured:
 - The first step connects to the terminal server using the Connect Terminal Action and TCP/IP Connection Type using Port 23. Notice the "Show Terminal Window" option is selected below:
Connect Terminal
 - ANSI Emulation is used and configured under the Advanced tab.
Terminal Emulation
 - The next Action logs into the terminal server by entering the user login name with the Send Terminal Text Action.
Send Terminal Text Username
NOTE: A two-second pause is added to the task to wait for the terminal server to move the cursor to the area on the screen where the password is entered.
2 Second Pause Text
 - The Send Terminal Text Action is used again to enter the password.
Terminal Text Password
 - Next, an Action is used to change to a directory/folder called "terminalusers" with the Send Terminal Text Action and the "cd terminalusers" command.
 - The "ls" command is used to list the files in the "terminalusers" directory/folder, using the Send Terminal Text Action.
ls send terminal text
 - When the task has run, the terminal window should look like the window below:
Terminal Window
 - Next, the Wait Terminal Action is used to wait for specific text to appear on the screen before moving on. In this instance, we are waiting for the welcome screen to appear after logging on. There is also a one-minute timeout setting. A Pause Task Action can also be used here instead of the Wait Terminal Action.
Wait Terminal
 - The Get Terminal Text Action is used to get and extract the content of the entire screen and place all of the information into a variable called "VAR_terminaltext".
Get Terminal Text
 - Now a Loop List Action is used to loop through the "VAR_terminaltext" variable, one line at a time using a variable called "VAR_terminallines", to hold the lines from the terminal text.
 Loop List
 - An If Text Contains Logic Action is added to the task to look at the "VAR_terminallines" variable for text anywhere in the line.
 Action Properties WindowIf Text Contains
 - If the terminal line contains text, the next step writes the line to a text file called "terminalusers.txt" into the c:\test\ directory\folder using the File System, Write to File Action, appending it to the end of the file as it loops through the data.
Action Properties Window -File System
 - This results in creating a text file called "Terminalusers.txt" with the lines containing text being written into the file.
 Action Properties Window - Terminal users window
The information written into the text file is ready for review and/or further processing.
Although this is a simple task extracting data from a terminal window and writing it into a text file, Automate can write or import terminal text into CSV files, databases, spreadsheets, SharePoint, and more.
Additionally, the same way Automate extracts data from a terminal session, it can also integrate data extracted from a file, database, spreadsheet, or application and enter it into a terminal session.
Ready to see how business process automation can benefit your organization?
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text:
We need your help now to make a difference to a child's education.
The British Science Association is a charity that is committed to inspiring the UK's future scientists and engineers. One of the ways we do this is through our CREST Star Investigators scheme.
CREST Star Investigators is a UK wide awards scheme designed to enable children aged five to eleven to solve science, technology, engineering and maths problems through practical investigation. We currently reach 10% of UK primary schools, and an estimated 60,000 young people complete a CREST Star award every year. An external evaluation demonstrated that CREST Star not only increased enthusiasm for science among children, but also improved thinking, talking and listening skills.
We are launching a major redevelopment of CREST Star Investigators to expand the reach and accessibility of the scheme and ensure its future, however we still have a £26,000 shortfall. Your contribution will help us achieve our aim to reach 500 new primary schools a year and to ensure that ALL primary school children have access to the scheme whatever their background and wherever in the UK they are.
The primary school years are crucial in developing a pupil's long-term interest in science. It is during the primary years that children's attitudes to science are nurtured, and later carried over into secondary school and adulthood. With your support the CREST Star Investigators scheme will reach thousands more children.
- Make a one-off donation or set up a regular donation through justgiving.
- Donate by post. Download a British Science Association donation form.

source: HuggingFaceFW/fineweb-edu


weight is more than 10. Please see the section on determining the weight of a edge for more information.
closed sets
A closed set is a list of designators surrounded by curly brackets. It can only appear on the right of a relation, for example (^ CASE) = {NOM ACC}, (^ CASE) $ {NOM ACC}, and (^ CASE) << {NOM ACC}. The constraint (^ CASE) = {NOM ACC} is similar to having NOM $ (^ CASE) and ACC $ (^ CASE), except that it also specifies that the set can have no other elements in it (hence the name "closed"). You can test whether an element is in a closed set using constraints like DAT $ (^ CASE). This will fail immediately if (^ CASE) is a closed set and DAT cannot be unified with any of its elements. If a set can be either open or closed, you can test for set membership using DAT $c (^ CASE). This will also fail immediately if (^ CASE) is a closed set and DAT cannot be unified with any of its elements. It will fail eventually from incompleteness if (^ CASE) is an open set and DAT is never added to it.
Closed sets have an implicit narrow-scope disjunction. For instance, if the verb tests the CLASS of the SUBJ using the following constraint:
(^ SUBJ CLASS) $ {CL1 CL2}
and CLASS is not a non-distributive attribute, then if the SUBJ is coordinated, the membership test gets distributed. In particular, the following constraints are consistent with the membership test:
%N1 $ (^ SUBJ)
%N2 $ (^ SUBJ)
(%N1 CLASS) = CL1
(%N2 CLASS) = CL2
This would not be true if the disjunction were explicit:
{(^ SUBJ CLASS) = CL1 | (^ SUBJ CLASS) = CL2}
d\a denotes a restricted version of the f-structure denoted by d (cf. Kaplan and Wedekind 1993). This restricted f-structure is identical to the original f-structure except that it doesn't have the attribute a. For instance, ^\CASE denotes an f-structure identical to ^ except that it cannot have the CASE attribute. ^\A\B denotes the same f-structure as ^\B\A.
If the attribute a is governable and a is in the list of governable attributes for d, then a will not be in the list of governable attributes for d\a. If a is governable and a is not in the list of governable attributes for d\a, then a will be in the list of governable attributes for d. This means that a constraint like!\SUBJ\OBJ = ^\SUBJ\OBL-AGT takes the governable attributes of!, subtracts SUBJ and OBJ from them to get the governable attributes for!\SUBJ\OBJ, and then adds SUBJ and OBL-AGT to them to get the governable attributes for ^. This can be useful as part of a syntactic rule for passivization, such as:
 (! OBJ) = (^ SUBJ)
 (! SUBJ) = (^ OBL-AGT)
 {(! SUBJ) = NULL}
 (^ PASSIVE)=+
 (! PASSIVE)=-;
This is similar in effect to the lexical rewrite rules:
(^ OBJ) --> (^ SUBJ)
{ (^ SUBJ) --> (^ OBL-AGT)
|(^ SUBJ) --> NULL}
except that!\SUBJ\OBJ = ^\SUBJ\OBL-AGT doesn't require there to be an OBL-AGT in ^ (it just allows it). Note that there are very few ways that the passivation rule can be written using restriction. If you mimic the structure of the lexical rule such that the disjunction includes (! SUBJ) = (^ OBL-AGT) then you get unexpected results. Also, using {(! PRED ARG1) = NULL} fails. The only variation that works is using {(^ OBJ) = NULL}.
Restriction can also be used to add governable attributes to an f-structure, although it is not possible to add arguments to an existing PRED semantic value. For instance, if you wanted a mono-clausal f-structure for a light verb construction, you would still need a bi-clausal semantic structure. This could be done using the following grammar fragment:
 VP -> {V "regular verb construction"
(NP: (^ OBJ)=!)
(NP: (^ OBJ2)=!)
(PPobl: (^ OBL-BY)=! (! PCASE)=by)
| LV "light verb construction"
VP: "^ equals! except for SUBJ and PRED"
"the SUBJ becomes an OBJ2"
"the PRED becomes an argument of the light verb"
(! SUBJ) = (^ OBJ2)
(! PRED) = (^ PRED ARG2);
(NP: (^ OBJ2)=!)
let LV * (^ PRED)='let<(^ SUBJ) %ARG2>'
"%ARG2 will be filled in with the lower predicate".
This grammar fragment will create a single f-structure where the SUBJ of the main verb becomes the OBJ2 of the light verb's f-structure. The PRED of the light verb has two arguments: the SUBJ and the PRED of the main verb.
In general, both variables involved in a restricted equality are included in the XLE output. However, if there is a restricted equality between ^ and!, then XLE will suppress the contents of!. Also, if a governable attribute is equal to NULL, then the governable attribute is not displayed.
Propositions are elementary formulas in the functional description language that assert properties of f-structures and other projections. These propositions are true or false of a model consisting of a structure and an assignment of the variables in the proposition to the elements of that structure. The formulas involve a fixed set of predicates and relations as detailed below. These predicates and relations are asserted of arbitrary designators d1, d2, and d.
truth value
These are the truth-value constants that provide a grounding for the logical system. They do not commonly appear in grammatical specifications, but they may arise in the course of grammatical analysis and show up in some of XLE's output displays. They may also be useful in the invocation of functional templates as described below.
d1 = d2
d1 =c d2
The equality predicates are true if d1 and d2 denote exactly the same entity. The difference between the defining equality and the constraining equality =c is that the latter is true only if the equality is implied by all the defining propositions in the functional description. Technically, this is a slightly stronger condition than the one given in Kaplan and Bresnan (1982) because it requires that the constraining equality be true of all extensions of the minimal model, whereas Kaplan and Bresnan only imposed the constraint on the minimal model alone. The letter c (which may be in upper or lower case) must appear immediately next to the =, with no intervening white-space. If d2 is a symbol designator, there must be white-space between it and the preceding c. Thus, (^ SPECIES)=COW is interpreted as a defining equation involving the symbol COW. The proposition must be written as (^ SPECIES)=C OW to obtain a constraining equality on the symbol OW.
set membership
d1 $ d2
The membership predicate is true if d2 denotes a set and d1 denotes one of its elements. This, for example, is used for assigning adjuncts to the adjunct set: ! $ (^ ADJUNCT). It is also used in coordination to make each conjunct a member of a set:! $ ^.
existential constraint
A designator standing by itself is true if the designator has a denotation in the minimal structure satisfying the defining propositions in the f-description. It makes no sense to assert an existential constraint of a symbol or semantic-form designator, since these always have a denotation. XLE therefore issues an error message when it encounters such a constraint. This is usually symptomatic either of a conceptual confusion or of a notational mistake elsewhere in the f-description. An example of an existential constrain would be to require all sentences to be tensed:
 VP: (^ TENSE).
functional and abstract category constraints
The CAT predicate specifies conditions on units of f-structure or other projections that hold by virtue of the nodes that those units correspond to. The CAT predicate is defined in terms of the inverses of structural correspondences, and a CAT proposition is satisfied if and only if the entity denoted by the designator d is a projection of at least one node whose category is in 'categories'. If d denotes an f-structure, then
@(CAT d categories) iff there is some n in phi-1(d) such that category(n) $ categories.
As with abstract precedence, if d involves a composition of other correspondences and thus denotes an element in some other abstract structure, that combination of correspondences is similarly inverted to produce a set of nodes whose categories can be tested.
The CAT predicate permits constraints to be imposed on the categories of the nodes that map to an f-structure without actually copying a category feature into the f-structure (or doing it surreptitiously as Kaplan and Bresnan (1982) did when they used grammatical-function names like VCOMP, ACOMP, and PCOMP). Asserting contraints by means of this correspondence-based predicate maintains the essential modularity of c-structure and f-structure properties while still allowing for limited and controlled interactions to be expressed.


Identify your Spiritual Gifts without a Test
Intentional Pathway to Spiritual Gift Discovery
Identify your gifts without a Test
In Biblical times there is no record of spiritual gifts tests. Instead, through living closely together peoples gifts would be identified and confirmed through one on another. Often times it is clear who is organized and who is not, who is gifted at teaching and those who prefer behind the scenes service.
Intentional Pathway to Discover your Spiritual Gifts
 1. Read Spiritual Gifts Beginners Guide
 2. Read How to Identify your Spiritual Gifts
 1. Pray
 2. Get in the Word
 3. Pay Attention
 4. Seek Confirmation
 5. Connect with a Church Leader
 1. Connect with a church leader. Conversations are a natural way to discover more fully who you are. Reach out and discuss what you have already discovered through your time in prayer, word, and as you have been seeking God with others.


text:
For more trusted health
news and information,
visit CBS Chicago's
CHICAGO (CBS) — A Northwestern University research survey at has turned up data showing around 20 percent of all body piercings end up with infections.
As WBBM Newsradio's John Cody reports, the infections are usually mild and local. But on rare occasions, they can lead to toxic shock syndrome, viral hepatitis or endocarditis, among other complications.
LISTEN: WBBM Newsradio's John Cody reports
"(The infection rates) kind of tend to hover around 20 percent," said Dr. Jamie Holbrook, a dermatologist at Northwestern Memorial Hospital. "Any area can become infected."
Holbrook says the most common symptoms are redness and crusting, little local infections. But the more severe infections have led to loss of tissue and even brain abscesses.
Other body piercing complications include allergies, loss of blood, scarring, and interference with medical procedures, such as MRI, X-ray or ultrasound.
The Mayo Clinic Web site says the infection rate could actually be as high as 30 percent, and a 2005 British survey showed that 15 percent of all people with piercings required treatment by a doctor.
Dr. Holbrook said her research shows that Doctors need to become more familiar with body piercings which are becoming increasingly common.
She says doctors need to know how to gently remove piercings without resorting to wire cutters in non-emergency cases.
Holbrook adds that patients need some education before getting piercings.
"If you use something that's too small of a gauge – too thin – it could potentially tear out," Holbrook said. "So people have problems with earrings sometimes if they put piercings sometimes in their ear, in their nipple, in their belly button."
Holbrook conducted the literature survey to check the safety of tongue piercings which are being used to help paraplegics guide computerized wheelchairs and communications devices.


Edit Article
Two Methods:By HandBy Machine
If you find yourself face-to-udder with a cow and are having a hard time getting milk from your bovine, it's because milking a cow is not as easy as it looks, especially if using a milking machine. And if the cow is cranky, it can be downright dangerous. Start with step 1 to learn how to milk a cow properly and safely.[[Category
Method 1 of 2: By Hand
 1. 1
 Make sure the cow has a halter and is tied to a sturdy post or held in a stanchion.
 2. 2
 Clean the teats with soapy water or iodine. (Warm water may help coax or "bring down" the milk.) Dry the teats, but don't rub or irritate them.
 3. 3
 Place a bucket underneath the udder. Better yet, hold it between your legs. It takes practice, but this can be done easily and comfortably. This position reduces the chance of the cow kicking over the pail of milk.
 4. 4
 Sit or squat in a position that will allow you to move away quickly if the cow becomes uncooperative. Sitting cross-legged on the ground, for example, is not safe. (See Warnings below.) An ordinary milk stool can be fabricated with two 2x4's cut and nailed to form a "T" - cut to fit your behind and make sure it is low enough to afford comfortable access to the cow's teats.
 5. 5
 Apply a lubricant such as Vaseline to your hands to minimize friction.
 6. 6
 Wrap your warm hands around two of the four teats. Choose diagonal teats (front left and rear right, for example). Or, try the front teats first, then the back pair.
 7. 7
 Squeeze the base of the teat, after gently clamping each teat between your extended thumb and first finger, so that the teat fills your palm as you squeeze down.
 8. 8
 Squeeze down to push out the milk, maintaining your grip on the base of the teat so that the milk doesn't flow back up into the udder. Do not jerk or yank the teats. This motion is performed by sequentially squeezing your fingers from the middle to the pinky to force the milk out. Be gentle yet firm. Keep your eyes peeled for mastitis (see Tips).
 9. 9
 Repeat with your other hand. Most people prefer to alternate (right hand, left hand, right hand, etc.) The downward squeezing motions takes less effort doing it in alternate steps than all at the same time.
 10. 10
 Continue until the quarter that you're milking looks deflated. Experienced farmers can feel the udder to know exactly when all the milk has come down. Often even looking at the quarter just milked can tell you if it's been emptied enough or not.
 11. 11
 Move on to milk the other two teats. If you use the diagonal method, switching sides is not necessary.
Method 2 of 2: By Machine
 1. 1
 Secure the cow in position as outlined above.
 2. 2
 Clean the teats as outlined above.
 3. 3
 Turn on the milking machine and allow it to build pressure.
 4. 4
 Hand-milk each teat a few times to let down the milk and check for mastitis (see Tips).
 5. 5
 Release the pressure so that suction begins.
 6. 6
 Place each suction device on each teat. This must be done quickly before the machine loses its pressure.
 7. 7
 Wait until the machine draws all of the milk out of the udder, which will become flaccid as described above.
 8. 8
 Remove the suction devices from the teats.
 - Many modern milking machines do not require the milker to manually remove the suction cups. Once one quarter has been milked dry, they automatically fall off, one by one.
 9. 9
 Empty the milk into a pail or similar container.
 10. 10
 Clean the machine. This prevents milk that dries from building up in the machine.
This video demonstrates the hand milk technique.
 - Always approach the cow slowly. Speak in a low voice and gently pat her side so that she knows where you are. Don't make any sudden movements. The idea is to let her know where you are. If you surprise her, she may panic and kick you or step on you.
 - Some cows lift their back leg and kick over the bucket or knock off the suction devices. Keep the handle positioned so you can grab the bucket should she decide to kick the bucket.
 - When milking by hand, be sure to remember that there is no pulling and tugging on teats you see on TV. Just squeeze gently.
 - Cracked teats irritate cows - treat with Bag Balm (lanolin.)
 - Some cows only stand still if they're given grain or hay to munch on while you go about your business. If your cow is demanding, keep an eye on her food. Be ready to replenish it, or else she'll let you know she wants more by becoming restless and difficult to work with.
 - If you're milking by hand and haven't experienced doing it on a daily basis, your hands will get tired. A single cow can generate 10 gallons (37.9 L) in one sitting. You can take a break but you run the risk of the cow getting impatient and fidgety (not good.)
 - Some people prefer to use udder cream on their hands as they milk.
 - Tying the cow's tail to her leg will prevent her from swishing you with it. Tail hair does not tie well, and it will come loose after a few minutes.
 - The stream of milk that squirts out should be solid. If it's split, as if there's an obstruction in the milk duct, the cow might have mastitis, which will need to be treated. If mastitis is suspected, shoot the first few streams into a fine strainer and look for clumps. If there are clumps, seek appropriate treatment. The clumps can look like giant globs of snot.
 - If you have an ornery cow, she's smarter than you and will delight in taunting and frustrating you. Keep your cool and outsmart her.
 - Kids can practice by "milking" a latex glove filled tightly with water and tied in a knot at the opening. Make tiny holes with a needle at the fingers.
 - If the cow is kicking, try putting your weight into the soft spot on the cow immediately in front of their rear legs. As they cannot bring their leg forward, they cannot kick.
 - If this doesn't work, consider hobbling her or putting a Kow-No-Kick device (or a product with a similar name) on her to teach and prevent her from kicking during milking.
 - Cows kick and they kick hard. They can knock your teeth out and give you a concussion. Be sure you're milking a nice, gentle and well-trained cow, or have experienced supervision.
 - Be careful not to trip over the milking machine's tubes or wires.
 - You may also get smacked in the face (sometimes the eye) by her tail. This is not harmful, but it can be annoying. If this happens, be sure to wash your face and eyes--there's a good chance there's manure and bacteria on the tail.
 - Watch your feet. A cow often weighs over 1,000 lbs. If she steps on your foot, those 1,000 lbs will hurt quite a bit!
 - Cows can kick with a limited sideways motion, as well as directly behind them.
 - Just because the cow's getting milked doesn't mean she has good manners. Don't be surprised if she drops a "cow pie" in the middle of her milking. Some cows will urinate, as well - watch her back - if it arches, grab the bucket and move back.
Article Info
Categories: Cattle
In other languages:
Español: ordeñar una vaca, Deutsch: Eine Kuh melken, Italiano: Mungere una Mucca, Português: Ordenhar uma Vaca, Français: traire une vache, Русский: доить корову, 中文: 挤牛奶, Bahasa Indonesia: Memerah Sapi
Thanks to all authors for creating a page that has been read 252,642 times.
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text:
Ultrasound Therapy Systems, Angioplasty
Definition : Ultrasound therapy systems that deliver energy into the vessels to eliminate areas of narrowing (i.e., angioplasty). These systems include a radio-frequency generator (frequency of 20 kHz is typical), ultrasonic transducers, and a catheter. Some systems include a ball-tipped wire that act as an acoustic wave guide, transmitting the energy to the target areas within the artery; other systems use small ultrasonic transducers on the distal tip of a catheter that are excited to produce the ultrasonic waves. Ultrasound angioplasty systems are mostly used in total occlusion and calcified plaques and to facilitate balloon angioplasty.
Entry Terms : "Direct Ablation Angioplasty Systems"
UMDC code : 18824

source: openbmb/Ultra-FineWeb


text:
Given a Binary Tree, the task is to print all the Exponential Levels in the given Binary Tree.
An Exponential Level is a level whose all nodes of that levels equals to xy, & where x is a minimum possible positive constant & y is a variable positive integer.
Input: 20 / \ 9 81 / \ / \ 3 10 70 243 / \ 81 909 Output: 20 9 81 Explanation: There are 2 exponential levels: 20: 201 = 20. 9, 81: 32 = 9, 34 = 81. Input: 8 / \ 4 81 / \ / \ 5 125 625 5 / \ 81 909 Output: 8 5 125 625 5
Approach: To solve the problem mentioned above the main idea is to use Level Order Tree Traversal.
- Perform level order traversal of the given Binary tree and store each level in a vector.
- Then, in each level, if every node can be expressed in the form of xy, for y ≥ 0.
- If any value of the node of this level is not equal to xy, then skip to the next level.
- Print all such levels in which the above condition is true.
Below is the implementation of the above approach:
20 9 81 3 9 81 243
Attention reader! Don't stop learning now. Get hold of all the important DSA concepts with the DSA Self Paced Course at a student-friendly price and become industry ready. Get hold of all the important mathematical concepts for competitive programming with the Essential Maths for CP Course at a student-friendly price.


text:
The Children's Rights and Business Atlas helps businesses and industries assess potential and actual impacts on the lives of children and guides the integration of children's rights into due diligence practices and procedures.
Children are impacted by businesses every day in a variety of ways: as consumers, community members, workers, and dependents of workers. Therefore, children's rights – like all human rights – are impacted by company policies, products, operations, sourcing activities and business relationships.
"Children are among the most marginalized and vulnerable members of society and can be disproportionately, severely, and permanently impacted by business activities, operations, and relationships." Special Representative of the United Nations Secretary-General on Business and Human Rights, Professor John Ruggie
Beyond child labour and philanthropic corporate social responsibility, in many cases the broader impacts of business on children are often overlooked. The Atlas is designed to help companies to better understand and manage their impacts on children.
Also underpinning the Atlas methodology is the Children's Rights and Business Principles. Developed by UNICEF, the UN Global Compact and Save the Children, the Children's Rights and Business Principles guide companies on a full range of actions they can take to respect children's rights in the workplace, marketplace and community and environment. The Atlas translates the 10 Children's Rights and Business Principles into three Indices:
What is the Atlas?
Using publicly available country data and industry analysis, and practical due diligence tools and guidance, the Children's Rights and Business Atlas equips businesses with insights needed to assess and manage their impact on the rights of children in the workplace, marketplace and community and environment – and target due diligence approaches.
Conduct a country-by-country assessment of children's rights in the workplace, marketplace, and community and environment using our country data, indices, analysis and tools.
Evaluate where and how your industry is impacting children's rights in the workplace, marketplace, and community and environment using the industry analysis.
Put respect and support for children's rights into practice using our due diligence resources.
Country data and country analysis
Screen children's rights across operating locations and the supply chain
Benchmark priority countries against one another
Understand how your industry impacts children's rights
Due diligence guidance
Integrate children's rights into your policies and procedures
Why is it useful?
Businesses, investors and organisations alike need to understand how their activities impact children's rights. The Children's Rights and Business Atlas helps businesses and industries to mitigate and prevent negative impacts, and positively impact the lives of children and guide the integration of children's rights into due diligence practices and procedures. Key reasons to use the Atlas include:
Companies need to understand how their operations impact children's rights across the globe because businesses have the responsibility to respect and support children's rights, as outlined in the Children's Rights and Business Principles. The Atlas allows users to navigate the breadth and depth of children's rights issues across the globe.
The Atlas enables comparisons between countries and regions and complements hard data with qualitative facts about countries and industries. Through this information, companies can build better adaptability in their supply chains and improve relations with suppliers where needed.
How do I use the Atlas?
How can I identify and prioritise children's rights issues?
Assess children's rights by exploring the data for a particular country or use our three indices: Children's Rights in the Workplace Index, Children's Rights in the Marketplace Index and Children's Rights in the Community and Environment Index.
What is an index and how are children's rights measured?
An index is a tool that quantifies fulfilment of children's rights issues across countries, and which allows businesses to assess their impacts and issues of interest. Each index in the Atlas is made up of a set of quantitative and qualitative indicators to evaluate achievement of children's rights in each dimension. Go to the methodology section to learn more about the data, structure, indicators and sources for each index.
What does a low score mean?
In each index, countries receive a score between 0 and 10 based on the status of children's rights legal frameworks, enforcement and outcomes. A score closer to 0 reflects a need for basic children's rights due diligence processes. On the other hand, high scores reflect a need for companies to engage enhanced and heightened due diligence efforts.
Can I assess multiple countries of interest?
Benchmark countries of interest using the country selection tool. The tool enables you to 'dig deep' into the indicators and understand where heightened due diligence may be necessary.
How does my industry impact children's rights?
Refer to the industry analysis to understand the impact that is often found on children's rights in the workplace, marketplace and the community and environment in select industries.
How can I integrate children's rights into my company's due diligence procedures?
To live up to the obligation to respect children's rights, businesses should integrate children's rights into social, environmental and human rights due diligence. Several due diligence tools are profiled on the website.
Please note that the Atlas is best viewed using Chrome, Firefox or Safari to ensure optimal functionality of the tool.
Who created the Atlas?
The Children's Rights and Business Atlas was jointly developed by UNICEF and the Global Child Forum, with the goal of creating a business-friendly resource providing businesses with the data, analysis and tools they need to make informed decisions in the best interest of children.
UNICEF is an integral part of the United Nations, and works with governments, civil society organizations and other partners worldwide to advance children's rights to survival, protection, development and participation, guided by the Convention on the Rights of the Child. UNICEF is a UN humanitarian and development program working in 190 countries for the rights of every child. UNICEF has spent 70 years working to improve the lives of children and their families. UNICEF's children's rights and business work promotes the corporate responsibility to respect and support children's rights in the workplace, marketplace and community, alongside working with governments to protect and fulfil children's rights.
Founded in 2009 by the Swedish Royal Family, Global Child Forum is a leading forum for children's rights and business dedicated to innovative thinking, knowledge-sharing and networking. We believe in the power and responsibility of business, working in partnership with all parts of society, to create a prosperous, sustainable and just society for the world's children. In addition to our forums, Global Child Forum delivers research perspectives, best practices and risk assessment tools designed to unlock opportunities for business to integrate children's rights into their operations and communities
When will the Atlas cover all countries?
Currently, the website features data for 195 countries, and includes 11 country analysis narratives and 4 industry spotlights to support this data. Going forward, data for 195 countries will be updated annually and additional narratives, as well as new due diligence tools, will be included and revised as we conduct further research and engage with relevant stakeholders.


Custom Math Accessories
With the demand for mathematics and science growing, it is essential to encourage the younger generation to pursue those fields. A subtle way you can encourage this is by giving customers math gifts to your children and young loved ones. Both math lovers and teachers can appreciate the fun, educational designs of our math shoes and math socks. We have a variety of patterns including math formulas, the Pi symbol and number, geometry, statistics and more. No matter the type of math you are passionate about or the type of math lover gift you are looking for, Groove Bags has your back.


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Impact of a corporate culture of sustainability
Harvard proves positive correlation between High Sustainability companies and performance.Recently, HBS tested the performance of a sample of 90 companies that had adopted sustainability policies since the early 1990s when CSR was still at nascent stage, against a control peer group of 90 companies that only adopted sustainability more recently. Next, they used selected SAM/Dow Jones Sustainability Index data and found several interesting correlations.
The key finding of the research was that in the 18-year period studied, the High Sustainability firms* dramatically outperformed the Low Sustainability ones in terms of both stock market and accounting measures. More specifically, the observation was that High Sustainability firms:
Other key findings of the research were:
(a) High Sustainability companies have a better governance structure to manage sustainability
Here, HBS primarily looked at whether the Board has formal responsibility for the company's sustainability strategy and whether top management incentives were linked to some environment / social performance metrics. Overall, the results suggest that firms included in the High Sustainability group are characterized by a distinct governance structure: responsibility over sustainability is more likely to be directly assigned to the board of directors and also top management compensation is more likely to be a function of a set of performance metrics that critically includes sustainability metrics.
(b) High Sustainability companies are better at engaging constructively with their stakeholders
Based on the SAM stakeholder engagement data, HBS found that High Sustainability corporations are characterized by a distinct corporate governance model that focuses on a wider range of stakeholders as part of their corporate strategy and business model. These firms are also more likely to adopt a greater range of stakeholder engagement practices and initiate more productive, long-term dialogue. High Sustainability corporations are more likely to adopt practices of stakeholder engagement for all three phases of the process (prior, during and after) compared to Low Sustainability ones.
(c) Companies in the "high sustainability" group have long-term time horizons and a more long-term oriented investor base
HBS looked at quarterly calls between Investor Relations and Analysts to estimate the time horizon discussed in communications to capital markets and calculated the difference between the percentages of shares held by dedicated investors vs. transient investors to identify companies with a long-term oriented investor base. The research shows that firms with a corporate culture of sustainability are more likely to have conversations with analysts and conference call discussions whose content is relatively more long-term focused as opposed to short-term. In sum, the findings suggest that High Sustainability firms are effective communicators of their culture, their strategies, and their long-term approach: not only do they speak in those terms but, in fact, they are convincing long-term investors to invest in their equity.
(d) High Sustainability companies integrate environmental and social information in their financial reporting
Reporting on performance measures, which are often nonfinancial regarding sustainability topics, is an essential element of corporate governance. Quality, comparability and credibility of information, and whether a company has adhered to a set of measurement or behavioral standards is enhanced by internal and external audit procedures which verify the accuracy of this information. External reporting of performance is how the company communicates to shareholders and other stakeholders how productively it is using the capital and other resources they have provided to the corporation. HBS found that 25.7% of the High Sustainability firms integrate social information and 32.4% integrate environmental information. In contrast, 5.4% of the Low Sustainability firms integrate social information and 10.8% integrate environmental information.
Read the full working paper "The Impact of a Corporate Culture of Sustainability on Corporate Behavior and Performance".
For more information on DJSI and other shareholder focused benchmarks, please contact Jan van der Kaaij, managing partner, at _EMAIL_ or call +31 76 5222 817.
Robert G. Eccles, Ioannis Ioannou, George Serafeim*In this article companies were classified as High Sustainability firms because they adopted long ago policies regarding solid commitments to environmental and social performance while another 90 were classified as Low Sustainability firms because they had not. The Low Sustainability firms correspond to the traditional model of corporate profit maximization in which social and environmental issues are predominantly regarded as externalities created by firm actions.


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LDAP X509 Identity Asserter: Provider Specific
Configuration Options Related Tasks Related Topics
Use this page to define the provider specific configuration of this LDAP X509 Identity Assertion provider.
Name Description Host
The host name of the computer on which the LDAP server is running.
The port number on which the LDAP server is listening.
The Distinguished Name (DN) of the LDAP user that WebLogic Server should use to connect to the LDAP server.
The credential (usually a password) used to connect to the LDAP server.
If this password has not been set, WebLogic Server generates a password at startup, initializes the attribute, and saves the configuration to the config.xml file. If you want to connect to the embedded LDAP server using an external LDAP browser and the embedded LDAP administrator account (cn=Admin), change this attribute from the generated value.
Specifies whether the SSL protocol should be used when connecting to the LDAP server.
User Name Attribute
Specifies the attribute on the LDAP object for the user that contains the user's name.
The user's name should appear in the Subject. This setting defines how to find the user's name. Typically, the setting matches the User Name setting of the LDAP Authentication provider configured for use with this LDAP X509 Identity Assertion provider.
User Filter Attributes
Specifies how to select the LDAP object for the user from the LDAP objects beneath the base LDAP DN defined in the Certificate Mapping attribute. This setting defines how to find the LDAP object from the certificate's Subject DN.
The LDAP object's class must be person. This attribute contains an array of strings, each of which is an attribute that the LDAP object must match.
Typically, the value of this attribute is the LDAP object that matches the value of an attribute in the certificate's Subject DN. For example:
The uid attribute of the LDAP user object matches the Subject DN attribute, if the syntax is:
For example: uid=$subj.DN
This option is very similar to the User Name Filter option on LDAP Authentication providers which maps a username to a search filter. The differences are:
- This option maps a certificate's Subject DN to a filter and the LDAP Authentication provider uses a single string giving the system administrator complete control over the filter.
- The LDAP X509 Authentication provider adds objectclass=person to the filter and uses an array of strings that are combined.
Specifies the attribute on the LDAP object for the user that contains the user's certificate. This option defines how to find the certificate. Valid values are userCertificate and userCertificate;binary.
- If you use the LDAP browser to load a certificate into the LDAP directory, an attribute userCertificate of type binary is created. To access the certificate, define this option as userCertificate.
- If you use
ldapmodifyto create the Certificate Attribute, a userCertificate;binary is created when the certificate data is loaded in the LDAP directory. To access the certificate, define this option as userCertificate;binary.
Specifies how to construct the base LDAP DN used to locate the LDAP object for the user. This attribute defines how to find the object from the certificate's Subject DN.
Typically, this value is the same as the User Base DN attribute in the LDAP Authentication providers. You may include the fields from the Subject DN in this base DN.
For example: if the Certificate subject is CN=meyer.beasys.com, ou=fred, o=BEASYS, L=SFO, C=US and the mapping is ou=people, ou=$subj.ou, WebLogic Server uses ou=people, ou=fred, o=BEASYS, c=US as the DN when locating the user.
Connection Retry Limit
Specifies the number of times to attempt to connect to the LDAP server if the initial connection failed.
Specifies whether a cache is used with the LDAP server
This is a cache of the LDAP requests.
The size of the cache (in kilobytes) that is used with the LDAP server
The time-to-live of the cache (in seconds) that is used with the LDAP server


How To Get Better Career Advice
For women in particular, career advice means investing in self-reflection.
In the words of Adam Grant, psychologist and author, "If you want to get better career advice, you can start by reflecting on what you would tell someone else with a similar question. Listen to the advice you give to others. It's usually the advice you need to take yourself. And it might be the best way to motivate yourself, too." (New York Times, April 2020)
For women in particular, career advice means investing in self-reflection in order to gain a more accurate overview of their talents, strengths and values. These are essential pillars in career conversations that support individual transformation. Women need to have a clearer understanding of their contribution and impact through the eyes of others to be successful. The reflected best self-exercise(RBS) offers the option to contrast self-perception with reality.
RBS (It's a dry sounding acronym but it is a powerful exercise) involves 4 simple steps which focus on identifying your strengths, particularly when you are at your best.
Step 1. Seek feedback from multiple sources, partners, bosses, peers.
Step 2. Collate and identify themes from your multi-feedback givers. What are the common ideas? What surfaces several times over?
Step 3. Map out your qualities and conditions under which your strengths appeared, i.e. under what conditions do you thrive (small teams, high pressure environments, outdoors?)
Step 4. Reimagine your role. Are there any strengths that you can incorporate, increase and use to move you in your chosen direction? Alternatively, what are the gaps you might be looking to close to be more aligned with your strengths.
Getting better career advice often starts with clearing your calendar and blocking time, even if you simply don't want to at this point. Read How To Make Yourself Work When You Just Don't Want To, it will help get you over that hurdle.
Investing in a review of your own career journey career path is the best advice to try today.
Hugs and joy
Helen Krug von Nidda is a contagiously optimistic Coach, Speaker and Trainer. With over 20 years of Human Resources experience, she coaches global female citizens looking to transition to their desired life and career. Her advice is featured in Medium and Thrive Global and in her blog and song at
You might also like...
An Open Letter To Women Seeking Their Truth: You Are Not Wrong
by Tia Johnson
"Been there, learned this"
by Sara Holtz
by Jennifer DaSilva


text:
Learning targets: prewriting, idea development, synthesis, writing fast
- Make a list of 10 academic challenges that first-year college students might face in their first semester college.
- Choose three of those challenges to focus on. For each challenge, write a paragraph that describes the challenge in a way that readers will easily recognize it. This paragraph might include a scenario or information on the causes of the challenge. For each challenge, write another paragraph that outlines the knowledge, strategies, and habits that a student would need to overcome the challenge. In this second paragraph, include the names of experts you could draw on to coach a student facing that particular challenge. You should end up with 6 chunky paragraphs.


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- Students will learn how the federal government estimates the poverty line.
- Students will calculate alternatives to the federal estimate, in small groups or individually.
- Students will discuss the possible effects of underestimating the poverty line.
- Copies of the How Much Income is Really Required to Make Ends Meet? (PDF) for small groups or individual students (The handout can be adapted for younger students.)
The federal poverty line is used to determine individuals' and families' eligibility for particular kinds of aid and services and also is an important benchmark that helps the nation know how many Americans are struggling financially each year, and over time.
In 2012, the federal government set the poverty line for a family of four at $23,050. The figure is based on food costs — the government identifies how much it should cost to feed a family of four for one year and then multiplies that number by three. The formula has been used for decades.
What it fails to capture is this: In today's America, food expenses represent just one-fifth of the average household budget, not a third. Other costs — housing, health care, childcare and transportation — typically eat up larger portions of a family's budget.
Ask students if they have ever heard of the federal poverty line. If so, invite them to share what they know. Review the above framework and objectives with students.
Working in diverse small groups, or individually, ask students to complete the handout (PDF). Be sure to "walk the room" and help students or groups who are struggling with particular portions of the word problem. The answers, along with mathematical solutions, appear below.
So, how much income is really required to make ends meet?
1: Adjusting the federal estimate
- Based on the government's estimate, what is the annual cost of food for a family of four? ($23,050/3=$7,683.30)
- If annual food costs represent one-fifth of a family's expenses, how much money does a family need to purchase food and everything else it needs?
$7,683.30 = x
x= ($7,683.30x100)/20 = $38,416.50
The adjusted federal estimate is.
2: Using other benchmarks
What if the government used other factors —childcare or housing costs, for example — to calculate the poverty line, instead of food costs?
Typical rental (2 bedroom) costs in the United States today run $949 per month (Source), and a family with one four-year-old and one school-aged child pays an average of $1,066 per month in childcare costs (Source)
- If the federal estimate was based on childcare cost, not food, the poverty line would be.
- If the federal estimate was based on housing costs, not food, the poverty line would be.
($1,066 x 12 months x 3= $38,376)
($949 x 12 months x 3= $34,164)
So, how severely does the federal poverty line underestimate income a family really needs to make ends meet?
|Federal Estimate||Adjusted Federal Estimate||Childcare Benchmark||Housing Benchmark|
1. Judged against the adjusted federal estimate, the federal estimate underestimates the income necessary by.
($38,416.50 -$23,050=$15,366.50)/$38,416.50)=.39 (40%)
2. Judged against an estimate based on childcare costs, the federal estimate underestimates the income necessary by.
3. Judged against an estimate based on housing costs, the federal estimate underestimates the income necessary by.
Remind students that the federal poverty line serves two primary purposes: 1) to establish eligibility (or ineligibility) of individuals and families for certain kinds of aid and services, and 2) to help the nation gauge the number of Americans who are struggling financially, in a given year and over time.
As a whole class, discuss:
- Based on what we've learned, how likely is it that a family making $25,000 a year — an income above the poverty line — would struggle financially? Why? (Very likely — we've learned that it could take anywhere from $23,050 to $38,416 for a family of four to make ends meet.)
- What are some possible effects of the government underestimating the poverty line? (Answers will vary, but may include: people who need aid and services won't get them; the government won't really know how many people are struggling; it paints a healthier economic picture than there really is.)
- Why might the government be hesitant to change its formula for calculating the poverty line? (Answers will vary, but may include: we're running a deficit, and don't have money to provide more aid; it's the way they've always done it; changing it would mean changing lots of government programs, and that would be cumbersome for a big bureaucracy like the federal government.)
- Do you think the federal government should change the way it calculates the poverty line? Why? (Answers will vary.)
Statistical data in this activity is drawn from Ending Poverty, eds. John Edwards, Marion Crain and Arne L. Kalleberg, The New Press, 2007, Income, Expenditures, & Wealth, U.S. Census Bureau, 2004, at _URL_ and the Bureau of Labor Statistics at _URL_.
To help students understand that working people with all kinds of jobs can struggle financially or experience poverty, allow time for them to research the median wages of different professions. A good place to start is the Bureau of Labor Statistics. Samples include:
Profession: Median Salary
School cook: $24,230
Retail salesperson: $25,130
Preschool teacher: $30,150
City bus driver: $37,440
News reporter: $27,600
Realtor: $51,170 (includes commissions)
Note: These salary numbers assume full-time employment (40 hours per week) for 52 weeks per year.
(Source: All of the salaries are from this link: _URL_


text:
Talc is a naturally occurring substance that is used in cosmetic and baby powders as a filler material because of its consistency. It is an inert mineral with no inherent toxicity. Pure talc does not cause any skin reactions or irritations.
Concern over talc safety originated due to its association with asbestos which can occur in some talc deposits. Low grade talc used in the past by some companies were contaminated by asbestos, which is a known carcinogen.
Since 1972, government mandated testing and certification has ensured that ALL COSMETIC GRADE TALC is asbestos free. The FDA has approved cosmetic grade talc as safe. All talc used in products should be pharmaceutical grade, which is used in prescription tablets as filler, and is considered the purest form of talc.
Talc used in cosmetic products should be asbestos free.. Companies should choose to use talc instead of its substitute, corn starch, which has a high likelihood of being cross-contaminated with GMO corn.


Take the 2-minute tour ×
Given a node with the following structure
class Node {
int data,
Node* P1,
Node* p2;
We need to determine, if the node represents a Circular Doubly Link List OR a Binary Tree. In my opinion We need to start traversing the given node in one direction
node = givenNode;
while(node->P1!= null && node->P1!= givenNode)
 node = node->p1
if(node == givenNode) // It means Circular DLL
else if(node == null) // It means Tree
And it would take O(n) time to detect this.
Please suggest if there is any better approach than this.
share|improve this question
add comment
1 Answer
up vote 4 down vote accepted
I suggest you could check if its a doubl-linked list or not with this piece of code:
node = givenNode;
if(givenNode->P1 == null || givenNode->P2 == null)
 // It can not be double link list (circular)
else if(givenNode->p1->p2 == givenNode || givenNode->p2->p1 == givenNode)
//It is a double linked list
It is not a double linked list
And we have O(1) complexity
share|improve this answer
... assuming there's more than one node in the list! (Otherwise it's unsolvable, or both answers are equally valid) – Emil Vikström Sep 24 '12 at 10:44
_USER_.zakaryan. Thanks for the quick answer, I have edited the answer to make it bit more accurate, because if we do not add the first check we might get a null pointer exception – Astric Star Sep 24 '12 at 11:46
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Your Answer


text:
Making a Rainbow
In school yesterday Mrs Johnson, Mr Bianchi and Miss Young worked with Charlie and Amelia. Mr Bianchi did Joe Wicks PE session first, then we explored outside, looking for signs of spring. In the afternoon Charlie and Amelia painted a rainbow, then found collage materials to match the colours in the rainbow. The children also learned to sing the song using the Makaton symbols. The rainbow is displayed in Mrs Johnson's classroom.
Some more free learning resources


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But how did the snapdragon cousins create accented patterns that appeared to be equally effective in the same environment?
To find out how color differences in these snapdragons arose, scientists compared the genomes of the subspecies in a study published Thursday in Science.
They found that the magenta-yellow plants and their yellow-magenta mirrors shared most of the plant's 30,000-some genes — but not a handful related to color. Those genes behaved like artists painting billboards with different techniques and palettes.
And nature appeared to respond to the colorful expressions of these genes. Bees favored a couple of patterns and neglected plants with other color schemes, the researchers believe, selecting for certain genetic combinations.
The key difference between the two most prevalent subspecies lie in how the snapdragon developed a yellow accent on a magenta flower.
To do this, it used something genetic researchers call small RNA — small because, in a structure shaped like a hairpin, it only holds a little bit of information that regulates a gene's ability to express itself. (Generally speaking, RNA may hold a couple thousand units, whereas small RNA might hold no more than two dozen).
These proteins act something like a stencil, ensuring that the flower sprays yellow onto only a small portion of the lower lip. Without that genetic stencil, yellow would go everywhere.
The snapdragon with the opposite color scheme used something else for its magenta accent, just as many other plants and animals do for their color variations, said Enrico Coen, a biologist at the John Innes Centre in Britain who led the study.
Dr. Coen and his colleagues were surprised that one subspecies had this small RNA stencil and the other one didn't. They'd seen small RNA turn off genes in plenty of other organisms, but in this case, "it was being used in nature to create differences that you could see," he said.
Genetics are intricate, but the lesson here is simple. Whether creating a magenta arrow for a yellow flower, or vice versa — these subspecies both do the job well.
"Rather than always thinking what's the best, what's the best — maybe there are cases in which there are two equally good solutions," said Dr. Coen.
After all, if there were only one way to live, there'd only be one organism out there.


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Influential historian and feminist Catharine Macaulay
(1731-91) writes in support of the French Revolution in this 1790 political pamphlet.
(1731-91) is considered to have been the first female historian. Her eight-volume History of England (1763-83) and her radical views brought her considerable fame in eighteenth-century England. She was a political activist in favour of parliamentary reform, and wrote several political pamphlets on the subject. She also wrote the feminist work Letters on Education (1790), which argues for the equal education of men and women and is thought to have been influential upon Mary Wollstonecraft. Macaulay supported both the American Revolution and the French Revolution and saw them as moves towards equality and liberty. This political pamphlet, first published in 1790, was written in support of the French Revolution and against Burke's Reflections on the Revolution in France. It is a passionate polemic that challenges Burke's interpretation of British history. It remains an important work in the history of political philosophy.


« · »
Problem 6.2: A brick falls on a nail
Please wait for the animation to completely load.
A 1.5-kg brick falls a given height onto a 15-gram spike as shown in the animation (position is given in meters and time is given in seconds). Restart.
 1. Determine the work done on the brick by the nail.
 2. Use your calculation in (a) to determine the average force exerted on the nail by the brick.
The OSP Network:
Open Source Physics - Tracker - EJS Modeling
Physlet Physics
Physlet Quantum Physics


Question by Alisha79 (35)
What is the thesis of "All The Pretty Horses?"
It's a novel.
Answer by patti (29325)
Novels do not have theses. Novels have a plot structure, themes, setting, protagonist/antagonist and a host of characters, storylines and subplots. Academic papers have thesis. If you were, for example, writing a paper about the novel, you would propose a thesis for your paper that might, say, explore the ways in which McCarthy uses themes of nature throughout the story.
Answer by patti (29325)
The theme of this coming of age novel is courage and loyalty. Novels don't have theses; rather, they have themes.
You have 50 words left!


text:
Early Money in AmericaThe First "Money" in America
Pieces of Eight
Known as Spanish milled dollars or Pillar dollars, these silver coins were often minted in Mexico and other Latin American countries but were commonly used in the American colonies. In fact, they continued to be used throughout the country for much of the 1800s. The coins were worth eight reales in the Spanish monetary system and were often cut into pieces to make change. The term "two bits" (meaning a quarter dollar) is derived from this coin.


text:
native get_cvar_string(const cvarname, output, iLen);
Cvar name to retrieve value from
Buffer to copy cvar value to
Maximum size of the buffer
Gets a string value from a cvar. The cvar is accessed by name.
Accessing a Cvar by name is slower than direct pointer access, which is why the otherwise equivalent get_pcvar_string() function should be used instead.
Number of cells written to buffer.


What is author impact data?
The Author impact is a summarized view of the impact data collected from all the articles you have published and linked to your Frontiers profile.
It is an aggregation of the total number of article views, downloads and citations.
You can find this clicking on your name on the top right corner, then selecting Profile.
You find the number under the Impact tab:


it is possible to create an invalid XML tree (for example, by adding two attributes with the same name or by setting attribute/node name to empty/invalid string). Tree modification is optimized for performance and for memory consumption, so if you have enough memory you can create documents from scratch with pugixml and later save them to file/stream instead of relying on error-prone manual text writing and without too much overhead.
All member functions that change node/attribute data or structure are non-constant and thus can not be called on constant handles. However, you can easily convert constant handle to non-constant one by simple assignment: void foo(const pugi::xml_node& n) { pugi::xml_node nc = n; }, so const-correctness here mainly provides additional documentation.
As discussed before, nodes can have name and value, both of which are strings. Depending on node type, name or value may be absent. You can use set_name and set_value member functions to set them. Similar functions are available for attributes; however, the set_value function is overloaded for some other types except strings, like floating-point numbers. Also, attribute value can be set using an assignment operator. This is an example of setting node/attribute name and value (samples/modify_base.cpp):
pugi::xml_node node = doc.child("node");
// change node name
std::cout << node.set_name("notnode");
std::cout << ", new node name: " << << std::endl;
// change comment text
std::cout << doc.last_child().set_value("useless comment");
std::cout << ", new comment text: " << doc.last_child().value() << std::endl;
// we can't change value of the element or name of the comment
std::cout << node.set_value("1") << ", " << doc.last_child().set_name("2") << std::endl;
pugi::xml_attribute attr = node.attribute("id");
// change attribute name/value
std::cout << attr.set_name("key") << ", " << attr.set_value("345");
std::cout << ", new attribute: " << << "=" << attr.value() << std::endl;
// we can use numbers or booleans
std::cout << "new attribute value: " << attr.value() << std::endl;
// we can also use assignment operators for more concise code
attr = true;
std::cout << "final attribute value: " << attr.value() << std::endl;
Nodes and attributes do not exist without a document tree, so you can't create them without adding them to some document. A node or attribute can be created at the end of node/attribute list or before/after some other node. All insertion functions return the handle to newly created object on success, and null handle on failure. Even if the operation fails (for example, if you're trying to add a child node to PCDATA node), the document remains in consistent state, but the requested node/attribute is not added.
attribute() and child() functions do not add attributes or nodes to the tree, so code like node.attribute("id") = 123; will not do anything if node does not have an attribute with name "id". Make sure you're operating with existing attributes/nodes by adding them if necessary.
This is an example of adding new attributes/nodes to the document (samples/modify_add.cpp):
// add node with some name
pugi::xml_node node = doc.append_child("node");
// add description node with text child
pugi::xml_node descr = node.append_child("description");
descr.append_child(pugi::node_pcdata).set_value("Simple node");
// add param node before the description
pugi::xml_node param = node.insert_child_before("param", descr);
// add attributes to param node
param.append_attribute("name") = "version";
param.append_attribute("value") = 1.1;
param.insert_attribute_after("type", param.attribute("name")) = "float";
If you do not want your document to contain some node or attribute, you can remove it with remove_attribute and remove_child functions. Removing the attribute or node invalidates all handles to the same underlying object, and also invalidates all iterators pointing to the same object. Removing node also invalidates all past-the-end iterators to its attribute or child node list. Be careful to ensure that all such handles and iterators either do not exist or are not used after the attribute/node is removed.
This is an example of removing attributes/nodes from the document (samples/modify_remove.cpp):
// remove description node with the whole subtree
// remove id attribute
pugi::xml_node param = node.child("param");
// we can also remove nodes/attributes by handles
pugi::xml_attribute id = param.attribute("name");
Saving document
Often after creating a new document or loading the existing one and processing it, it is necessary to save the result back to file. Also it is occasionally useful to output the whole document or a subtree to some stream; use cases include debug printing, serialization via network or other text-oriented medium, etc. pugixml provides several functions to output any subtree of the document to a file, stream or another generic transport interface; these functions allow to customize the output format, and also perform necessary encoding conversions.
Before writing to the destination the node/attribute data is properly formatted according to the node type; all special XML symbols, such as < and &, are properly escaped. In order to guard against forgotten node/attribute names, empty node/attribute names are printed as ":anonymous". For well-formed output, make sure all node and attribute names are set to meaningful values.
If you want to save the whole document to a file, you can use the save_file function, which returns true on success. This is a simple example of saving XML document to file (samples/save_file.cpp):
// save document to file
std::cout << "Saving result: " << doc.save_file("save_file_output.xml") << std::endl;
To enhance interoperability pugixml provides functions for saving document to any object which implements C++ std::ostream interface. This allows you to save documents to any standard C++ stream (i.e. file stream) or any third-party compliant implementation (i.e. Boost Iostreams). Most notably, this allows for easy debug output, since you can use std::cout stream as saving target. There are two functions, one works with narrow character streams, another handles wide character ones.
This is a simple example of saving XML document to standard output (samples/save_stream.cpp):
// save document to standard output
std::cout << "Document:\n";;
All of the above saving functions are implemented in terms of writer interface. This is a simple interface with a single function, which is called several times during output process with chunks of document data as input. In order to output the document via some custom transport, for example sockets, you should create an object which implements xml_writer_file interface and pass it to xml_document::save function.
This is a simple example of custom writer for saving document data to STL string (samples/save_custom_writer.cpp); read the sample code for more complex examples:
struct xml_string_writer: pugi::xml_writer
 std::string result;
 virtual void write(const void* data, size_t size)
 result.append(static_cast(data), size);
While the previously described functions save the whole document to the destination, it is easy to save a single subtree. Instead of calling xml_document::save, just call xml_node::print function on the target node. You can save node contents to C++ IOstream object or custom writer in this way. Saving a subtree slightly differs from saving the whole document; read the manual for more information.
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text:
Did Acidic Stress Resistance in Vertebrates Evolve as Na+/H+ Exchanger-Mediated Ammonia Excretion in Fish?
- Author：Yung-Che Tseng, Jia-Jiun Yan, Fumiya Furukawa, and Pung-Pung Hwang
- Journal： Bioessays, 42, e1900161 _URL_
How vertebrates evolved different traits for acid excretion to maintain body fluid pH homeostasis is largely unknown. We report the evolution of Na+/H+ exchanger (NHE)-mediated NH4+ excretion in fishes, and the coevolution with increased ammoniagenesis and accompanying gluconeogenesis is speculated to benefit vertebrates in terms of both internal homeostasis and energy metabolism response to acidic stress. The findings provide new insights into our understanding of the possible adaptation of fishes to progressing global environmental acidification. In human kidney, titratable H+ and NH4+ comprise the two main components of net acid excretion. H+-ATPase-mediated H+ excretion may have developed in stenohaline lampreys when they initially invaded freshwater from marine habitats, but this trait was lost in most fishes. Instead, increased reliance on NHE-mediated NH4+ excretion was gradually developed and intensified during fish evolution. Further investigations on more species will be needed to support our hypothesis.


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The MCW Coalition Builders Team regularly offers the National Coalition Building Institute's (NCBI) award-winning Welcoming Diversity Workshop which has been presented to thousands of groups throughout the world, including schools, colleges and universities, corporations, government agencies, trade unions, religious institutions, and community organizations.
Over 1,500 MCW employees and students have received support and leadership development through these workshops.
The workshop consists of a series of seven highly interactive activities and opportunities to:
- See and welcome the diversity that is present and recognize the diversity that is not present in the room
- Examine how identities shape and impact our leadership
- Explore our "records" about other groups, as well as the messages we've internalized about our own groups
- Identify and express pride in the groups to which we belong
- Hear stories about how oppression and discrimination have impacted ourselves and others
- Talk about how to effectively dialogue with someone who has made a hurtful comment, joke, or slur
ACCME Accreditation Statement:
The Medical College of Wisconsin is accredited by the Accreditation Council for Continuing Medical Education to provide continuing medical education for physicians.
AMA Credit Designation Statement:
The Medical College of Wisconsin designates this live activity for a maximum of 4.0 AMA PRA Category 1 Credit™. Physicians should claim only the credit commensurate with the extent of their participation in the activity.
Hours of Participation for Allied Health Care Professionals:
The Medical College of Wisconsin designates this activity for up to 4.0 hours of participation for continuing education for allied health professionals.
Psychology CE Credit Statement:
The Medical College of Wisconsin is approved by the American Psychological Association to sponsor continuing education for psychologists. The Medical College of Wisconsin maintains responsibility for this program and its content.
This activity contains content or processes that may be potentially stressful.
This activity is designated for a maximum of 4 AAPA Category 1 CME Credit(s). PAs should claim only the credit commensurate with the extent of their participation in the activity. This program was planned in accordance with AAPAs CME Standards.
Nurse Practitioner Accreditation Statement:
The Medical College of Wisconsin is accredited by the American Association of Nurse Practitioners as an approved provider of nurse Practioner continuing education. Provider Number: 150930.


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Federica Venturi (CNRS, CRCAO) participated in the inaugural conference of the Italian Association for Tibetan, Himalyan and Mongolian Studies – Associazione Italiana di Studi Tibetani, Himalayani e Mongoli (AISTHiM)- which took place in Procida, Italy (September 12-15th, 2017).
She presented the paper : How to Reconcile Budhism and Violence? Examples from the Tibetan Army of the dGa' Idan pho brang.
The paper examined the question of how the Buddhist government of the dGa' ldan pho brang justified the use of war on the occasions in which it deemed necessary to employ the Tibetan army. In particular, presented the ways in which certain important religious figures among the dGe lugs pa, such as the V Dalai Lama, rationalized the necessity to employ violent means. This paper also considered the figure of dGa' ldan tshe dbang dpal bzang po (second half of the 17th century), an ex-lama from Tashilhumpo to whom the V Dalai Lama entrusted the general command of the Tibetan army during the war between Tibet and Ladakh (_PHONE_).
The Association was created with the aim of promoting the study and knowledge of Tibetan and Himalayan civilizations in Italy, supporting research, publishing scientific studies, translations and works for the general public on Tibetan, Himalayan and Mongolian civilizations, and organizing conferences and collaborating with academic institutions.


What Does Prestige Mean In A Game?
What is the point of prestige in cod?
One of the hallmarks of Call of Duty multiplayer is the prestige system.
Historically, players would earn XP until they reach Military Rank 55, at which point they'd be able to reset their progress and run the gauntlet all over again, with special rewards available for those brave enough to start from the beginning..
What does it mean to be called Prestige?
high status or reputation achieved through success, influence, wealth, etc; renown. the power to influence or impress; glamour. (modifier)a prestige car.
How does prestige work in modern warfare?
In most Call of Duty titles, players were able to prestige when they hit the max level in multiplayer. … The technical max level in Modern Warfare multiplayer is 55. It takes 960,000 XP to reach level 55. But once you hit this level, you won't have the option to prestige.
What is a prestige person?
uncountable noun. If a person, a country, or an organization has prestige, they are admired and respected because of the position they hold or the things they have achieved.
What is an example of prestige?
Prestige is defined as widespread respect, admiration or acclaim. An example of prestige is what you get when you are elected to a coveted board of director's position at a very well thought of corporate organization.
How do you get prestige master?
Once you reach level 200, you are done prestiging for that season and will receive the title of Prestige Master. However, you can work up to Season Level 1000 and earn rewards at every 50 levels. If you do reach Prestige Master, you'll receive a colored icon next to your name and unlock legacy Prestige emblems.
What is another word for prestige?
Frequently Asked Questions About prestige Some common synonyms of prestige are authority, credit, influence, and weight. While all these words mean "power exerted over the minds or behavior of others," prestige implies the ascendancy given by conspicuous excellence or reputation for superiority.
What is status and prestige?
As nouns the difference between status and prestige is that status is a person's condition, position or standing relative to that of others while prestige is (obsolete) delusion; illusion; trick.
Is Level 155 the highest in modern warfare?
In Modern Warfare, however, players simply reach level 55 before earning an 'officer rank', with 100 extra officer ranks to be earned. This means that, technically, the max level is 155 – but max rank players are a little peeved that they don't earn any rewards as a result.
What's the highest prestige in Cold War?
Once you hit level 200, you will become a Prestige Master for that Season. This means you have essentially finished that Season in terms of levels, and cannot hit the next Prestige until the next Season. However, for the grinders out there, Treyarch has made the max rank level 1000.
What level is prestige 3?
This is Prestige 1, and you'll keep all the content you previously earned and earn a special sticker and emblem, as well as a Prestige Key, which we'll get to later. At Season Level 50, you'll get to Prestige 2, and at 100 you'll reach Prestige 3.
How do you get prestige?
4 Ways to Influence People and Gain PrestigeAdmitting Your Weaknesses. Imagine you are preparing a presentation to a group of very senior people in your company, and you are concerned they might not value your ideas since you are young and less experienced in the business. … Use Tentative Talk. … Ask more and talk less. … Seek Advice. … Plan in Advance.May 30, 2016
What level is prestige 1?
We'll still have to grind our way from Military Rank 1 to 55, unlocking new weapons and attachments, field upgrades, scorestreaks, perks, and wildcards along the way. Then, after reaching Rank 55, we can earn our first prestige, which is referred to as 'Season Level 1'.
Why is prestige important?
Prestige is a powerful indicator of whether others regard us as valuable members of human society. Academics who publish papers in prestigious journals gain access to better job opportunities, better funding for their research, and better students.


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Fertilizing Provides Urban Trees with Necessary Nutritional Supplements
Trees in urban environments are often under high stress conditions due to low moisture availability, soil compaction, physical damage, nearby construction, and competition from turf and nearby trees and shrubs.
Fertilization of your trees and shrubs is vital not only for their growth, but also maintains and improves their health. Healthier trees live longer and are more resistant to insects and disease. Fertilizing is an important step in rebuilding root systems and balancing soil conditions. It also provides essential nutrients for maintaining good plant health in urban environments.
Heath Tree Service uses liquid fertilizers that are injected into the soil in the critical root zone of your trees. While simultaneously aerating compacted pore space, this adds needed essential organic nutrients from balanced fertilizers and micro-nutrients back to the soil to help your trees and shrubs enjoy continued healthy growth.


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X•Series and V2 series instrumentation have thermally compensated pressure sensors. Each pressure sensor is calibrated in a temperature controlled bath at 12 C. The calibration points collected have three values associated with each point:
All this data is utilized in a three dimensional curve fit to generate the calibration coefficients.
The pressure sensor temperature compensation measurement is performed at the Wheatstone bridge of the pressure sensor. This helps to avoid thermal lag, which results in data spiking in high speed applications.
Older non-temperature compensated instruments are calibrated at room temperature using a dead weight tester. Ten to twelve pressure points are taken spanning the full scale range of the pressure sensor. The raw data from the pressure sensor measurement is then curve fit to the actual pressure applied by the dead weight tester.
AML Oceanographic utilizes three equations for calibrating piezoresistive pressure sensors. The choice of equation is instrument model specific.
In current sensor P•Xchange, used on X•Series instrumentation, temperature is internally compensated. Therefore, the same equation is used as that which is applied on older, non-temperature compensated instruments such as the CTD Plus and SV Plus:
P (dBar) = A+B*Np+C*Np2+D*Np3
Where A, B, C and D are calibration coefficients, and Np is the raw pressure sensor measurement.
There are two equations used for pressure calibrations where temperature is compensated externally. The first equation is used on a wide variety of instruments, including all pre-X•Series Micro instrumentation, SV Plus V2, and CTD Plus V2. The pressure calibration equation for these instruments is:
P (dBar) = A+B*Nc+C*Nc2+D*Nc3+(E+F*Nc+G*Nc2+H*Nc3)*Np+ I +J*Nc+K*Nc2+L*Nc3)*Np2
Where A through M are calibration coefficients, Nc is the thermal compensation number (Nc=Npt-M), Npt is the raw pressure sensor thermal compensation measurement, and Np is the raw pressure sensor measurement.
The second equation was used on a small number of early SV Plus V2 instruments. It uses the form:
P (dBar) = A+B*Npt+C*Npt2+D*Npt3+(E+F*Npt+G*Npt2+H*Npt3)*Np+(I+J*Npt+K*Npt2+L*Npt3)*Np2
Where A through L are calibration coefficients, Npt is the raw pressure sensor thermal compensation measurement, and Np is the raw pressure sensor measurement.
Many vendors of oceanographic instrumentation refer to accuracy and precision interchangeably. They are not interchangeable. In effect, accuracy refers to how well a sensor performs against a known third party standard. For example, a temperature sensor may be +/- 0.001 C, as compared to a Black Stack themistor module. Precision refers to the repeatability of the readings of a given sensor. A sensor is precise when it repeatedly provides the same reading, regardless of how accurate that reading is.
A good analogy is a dart board. The thrower of darts is accurate when he or she is able to reach the target, the bulls-eye. He or she is precise if, having thrown three darts, all three land in the same location, irrespective of whether or not that location is the bulls-eye.
Like many other oceanographic sensors, there is no definitive answer. In general, the greater the number of pressure cycles, the more likely that a pressure offset will begin to occur. The likelihood of such an offset increases with a prolonged exposure to the upper pressure range of a sensor's calibrated range (for example: a pressure sensor with a range of 0-100 dBar deployed on a platform situated at a depth of 100m for a long term in-situ application).
A deformation in the diaphragm of the pressure sensor is also likely to impact the calibration of that sensor. Such a deformation can occur if the sensor is poked with sharp objects (shown at left). A pressure sensor should always be returned for recalibration if it suffers such a poke or prod.
The calibrated range of a pressure sensor is the normal operating range of the sensor where the pressure readings will fall within the sensor's stated accuracy limits.
Pressure sensors can be over-ranged by 50% without causing damage to the sensor. In such a case, the sample points that lie beyond the calibrated pressure range of the instrument may not fall within the accuracy specifications of the instrument. However, the sensor will not suffer irreparable damage.
Burst pressure is that pressure at which irreparable damage is done to the sensor. In such a case, the sensor will flood and must be replaced. Burst pressure is normally 75% more than the stated pressure range on the sensor. If the instrument shares the depth rating of the installed pressure sensor, it too will flood upon reaching this burst pressure level. If a P•Xchange of a certain range is installed on X•Series instrument with a greater depth rating, and the instrument is deployed beyond the survival depth of the P•Xchange but not that of the X•Series instrument, only the P•Xchange will be irreparably damaged.


Take this quiz after you have read the rest of the pages in the web site
 1. Name the five new Associate member countries in WAGGGS.
 2. What member country has withdrawn from WAGGGS to become part of Boy Scouts?
 3. How many member countries are there now?
 4. Who is now chairman of the WORLD BOARD?
 5. What was the name of the special handbook published by GSUSA in 1942?
 6. What did it expect of every troop?
 1. Cambodia, Armenia, Malawi, Chad and Qatar
 2. Indonesia
 3. 144
 4. Kirsty Gray
 5. Girl Scouting in War Time
 6. Every troop was expected to plan and carry out a project aimed at helping our country during the war.


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Sunday 19 May
Dwarf brocket (Mazama chunyi)
What's the World's Favourite Species?Find out here.
Dwarf brocket fact file
- Find out more
- Print factsheet
Dwarf brocket description
This small South American deer has, like other brocket deer, a rather stout body and slender limbs (4). Its coat is cinnamon to reddish-brown, with a buff-coloured throat, chest and inner legs, and the underside of the tail is white (5). The coat of young dwarf brocket deer is patterned with pale spots (5). Male brocket deer have small dagger-like antlers which, as they rarely measure more than 3.5 centimetres, barely protrude beyond the hairline (3).
- Also known as
- Peruvian dwarf brocket.
- Cabrito, Chuñi, Chuñitaruka, Cuñi. Top
Deer: An Action Plan for their Conservation.
- The state of being pregnant; the period from conception to birth.
IUCN Red List (December, 2007)
- Eisenberg, J.F. and Redford, K.H. (2000) Mammals of the Neotropics: Ecuador, Bolivia and Brazil. University of Chicago Press, Chicago.
- Geist, V. (1999) Deer of the World: Their Evolution, Behaviour, and Ecology. Swan Hill Press, Shrewsbury, England.
- Nowak, R.M. (1999) Walker's Mammals of the World. The John Hopkins University Press, Baltimore and London.
- Geist, V. (2001) Deer. In: Macdonald, D.W. (Ed) The Encyclopedia of Mammals. Oxford University Press, Oxford.
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Dwarf brocket biology
Fairly little is known about the biology of this shy and seldom seen deer (1) (4). It is believed to be a solitary species that is active during the day and night, and feeds on leaves and fruits in the lower layers of the forest (1).
Although almost nothing is known about reproduction in the dwarf brocket deer, it is likely to be similar to that of other brocket deer species. Brocket deer may reproduce year round, giving birth to a single calf after a long gestation period of 218 to 228 days. Young brocket deer mature rapidly, and females can breed by 11 months of age (3).Top
Dwarf brocket rangeTop
Dwarf brocket habitat
The dwarf brocket deer is found in mountainous areas where it inhabits forest and grasslands, from 1,000 to 4,000 metres above sea level (1).Top
Dwarf brocket status
Classified as Vulnerable (VU) on the IUCN Red List 2007 (1).Top
Dwarf brocket threats
Like other brocket deer, this dwarf species is hunted for its meat (1) (4), as well as for medicinal products. The dwarf brocket deer also faces threats from habitat destruction, with over 40 percent of the dwarf brocket deer's habitat being degraded by small scale cattle ranching and agriculture, coca plantations, mining and road construction (1).Top
Dwarf brocket conservation
The dwarf brocket deer occurs in a number of protected areas, including Manu National Park and the Machu Picchu Historic Sanctuary in Peru, but further conservation action for this Vulnerable species is required. Field surveys, ecological studies and efforts to educate local communities on the effect of habitat destruction and unsustainable hunting have all been recommended (1).Top
Find out more
For further information on the conservation of deer see:
This information is awaiting authentication by a species expert, and will be updated as soon as possible. If you are able to help please contact:
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Master's in Mathematics in the UAE
A master's degree in mathematics in the UAE is usually earned after a student successfully completes a three to four-year undergraduate mathematics programme. A master's degree delves into more complex mathematical topics and places more emphasis on critical thinking and theory than a bachelor's degree. Entrance to a master's programme is largely based on undergraduate grades and achievements. During a bachelor's in mathematics programme, many students will be required to submit a thesis.
What is a Master's in Mathematics in UAE?
In order to earn a master's degree in mathematics, students in the UAE must successfully pass a certain number of courses. The degree usually takes two years to earn, as long as students are enrolled full-time. Throughout the programme, a strong emphasis will be placed on independent study, and some students may even publish academic material. A Master's in Mathematics degree will usually incorporate the following into the curriculum.
- Courses in advanced calculus and numerical analysis.
- Electives such as differential geometry and chaos theory.
- The application of mathematical formulas and theories.
- Technology and computer-based courses.
As one can see, students will be expected to understand the most advanced elements of the subject. Depending on the institution, students are sometimes allowed to take courses that combine mathematics and business studies, such as financial mathematics. Some students may be able to enroll in a mathematics programme part-time.
What Are the Benefits of Getting a Master's in Mathematics in UAE?
There are many reasons to earn a Master's in Mathematics from the UAE. Here are some of the most common benefits of earning a master's degree.
- Mathematics is a highly versatile subject. This means that students will be able to find employment in any field that requires computation. Science, engineering, finance, accounting, economics, and architecture are just a few of the fields that utilise mathematics.
- Many mathematics programmes in the UAE provide students with links to world class universities outside of the country. Students may be able to learn from professionals affiliated with research universities in the US and Europe.
- A master's degree provides students with access to higher salaries and increased career options. Companies value individuals with master's degrees and those individuals are more likely to encounter advancement opportunities than non-educated workers.
- After earning a Master's in Mathematics, students in the UAE will be eligible to enroll in a doctoral programme. Doctoral programmes focus heavily on research and students in these programmes are more likely to focus on a specific topic within the mathematics field.
Every degree has its own unique set of benefits, but these are just a few of the benefits that master's students may enjoy. The skills and knowledge learned during these years can be extremely valuable in the professional world. The benefits that each student reaps will depend on their career choice and academic record.
What Kind of Career Can You Expect With a Master's in Mathematics in UAE?
As noted above, a Master's in Mathematics is a highly versatile degree. This means that students may gain access to a multitude of career prospects and paths. Some students choose to remain in academia, while others prefer to enter the workforce after graduation. The career choices that you have access to can be heavily influenced by the country you choose to live and work in.
Many mathematicians choose to work in the fields of finance and economics. These individuals work as economists, risk managers, finance directors, and statisticians. They calculate and interpret data for various companies and organisations. Their skills are highly prized in the financial sector, which relies heavily on theoretical data and complex calculations. Risk managers help companies predict and analyse the risk of engaging in certain financial transactions.
Other students will want to work in the scientific and research fields. These individuals frequently find employment as university professors, academic writers, and researchers. Depending on their knowledge base, they may find be hired to work in the following positions:
- Theoretical Mathematicians
- Scientific Computing
It is not uncommon for mathematics students to find employment in the engineering field since it relies heavily on numbers and figures. The computer industry also hires a large number of mathematicians. These individuals assist software developers, computer engineers, and other technology professionals with computational aspects of design and implementation.
Depending on your goals, a Master's in Mathematics can have a major impact on your future and career options. Start your journey towards earning a master's degree by researching a programme today.