Health Team
The College Board wants to cut thousands of years from its AP World History test. Teachers aren't having it.
Posted June 22, 2018 7:44 a.m. EDT
— If you ask the company that runs the Advanced Placement tests, it'll say it was trying to do world history teachers a favor.
There's just too much history to cover and not enough time. So why not cut thousands of years from the AP World History test -- and start at the year 1450 instead?
If you ask the teachers, they say such a move leaves out key events from the past, such as the massive Mongol Empire and the Middle Ages, and presents a very Eurocentric view of the world.
That's a battle that's brewed for a month between the two sides.
Now, the College Board -- the company that owns the AP program -- is offering a compromise: it's going to figure out a way to start "several centuries" earlier than 1450. It just doesn't know how early.
And until the board decides in mid-July, teachers are unlikely to be satisfied.
"Even if they push back the gate a bit, we won't be satisfied," said Merry Wiesner-Hanks, who leads the World History Association and formerly developed the course and the test.
"Students -- and really, people -- need to see the bigger picture and the long history of the past."
The board's view
The College Board is an American nonprofit that administers AP tests in various subjects that high school students across the country take to get a leg up on college credit.
The AP World History test, as it exists, covers a wide gamut of time periods -- from the hunter-gatherers in the Paleolithic era to 20th century political and social change.
Last month, the board announced it would cut thousands of years from the material and would start the test at the year 1450. The change would take effect in the 2019-2020 school year.
The scope of the course was just too broad, the board says.
Eight in 10 AP World History teachers reported it was impossible to teach the entire course in a year, College Board spokeswoman Jaslee Carayol said.
For instance, on last year's exam, she told CNN, 70% of students didn't get a single point on one of the essay questions.
To fix this, the board proposed splitting the current AP World History curriculum into two separate classes that students could take over two years.
The first course would cover material from 600 B.C.E. to 1450 -- but it still wouldn't be on the AP World test.
Another catch: those course materials aren't free, and only students in schools that can afford both will have access to the entire historical timeline.
"And students have only so much room in their schedules," said Wiesner-Hanks, the World History Association president.
The teachers' view
Since the board's announcement, teachers and students around the country protested the change, saying the test curriculum they're left with is Eurocentric.
"The story starts with European exploration and colonization," Wiesner-Hanks said. "And it becomes the people from all of the other parts of the world reacting to the Europeans getting there."
One of these nationwide protests took place earlier this month in Salt Lake City, Utah, where a group of history teachers spoke out at a public forum where AP program chief Trevor Packer was speaking.
"You cannot tell my black and brown students that their history is not going to be tested, and then assume that that's not going to matter," one teacher said at the forum. "Their histories don't start at slavery. Their histories don't start at colonization."
In New Jersey, a high school student started a petition asking Packer to undo the decision. The petition now has more than 10,000 signatures.
"The class is demanding on students, but is also one of the most rewarding, life changing classes I've ever had the privilege to take," the petition reads. "Without periods 1-3, a historical foundation can't be built, and they are some of the most important in history."
The next step in this battle is in July when teachers wait to see what the board ultimately decides.
"Given how dissatisfied teachers have been with the current breadth of the course, it's all the more powerful when they speak up to defend keeping content within the course," Packer told CNN. "By working with AP World History teachers and our higher ed partners, we will find a way to shift the start date several centuries earlier while still ensuring that students and teachers no longer have to race through the course."


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What Costs the Same as it Did in the 1980s? Just Stamps
Looks like postage stamps are about one of the only things that are literally cheap as they've ever been.
It's always a little crazy to think about how much things used to cost. Every time we hear some hilariously low figure like $50 for a single college credit, our jaws tend to drop a little before someone comes out of the woodwork yelling "but what about inflation?" Because of this, the financial website Kiplinger compiled a list of items that were popular in the 1980's and determined if they would be cheaper or more expensive based on inflation. The results are both shocking and not all that shocking.
Unfortunately, everything on the list, from Big-Mac's to a new home, to a new Rubik's cube, are way more expensive.
Almost unsurprisingly there was only one item on the list that stayed even roughly the same price: the U.S. postage stamp. In 1985, a postage stamp cost 22 cents, when that price is adjusted for inflation it comes out to 52 cents which is actually about what you would pay for a stamp right now.
Still, two items on the list actually got cheaper: milk, eggs, and personal computers. In 1985, milk cost $1.09 ($2.56 after inflation), a dozen eggs were about a dollar ($2.39 after inflation), and Apple's first personal computer cost $2,500 ($6,081 after inflation). Today a dozen eggs only cost about $1.40, milk is $1.96 per a half gallon, and personal computers are so ubiquitous, that one can be bought for $400.
Milk is actually cheaper for a handful of reasons linked to practices like trade liberalization, where countries impose lower tariffs on each other to trade goods, but the most notable reason is simply that milk has a much longer shelf life today than it did in 1985. For example, a company in Brazil extended the shelf life of milk by a week using nanotechnology. Personal computers have just gotten easier to build, so much so that a laptop computer today is 96 percent cheaper than a 1994 model and 1,000 times better.


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BBC News
watch One-Minute World News
Last Updated: Friday, 29 October, 2004, 10:46 GMT 11:46 UK
Sihamoni crowned Cambodian king
Cambodia's King Sihamoni on his coronation day
King Sihamoni's coronation began with a Buddhist ceremony
Norodom Sihamoni has been formally crowned as Cambodia's new monarch.
In a ceremony broadcast on national television, the 51-year-old former ballet dancer officially took over from his father, Norodom Sihanouk.
"I swear to follow the constitution and other laws of the kingdom of Cambodia so as to serve the interests of the nation and the people," he said.
Friday's glittering coronation ceremony is the centre point of three days of celebrations to usher in the new king.
The streets in Phnom Penh have been adorned with Cambodian flags and portraits, and Friday declared a national holiday.
In the first act of his coronation day, King Sihamoni walked through the Royal Palace accompanied by Buddhist monks in saffron robes and bodyguards in black suits.
Cambodia's King Sihamoni on his coronation day
He took his place on a throne beneath a gilded pagoda, where he offered Buddhist prayers to the rising sun.
His father anointed his head with nine jars of holy water, in a symbolic gesture to bless his reign.
Then, in front of an audience of top government figures, monks, royalty and diplomats, King Sihamoni took the oath marking the official start of his reign.
As is traditional, he repeated the sentence three times, and bowed after he had completed each other.
Smooth succession
The succession process began earlier this month, when former King Sihanouk abdicated due to ill health.
There was no legal provision in the event of a monarch's abdication, and laws had to be rushed through parliament to enable a throne council to convene and choose a successor.
One of his potential strengths is that he is seen as apolitical.
While Cambodian kings used to have great authority, the position is now largely symbolic and wields no real power.
King Sihamoni, 29 Oct
But it remains an important post because of the reverence Cambodian people give to the royal family.
Former King Sihanouk is widely revered after 60 years on the throne, and although little was known about his son and successor before he was chosen as the new monarch, Cambodians are already warming to their new king.
Sihamoni has spent much of his life outside Cambodia - as a ballet dancer and teacher, as well as Cambodia's ambassador to the UN cultural agency, Unesco.
He is much less known than his half-brother Prince Ranariddh, who heads the royalist political party Funcinpec.
Sihanouk is still likely to remain influential even after his son is officially inaugurated.
The government has already declared that he will be now known as The Great Heroic King Sihanouk.
Cambodia's new king crowned in a lavish ceremony
In Pictures: King Sihamoni's coronation
29 Oct 04 | In Pictures
Profile: King Sihamoni
14 Oct 04 | Asia-Pacific
A new king for Cambodia: Your views
14 Oct 04 | Have Your Say
Cambodia passes succession law
08 Oct 04 | Asia-Pacific
Cambodia's succession riddle
08 Oct 04 | Asia-Pacific
Profile: Norodom Sihanouk
14 Oct 04 | Asia-Pacific
The BBC is not responsible for the content of external internet sites
Americas Africa Europe Middle East South Asia Asia Pacific


text:
Greenhouses to shelter and propagate plants have been part of the U.S. Botanic Garden since the 1850s.
Our Production Facility is the largest greenhouse complex supporting a public garden in the United States. The greenhouse, completed in 1993, includes 85,000 square feet under glass divided into 34 greenhouse bays and 16 environmental zones. Its computerized environmental controls provide the flexibility to grow a wide variety of plants for public display.
The Production Facility supports foliage, nursery crops and seasonal displays and exhibits. In addition, it contains all of the U.S. Botanic Garden collection not currently on display, including orchids, medicinal plants, insectivorous plants and rare and endangered species.
The Production Facility is not usually open to the public, but in March of each year, the U.S. Botanic Garden hosts an open house at the Production Facility. This open house allows visitors a unique opportunity to meet the gardeners, ask questions and wander through this working wonderland of plants.

source: HuggingFaceFW/fineweb-edu


text:
The push of drive is the artificial force necessary to apply to people to get them to work contrary to their own goals.
Enter here the concept of friction. When you apply an external force to an object to get it to move, friction occurs. The amount of friction is the amount of energy lost in the transfer of momentum from one object to another. Loss of energy = waste.
In a pull system, things operate faster by removing friction or constraints. In a push system, things operate faster by applying more force.

source: openbmb/Ultra-FineWeb


text:
This Compare and Contrast Textual Details video also includes:
Activate analysis skills with the video and related materials provided here. Using a Venn diagram, class members compare and contrast the two roads in Robert Frost's "The Road Not Taken." Ask your learners to think about how the comparison helps them to see the conflict in a different way and focus on using specific details from the text in the Venn diagram. Pupils can practice their comparing and contrasting skills on two other included poems. Watch the video and accompanying coach's commentary to gain an understanding of the procedures required for the lesson.
- If you aren't logged in to Learnzillion, you will be prompted to create a free account to access all materials for this resource


Re: Surrogates and character representation
On 7/28/05, William D Clinger wrote:
> You certainly don't need character offsets to do a string
> search, but the naive algorithm without random access to
> characters is O(mn). The Boyer-Moore algorithm improves
> this to O(n/m) in many cases. I believe one can construct
> artificial examples to show that some O(n/m) cases would
> degrade to an intermediate complexity, or even back to O(mn),
> in UTF-8 or UTF-16 without character offsets.
This is not correct. Any search algorithm that works on bytes
will work on on UTF-8 strings. That is, given a C function that
searches for a char* within a char* (e.g. strstr) then that will
return the correct result if the arguments are UTF-8 encoded,
no matter what algorithm is used.
It is in fact UTF-32 that has additional overhead for Boyer-Moore
searches as mentioned in my previous mail.


Kinematic Character Controller v3.3.2
Kinematic Character Controller
Kinematic Character Controller – download Unity asset
*This asset requires programming knowledge, and support regarding the implementation of specific gameplay features may be limited*
What is Kinematic Character Controller?
Kinematic Character Controller a relatively low-level character controller solution that is not tied to any specific game genre and is made to be cleanly integrated into any project/architecture with as little friction or bloat as possible. Instead of using rigidbody physics, it uses a "collide and slide" algorithm that makes its movements perfectly fluid, precise and responsive. Note that its "kinematic" nature means that it will not get pushed by forces or rigidbodies automatically. These sorts of interactions have to be explicitly scripted.
Who is it for?
Strong programming and 3D math knowledge are required in order to use this package. This is by no means a "plug-and-play" solution, and it expects you to write your own input, camera, animation and velocity/rotation-handling code. It was made for users who wish to have the full freedom of writing their own game-specific character controllers, but want to have a strong foundation to start with.
How is it used?
You add a "KinematicCharacterMotor" component to your GameObject, and then create your own custom class that implements an ICharacterController interface and assign it to the motor, giving you various "callbacks" from the motor. Examples of these callbacks are: UpdateVelocity, UpdateRotation, IsColliderValidForCollisions, etc.....
What's included?
This package contains:
- The "core" components that users will use to build their own character controllers
- An "example" character controller that's meant to demonstrate the system's capabilities (the one you see in the WebGL demo)
- A "walkthrough", which is a series of tutorials that give examples of how to implement common features such as double-jumping, climbing ladders, swimming, rootmotion, etc....
Main features and caracteristics
- Capsule-based collisions
- Smoothly interpolated movement
- No GC allocations and several Quality/Performance options
- Handles moving on steps
- Ground snapping (does not "launch" off of slopes)
- Gracefully handles common character controller pitfalls such as slowly shrinking corridors, angled corners and concave colliders
- Supports pushing or standing on dynamic rigidbodies
- Support for moving platforms, without requiring any object parenting.
- Supports arbitrary gravity and up direction
- Supports locking physics/movement to a specific plane (useful for 2.5D games)
- Support for ignoring specific collisions
- Made with networking in mind. You can have explicit control over the "ticking" of the character simulation, allowing you to use this package in an authoritative server architecture with re-simulation of inputs.
Asset version: 3.3.2
Download links for «Kinematic Character Controller»:
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 Updatet to latest version!


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DIS: Domain database error
This document (_PHONE_) is provided subject to the disclaimer at the end of this document.
Novell GroupWise 8
Novell GroupWise 7
Novell GroupWise 6.5
DIS: Domain database error.
DIS: Domain database error. Transfer domain not found
Transfer domain not found
MTA does not load.
MTA fails to load with domain database error
MTA fails to load; DIS: Domain database error.
This happens when there are multiple domains and the outbound link for one or more domain is set to Direct Link mode via TCPIP. However, there is no IP address seen as it can be seen in the screenshot.
Corrective Action:
This could get very tedious specially when there are a lot of domains involved in a singel GroupWise system
1. Connect to the domain database in ConsoleOne for which MTA fails to load
2. Right-Click | GroupWise Utilities | Link Configuration
3. Check every outbound links for the domain.
4. If everything looks good then from the Drop down box select Primary Domain
5. Now check every outbound link.
Keep following the search process from steps 3 - 5 until you get the link as similar to screenshot above. Kindly check the links thoroughly to ensure nothing is missed.
6. Once the link is found verify the outbound links are for which domain
7. Connect to the domain database that was found in the above step and edit the outbound link
8. Toggle the setting and then save it.
9. Connect to primary domain database and rebuild the secondary domain. The MTA should now load without any errors.
Additional Information
Note: The observation generally seen when connected to secondary domain and checking the link configuration of a primary domain. When conecting the primary domain and then checking the link configuration may or may not display the correct information. Hence Toggling the link configuration and then rebuilding the secondary domain solves the issue. However, it can be that a secondary domain has got wrong info and not primary. The procedure remains the same.
Since this has got to do with link configuration, it can get quite confusing based on the complexity and number of domains and links set. Hence ensure that each link is thoroughly checked.
 - Document ID:_PHONE_
 - Creation Date:20-AUG-09
 - Modified Date:26-APR-12
 - NovellGroupWise
Did this document solve your problem? Provide Feedback


How To Grow Sodium Nitrate Crystals
Sodium Nitrate crystals
Vadim Sedov/Wikimedia Commons/CC by 4.0
Sodium nitrate is a common chemical, found in food, fertilizer, glass enamel, and pyrotechnics. Sodium nitrate, NaNO3, forms colorless hexagonal crystals. Although these crystals are a bit more challenging to grow than some of the beginner crystals, the interesting crystal structure makes them worth the effort. The crystal somewhat resembles calcite, exhibiting some of the same properties. Sodium nitrate crystals can be used to examine double refraction, cleavage, and glide.
Sodium Nitrate Crystal Growing Solution
 1. Dissolve 110 grams sodium nitrate per 100 ml hot water. This will be a supersaturated solution. One method of growing crystals is to allow this solution to cool in an undisturbed location and allow it to produce crystals as the liquid evaporates.
 2. Another method of growing this crystal is to grow a single crystal in a sealed container from a supersaturated solution. If you choose to follow this method, prepare the aforementioned solution, allow this solution to cool, then add a couple of grains of sodium nitrate and seal the container. The excess sodium nitrate will deposit on the grains, producing a saturated sodium nitrate solution. Allow a couple of days for this to occur.
 3. Pour off the saturated solution. Pour a small amount of this solution into a shallow dish. Allow the liquid to evaporate, to produce small seed crystals. Select a crystal or two for further growth.
 4. To prepare the supersaturated growing solution, to your existing solution add 3 grams of sodium nitrate per 100 ml of water in the original solution. So, if you prepared 300 ml of solution, you would add an extra 9 grams of sodium nitrate.
 5. Carefully add your seed crystal to this liquid. You can suspend the crystal from a nylon monofilament. A nylon monofilament or wire is used because it won't wick up the solution, causing evaporation.
 6. Seal the jar and allow the crystals to grow at a constant temperature, someplace they won't be disturbed. Sodium nitrate is very sensitive to temperature changes, so maintaining a constant temperature is important. If you have difficulty maintaining a temperature, you can place the sealed jar inside a water bath. If you don't see crystal growth after a few days, try lowering the temperature slightly.
mla apa chicago
Your Citation
Helmenstine, Anne Marie, Ph.D. "How To Grow Sodium Nitrate Crystals." ThoughtCo, Aug. 28, 2020, Helmenstine, Anne Marie, Ph.D. (2020, August 28). How To Grow Sodium Nitrate Crystals. Retrieved from Helmenstine, Anne Marie, Ph.D. "How To Grow Sodium Nitrate Crystals." ThoughtCo. (accessed August 5, 2021).
Watch Now: 3 Tips for Growing Sugar Crystals


text:
FEBRUARY 6, 2012
They Wove for Horses: Diné Saddle Blankets opens at the Museum of Indian Arts and Culture on March 25, 2012 and runs through August 8, 2013. The exhibition highlights both the textile-weaving proficiency of Diné weavers who produced complex saddle blankets for all occasions and the design skills of Diné silversmiths who created dazzling headstalls of silver and turquoise.
The saddle blankets on exhibit date from 1860 to 2002 and are arranged by weaving methods: tapestry weave; two-faced double weave; and twill weaves of diagonal, diamond, and herringbone patterns. By using a variety of warp and weft yarns—natural wool, cotton, angora mohair, unraveled bayeta, and Germantown—weavers added individuality to the everyday and fanciful tapestries they created for horses.
Horse trappings on exhibit reveal the great pride that Diné horsemen took in their horses and how they adorned them for ceremonial and social events. The Diné first learned how to manufacture saddles and bridles from neighboring cultures and their proficiency quickly surpassed that of their mentors. That devotion resonates still, as the horse remains a viable living force in Diné life today.
Early Saddle Blankets
Before saddle blankets, sheepskin or angora mohair hides were used as saddle pads and bedrolls. As the Diné acquired domesticated sheep from the Spanish, they began to weave saddle blankets, first in a tufted mohair style
In time, plain-weave tapestry blankets evolved into geometric motifs, and designs ranged from simple—as in banded patterns—to complex—as in the various twills and doubleand two-faced weaves.
Early nineteenth-century accounts indicate that bridles used by Diné horsemen at the time consisted of tanned leather embellished with silver ornaments. These likely were obtained from outside sources until silversmithing techniques became part of the Diné repertoire. Atsidi Sani (ca. 1830–ca. 1918) often is referred to as one of the first of the Diné to learn the trade, in the mid-nineteenth century. Soon after, the Diné surpassed their peers, becoming proficient in crafting and trading horse trappings, and renowned for creating elaborate harnesses with silver headstalls and bits.
When the Diné obtained handmade saddles, improvements again were fast to come. They replaced simple string cinches with elaborately hand-woven straps with designs as intricate as those on saddle blankets and throws. The cinches, whether woven before being attached to the cinch ring or woven on the ring from the start, often were of hand-spun and hand-plied yarn that would reduce chafing. For added comfort, hand-woven saddle blankets were devised to go under saddles and provide padding so that cinches could shift as horses navigated diverse terrain. Hand-woven saddle throws were more for show, basically fancy blankets placed over saddles for social events.
Early Diné Horse Culture
Before the arrival of the horse, foot travel was a constant challenge for the Diné and other tribes in the vast Southwest. When horses were introduced to the region by Spaniards, in the sixteenth or early seventeenth century, the lifestyle and culture of the Diné dramatically changed. Horses provided mobility and increased opportunities for hunting, trade, raiding, and advancement.
When Spanish colonizers retreated during the Pueblo Revolt of 1680 they left behind thousands of Spanish-bred horses—primarily Spanish barbs—in the Rio Grande area. The Diné and other tribes increased their herds and, for men, owning horses meant added prestige, as well as an important means to better provide for and defend families or extended clan families.
The Diné honor the horse in traditional stories, songs, and ceremonies. And, the heritage of horsemanship continues to thrive on the reservation, alongside more recent interests, such as cowboying and rodeo. Today, the fruits of early innovations in the artistry of trappings, from bridles to blankets, are the very foundation of many Diné artists' livelihood.
Steve Cantrell, PR Manager
Located on Museum Hill™, the Museum of Indian Arts & Culture shares the beautiful Milner Plaza with the Museum of International Folk Art. Here, Now and Always, a major permanent exhibition at the Museum of Indian Arts & Culture, combines the voices of living Native Americans with ancient and contemporary artifacts and interactive multimedia to tell the complex stories of the Southwest. The Buchsbaum Gallery displays ceramics from the region's pueblos. Five changing galleries present exhibits on subjects ranging from archaeological excavations to contemporary art. In addition, an outdoor sculpture garden offers rotating exhibits of works by Native American sculptors.
The Museum of Indian Arts & Culture is a division of the Department of Cultural Affairs.
Information for the Public
Location: The Museum of Indian Arts & Culture is located on Museum Hill™, Camino Lejo off Old Santa Fe Trail.
Information: _PHONE_ or visit _URL_
Days/Times: Tuesday through Sunday, 10:00 a.m.-5:00 p.m. Between Memorial Day and Labor Day the Museum is also open on Monday.
Admission: Adult single-museum admission is $6 for New Mexico residents, $9 for nonresidents; OR $15 for one-day pass to two museums of your choice (Museum of Indian Arts & Culture, Museum of International Folk Art, New Mexico Museum of Art, and Palace of the Governors/New Mexico History Museum) OR $20 four-day pass to the four museums listed above. Youth 16 and under, Foundation Members, and New Mexico Veterans with 50% or more disability always free
Sundays: New Mexico residents with ID are admitted FREE, Students with ID receive a $1 discount. Wednesdays: New Mexico resident seniors (60+) with ID are free.
Field Trips: There is no charge for educational groups attending the museum with their instructor and/or adult chaperones. Contact the Tours office by phone at _PHONE_ or _PHONE_ to arrange class/group visits to the Museum.


Painted Banner (Thangka) with Bhaishajyaguru, the Medicine Buddha
13th/14th century
Pigment and gold on cotton
104 x 82.7 cm (41 x 32 1/2 in.)
Kate S. Buckingham Fund, 1996.29
This thangka, or scroll painting, represents the Buddha as the master of medicine or teacher of healers. As the patron deity of Tibetan medicine, he is a healer of the body and spirit. With his right hand he holds the myrobalan fruit, his distinctive attribute, believed to hold healing properties. He is surrounded on either side by bodhisattvas who represent the bright splendor of the sun and the moon.
Apart from meditation, a focus of Buddhist monastic life continues to be the preservation of Tibetan Buddhist culture. This includes the creation of images used in worship, as seen on this thangka. They are representations of Tibetan faith and include portraits of Buddha, images of historical lamas (highly respected teachers), and mandalas. A thangka, which literally means "rolled measure of cloth," is a portable icon, usually painted on cotton and framed in silk brocade. Because thangkas can be rolled, they travel easily with monks who move from village to village.


text:
When you have completed all the objectives, you can take two full-length practice exams, providing you a measurement on your exam readiness and helping you fully prepare for the real Cisco ICND2 exam experience.
In addition to the practice tests and personalized study plans, this product includes a complete ebook of the Cisco CCNA Routing and Switching ICND2 200-101 Official Cert Guide, Academic Edition.
The MyITCertificationLab: ICND2 200-101 an Academic package designed for instructor-led classroom environments.
CCNA ICND2 200-101 Official Cert Guide, Academic Edition, is a comprehensive textbook and study package for an intermediate-level networking course. This book has been completely revised to align to Cisco's new CCNA 200-101 ICND2 exam. Material is presented in a concise manner, focusing on increasing student's retention and recall of exam topics. The book is printed in four color, allowing students to benefit from carefully crafted figures that utilize color to convey concepts. Students will organize their study through the use of the consistent features in these chapters, including:
- Foundation Topics — These sections make up the majority of the page count, explaining concepts, configurations, with emphasis on the theory and concepts, and with linking the theory to the meaning of the configuration commands.
- Key Topics — Inside the Foundation Topics sections, every figure, table, or list that should absolutely be understood and remembered for the exam is noted with the words "Key Topic" in the margin. This tool allows the reader to quickly review the most important details in each chapter.
- Chapter-ending Summaries — These bulleted lists provide a quick and concise review of the key topics covered in each chapter.
- Chapter-ending Review Questions — Each chapter provides a set of multiple choice questions that help student's test their knowledge of the chapter concepts, including answers and full explanations.
- Chapter-ending Exercises — Each chapter concludes with a series of exercises designed to help students increase their retention of the chapter content including key term reviews, key topic tables, command review exercises, and memory table exercises.
- Part Reviews — This new edition includes a new part review feature that helps students consolidate their knowledge of concepts presented across multiple chapters. A new mind mapping exercise helps students build strong mental maps of concepts. A new exam bank of part review questions helps students test themselves with scenario-based questions that span multiple topics.
In addition to these powerful chapter learning, review, and practice features, this book also contains several other features that make it a truly effective and comprehensive study package, including:
- A Getting Started chapter at the beginning of the book offer terrific advice for how to use the book features and build an effective study plan.
- The DVD contains over 60 minutes of video mentoring from the author on challenging topics such as OSPF, EIGRP, EIGRP Metrics, PPP, and CHAP.
- The book comes complete with the CCNA ICND2 Network Simulator Lite software, providing students with the opportunity to practice their hands-on command line interface skills with Cisco routers and switches. The 13 labs included for free with this product cover a range of EIGRP configuration and troubleshooting exercises.
- The Pearson IT Certification Practice Test software that comes with the book includes 4 full ICND2 exams and 4 full CCNA exams, providing tons of opportunities to assess and practice. Including the book review questions and part review questions, the exam bank includes more than 500 unique practice questions.
- A Final Preparation Chapter helps students review for final exams and prepare to take the official Cisco CCNA exams, if they want to achieve that certification.
- A Study Plan Template is included on the DVD to help students organize their study time.
The 1 hour 14 minute presentation found at the following link was given by Wendell Odom to cover "Teaching the New CCENT ICND1 100-101 & CCNA ICND2 200-101 Exam Material." _URL_
Cisco CCNA Routing and Switching ICND2 200-101 Network Simulator helps you develop and improve hands-on configuration and troubleshooting skills without the investment in expensive lab hardware. This state-of-the-art, interactive simulation software enables you to practice your networking skills with almost 150 structured labs designed to help you learn by doing, the most effective method of learning. Topics covered include router and switch navigation and administration, SNMP, syslog, IOS licensing, VLANs, STP, Etherchannel, EIGRP, OSPFv2, OSPFv3, IPv6 routing, HSRP, serial and serial link configuration, Frame Relay, VLSM route selection, password recovery, Netflow, GLBP, path analysis, routing analysis, IPv4 and IPv6 addressing, NAT, and network troubleshooting.
Experience realistic network device responses as you perform each lab, which include detailed instructions, topology diagrams, critical-thinking questions, hints, and answers. Working through the labs, you will quickly become proficient with all the common Cisco IOS version 15 router and switch commands on the CCNA Routing and Switching ICND2 exam. Choose from almost 150 labs organized by lab type or by topic. Track your progress with the lab status indicator, and use the new search feature to search for commands and keywords. Review lab objectives and step-by-step instructions within each lab, opening hints and tips sections that help you when you get stuck. Record your observations on device performance in interactive tables. Enter answers to critical thinking questions and get instant feedback to verify your work. Access performance reports in this easy-to-navigate grade history screen, which store all your attempts on each lab. View device configuration details, lab question performance, time to complete each lab, and CLI activity for each device in every lab. Export lab results to PDF files for easy sharing.
Unlike other simulators on the market, the lab scenarios included in the Cisco CCNA Routing and Switching ICND2 200-101 Network Simulator are far more complex, challenging you to learn how to perform real-world network configuration and troubleshooting tasks.
Minimum System Requirements:
- Microsoft Windows XP (SP3), Windows Vista (32-bit/64-bit) with SP1, Windows 7
(32-bit/64-bit) or Windows 8 (32-bit/64-bit, Desktop UI only)
- Mac OS X 10.6, 10.7, or 10.8
- Intel Pentium III 1GHz or faster processor
- 512MB RAM (1GB recommended)
- 500MB hard disk space
- 32-bit color depth at 1024x768 resolution
- Adobe Acrobat Reader version 8.1 and above
- Connection to the Internet during installation for access code validation
Other applications installed during installation:
- Adobe AIR 3.8
- Captive JRE 6
This product is a single-user license desktop software application.


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Descrpition of LCD Graphic Smart DisplayADM12864B LCD Graphic Smart Display ADM12864B can be used on electrical home appliances, consumer electronics including white goods, POS system, home applications and industrial instrument ect.We have a full range of LCD Graphic Smart Displays whose resolutions ranging from 100 x 32 to 320 x 240.
-Display format: 128*64 dots matrix graphic
-Easy interface with 8-bit MPU
-Low power consumption
-Driving method : 1/64 duty, 1/6.7 bias
-LCD driver IC: KS0108B(2PCS)、KS0107B
- Connector: Zebra
Number of Dots
Module Size With B/L
0 ~ +50
-20 ~ +70
Figure 1. External Dimensions
*NOTE:1.All units are mm. 2.Tolerances unless otherwise specified ±0.2.
Interface Pin Connections
Chip selection When CS1=L,CS2=H, select IC1 When CS1=H,CS2=L, select IC2
LCD driver supply voltage
Data input/output pin of internal shift register MS SHL DIO1 DIO2 H H Output Output H L Output Output L H Input Output L L Output Input
Read or Write RW Description H Data appears at DB[7:0] and can be read by the CPU while E= H CS1B=L,CS2B=L and CS3=H. L Display data DB[7:0] can be written at falling edge of E when CS1B=L, CS2B=L and CS3=H.
Enable signal E Description H Read data in DB[7:0] appears while E= "High". L Display data DB[7:0] is latched at falling edge of E.
Data bus [0~7] Bi-directional data bus
Reset signal. When RSTB=L 【1】ON/OFF register becomes set by 0.(display off)
【2】display start line register becomes set by 0 (Z-address 0 set, display from line 0) 【3】After releasing reset, this condition can be changed only by instruction.
VEE is connected by the same voltage.
Electrical Absolute Maximum Ratings (KS0107B)
-0.3 ~ +7.0
VDD-19.0 ~ VDD+0.3
Driver supply voltage
-0.3 ~ VDD+0.3
VEE-0.3 ~ VDD+0.3
-Based on VSS = 0V
-Applies to input terminals and I/O terminals at high impedance. (Except V0L, V1L, V4L, and V5L)
-Applies to V0L, V1L, V4L, and V5L.
-Voltage level: VDD≥V0≥V1≥V2≥V3≥V4≥V5≥VEE
FAQ 1.What is the lead time for MP? Answer: Normally it takes 4 weeks.
2.Where is your factoru located?
Answer: Our factory is located in Xiamen,which is a beautiful coastal city.
3.What is your company phone number?
It's 0086-_PHONE_ or cell phone 0086-_PHONE_. 4.How can I get the price and consult for product details? Answer:Please send us inquiry through email
- Applies to input terminals and I/O terminals at high impedance. (Except V0L, V1L, V4L, and V5L)


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The scientific article discusses the possibilities for the development of medical tourism in Bulgaria and the challenges it faces. The aim of the scientific work is to examine and establish the prerequisites which have a beneficial impact on medical tourism. An emphasis is placed on the main problems that hinder the higher occupancy of spa hotels and spa centers. The peculiarities of medical tourism and the basic resources its successful implementation depends on, are examined. Attention is paid to the main groups of users of the service, the factors that influence the overall development, both positively and negatively. The author concludes that the general state of medical tourism is far from its potential, the policy for its implementation is not sufficiently effective and should be reviewed and enhanced. A leading aspect of the study are the opportunities for improving the conditions for stimulating the consumers, both Bulgarian and foreign citizens, to actively use the potentials for treatment and recreation in the country.
Medical tourism - problems and perspectives for the hotel business


Aging Quiz - Answer
The majority of older adults say that they are happy most of the time
Answer: True - The majority of older adults report high levels of life satisfaction. The more socially active an individual is, the higher their life satisfaction. Thus, the importance of remaining involved in informal, intimate activities.
In addition health is correlated with life satisfaction. Individuals, of any age, who are in poor health are likely to experience lower levels of life satisfaction. Not only will exercise and eating a healthy diet facilitate long life but also a good quality of life.
Back to Aging Quiz


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How Partnering Can Get Kids Back in School
A partnership between the government education department and a non-government organization in the Philippines gives a blueprint for improving access to basic education.
With low academic attainment, stubbornly high dropout rates and increasingly higher levels of joblessness and poverty to account for, the Philippine government was unable to meet its Millennium Development Goal target of universal access to basic education by 2015. In order to finance and improve the quality and delivery of education, many countries have responded to similar educational roadblocks by making greater use of public-private partnerships.
In 2015, ADB embarked on a technical assistance project funded by the Republic of Korea e-Asia and Knowledge Partnership Fund. Implemented by the non-government organization Teach for the Philippines, in coordination with the Department of Education, the objective of the project is to help improve the challenges of basic education by developing an innovative strategy for improving education quality.
Teach for the Philippines identifies, selects, and trains promising recent graduates and young professionals and commits them to teach for two years in high-need and under-resourced public school classrooms. The program exposes these carefully selected, highly skilled teacher candidates to the latest developments in educational pedagogy and practice, and includes maximizing technology and the use of internet as a resource in the classroom.
- 1 August 2014: Project start
- 1 December 2016: Project end
- US$ 500,000:Total cost of technical assistance
- Republic of Korea e-Asia and Knowledge Partnership Fund
- Teach for the Philippines
Shortest education cycle
Up until 2015, the Philippines had the shortest education cycle in the world, with only 10 years of public basic education and only four years of undergraduate education. All other countries in the world have had 15 or 16 years. Under the Enhanced Basic Education Act of 2012, a student became required to take a full 12-year Basic Education Curriculum. The act was rolled out in four years, which limited institution's time to fully prepare. This created issues such as classroom shortages, errors in textbooks and late deliveries of books and educational material to students who had already started the school year.
Current teacher shortage
The Department of Education of the Philippines calculates that it will need at least 150,000 additional teachers over the next five years to meet the demands of the current teacher shortages - especially under the Enhanced Basic Education Act of 2012. This would require an increase from the current standard hiring rate of 10,000 teachers to over 30,000 teachers annually.
Inadequate Teacher Education Institutes
Better teacher quality is a key to improving student learning outcomes. Unfortunately, most public school teachers are ill-equipped to overcome the challenges presented to them. To begin with, the training and professional development opportunities available to most public school teachers both during their formal education years and while on the job are largely lacking. Too many of the Teacher Education Institutes that train teachers are inadequate, with very few of their graduates actually passing the professional Licensure Examination for Teachers.
It is not surprising therefore, that Philippine public and non-elite private school students' low achievement scores reveal that the quality of instruction does not adequately develop the analytical and critical thinking skills needed for comprehension. National Achievement Test results of high school students from 2007 to 2010 show that the mean percentage score dropped from 49.3% to 45.6%. Negligible gains were made in elementary school scores. The statistics on educational outcomes are sobering:
- most Filipino children enter school at grade 1. In 2011, out of 100 children who started Grade 1, only 54 had completed high school;
- the Philippines scored third from the bottom in both science and mathematics in the 2003 Trends in International Mathematics and Science Study; and
- fewer than 1% of the 1.4 million grade 6 elementary students who took the High School Readiness Test in 2004 managed a passing score in Mathematics, English and Science subjects, while only 2% of high school students achieved a passing score.
Under the technical assistance, the project delivered three outputs to improve the quality of education in the Philippines:
TFP Summer Institute
The project supports the establishment of the nine-week Teach for the Philippines Summer Institute, an intensive nine-week training program that includes instruction on progressive pedagogy, Philippines curriculum requirements and ways to maximize use of information technology and internet in the classroom. The project finances the research, development and implementation of the Teach For the Philippines Summer Institute, including setup costs, the training of trainers, the purchase of IT equipment, and the development of IT software for training. It also finances the development and implementation of program and curriculum, including development of pre-service training modules in areas such as teaching as leadership, literacy and reading strategies, pedagogy, and subject specific curriculum content, as well as support the sourcing of expert resource consultants to train selected teachers.
Online intranet to support Teaching Fellows
As part of its support framework, the project develops an interactive, online intranet and communications system to provide ongoing professional development and pedagogical support for teachers, also known as Teaching Fellows, while undertaking their two-year engagement in public high schools. It supports the development of a Teach for the Philippines alumni network, including an online database, social media channels and interactive communications tools.
Comprehensive monitoring and evaluation system
Under the technical assistance, a comprehensive monitoring and evaluation system to track the progress of the Teaching Fellows and school students, in order to identify areas for improvement was developed. Systematic monitoring and evaluation is carried out to identify key lessons learned from the design and implementation of the Teach for the Philippines.
The development and implementation of an online monitoring system to track student performance and monitor indicators such as Teaching Fellow and student satisfaction, net enrollment rates, dropout rates, completion rates and levels of functional literacy was developed. School visits and interviews are used to evaluate the implementation progress of Teach for the Philippines and to identify areas needing improvement.
Numbers and facts
|200 young Filipino leaders within 5 Philippine regions, 9 local government units, 26 partner schools|
|89 fellows have completed program - 71% of which remain engaged in education and policy|
|1,565 applicants since 2012|
|15,000 public school students reached from Grads 1 to 10 each year|
The project complements the Department of Education's Gearing Up Internet Literacy and Access for Students project, which aims to bring Internet connectivity to the country's 6,400 public high schools. This project includes some public elementary schools in the National Capital Region. Because Teach For Philippines teachers benefit from training on how to maximize the Internet as a resource for students, the project complements this initiative. Beyond the Philippines, the organization commits to sharing its knowledge and lessons learned with the 28 partners of the Teach for All network.
Many teachers have gone on to work in government or the Department of Education, with their experience, having given them the foundation to create policies about education that are informed by the realities in the public schools, vital in influencing systemic change. Alumni continue to contribute through Teach for the Philippines work through the Summer Institute and information sessions and speaking engagements thereby increasing Teach for the Philippines brand awareness. Often using the online database and newsletter as a platform, the network continues to formally interact with each other and organically amongst themselves to support their day to day work.
Strengthened monitoring and evaluation framework
In this framework, the organization, through a comprehensive system of data-gathering, tracks inputs which include the organizational and training resources dedicated to the recruitment, selection and development of Teacher Fellow who are placed in public schools.
Specific to the program side, Teach for the Philippines has developed a Transformational Leadership Continuum, and tracks and identifies indicators for quality of academic instruction and the character and life skills development of students as well as community engagement of and by the Teacher Fellows. Beyond the fellowship, Teach for the Philippines tracks alumni engagement and professional career trajectory to evaluate their longer-term contribution towards education reform.
- Increase ratio of tablets to Classroom, instead of tablets to Fellow taking into account challenges in reliable electricity and the lack of internet access.
- Capacitating Public School teachers with information and communications technology requires a back to basics approach at incorporating simple yet effective software and tools in the schools.
- Continued development and training for Alumni so they can grow into key leadership positions to influence systemic change.
Leave your question or comment in the section below:
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The views expressed in these articles are those of the authors and do not necessarily reflect the views of the Asian Development Bank, its management, its Board of Directors, or its members.


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Each year, we do a School Garden Survey of teachers and principals to check in with our schools and determine if we are meeting their needs, and how we can do better. The results shown are from 149 teachers and administrators at 11 Maui County DOE schools.
Differences in the Program This Year
Grow Some Good introduced new curriculum this year with approximately 16 lessons per grade level that are mapped to Next Generation Science Standards. It was designed to be used as appropriate, not necessarily in order, and it provided a great framework for garden coordinators to use to align garden lessons with classroom learning.
Key Findings from the 2019 School Garden Survey
This annual School Garden Survey report shows that we had some gains in many areas, and there are still pockets where teachers and schools want more from Grow Some Good and our partner, Maui School Garden Network.
With regard to attributes that teachers observed among students, 88% of teachers reported seeing an increased interest in eating fruits and vegetables; up from 84% last year; 58% of teachers reported seeing an improved attitude towards school; up from 53% last year.
With regard to garden benefits in academics, we continue to excel in the areas of science, and health and nutrition, with 98% of teachers saying the garden benefits students in these areas. 79% of teachers said the garden benefits lessons in math, up from 56% last year; 87% of teachers said the garden benefits lessons in English/language arts, up from 69% last year; and 85% of teachers said the garden benefits lessons in Hawaiian Studies, up from 61% last year
Following is a report on the percentage of teachers who indicated on the School Garden Survey that they saw a benefit or change in students in the described areas.
Attributes Observed of School Garden Participants
|87%||Increased environmental attitude/attitudes|
|49%||Increased community spirit and interest in volunteerism|
|52%||Improved social skills/behaviors|
|88%||Increased interest in eating fruits and vegetables|
|29%||Improved motor skills|
|58%||Improved attitude towards school|
Comments about observed attributes:
- The garden has been a great space to encourage mindfulness. It provides a silent spot for students to sit and observe the garden, and has been a huge benefit for students who need to learn how to self-regulate.
- Their ability to work cooperatively has improved as well as more awareness of things/people around them. They are less egocentric after working in the garden.
- Students work together to solve problems. I think they make more connections between nature and their academics.
- Increased interest in agricultural careers.
- Students are smiling and engaging with each other in a more positive, different way.
Student Behavior Benefits:
|94%||Students are learning new gardening skills|
|61%||Students are more focused in classroom activities after being |
in the garden
|35%||Students/parents are starting home gardens as result of school |
|39%||Students have better attendance on garden class days|
|73%||Students have improved attitudes with respect for others, and |
demonstrate caring and nurturing behaviors
Comments about observed benefits:
- Garden class gets my students outside with a purpose. Also, many live in condos so they may not have experience with growing food or caring for nature. The garden coordinator and the outdoor classroom were exciting and the students learned about life cycles. Later in the year we were able to gather, care for and observe the life cycle of 11 butterflies! The kids were so excited. The garden coordinator got the students, even my picky eaters, to try new foods!
- Students are learning to try new things as well as gaining a respect for nature and how things are grown.
- Students LOVE garden class; learning how to be gardeners and appreciate nature more!
- I have noticed that students know more about plants, gardening, etc when reading stories about such topics.
- They have more respect for where their food comes from and a better understanding of Hawaiian culture in relation to specific foods in Hawaii.
- Students are introduced to healthy foods they have never had before.
- I love having the garden not only because of the beauty it brings to our campus, but the learning is tremendous!
- Students make a connection that outdoors in the garden is another learning environment… not just inside the classroom.
- Kids enjoy the hands-on aspect and they learn how to synergize with each other.
- Students discover that trying new things (even when muddy or 'yucky' or buggy) isn't as scary as they originally thought. Now students are more interested in giving things a try whereas before – they were very hesitant.
- They (students) are kinder to bugs, because they know they help the plants.
Core Curriculum Benefits
|Health and Nutrition||69%||27%||3%||98%|
Comments about Core Curriculum
- Target a couple science standards for each grade level.
- Perhaps assign some take home papers or readings to extend the learning and work on addressing ELA CCSS.
- Students would enjoy having more tasting sessions.
- Gardening can be related to nearly all core curriculum classes in varied presentation aspects.
- Encourage more core teachers to get involved.
- The collaboration and communication time with certain grade levels will help with the execution of lessons and garden integration with the curriculum and place/project-based learning.
- Implement more math and reading or writing into the garden.
- Having time for the students to visit the garden to do other content area skills. Writing stories and connecting math to the garden.
- Keep building lessons that support NGSS.
To the best of your knowledge and observation, which of the following non-core subjects are taught in the garden?
- 93% Health and Nutrition
- 86% Environmental Studies
- 77% General Learner Outcomes (GLO)
- 71% Agricultural Studies
- 61% Home Ec/Cooking
- 55% Service Learning / Community Service
- 52% Art
- 20% Physical Education
- 12% Special Education
General Comments to the School Garden Survey
- We are very happy with GSG & MSGN in our school. Thank you very much.
- I'm not sure (how to improve), this program is fantastic! Keep up the great work!
- I've only been once (to the garden) and from that one time, I've realized how beneficial it is for the students. I would like to design lessons around it to connect it with my content.
- Every time a student goes to garden, they bring veggies or cooked food back. They really enjoy eating and sharing the food with their teachers (even their core teachers).
- Our teachers' involvement with the garden and value for the 'aina has greatly increased in the last few years. Our teachers are starting their own beds with their students and prioritizing project and placed based learning through doing in the garden.
- My students are all eager to participate in garden. We go at the end of the day, and my students perk right up. They are engaged in the content and ready to dive into the dirt, even the ones who said they don't like getting dirty!
- We need to have our garden coordinator continue his/her work in the garden and deliver the relevant and important lessons to our students.
- Our garden time is the highlight of our week.
- It would be nice if students could go out to the garden more often.
- Could we allot more time per class? Or could we include discussion/lesson time in the classroom, so they are more prepared for the hands-on experience?
- Create a small activity book (on recycled paper).
- Provide a regular lawn maintenance person
- Provide extension activities to classroom teachers.
- We are very happy with GSG & MSGN in our school. Thank you very much.
- Introduce local produce. Helping to minimize food waste from the cafeteria is a concern for me. Students often don't eat much of what is served.
- Help us to build more gardens at our school :).
- Provide PD for how teachers can utilize the garden outside of their dedicated garden class time.


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Model to Download
Timber panel for the master thesis about traditional craftsmanship with decorative timber framed structures
- Views 322x
- Downloads 42x
- Updated 30 December 2020
In this article, the adequacy of a 2x4 dimension lumber subject to combined bi-axial bending and axial compression is verified using RF-/TIMBER AWC add-on module. The beam-column properties and loading are based on example E1.8 of AWC Structural Wood Design Examples 2015/2018.
RFEM/RSTAB add-on module RF-/TIMBER SANS | Design of members made of timber according to SANS 10163 (South African standard)
RFEM/RSTAB add-on module RF-/TIMBER CSA | Design of members made of timber according to CSA 086 (Canadian standard)
The cross-section resistance design analyzes tension and compression along the grain, bending, bending and tension/compression as well as the strength in shear due to shear force.
The design of structural components at risk of buckling or lateral-torsional buckling is performed according to the Equivalent Member Method and considers the systematic axial compression, bending with and without compressive force as well as bending and tension. Deflection of inner spans and cantilevers is compared to the maximal allowable deflection.
Separate design cases allow for a flexible and stability analysis of members, sets of members, and loads.
Design-relevant parameters such as the stability analysis type, member slendernesses, and limit deflections can be freely adjusted.
- How do I display some results of all load cases in the printout report, but other results of the selected load cases only?
- Is it possible to set user-defined values when viewing solid stress results?
- Which add-on modules and programs do I need for laminate and sandwich structures as well as cross-laminated timber (CLT)?
- "During the calculation of material non-linearity, the material with a decreasing branch of the diagram can be calculated with one load increment only." Why do I get this error?
- The calculation of my model results in unrealistically high stresses at many locations. What is the reason?
- Is it also possible to enter the temperature for a surface in the XZ plane by using the height (variable in Z)?
- Are the models and presentations from Info Day 2019 freely available, and can you send them to me?
- Which stiffnesses does RFEM use for orthotropic hollow core slabs with rectangular cavities?
- I would like to carry out the flexural buckling design for timber components with imperfections and internal forces according to the second-order analysis. Is it sufficient to activate this in Details of the RF‑/TIMBER Pro add-on module or is it necessary to make additional settings?
- Can I design laminated veneer lumber with RFEM/RSTAB?


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The Princeton shield, which is derived from the University's official seal, appears in many forms across campus, from mugs (above) to architectural details.
Photos by Neil Mills
Video feature: 'Finding the Enduring Shield of Princeton'
Posted December 27, 2012; 12:00 p.m.
The Princeton University shield has a widespread presence throughout the campus. With a keen eye, one can catch a glimpse of this icon in campus architecture — from interiors to facades — and it also adorns sport venues, commercial items, publications and more. Whether small or large, sculptural, carved, or printed in ink, the University shield serves as an emblem of Princeton's rich traditions.
Play the "Finding the Enduring Shield of Princeton" video.
The symbol, as seen in this video, is derived from the University's official seal, which was adopted in its current version in 1896 when Princeton changed its name from the College of New Jersey to Princeton University. The seal, which serves as the University trustees' corporate signature on diplomas and other official documents, was described in the trustees' minutes of Feb. 13, 1896, as: "a shield resting upon a circle. In the upper part of the shield an open Bible with Latin characters VET NOV TESTAMENTUM signifying the Old and New Testaments. … In the lower part a chevron, denoting the rafters of a building." It also includes the Latin phrase "DEI SUB NUMINE VIGET" (Under God's Power She Flourishes), which is the University's official motto, and "seal of Princeton University" in Latin.
In the shield's formal application, it appears with the motto in a ribbon below the icon. In 2007, the shield was redesigned to be wider and rounder than the previous shield, and the black outline around the outside was removed to simplify and modernize its look.


Möbius plane
From Encyclopedia of Mathematics
Jump to: navigation, search
circular plane, inversive plane
A plane whose elements form two disjoint sets: the set of points and the set of circles, and which is endowed with a symmetric incidence relation (relating points and circles). The incidence relation satisfies the following axioms:
1) any three distinct points are incident to one and only one circle;
2) given a point on a circle and a point not on, there is a unique circle through whose common point with is ;
3) there exist at least four distinct points not incident to a circle. Every circle is incident to at least three distinct points.
From a Möbius plane one can obtain an affine plane if one calls one of its points the ideal point, and calls the circles incident to this point straight lines.
In three-dimensional projective space the points of an ovoid and the planes that intersect the ovoid at more than one point form, with the incidence relation inherited from, a Möbius plane (see [1]). A Möbius plane is called egg-like if it is isomorphic to for some ovoid. Among the egg-like Möbius planes the best known is the model, where is the sphere in three-dimensional Euclidean space, i.e. the plane isomorphic to, where is a non-ruled quadric in three-dimensional projective space over the field of real numbers.
A Möbius plane is said to be finite if it has a finite number of points and circles. Each circle in a Möbius plane has the same number of points, and through each point of the plane pass the same number of circles. By definition, the order of the plane is the number of points on a circle minus one. A Möbius plane of order contains points and circles; through each point of the plane circles pass. The following model of the Möbius plane of order is the best known. The points of the plane are the elements of the Galois field and the ideal point ; the circles of the plane are the images of the set under the group of permutations of the form
A necessary condition for the existence of a Möbius plane of order is the existence of a finite affine plane of the same order. The uniqueness of the Möbius plane of order has been proven [5]. If a Möbius plane of order contains a proper subplane of order, then and (see [2]).
The classification of Möbius planes has been carried out (see [3], [4]). The planes are named after A. Möbius (1855), who laid the foundations of the theory of circles.
[1] R. Dembowski, "Finite geometries", Springer (1968) pp. 254
[2] P. Dembowski, D.R. Hughes, "On finite inversive planes" J. London Math. Soc., 40 (1965) pp. 171–182
[3] C.H. Hering, "Eine Klassifikation der Möbius-Ebenen" Math. Z., 87 (1965) pp. 252–262
[4] N. Krier, "The Hering classification of Möbius planes", Proc. Internat. Conf. Projective Planes, Washington State Univ. Press (1973) pp. 157–163
[5] L.I. Istomina, "Uniqueness of the circle plane of order 11" Perm Univ. Uchen. Zap., 156 (1976) pp. 81–83 (In Russian)
For more recent developments, see the chapters by I.M. Yaglom, J.F. Rigby, J.B. Wilker, and N.W. Johnson in [a1].
[a1] C. Davis (ed.) B. Grünbaum (ed.) F.A. Sherk (ed.), The geometric vein (Coxeter-Festschrift), Springer (1980)
How to Cite This Entry:
Möbius plane. Encyclopedia of Mathematics. URL:


During these uncertain times, how can we help?
Read More
Big Brothers Big Sisters Mercer County
Cause Area
 - Children & Youth
535 East Franklin StreetTrenton, NJ 08610 United States
Organization Information
Mission Statement
Volunteers (Bigs) cultivate relationships that provide children with skills to manage every day challenges. Through simple friendship, Bigs experience the joy of helping children discover a world of possibilities and opportunities.
Bigs provide Littles with one-to-one time and attention in their communities, typically four hours or more per month. During these unstructured outings, Bigs provide opportunities for Littles to enjoy the companionship of a caring adult outside of the home and school in various community, sporting, cultural, and educational activities.
This is just like a "Traditional Community-Based Match" except a child is matched with a couple.
School-based mentoring is a way for busy individuals to volunteer and for companies to give back to the community. In the school-based program, companies typically allow their employees to volunteer one hour of their work week during the academic school year, by providing Littles with one-to-one time and attention in their school.
Would you recommend Big Brothers Big Sisters Mercer County?
1 review Write a review
by De'Avion S. from Trenton, NJ (August 23, 2014)
I would recommend this organization to a friend or colleague because it seem as if it would be a gray organization to learn from and also set examples to younger peers.
Report this organization


Button group
Group a series of buttons together on a single line with the button group, and super-power them with javascript. Read the Official Bootstrap Documentation for a full list of instructions and other options.
Basic example
Wrap a series of buttons with.btn in.btn-group.
Button toolbar
Combine sets of button groups into button toolbars for more complex components. Use utility classes as needed to space out groups, buttons, and more.
Feel free to mix input groups with button groups in your toolbars. Similar to the example above, you'll likely need some utilities though to space things properly.
Instead of applying button sizing classes to every button in a group, just add.btn-group-* to each.btn-group, including each one when nesting multiple groups.
Vertical variation


_TAG_ scribble/doc @(require "base.ss") _USER_[#:tag "persistent-struct"]{Persistent structures} @(declare-exporting (planet untyped/snooze/snooze)) _USER_{era} A _USER_{persistent structure} is a PLT structure that Snooze can save to a database. Snooze attaches _USER_{entity metadata} to each persistent struct type via a property called _USER_[prop:entity]. The metadata serves two purposes: _USER_{ _USER_{it tells Snooze how to serialize and deserialize structs of that type;} _USER_{_USER_{queries}it indirectly allows the programmer to refer to the entity in queries.}} A persistent structure type with _USER_{n} fields is mapped to a database table with _USER_{n+2} columns: an integer _USER_[id] which acts as a primary key for table, an integer _USER_[revision] number which helps prevent against concurrent writes in multi-threaded applications, and a column for each attribute in the type definition. _USER_[ids] and _USER_[revisions] are automatically allocated by Snooze and should not normally be updated by application code: the lifecycle of these fields is described in _USER_{save+delete}. _USER_-section{define-persistent-struct.scrbl} _USER_-section{id-revision.scrbl}


Barbary Falcon (Immature - UAE)
Barbary Falcon (Immature - UAE)
Barbary Falcon
Barbary Falcon (UAE)
Scientific Name
Falco peregrinus pelegrinoides
Arabic Name
الصقر المغربي
Kuwaiti name
100.0 cm
45.0 cm
Least Concern
Similar species
Extremely rare vagrant on passage and in winter. A slender desert-adapted falcon; often difficult to distinguish from the Peregrine. Although it is smaller than the Peregrine it also exhibits dazzling aerial mastery and speed.
Where in Kuwait
Only 4 records for Kuwait and predominantly from desert areas.
In the world
It has a large dispersed range occurring from the Canary Islands, eastwards across parts of North Africa, and through the Arabian Peninsula to Iraq and possibly western Iran. Limited information has been published on this species, but like the Peregrine, this raptor feeds chiefly on birds, which it normally takes in mid-flight and often at high speed.
Local threats
Trapping for falconry and the falconry trade.


text: DMM) systems. Funded by NERC, grant number: NE/P017231/1 "Space Weather Impact on Ground-based Systems (SWIGS)". These data consist of measurements of the Earth's natural magnetic field and the field created by GIC at the underline site (BUDU). The database will include.xyz files with the DMM data and one document with metadata. See Hübert, J., Beggan, C. D., Richardson, G. S., Martyn, T., & Thomson, A. W. P. (2020). Differential magnetometer measurements of geomagnetically induced currents in a complex high voltage network. Space Weather, 18, e2019SW002421. doi: 10.1029/2019SW002421 for further details.


01 Feb 2012, Journal of Common Market Studies
European Union Meets South Korea: Bureaucratic Interests, Exporter Discrimination and the Negotiations of Trade Agreements
by Manfred Elsig and Cédric Dupont, World Trade Institute
Who in the European Union drives the process of pursuing bilateral trade negotiations? In contrast to societal explanations, this article develops a novel argument as to how the European Commission manages the process and uses its position in strategic ways to pursue its interests. Rooted in principal–agent theory, the article discusses agent preferences and theorizes the conditions under which the agent sets specific focal points and interacts strategically with principals and third parties. The argument is discussed with case study evidence drawn from the first trade agreement concluded and ratified since the EU Commission announced its new strategy in 2006: the EU–South Korea trade agreement.
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Definition of tinta. Meaning of tinta. Synonyms of tinta
Here you will find one or more explanations in English for the word tinta. Also in the bottom left of the page several parts of wikipedia pages related to the word tinta and, of course, tinta synonyms and on the right images related to the word tinta.
Definition of tinta
tintaTent Tent, n. [Sp. tinto, properly, deep-colored, fr. L.
tinctus, p. p. of tingere to dye. See Tinge, and cf.
A kind of wine of a deep red color, chiefly from Galicia or
Malaga in Spain; -- called also tent wine, and tinta.
Meaning of tinta from wikipedia


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(The text below was scanned in so I hope the OCR software got everything right)
Why do warthogs drop to their knees to feed?
This is more common in winter when most of their food is underground and needs to be dug up. The disc at the end of the nose and the tushes (tusks) are used. The digging is more easily accomplished while the warthogs are on their knees, as more leverage and resultant digging efficiency are obtained, especially in harder soils.
Warthogs are the only 'pigs' in Africa to exhibit this phenomenon, and the reason for it may lie in the fact that they are the only ones that live and mostly graze in open savannah. The other species, like bushpig, live in the forest and generally have enough food in the form of fallen fruits, and other goods in the winter. Rooting at this time takes up less of their day, and the litter and soil are generally softer than on the sunbaked open areas where warthogs live. In winter warthogs rely almost entirely on rooting to find adequate and sufficient food, and spend most of their time doing this. This puts a strain on the animal, which is alleviated by dropping to the knees and resting while rooting, and possibly creates greater leverage with which to dig in hard soils. Thus the knees have developed heavy callouses. Warthogs, having to work relatively harder to obtain food than their forest relatives, spend a lot of time on their knees for comfort and convenience, if not out of necessity. One could then ask why they do not have much shorter front legs to facilitate this strategy, but such a feature would make them vulnerable to attack and less agile in escape.
Why do bats hang upside down?
Essentially because their legs are too weak to hold their body weight. This has occurred as a result of adaptations to fill their particular niche as mammals. Bats are the only mammals that fly. As in birds, weight-saving mechanisms evolve to make flight possible. Most birds have hollow bones but have minimal reduction (in most species) of the legs as they need them for perching and walking about in search of food. Bats have followed a different route altogether. Rather than having feathers (which are modified scales that hint at birds' reptilian ancestors),
they have developed extensive but light, membranous wings, have kept the solid bones, but have reduced on the one thing that was not of prime importance - their legs! Because most bats are feeders of aerial insects which they catch on the wing, they can afford this, and so have adapted their wings (forelimbs) to have claws (hooks). Because birds have occupied most of the niches for flying, bats compete by hunting at night (when most birds are inactive) and use their claws to hang rather than perch. The legs in insect-eating varieties are, therefore, rudimentary and not capable of holding the animal's weight (cumbersome shuffling being the only movement of these limbs). Fruit-eating bats still need some locomotive ability of the legs to aid in clambering around for fruit - but they are nowhere near as agile as birds.
Why do oxpeckers sit on mammals?
Why do comb ducks (knob-billed ducks) have knob bills?
Why do hamerkops have such big nests?
These are just some of the questions answered in a new book I bought last night called "Beat about the bush: Animals and birds
Author: Trevor Carnaby
I bought it at Wordsworth for R277.00


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Interpreter for Zoom Language
Zoom language is new language developed at DePaul University by Dr. Jia. ZOOM
stands for Z-based Object Oriented Modeling notation. It's made up of 3
different parts: zoom specification notations ZOOM-S, zoom design notation
ZOOM-D and zoom implementation language ZOOM-I. The syntax of ZOOM-I is closely
based on syntax of java language. It adds several extensions to java language
such as enumerations, set and list formations, relations and function mappings
and more. Programming language design is a challenging task. Development and
testing of first implementation of the language is much easier and flexible done
by implementing an interpreter. Changes to static or dynamic semantics of a
language are more easily done in interpreter than compiler.
My project is to implement interpreter for the ZOOM-I language. The interpreter is going to be GUI application with easy development of zoom programs.
working on basic statements and expressions of Zoom-I langauge.
- 5/11/03: basic java statements and expressions for primitive types
- 5/19/03: extended expressions for List declaration and manipulation
- 5/26/03: extended expressions for Set declaration and manipulation
- 5/31/03: Start work on Object oriented features
- 7/31/03: Object-oriented features finished
- 8/01/03: TBD
- Expected Completion: November 2003
- Initial Presentation - Power Point Slides
- David A. Watt & Deryck F. Brown. Programming Language Processors in Java. Prentice Hall, 2000.
- Alfred V. Aho, Ravi Sethi, Jeffrey D. Ullman. Compilers: Principles, Techniques and Tools. Addison-Wesley,1988.
- Ravi Sethi. Programming Languages, Concepts & Constructs. Addison-Wesley, 1996.
- Randy M. Kaplan. Constructing Language Processors for Little Languages. John Wiley & Sons, Inc., 1994.


Every spring, adult herring congregate in huge numbers to spawn along the coastal shores. Between February and April, depending on location, the females lay their sticky eggs on seaweed, sea grass, or rough rocks. On average, each female lays 20,000 eggs. The males spread their sperm, turning large swaths of the ocean into a characteristic turquoise blue color. Depending on the intensity and size of the spawning population, spawning activity lasts 2 to 4 days. Due to their long incubation period at relatively shallow depths, herring eggs are susceptible to a variety of physical and biological dynamics such as wave action and predation. As a result egg mortality is very high. However eggs can even still develop if they temporarily fall dry (–> see video).
A spawn event can stretch over many kilometers of shoreline. Approximately 5,285 km (or 18 %) of British Columbia's extensive 29,500 km coastline have been classified as herring spawning habitat. Of this, an estimated 300 to 600 kilometres, or about 1.8 % of BC's total shoreline length, is intensively utilized by herring spawners in a typical season. Unlike salmon, herring do not die after spawning, and they spawn every year.
Freshly laid herring eggs on bladder kelp in the intertidal. Photo: Mark Wunsch
Monday, October 7, 2013


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Mourning doves consume large quantities of grains, seeds, and fruits. This has a significant impact on the plant communities in which they live. They may act as seed dispersers for certain fruiting plants that they feed upon.
Ecosystem Impact: disperses seeds
No one has provided updates yet.


Grace Murray Hopper
Grace Murray Hopper (December 9, 1906 – January 1, 1992) was an American computer scientist and United States Navyrear admiral.[1] She was one of the first programmers of the Harvard Mark I computer in 1944,[2] and invented the firstcompiler for a computer programming language,[3][4][5][6][7]and the one of those who popularized the idea of machine-independent programming languages, which led to the development of COBOL, one of the first high-level programming languages. She is credited with popularizing the term "debugging" for fixing computer glitches (inspired by an actual mothremoved from the computer). Owing to the breadth of her accomplishments and her naval rank, she is sometimes referred to as "Amazing Grace".[8][9] The U.S. Navy Arleigh Burke class guided-missile destroyer USS Hopper (DDG-70) is named for her, as was the Cray XE6 "Hopper" supercomputer at NERSC.


Tel: 0086 186 69798625
Home > News > Industry News >
The automatic loading mixer prevents clever tanks
The automatic loading mixer prevents clever tanks
Issue Time:2020-03-19
1. Carrier water reducer: Water reducer is a concrete admixture that can reduce the amount of water used for mixing under the condition that the slump of the concrete is maintained. It can be carried on the vehicle to adjust the concrete very well..
2. Return to the factory to check the amount of water in the tank: Every time when the task of returning to the station is completed, return to the station, check the amount of water in the water storage tank, so that the water in the water tank is full at any time for emergency.
automatic self loading concrete mixer truck
3. Check the quality of the concrete before leaving the factory: The quality of each plate of concrete may change due to different raw materials.
4. Reduce vehicle travel time: The transportation distance of concrete is generally within 30 kilometers in diameter. Plan the route and vehicle traffic before leaving the vehicle.
5. Discharge first to reduce the loss: If it encounters human factors or force majeure factors that cause unloading for a long time, once it is found that the concrete has started to condense, immediately discharge it after reporting to the responsible person to prevent the entire tank from being scrapped..
automatic self feeding and discharging concrete mixer truck
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What is advocacy, communication and social mobilization?
Advocacy: Advocacy for TB is to be understood as a broad set of coordinated interventions, designed to place TB high on the political and development agenda, foster political will, increase and sustain financial and other resources.
Communication: Within countries, and in the context of TB control, communication primarily seeks to create and improve knowledge among the general public about TB (e.g. its symptoms and curability), TB control services (e.g. diagnosis and treatment) and improve interpersonal communication between patients and program providers contributing to behavioral change or to meet a particular behavioral goal.
Social Mobilization: In the national and sub-national contexts, social mobilization is a process of generating public will by actively securing broad consensus and social commitment within civil society to fight stigma and eliminate TB as a public health threat. That is, social mobilization seeks to convert knowledge into demonstrable action.


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QuickMap is normally installed by running setup off Disk 1, followed by Disk 2. However larger organisations may choose to install QuickMap automatically via a login script, SCCM or AD Software Deployment. The instructions below describe how QuickMap may be installed automatically for individual users via a login script.
To install Quickmap in silent mode, you will need to use the following command line switches:
INSTOPT="MINIMAL | TYPICAL"
These can be used on the Quickmap.msi found in the Release folder, to be run with msiexec with the /i and /qn switches.
After you have installed Quickmap, you will have to register it silently. To do this, see Step 3, below.
Here's an example of how to install Quickmap silently (note one is typical using no GUI, the other is minimal using a basic GUI):
msiexec /i Quickmap.msi /qn INSTOPT="MINIMAL" TARGETDIR="C:\Qmap"
msiexec /i Quickmap.msi /qb INSTOPT="TYPICAL" TARGETDIR="C:\Qmap"
Below is an example of a silent install of a client – server.
Step 1 – Setup the server
Do a full QuickMap install of your server PC in the standard way (e.g. to C:\QMap)
Step 2 – Client install
Share C:\QMap on the server to each client (e.g. to Z:), then for each client, do an unattended minimal install with the command:
msiexec /qb /l* qmaplog.txt /i Z:\Release\quickmap.msi INSTOPT="MINIMAL"
Where Z:\ is the shared folder on the server.
To do a full install, rather than minimal, the command would be
msiexec /qb /l* qmaplog.txt /i Z:\Release\quickmap.msi INSTOPT="TYPICAL"
Step 3 – Register QuickMap
Write your Registration Key Number to the registry HKEY_CLASSES_ROOT\Qkey\Option\Default
This will result in the registration key be automatically displayed when QuickMap prompts the user to register the first time they run it. All the User has to do is click the Register button. They do not need administrator rights to successfully register QuickMap.
If autoregister.lic exists in the quickmap Data folder (e.g. Z:\Data) then QuickMap will register itself online without asking for any input from the user. A dialog box is displayed while this registration process is in progress.


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Honda Crv Roof Rack Installation was posted at November 9, 2017 at 2:15 pm. It is posted on the Roof category. Honda Crv Roof Rack Installation is labelled with Honda Crv Roof Rack Installation, Honda, Crv, Roof, Rack, Installation..
Hondahon•da (hon′də),USA pronunciation n.
- an eye at one end of a lariat through which the other end is passed to form a lasso, noose, etc.
Roofroof (ro̅o̅f, rŏŏf ),USA pronunciation n., pl. roofs, v.
- the external upper covering of a house or other building.
- a frame for supporting this: an open-timbered roof.
- the highest part or summit: The Himalayas are the roof of the world.
- something that in form or position resembles the roof of a house, as the top of a car, the upper part of the mouth, etc.
- a house.
- the rock immediately above a horizontal mineral deposit.
- go through the roof:
- to increase beyond all expectations: Foreign travel may very well go through the roof next year.
- Also, hit the roof, [Informal.]to lose one's temper;
become extremely angry.
- raise the roof, [Informal.]
- to create a loud noise: The applause raised the roof.
- to complain or protest noisily: He'll raise the roof when he sees that bill.
- to provide or cover with a roof.
Rackrack1 (rak),USA pronunciation n.
- a framework of bars, wires, or pegs on which articles are arranged or deposited: a clothes rack; a luggage rack.
- a fixture containing several tiered shelves, often affixed to a wall: a book rack; a spice rack.
- a spreading framework set on a wagon for carrying hay, straw, or the like, in large loads.
- a wooden frame of triangular shape within which the balls are arranged before play.
- the balls so arranged: He took aim at the rack.
- a bar, with teeth on one of its sides, adapted to engage with the teeth of a pinion(rack and pinion) or the like, as for converting circular into rectilinear motion or vice versa.
- a bar having a series of notches engaging with a pawl or the like.
- a former instrument of torture consisting of a framework on which a victim was tied, often spread-eagled, by the wrists and ankles, to be slowly stretched by spreading the parts of the framework.
- a cause or state of intense suffering of body or mind.
- violent strain.
- a pair of antlers.
- [Slang.]a bed, cot, or bunk: I spent all afternoon in the rack.
- to torture;
torment: His body was racked with pain.
- to strain in mental effort: to rack one's brains.
- to strain by physical force or violence.
- to strain beyond what is normal or usual.
- to stretch the body of (a person) in torture by means of a rack.
- to seize (two ropes) together side by side.
- rack out, [Slang.]to go to bed;
go to sleep: I racked out all afternoon.
- rack up:
- [Pool.]to put (the balls) in a rack.
- [Informal.]to tally, accumulate, or amass as an achievement or score: The corporation racked up the greatest profits in its history.
Installationin•stal•la•tion (in′stə lā′shən),USA pronunciation n.
- something installed, as machinery or apparatus placed in position or connected for use.
- the act of installing.
- the fact of being installed.
- any more or less permanent post, camp, station, base, or the like, for the support or carrying on of military activities.
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Azure Form Recognizer documentation
Azure Form Recognizer is a cloud-based Azure Applied AI Service that uses machine-learning models to extract and analyze form fields, text, and tables from your documents. Form Recognizer analyzes your forms and documents, extracts text and data, maps field relationships as key-value pairs, and returns a structured JSON output. You quickly get accurate results that are tailored to your specific content without excessive manual intervention or extensive data science expertise. Use Form Recognizer to automate your data processing in applications and workflows, enhance data-driven strategies, and enrich document search capabilities.


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Syntactic Complexity; Grammar Theory; Interface Syntax; Clausal Embedding
The paper is organised as follows. In order to establish which kinds of parentheses should be considered 'anchored', I present a global overview in §2. This is followed by a discussion of the core properties of anchored parentheses, focusing on the relation between anchor and parenthesis, and their 'specificational' interpretation. §3discusses anchored parenthesis in the domain of parallel construal, and shows why the Kosterian colon phrase is not sufficient to account for them. In §4, I elaborate onthe structural independence of parentheticals in the context of De Vries' syntactic approach, suggesting a parenthetical version of the colon phrase to account for anchored parenthesis. §5 is a brief discussion of two implications (or: complications) of this analysis. §6 concludes the paper.


Grace (photograph)
From Wikipedia, the free encyclopedia
Jump to: navigation, search
Grace is a photograph by Eric Enstrom. It depicts an elderly man with hands folded, saying a prayer over a table with a simple meal. In 2002, an act of the Minnesota State Legislature established it as the state photograph.[1]
History and background[edit]
The original photograph was taken in Bovey, Minnesota at Enstrom's photography studio. Most sources note the year as 1918, though Enstrom's daughter Rhoda, born in 1917, claimed to remember being present when the photograph was taken, and it may have been taken closer to 1920. The man in the photograph, Charles Wilden, was a Swedish immigrant who lived in nearby Grand Rapids, Minnesota earning a meager living as a peddler and living in a sod house. While the photograph conveys a sense of piety, the book shown in the photo is in fact a dictionary, not the Bible, and local stories about Wilden "centered more around drinking and not accomplishing very much."[2]
What happened to Wilden after the photograph is unclear. In 1926 he was paid $5 by Enstrom in return for waiving his rights to the photograph; he disappeared thereafter. After the photograph became popular Enstrom attempted to track Wilden down but was unsuccessful. Various family members and local historians have also attempted to determine what became of Wilden but have not been able to locate definitive evidence.[2]
Enstrom first licensed the photograph to Augsburg Fortress in 1930. In the 1940s his daughter, Rhoda Nyberg, colorized the photo by hand. This version was used in prints produced in the 1940s onward and became the more widespread and popularly known version of the photo.[3]
Enstrom earned a modest sum from the photograph for the remainder of his life. He died in 1968. Rhoda Nyberg died in 2012.[2][3]
Photograph with window light added to original.
Colorized version.
 1. ^ "Grace, official state photograph". State of Minnesota. Retrieved Feb 25, 2014.
 2. ^ a b c Lee, Stephen J. (27 February 2012). "Man in famous 'Grace' photo mystifies historians". Grand Folks Herald.
 3. ^ a b Walsh, Paul (27 February 2012). "Iron Range artist brought 'Grace' photo to fame". Minneapolis Star-Tribune.
External links[edit]


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In 1934, the Woman's Relief Corps erected a monument for the eight states that did not have a monument at Andersonville, The War Department gave the WRC permission to erect the monument. The monument lists the following:
The monument was dedicated at ceremonies held on 1 February 1936. It is the most southerly in the first row of monuments located on the west side of the prison site.
Did You Know?
The site of Andersonville prison was owned by both the Grand Army of the Republic and the Woman's Relief Corp before being transferred to the federal government in 1910. The prison site was administered, along with Andersonville National Cemetery, by the Department of the Army until 1971.


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Height: 26.500 cm
Length: 26.500 cm
Room 72: Ancient Cyprus
Bronze bowl handles
From Cyprus, about 850-750 BC
Decorated with lotus flowers
These handles would have been riveted onto the upper sides of one or more roughly hemispherical bowls. The lotus flowers would have appeared above the rim. Bronze bowls of this variety are typically Cypriot and occur in Cyprus between about 1050 and 750 BC. However, none of the surviving examples is as large as the bowls to which these handles must have belonged. From Cyprus they were introduced to the Near East, the Greek world and Italy.
The bronze bowls perhaps derive from earlier Cypriot bowls of pottery that have a single handle that is visible over the rim. A roughly hemispherical bronze bowl has a single riveted handle and a knob, in place of a lotus flower, appearing above the rim. It comes from a Cypriot tomb of the mid-eleventh century BC, and may form a link between the pottery and the bronze series.
V. Tatton-Brown, Ancient Cyprus, 2nd ed. (London, The British Museum Press, 1997)
M-J. Chavane, 'Vases de bronze du Musée du Chypre', Collection de la Mason de lOri (1982)


Like many of his 1950s era space-piloting contemporaries, Rocky Jones was pretty popular with the kiddies. And why not? Despite its low budget and standard Space Ranger plots, every kid watching the 39 original episodes, which aired between 1953 and 1955 and were later recut and rereleased as a full-length feature, believed in the heroism and deep space adventures of the dashing star.
Richard Crane starred as the title character, a man whose record and reputation were so pristine, he was rarely (if ever) proven wrong or reprimanded by a superior.
Joined by his sidekick Winky (played by original Our Gang member Scotty Beckett), his on-again, off-again flame Vena Ray (played by Sally Mansfield), Rocky Jones's chief objective was to defeat the alien supergroup, the Officians (said to embody and reflect an anti-communist sentiment).
One of the series' distinguishing factors was that it was continuous, instead of episodic – so that it ran in a sort of soap opera-like sequence that never repeated or deviated from the developments of the plot before it.
Though he's rarely remembered today, Rocky Jones's legacy as a Space Ranger par excellence remains in tact. He even flirted with rekindled fame when his film work was briefly featured in two Mystery Science Theater 3000 episodes.


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Overview | Guidelines | Information Correction Requests and Appeals | Contact
Objectivity refers to the accuracy, reliability, and unbiased nature of information.
It is achieved by using reliable information sources and appropriate techniques
to prepare information products. Objectivity involves both the content and
the presentation of the information. Content should be complete, include
documentation of the source of any information used, as well as,when appropriate,
a description of the sources of any errors in the data that may affect the
quality of the information product. The presentation of the information should
be clear and in a proper context so that users can easily understand its
The Department strives to present information to the public in an accurate,
clear, complete, and unbiased manner. In keeping with the OMB Information Quality Guidelines, all information products should undergo editorial and technical
peer review to assist the Department in meeting this performance goal.